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21	Educational policy in a post-apartheid South Africa : an exploratory study of the needs of the Indian community Rasool, Mohamed Hoosen Abbas 09 1900 (has links) Recent events have brought about the realization that purposeful advancement in South Africa depends on wide-ranging educational reforms consistent with the demands of a complex multicultural society. This necessitates the development of theoretically-sound policies informed by, and grounded in, the specific historical and cultural milieu in which it is to be conceived. Within this context, a particular concern is that little is known about the educational needs of the Indian community at this juncture. This concern is also evinced by a multitude of interests within this minority group. Al though this investigation focuses on Indian responses to dominant policy orientations, it conceptualizes the South African education dynamics in its entirety and interrelatedness and not as a conglomerate of isolated parts. In sum, this dissertation endeavours to examine some critical concerns as it affects the provision of education for people of Indian origin in a postapartheid South Africa. / Educational Studies / M.Ed. (Comparative Education) Post-apartheid South Africa Indian community Minority group Educational policy Educational needs Transformation Financing education Education governance Curriculum School integration Language Multicultural education 379.68 Post-apartheid South Africa Needs
22	Educational policy in a post-apartheid South Africa : an exploratory study of the needs of the Indian community Rasool, Mohamed Hoosen Abbas 09 1900 (has links) Recent events have brought about the realization that purposeful advancement in South Africa depends on wide-ranging educational reforms consistent with the demands of a complex multicultural society. This necessitates the development of theoretically-sound policies informed by, and grounded in, the specific historical and cultural milieu in which it is to be conceived. Within this context, a particular concern is that little is known about the educational needs of the Indian community at this juncture. This concern is also evinced by a multitude of interests within this minority group. Al though this investigation focuses on Indian responses to dominant policy orientations, it conceptualizes the South African education dynamics in its entirety and interrelatedness and not as a conglomerate of isolated parts. In sum, this dissertation endeavours to examine some critical concerns as it affects the provision of education for people of Indian origin in a postapartheid South Africa. / Educational Studies / M.Ed. (Comparative Education) Post-apartheid South Africa Indian community Minority group Educational policy Educational needs Transformation Financing education Education governance Curriculum School integration Language Multicultural education 379.68 Post-apartheid South Africa Needs
23	La fórmula de tratamiento usted como marcador étnico del habla : Sus correlaciones con algunos factores de la tríada ecológica en contexto de etnias en contacto / The address form usted as an ethnic speech marker : Its correlations with some factors of the ecological triad in context of ethnic groups in contact Sarmiento, Miguel Angel January 2006 (has links) This study aims at exploring the social, affective and cognitive variables that would be related to the use of the address form usted in Chilean Spanish. Specifically, we refer to the use that can be observed in interactions between Chileans residing in Sweden. A particular aspect of this situation is that, while the majority group almost exclusively use the form that is commonly associated with solidarity (in this case the Swedish pronoun du), the minority group referred to maintains the pronoun that normally is associated with power, distance, formality and politeness: usted. In other words, while the equivalent in Swedish of usted (ni) is seldom used in majority language, the opposite is observed in the minority language object of study. We believe that the motives for the use of usted in this minority context are more complex than they appear to be. Consequently, an alternative hypothesis has been worked out with reference to theories within the area of Social Psychology. On this basis the following main hypothesis was formulated: Individuals representing the minority group in ethnic contact situations tend to increase their identification with the minority group in order to be admitted by and adhere to this group, if they feel that they are rejected by the majority group. The form usted is not the result of a fortuitous situation, nor can it be explained by the fact that it is the normal usage in the native country, but that it fulfils a strategic objective: to mark the affiliation with the minority group. The method has consisted in grouping together and correlating factors pertaining to the environment, the agent and the guest according to the Ecological Triad, the interaction of which contributes to the appearance of the observed behaviour that underlies this study. The statistical analysis enabled us to verify what was put forward in the hypothesis. majority group minority group politeness address form usted learning culture social psychology Theory of Planned Action Accomodation Theory Theory of Rejection-Identification Theory of Adaptive Control of Thought Social Cognitive Theory Theory of Ecological Systems cognitive context ethnic marker in speech ethnic contact behaviour intention assumptions beliefs ethnic identity usted attitudes perceptions Ecological Triad Specific Languages Språkstudier

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Educational policy in a post-apartheid South Africa : an exploratory study of the needs of the Indian community

Educational policy in a post-apartheid South Africa : an exploratory study of the needs of the Indian community