Thesis (Ph. D.)--University of Pennsylvania. / Includes bibliographical references (p. 83-88).

Thesis (Ph. D.)--University of Pennsylvania. / Bibliography: p. 83-88. Also available in digital form on the Internet Archive Web site.

Thesis (Ph.D.) -- McMaster University, 1998. / Includes bibliographical references (leaves 296-305). Also available via World Wide Web.

*text removed pages 111 and 125. / Monitorial schools became popular in nineteenth-century Britain. Under the panoptic control of a single master who was assisted by a cadre of specially selected pupils --monitors --these institutions responded, ostensibly, to the need to "educate" the underclass. I argue that rather than being concerned with the improvement of literacy, the promoters of these schools --The Reverend Andrew Bell, Joseph Lancaster and Matthew Davenport Hill, among others --were driven more by a desire to contain and manage a segment of the population that constituted a perceived threat to social order. The efficient management of the schools' populations demanded of their pupils an unrelenting self-discipline, a seemingly innocuous concept that carries within it chilling implications for the definition of an ideal subject. I refer throughout to the ''literature" of the nineteenth-century English monitorial school --its theoretical and pedagogical treatises, pictorial representations and accounts of educational experiments --and by using Michel Foucauh's theories of power, I determine the actual force relations that obtain there, defining precisely the nature of a discipline that operates, as Bell writes, ''through the agency of the scholars themselves". Having established the educational context out of which monitorial schools emerged, I proceed, in part one of the dissertation, to examine mainly the works of Joseph Lancaster and Matthew Davenport Hill By reference to their tracts, I show how the monitorialists used the emerging technologies ofdetention to create a subject population whose bodies became the point ofapplication not only of "education," but also a complex form ofsocio-political experimentation. In the second part I investigate the attraction for Samuel Taylor Coleridge ofThe Reverend Andrew Bell's monitorial theory, revealing that what some critics have seen as Coleridge's paradoxical attraction to monitorialism is, in fact, a confirmation ofhis own idealistic vision for England's social hierarchy. / Thesis / Doctor of Philosophy (PhD)

Political socialization and human agency

This thesis – Online Parody Videos and the Enactment of Cultural Citizenship – examines the enactment of the practice of cultural citizenship in new media contexts. Through a cultural study approach, it seeks to find how citizens enact the practices of cultural citizenship, participate in public deliberation, engage in politics and construct identities as citizens in an informal way through digital creativity. In this thesis, “JorKawTeun,” an online news parody program, is selected as a case study. The main research question is, “based on the case study of “JorKawTeun,” how are the practices of cultural citizenship and popularization of politics enacted through online parody videos in Thailand? Specifically, how is humor utilized in the videos, and what rhetorical strategies/tactics are used to make political points?” The theoretical framework is comprised of monitorial citizenship and cultural citizenship. In addition, the concept of “parody as genre” is also employed in order to be implemented in the analysis of the techniques used in the videos. The methodology is critical discourse analysis. The findings of the study reveal the complex and paradoxical dimensions of citizenship, the tendency towards individualized political participation, and the subversive potential of parody: a vernacular form of political communication that is remediated in a media convergence environment. Finally, the thesis aims at contributing to an understanding of the relationship between popular culture and politics in contemporary mediated contexts, as well as the rethinking of the notion of citizenship, political participation and civic engagement based on a culturally-oriented perspective.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação, Florianópolis, 2015. / Made available in DSpace on 2015-12-01T03:11:19Z (GMT). No. of bitstreams: 1 336116.pdf: 1554303 bytes, checksum: 1a00dc3c790e0c3da853cc4f85caeb8e (MD5) Previous issue date: 2015 / O objetivo geral desta dissertação é o de caracterizar as concepções históricas em geral e teórico-normativas do Programa de Monitoria nas licenciaturas da Universidade Federal de Santa Catarina (UFSC). A pesquisa foi desenvolvida por meio de estudo de caso acerca do  Programa de Monitoria da UFSC . Utilizamos várias fontes de dados, como entrevistas, análises das Resoluções Normativas do Programa de Monitoria da UFSC dos anos de 1993 e 2012, dos documentos sobre a implementação do  Programa de Monitoria na IES, de teses, dissertações e produção bibliográfica. Isso permitiu-nos estabelecer uma relação entre o prescrito e aquilo que vem sendo posto em prática na e pela IES. Para a exploração do material coletado, utilizamos a  análise de conteúdo (BARDIN, 1977). Iniciamos o processo de  aproximação/acercamento à temática de pesquisa realizando cinco (5) entrevistas com os responsáveis pelo Departamento de Integração Acadêmico e Profissional (DIP), entre os anos 2009 e 2013, com a Coordenadoria Geral de Estágios da UFSC e com os representantes da Coordenadoria de Avaliação e Apoio Pedagógico (CAAP), em 2013, buscando compreender como acontece a prática da monitoria na UFSC, tendo como fonte as falas dos Servidores Técnico-Administrativos em Educação. Também realizamos cinco (5) entrevistas com Pró-Reitores de gestões anteriores a 2013, objetivando resgatar o histórico da monitoria na UFSC. Concluído o processo de aproximação à temática de pesquisa, realizamos seis (6) entrevistas com os sujeitos responsáveis pelo processo de monitoria na atualidade, seja na parte administrativa, seja na de execução, nos Centros de Ensino (CE) da UFSC que oferecem cursos de licenciatura. Nos cinco capítulos em que se subdivide a dissertação, apresentamos os aspectos históricos referentes à educação no contexto da sociedade burguesa; investigamos, nos experimentos e nos registros clássicos que tratam da monitoria, a forma como esta estratégia foi implementada e sistematizada, inclusive no Brasil; resgatamos o histórico da monitoria na UFSC, a partir das entrevistas de  aproximação/acercamento ; apresentamos e analisamos os dados da investigação empírica; movemo-nos entre a empiria, a teoria e a literatura, buscando analisar a monitoria, as práticas desta e suas implicações para a formação discente e docente. Nas considerações finais, apresentamos alguns elementos sobre os possíveis caminhos que decorrem desta pesquisa, retomando os nossos objetivos e a problemática inicial de investigação.<br> / Abstract : The general objective of this dissertation is to characterize historic conceptions and theoretical-norms of the Monitoring Program in teacher accreditation at the Federal University at Santa Catarina (UFSC). The research involved a case study of the UFSC Monitoring Program. We used various data sources including interviews, analyses of normative resolutions for the UFSC Monitoring Program from 1993 and 2012, documents about the implementation of the Monitoring Program at institutions of higher education (IES), theses, dissertations and bibliographic production. This allowed us to establish a relationship between what is called for and what is practice at and by IES. To explore the material collected, we used  content analysis (BARDIN, 1977). We began the process of  approximation/immersion in the research topic by conducting five interviews with the people responsible for the Department of Academic and Professional Integration (DIP) between 2009 and 2013; with the General Coordinator of Internships at UFSC and with the representatives of the Coordinator of Evaluation and Pedagogic Support (CAAP), in 2013 to understand how monitoring takes place at UFSC based on the statements of technical administrative personnel in education. We also conducted five interviews with deans from administrations prior to 2013 to understand the history of monitoring at UFSC. Concluding the process of approximation to the research topic, we conducted six interviews with the people currently responsible for administering and executing the monitoring, at the Educational Centers at UFSC that offer accreditation courses. The five chapters of the dissertation present the historic aspects related to education in the context of bourgeois society. We investigate the experiments and classic registers that involve monitoring, and the form in which the strategy was implemented and systematized, including in Brazil. We review the history of the monitoring at UFSC, based on interviews of  approximation/immersion ; and present and analyze the data from empiric. The study moves between empirical elements, theory and the literature, to analyze monitoring practices and their implications for teacher education and for students. The final considerations present some elements about the possible routes that stem from this study, considering our objectives and the initial problematic of the investigation.

Orientador : Dulce Maria Pompeo de Camargo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-19T06:07:12Z (GMT). No. of bitstreams: 1 DeRossi_VeraLuciaSabongi_M.pdf: 26948477 bytes, checksum: 4b3a6238776c2936290e141eefdeb40f (MD5) Previous issue date: 1994 / Resumo: O objetivo principal desta dissertação consistiu em organizar a documentação inédita sobre o trabalho realizado nas delegacias de ensino, por professores/monitores de história em sua atuação no Projeto Pedagógico: "Reorganização do ensino de 10 grau", que envolveu profissionais da educação de todas as escolas públicas estaduais de Campinas e região de 84 a 88. Registramos e reconstruímos as experiências advindas das práticas de ação coletivas articuladas às práticas educativas, em meio a " Tropeços e Conquistas", observadas nas diferentes metodologias construídas pelo trabalho de grupo. Procurou-se portanto, focalizar uma luta específica no campo pedagógico ligada às outras lutas materiais da classe trabalhadora, como um dos fios do processo histórico mais amplo, ou seja, através das relações de professores/monitores de história com as equipes pedagógicas no Projeto Pedagógico e com os representantes do Estado na CENP/SE, no decorrer da Reforma Curricular, que coincide com o momento político de redemocratização do Estado de S. Paulo. / Mestrado / Metodologia do Ensino / Mestre em Educação

Thesis (M. Ed.) -- University of Limpopo, 2020 / The implementation of progression and similar policies remains a challenge in many education systems globally. This also applies to the implementation of the progression policy in South Africa, Limpopo Province, Dimamo Circuit, which was intended to reduce the dropout rates of learners who struggle to pass their grades during the stipulated duration. Teachers and schools seem to be ill-prepared to implement this policy, which was introduced in 2013. The effective implementation of this policy could alleviate the challenge of dealing with learners who are retained in the same grade more than twice, most of whom end up dropping out of school. This study aimed to discover the experiences of teachers and learners with regard to the implementation of the progression policy in Limpopo Province, Dimamo Circuit. A case study research design was used and the study used multiple methods of collecting data such as interviews, observation and document analysis. The study found that teachers and learners in the schools that formed part of the study experience extreme challenges such as learner participation support, training, and coping with regard to the implementation of the progression policy. The recommendations of the study will contribute greatly to the system of education in Limpopo Province, Dimamo Circuit as the findings could assist in improving the implementation of the policy.

Made available in DSpace on 2016-04-28T18:24:00Z (GMT). No. of bitstreams: 1 Fernando Rezende da Cunha Junior.pdf: 1202770 bytes, checksum: c3ada08ea36cb28239e237af95363727 (MD5) Previous issue date: 2009-04-28 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This work aims mainly at examining Monitory Activity as classroom organization in collaborative knowledge construction in six distinct subjects of the High School curriculum in a regular school in the South of Minas Gerais state. This work is based on Social-Historical-Cultural Activity Theory (Vygotsky, 2000; Leontiev, 1978; Engeström, 1999), which lead us to understand the organization and conception of Monitory Activity at school. It discusses some central concepts of Vygotsky s work, such as ZPD, Mediation, Meaning and Sense in order to understand the collaborative knowledge construction inside classroom, and questions concerning about Monitory (Faria, 2003; Cunha Jr., 2006b), which give us the possibility of understanding the functional part of Monitory Activity, as well as the Collaboration concept (Magalhães, 1998) applied to the Activity, and the language conception under Bakhtin s perspective (Bakhtin, 2000). This research is organized based on Critical Collaboration Research (Magalhães, 1998), being a process in which both researchers and subjects act effectively during the process of work realization. Data analyzed in this work were collected by audio-video recordings in meetings conducted with monitors and nonmonitors students, in distinct periods. There were also recorded classes with Monitory Activities, and the students also answered a questionnaire at the end of the first year of research. The results obtained show that Monitory Activity is an efficient way of classroom organization, as well as it gave a possibility of a new way to the students organization and engaging of teaching-learning process / O objetivo geral deste trabalho é examinar a Atividade Monitoria como organização da sala de aula na construção colaborativa do conhecimento em seis disciplinas distintas que fazem parte do currículo do Ensino Médio em uma escola da rede regular de ensino no sul de Minas Gerais. Este trabalho está fundamentado na Teoria da Atividade Sócio-Histórico-Cultural (Vygotsky, 2000; Leontiev, 1978; Engeström, 1999), o que possibilita compreendermos a organização e a concepção da Atividade Monitoria na escola em questão. Discute conceitos centrais da obra de Vygotsky, como ZPD, Mediação, Sentido e Significado, para a compreensão da produção colaborativa de conhecimento na sala de aula, e também as questões sobre monitoria (Faria, 2003; Cunha Jr., 2006b), que possibilitam entendermos a parte funcional da Atividade Monitoria, bem como os conceitos de colaboração (Magalhães, 1998) aplicados à atividade, e a concepção de linguagem sob uma perspectiva Bakhtiniana (Bakhtin, 2000). Esta pesquisa se organiza com base na Pesquisa Crítica Colaborativa (Magalhães, 1998), sendo, portanto, um processo no qual tanto pesquisadores quanto participantes atuam de forma efetiva durante o processo de realização do trabalho. Os dados analisados neste trabalho foram coletados através de gravações em áudio e vídeo em reuniões realizadas tanto com os alunos-monitores, quanto com os não-monitores, em períodos distintos. Foram também gravadas aulas com atividades de monitoria, além de os alunos-monitores responderem a um questionário ao final do primeiro ano da pesquisa. Os resultados obtidos demonstram que a Atividade Monitoria mostrou-se eficaz como uma nova forma de organização da sala de aula, bem como possibilitou uma nova forma de organização e engajamento para o processo de ensino-aprendizagem dos alunos