Fiji has been noted for its problems with racial tensions. Previous analyses have focused on the role of the Fijian elite in propagating racial tensions against the Indo-Fijian community. Therefore, this thesis endeavoured to find out, how do ordinary Fijians feel about ethno-nationalism? Are they active players in spreading such sentiments? The study placed increased focus on eastern Fijians, given that their elite had their power entrenched at Cession. This examination found that while stereotypes and biases that are ethno-nationalistic in nature do exist, eastern Fijians want other challenges to be addressed. More specifically, poverty and gender issues are two concerns requiring attention. Modernization has increased poverty, as many Fijians lack the skills to access better paying jobs. The Fijian culture plays a big role here, as it encourages ordinary Fijians to view education suspiciously. Furthermore, cultural emphasis on rank and patriarchy makes Fijians, including women, subservient to those with higher status. This means that problems such as violence against women are prevalent. NGOs are involved in trying to address these concerns, although with limited success. NGOs and ordinary Fijians conflict in how best to deal with poverty. NGOs argue that changes at the political level will help decrease poverty. On the other hand, the Fijian grassroots want direct measures to help them overcome their plight. With gender issues, womens NGOs are more successful, as their work also gives direct attention to Fijian women. This is highlighted by the fact that more Fijian women are speaking out against their plight. This study is significant because it shows that ordinary Fijians are not active players in the promotion of ethno-nationalism. Instead, other actors, such as the Fijian elite and NGOs, are involved in ethno-nationalistic disputes.

Fiji has been noted for its problems with racial tensions. Previous analyses have focused on the role of the Fijian elite in propagating racial tensions against the Indo-Fijian community. Therefore, this thesis endeavoured to find out, how do ordinary Fijians feel about ethno-nationalism? Are they active players in spreading such sentiments? The study placed increased focus on eastern Fijians, given that their elite had their power entrenched at Cession. This examination found that while stereotypes and biases that are ethno-nationalistic in nature do exist, eastern Fijians want other challenges to be addressed. More specifically, poverty and gender issues are two concerns requiring attention. Modernization has increased poverty, as many Fijians lack the skills to access better paying jobs. The Fijian culture plays a big role here, as it encourages ordinary Fijians to view education suspiciously. Furthermore, cultural emphasis on rank and patriarchy makes Fijians, including women, subservient to those with higher status. This means that problems such as violence against women are prevalent. NGOs are involved in trying to address these concerns, although with limited success. NGOs and ordinary Fijians conflict in how best to deal with poverty. NGOs argue that changes at the political level will help decrease poverty. On the other hand, the Fijian grassroots want direct measures to help them overcome their plight. With gender issues, womens NGOs are more successful, as their work also gives direct attention to Fijian women. This is highlighted by the fact that more Fijian women are speaking out against their plight. This study is significant because it shows that ordinary Fijians are not active players in the promotion of ethno-nationalism. Instead, other actors, such as the Fijian elite and NGOs, are involved in ethno-nationalistic disputes.

This study examined how racism and racial tensions potentially threatened the face needs of Black and White interracial couples. Specifically, this study investigated the benefit of family approval of one's interracial relationship. Couples use of corrective face work in response to prejudice was also examined. This research used a qualitative, interpretive method to gather and analyze data from 14 personal interviews. The interview schedule enabled interviewees to use storytelling to share their experience of being in a Black and White interracial relationship. Interviewees were asked questions surrounding their experience as the partner in an interracial relationship. Couples shared how they told their family that their romantic partner was a different race and shared how they encountered prejudice when they are out in public. Further, they spoke about how people stare at them and make comments about their interracial relationship. The data underwent a thematic analysis (Owen, 1984) where I reviewed the data and searched for themes that were recurrent and repeated by interviewees. There were several themes that emerged. First, the very presence of racial tensions and racism affects interracial couples. Second, family support seemed to mitigate threats to couples' positive and negative faces and enabled couples to engage in open and honest dialogue with their family and their significant other. Finally, even couples with family support, engaged in corrective face work to respond to the face threats posed by racism and racial tensions.

South Africa, a country in transition, is characterised by drastic policy shifts in the social, economic and political arenas. These policy shifts are also directed towards educational reform. The South African Schools Act of 1996 is the first step towards educational change. Other changes focus on the curriculum, new appraisal procedures for educators, and the establishment of the South African Council for Educators. All of the above constitute a new working paradigm for school principals. This study sought to determine the influence of this changing school environment on school principals. It looked at how principals perceive the change and examines the impact of change on their management role. A literature study was made of the restructuring process in the USA and in England and Wales. The transformation of the South African education system was also examined. A qualitative investigation was pursued with secondary school principals. Data gathering was done through participant-observation, questionnaires and in-depth interviews. Data was analysed, discussed and later synthesised. The major findings with respect to the SA Schools Act are: * * The lack of capacity of governing body members to participate meaningfully at meetings. Principals believe the ban on corporal punishment has weakened their authority. * School fees and fundraising pose a problem to some principals. * Most principals welcome the code of conduct for learners. * Schools have not developed language policies. * Principals accept the freedom of conscience clause in the Act. * SRC's are not very effective. The other findings are: * * * Power relations between and among various stakeholders impact negatively on school management. A breakdown in the culture oflearning and teaching especially in former DET and HOD schools. Teachers are not adequately trained to handle OBE and the new system of assessments. The study concluded with recommendations being made to improve the situation. / Educational Leadershiup and Management / D. Ed. (Educational Management)

South Africa, a country in transition, is characterised by drastic policy shifts in the social, economic and political arenas. These policy shifts are also directed towards educational reform. The South African Schools Act of 1996 is the first step towards educational change. Other changes focus on the curriculum, new appraisal procedures for educators, and the establishment of the South African Council for Educators. All of the above constitute a new working paradigm for school principals. This study sought to determine the influence of this changing school environment on school principals. It looked at how principals perceive the change and examines the impact of change on their management role. A literature study was made of the restructuring process in the USA and in England and Wales. The transformation of the South African education system was also examined. A qualitative investigation was pursued with secondary school principals. Data gathering was done through participant-observation, questionnaires and in-depth interviews. Data was analysed, discussed and later synthesised. The major findings with respect to the SA Schools Act are: * * The lack of capacity of governing body members to participate meaningfully at meetings. Principals believe the ban on corporal punishment has weakened their authority. * School fees and fundraising pose a problem to some principals. * Most principals welcome the code of conduct for learners. * Schools have not developed language policies. * Principals accept the freedom of conscience clause in the Act. * SRC's are not very effective. The other findings are: * * * Power relations between and among various stakeholders impact negatively on school management. A breakdown in the culture oflearning and teaching especially in former DET and HOD schools. Teachers are not adequately trained to handle OBE and the new system of assessments. The study concluded with recommendations being made to improve the situation. / Educational Leadershiup and Management / D. Ed. (Educational Management)