The thesis deals with the theoretic concept of Contextual Pedagogy and its application in the context of a disempowered and marginalized society, the Ju/'hoansi ("Bushmen") of Nyae Nyae in North Eastern Namibia. Contextual Pedagogy derives from the notion of Contextual Theology and is thus initially based on a pedagogical analysis of the KAI ROS-Document, whereby its sociopolitical content and its inherent methodology are being transferred into a context of pedagogy. Referring to theoretical concepts of Critical Theory and Liberation Pedagogy, Conditional Fields are being identified in a first analysis which determine and explain the pedagogical situation in a colonial context of Apartheid South Africa. During a three-year qualitative field research, central aspects of Contextual Pedagogy are being applied within the framework of the development of a post-colonial and community-based school programme in Nyae Nyae, the Village Schools Project. This school programme comprises a curriculum for a teacher training course as well as a curriculum for Grade 1-3 learners in five selected villages of Nyae Nyae, and is based on the dynamic processes between the communities, the Student Teachers and the author as their Teacher Trainer and Village Schools Co-ordinator. A further theoretical evaluation and reflexion of the field research gives rise to a pedagogical superstructure of Contextual Pedagogy, which also investigates the notions of power, empowerment and over-empowerment within a context of development work. By doing so, the previous Conditional Fields of pedagogic work within a theoretical framework of Contextual Pedagogy become extended in relevance for a pedagogical context of a post-colonial society with special reference to marginalized subjects. In conclusion, the finalization of the research project and its subsequent handing-over process to the Namibian government analyzes the paralyzing effects of an excessive bureaucracy, and the resurgence of conservative and colonial thought in the young and fragile democracy of Namibia. / Educational Studies / D.Ed.(Didactics)

The present study has a threefold aim: First, the theoretical aim is to give a contribution to refinement of the theory of dialogue based feminist ethics, concerning the understanding of judgment and narration within such an ethics.  The study also has an empirical aim, defined as to clarify what kind of knowledge, relevant to the moral judgment of an engaged outsider actor, can be received from dialogical interpretation and analysis of a limited selection of critically reflecting life stories. Third, a methodological aim is defined as to develop an approach to interpretation and analysis of reflecting life stories, which renders the storyteller visible as a reflecting moral subject, and makes the story accessible as a source of knowledge for the moral judgment of an engaged outsider actor. The thesis combines philosophical reflection and argumentation, with a narrative-hermeneutic method for interpretation of life stories, relating the two to each other in a hermeneutic process.  The theoretical reflection draws on Seyla Benhabibs theory of communicative ethics. A dialogue based model for moral justification and a likewise dialogue based model for political legitimacy are at the heart of this universalistic theory, although in combination with a conception of a narratively and hermeneutically constituted context sensitive moral judgment, based on Hannah Arendt’s concept “enlarged thought”. In the reflection, this model is related to other feminist theorizing within the tradition of dialogue based feminist ethics, as found in the works of Iris M. Young, Georgia Warnke and Shari Stone-Mediatore. The empirical study draws on three critically reflecting life stories from Israeli-Palestinian women activists for a just peace. The methodology for interpretation and analysis that is worked out combines dialogical interpretation as presented in Arthur W. Frank’s socio-narratology with a method for structural analysis derived from Shari Stone-Mediatores theory of storytelling as an expression of political resistance struggle. The results show that some stories drawing on marginalized experiences have a potential­ to stimulate further public debate through their capacity to enable a stereoscopic seeing, elucidating a tension between ideologically structured discourse and non-linguistic experience; implying that narrative-hermeneutic competence should be considered crucial for public debate.

[pt] Esta tese investiga a ação do designer que atua em contextos sociais de conflito e marginalizados para promover e potenciar processos locais de Inovação Social através de experiências participativas e da estratégia de Design. Por isto, em primeiro lugar, foi desenvolvida uma revisão teórica com relação ao âmbito da contribuição social do Design, às abordagens e práticas mais conhecidas e ao contexto selecionado. Este momento foi preparatório para a fase subsequente de pesquisa que consistiu na implementação de um projeto de Design participativo em uma favela carioca em colaboração com uma ONG local. Ao longo da pesquisa de campo foram coletados dados usando como estratégia a observação participante. Em seguida, os dados foram analisados, sendo identificadas duas macro categorias de investigação, que são fundamentais para o tipo de ação de Design considerada. Trata-se do tempo e dos parceiros de projetos e interesses locais. Ambas foram depois verificadas, compreendidas e detalhadas através de entrevistas com designers e de uma nova fase de revisão teórica. Tudo isso permitiu chegar aos resultados de pesquisa: foram levantadas duas questões que podem influenciar o processo de Design, obstaculizá-lo ou até impedi-lo. Em primeiro lugar, o tempo apresentou-se com um elemento determinante no desenvolvimento de um projeto, capaz de favorecê-lo ou obstaculizá-lo. De fato, podem ocorrer divergências temporais entre o designer e o processo de Design, o contexto e os parceiros de projeto. Em segundo lugar surgiu a influência das forças contextuais exercidas pelos atores locais - e baseadas em interesses e agendas internas - sobre as ações do designer e a sua relação com a estrutura da rede de projeto. Os resultados de pesquisa sugerem que: (1) os fatores contextuais podem influenciar o processo de Design no desenvolvimento de projetos participativos que visam promover processos locais de Inovação Social; (2) a ação do designer em experiências participativas que visam a Inovação Social pode se beneficiar de abordagens que consideram os fatores contextuais; (3) as metodologias e ferramentas desenvolvidas até então para a atuação do designer no âmbito social não são suficientes para a ação. Por fim, a partir disso, a tese promove uma reflexão sobre a proposta de um Design social eficaz e a atual formação em Design neste âmbito. / [en] The thesis investigates the designer s action in conflict and marginalized social contexts aimed at promoting and enhancing local Social Innovation processes through participatory experiences and the Design strategy. Firstly, a theoretical review of the social contribution of Design, of the best-known approaches and practices, and of the selected context was developed. This moment had been preparatory for a subsequent phase of applied research that occurred with the implementation of a participatory Design project inside a Rio de Janeiro slum in collaboration with a local NGO. During field research data were collected through participatory observation. Their later analysis led to identify two key research macro-categories - time, and Design partners and local interests – that were verified and better understood through some interviews with designers and a new phase of theoretical review. All this led to research results: two main issues that may influence, impede or hinder the development of this kind of project were identified. Firstly, time appeared as a fundamental element in project development, able to promote or prevent it. In fact, temporal divergences between the designer and the Design process, between the context and the Design partners may occur. Secondly, the influence of the forces exerted by local actors - and based on interests and inner agendas - on the designer s actions emerged as well as its relation to the project network structure. Research results indicate that: (1) contextual factors may influence the Design process in participatory projects aiming at promoting local Social Innovation processes; (2) the designer s action in participatory experiences may benefit of approaches that consider contextual factors; (3) the methodologies and tools that have been developed to support designer s work in the social field are not enough for action. Finally, this thesis promotes a reflection about the widespread idea of an efficient Social Design practice and about Design education in this area.

The thesis deals with the theoretic concept of Contextual Pedagogy and its application in the context of a disempowered and marginalized society, the Ju/'hoansi ("Bushmen") of Nyae Nyae in North Eastern Namibia. Contextual Pedagogy derives from the notion of Contextual Theology and is thus initially based on a pedagogical analysis of the KAI ROS-Document, whereby its sociopolitical content and its inherent methodology are being transferred into a context of pedagogy. Referring to theoretical concepts of Critical Theory and Liberation Pedagogy, Conditional Fields are being identified in a first analysis which determine and explain the pedagogical situation in a colonial context of Apartheid South Africa. During a three-year qualitative field research, central aspects of Contextual Pedagogy are being applied within the framework of the development of a post-colonial and community-based school programme in Nyae Nyae, the Village Schools Project. This school programme comprises a curriculum for a teacher training course as well as a curriculum for Grade 1-3 learners in five selected villages of Nyae Nyae, and is based on the dynamic processes between the communities, the Student Teachers and the author as their Teacher Trainer and Village Schools Co-ordinator. A further theoretical evaluation and reflexion of the field research gives rise to a pedagogical superstructure of Contextual Pedagogy, which also investigates the notions of power, empowerment and over-empowerment within a context of development work. By doing so, the previous Conditional Fields of pedagogic work within a theoretical framework of Contextual Pedagogy become extended in relevance for a pedagogical context of a post-colonial society with special reference to marginalized subjects. In conclusion, the finalization of the research project and its subsequent handing-over process to the Namibian government analyzes the paralyzing effects of an excessive bureaucracy, and the resurgence of conservative and colonial thought in the young and fragile democracy of Namibia. / Educational Studies / D.Ed.(Didactics)

The present study has a threefold aim: First, the theoretical aim is to give a contribution to refinement of the theory of dialogue based feminist ethics, concerning the understanding of judgment and narration within such an ethics.  The study also has an empirical aim, defined as to clarify what kind of knowledge, relevant to the moral judgment of an engaged outsider actor, can be received from dialogical interpretation and analysis of a limited selection of critically reflecting life stories. Third, a methodological aim is defined as to develop an approach to interpretation and analysis of reflecting life stories, which renders the storyteller visible as a reflecting moral subject, and makes the story accessible as a source of knowledge for the moral judgment of an engaged outsider actor. The thesis combines philosophical reflection and argumentation, with a narrative-hermeneutic method for interpretation of life stories, relating the two to each other in a hermeneutic process.  The theoretical reflection draws on Seyla Benhabibs theory of communicative ethics. A dialogue based model for moral justification and a likewise dialogue based model for political legitimacy are at the heart of this universalistic theory, although in combination with a conception of a narratively and hermeneutically constituted context sensitive moral judgment, based on Hannah Arendt’s concept “enlarged thought”. In the reflection, this model is related to other feminist theorizing within the tradition of dialogue based feminist ethics, as found in the works of Iris M. Young, Georgia Warnke and Shari Stone-Mediatore. The empirical study draws on three critically reflecting life stories from Israeli-Palestinian women activists for a just peace. The methodology for interpretation and analysis that is worked out combines dialogical interpretation as presented in Arthur W. Frank’s socio-narratology with a method for structural analysis derived from Shari Stone-Mediatores theory of storytelling as an expression of political resistance struggle. The results show that some stories drawing on marginalized experiences have a potential­ to stimulate further public debate through their capacity to enable a stereoscopic seeing, elucidating a tension between ideologically structured discourse and non-linguistic experience; implying that narrative-hermeneutic competence should be considered crucial for public debate.

Existing literature about women in positions of power and leadership is extensive and varied, including popular sectors such as finance, politics, and education. However, previous work has only focused on higher education and homogenized female leadership experience. One of the main issues in our knowledge of female leadership is the lack of diverse perspectives and experiences. This failure to recognize differences among women gives an inaccurate whole picture of how women lead within different contexts. Therefore, using the Ethics of Care as the guiding conceptual framework and social constructivism as its worldview, this narrative inquiry critically examined and concurrently discovered the lived experiences of four Trinidadian women of color who previously held a principal leadership position earlier in their lives. More specifically, the participants were retired primary and secondary school principals representing varying locations across the Caribbean island. Assuming the position of storyteller, participants narrated their approach to leading as storied descriptions of their lived experiences to the researcher. The findings of this study support existing literature on gender inequality female leaders often confront in their workplace and the emotional labor they engage in. The findings also indicated that participants tended to practice transformative leadership. Most importantly, the findings also highlighted existing class-based bias related to colonialism and patriarchal norms. This study contributes to the overall understanding of leadership experiences of Caribbean women of color and adds to the limited literature on this topic within the Caribbean region. Lastly, the findings of this study can support further extensive research on this group of leaders and perhaps inform policies and practices of the Ministry of Education of the Republic of Trinidad and Tobago / Graduate

No description available.

This study explores the subjective experiences of mothers living with HIV from Southeastern Ontario when accessing health and social services. Drawing on principles of feminist participatory action research, 5 MLWH were brought together in order to share their stories of accessing health and social services and to participate in the creation of a collage as part of the storytelling process. Intersectional feminist theory was chosen as a theoretical lens for this project to highlight the ways women’s multiple identities intersect and contribute to HIV-stigma. Emerging from the storytelling and arts based process were stories about the women’s interactions with the criminal justice system, Children’s Aid Societies, social welfare programs and women-specific supports. The key concerns that the women raised in connection to these interactions included having to re-tell their story, concerns about confidentiality and disclosure and experiencing a loss of control as a result of depending on a myriad of health and social services. In addition, the participants identified changes they would like to see within health/social services including more opportunities for peer support and an increase in services available to support the unique psychosocial challenges of MLWH. / Thesis / Master of Social Work (MSW)

No description available.

No description available.