<p>The purpose of the essay is to examine how issues concerning gender equality are perceived and to show what areas are defined as problematic in different discourses. It also raises the question of who is defined as responsible for dealing with issues concerning gender equality in these different contexts. Theories used are the gender system and intersectionality. The study builds on a mapping of a company that is active nationally and internationally, with emphasis on the problems that can arise when these two social contexts meet, with a special focus on cathegories such as gender and “Swedishness”. The material was first gathered through the use of questionnaires and interviews, then analysed through discourse analysis. The analysis shows that discourses of gender equality can be seen as constructed and dependent on the context, problems concerning equality are defined in one way nationally and in another way internationally. In cases of sexual harassment internationally the informants often choose to look the other way and feel like it is difficult to bring the “Swedish” values concerning equality abroad. It is more common to adapt to the ways of international colleagues but the informants also find it important to point out that they don’t necessarily agree with these.</p> / <p>Syftet med uppsatsen är att ur ett genusperspektiv undersöka hur frågor om jämställdhet uppfattas och visa vilka områden man väljer att peka ut som problemområden i olika diskurser. Uppsatsen utreder även vem som anses ha ansvaret för frågor som rör jämställdhet i olika sammanhang. Det teorier som används är genussystemet och intersektionalitet. Analysen utgår från en kartläggning av ett företag som är internationellt aktiva och den problematik som kan uppstå i möten mellan olika sociala kontexter, med fokus på föreställningar av genus och ”svenskhet”. Arbetsmetoden består av enkät- och intervjustudier och analysen har gjorts genom diskursanalys. Denna visar att jämställdhetsdiskurser kan ses som konstruerade och kontextbundna. Jämställdhetsproblematik definieras på olika sätt beroende på om man befinner sig på arbetsplatsen eller utomlands. Om man utsätts för könskränkningar i det internationella arbetet väljer informanterna många gånger att se mellan fingrarna och tycker att det är svårt att tillämpa ett ”svenskt” synsätt internationellt. Det är vanligt att anpassa sig mycket efter sina utländska kollegor, men poängterar samtidigt att man egentligen inte håller med om deras synsätt.</p>

The purpose of the essay is to examine how issues concerning gender equality are perceived and to show what areas are defined as problematic in different discourses. It also raises the question of who is defined as responsible for dealing with issues concerning gender equality in these different contexts. Theories used are the gender system and intersectionality. The study builds on a mapping of a company that is active nationally and internationally, with emphasis on the problems that can arise when these two social contexts meet, with a special focus on cathegories such as gender and “Swedishness”. The material was first gathered through the use of questionnaires and interviews, then analysed through discourse analysis. The analysis shows that discourses of gender equality can be seen as constructed and dependent on the context, problems concerning equality are defined in one way nationally and in another way internationally. In cases of sexual harassment internationally the informants often choose to look the other way and feel like it is difficult to bring the “Swedish” values concerning equality abroad. It is more common to adapt to the ways of international colleagues but the informants also find it important to point out that they don’t necessarily agree with these. / Syftet med uppsatsen är att ur ett genusperspektiv undersöka hur frågor om jämställdhet uppfattas och visa vilka områden man väljer att peka ut som problemområden i olika diskurser. Uppsatsen utreder även vem som anses ha ansvaret för frågor som rör jämställdhet i olika sammanhang. Det teorier som används är genussystemet och intersektionalitet. Analysen utgår från en kartläggning av ett företag som är internationellt aktiva och den problematik som kan uppstå i möten mellan olika sociala kontexter, med fokus på föreställningar av genus och ”svenskhet”. Arbetsmetoden består av enkät- och intervjustudier och analysen har gjorts genom diskursanalys. Denna visar att jämställdhetsdiskurser kan ses som konstruerade och kontextbundna. Jämställdhetsproblematik definieras på olika sätt beroende på om man befinner sig på arbetsplatsen eller utomlands. Om man utsätts för könskränkningar i det internationella arbetet väljer informanterna många gånger att se mellan fingrarna och tycker att det är svårt att tillämpa ett ”svenskt” synsätt internationellt. Det är vanligt att anpassa sig mycket efter sina utländska kollegor, men poängterar samtidigt att man egentligen inte håller med om deras synsätt.

Syftet med denna uppsats är att undersöka den eventuella konflikten mellan sekulariserad och religiös etik och moral.  Studien tar sin utgångspunkt i religiös absolutism kontra sekulariserad relativism. Jag vill även ta reda på om det finns etiska grundtankar som flertalet kan vara överens om.

Since the 1970s multiculturalism has emerged as an important area of scholarship within both academic and applied psychology. Scholars have offered a range of theories to assist psychologists in understanding the ways cultural context impacts psychological development and well-being with the aim of moving the field towards an affirming position on psychological differences that depart from the Eurocentric mainstream. One prominent example is the Multiple Dimensions of Counseling Competency (MDCC) by D. W. Sue (2001) which enjoins psychologists and counselors to acquire knowledge, awareness, and skills (KA&S) for five different racial and ethnic groups to promote culturally affirming work in a variety of professional and societal contexts. KA&S approaches like the MDCC remain the primary mode for conceptualizing multicultural competence today. This dissertation begins with a critical analysis of the extant multicultural competency literature which yields three important areas of concern. First, theorists face a dilemma regarding the definition of culture itself. Race and ethnicity receive stronger emphasis in the multicultural discourse which marginalizes other oppressed voices and perpetuates the invisibility of their unique struggles. In turn, attempts to expand the definition of culture to a non-hierarchical approach to all social identities and contexts draws attention away from race, an area already too easily avoided. Currently, no solution has balanced these two poles in the treatment of the word culture. Second, current models draw no limits to cultural relativism leaving questions of intragroup oppression unanswered. Third, models inadequately conceptualize the multiple social and cultural identities within the same person and offer insufficient guidance to professionals when intrapersonal identities conflict. Each of these three concerns is addressed by drawing from interdisciplinary scholarship in anthropology, political philosophy, and social psychology. These answers yield a new model for work with diverse social identities, Recognition Competency Theory (RCT). This new approach to competency with diverse populations has implications for the ways the psychology of oppression is conceptualized, taught, and treated as a focus of professional policy. Strengths of this new model, its relationship to the MDCC, its limitations, and implications for future research are discussed. / text

Cities, as complex social systems within society, are the most complex of all human systems. An increase in this complexity is anticipated since projections estimate that two-thirds of the world’s population will be urbanised by 2030. Cities are “melting pots” of cultures and systems that share the same spatial environment. In South Africa this challenge is exacerbated by one of the highest urbanisation rates in the world. Urban growth implies tremendous change. City centres are especially at risk to structural changes of urban growth and consequent urban decay. Governments commonly adopt urban renewal to cope with changing urban environments. However, the long term sustainability of current urban renewal practices is questioned as they tend to over-emphasise economic revival and physical intervention. The focus on people is often missed and misunderstood, even though social dynamics are the driving forces in cities. Urban renewal is complex and multi-dimensional. In theory it moved away from the linear top-down approach that focused on the physical environment towards a more inclusive, integrated and socially oriented process. This is reflected in paradigm shifts in planning thought from a physical planning and design based product orientated discipline (as reflected in historical and modernist planning approaches), to a socio-political process in which the communicative planning paradigm is the most recent post-modern theory. Understanding cities as social systems and exploring their role in central business areas to include them in urban renewal are important starting points when urban planners work with urban renewal initiatives. As research about social systems and their role in urban renewal is limited in South Africa, this study provides a step towards acknowledging and including urban social systems proactively in urban renewal initiatives. This is especially relevant in central business districts of medium sized cities such as Potchefstroom (Tlokwe Municipality) that experience urban decay and where urban renewal initiatives have not yet been implemented. The Mission Statement of the Tlokwe Municipality emphasises the need for social understanding in the economic sphere, as this enjoys a high priority in the development choices made. A qualitative ethnographic research approach was followed to explore the role of social systems in this context. This allowed the research to capture social dynamics in its natural setting where no extraneous influences occur. This resulted in rich textual descriptions of how people experience social interactions and the physical environment. Unstructured and non-participant field observations and face-to-face, in-depth, semi-structured interviews were used as methods to identify social systems within the research context and to understand interactions and behaviour patterns that emerge from this context. Findings from the observations expose a dynamic and cyclical network of inter- and intrarelationships that culminate in continuous intense interaction amongst three social systems, namely the private sector, community groups and the general public. Pro-social behaviour patterns (behaviour that promotes good social relations) were observed, including cultural relativism and social awareness. Findings from the interviews provided insight into how social systems interact with one another and with the physical environment. Themes that emerged for the data to describe interactions among social systems include material support, friendliness, cooperativeness, comfortableness, accommodativeness, fixed and established relations and respect for one another. This creates a vibrant, synergetic environment conducive to sustainability and describes an environment of hope. The counter-experience includes forced flexibility and adaptiveness (due to unmet physical needs), feelings of being unsafe, limited choices and a general dissatisfaction with the physical environment in terms of its support. This describes an urban environment of fear. The role of social systems in terms of urban renewal is inclusive, participating and socially sensitive. They should be catalysts for socio-economic functions, contribute to maintenance and act as stakeholders. Based on the above, the study offers recommendations to include social systems in urban renewal in terms of the research process and method to be followed, how and where to include social systems in urban renewal projects and suggestions for physical change to make the area more supportive to the social dynamics. Practical guidelines are offered related to the practice of observations and interviews for the identification and exploration of social systems. The following suggestions are made regarding the urban renewal process: pro-active inclusion of social systems throughout the process in the pre-project stage, during the urban renewal project and post-project stage. Interventions to enhance the physical environment include provision of special requests, access to open space, application of green construction and local distinctiveness. As planners play a proactive role in urban renewal they may contribute to enhancing the sustainability of urban renewal initiatives by understanding urban social systems and their role in city centres in order to acknowledge and include them as important partners. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2013

Cities, as complex social systems within society, are the most complex of all human systems. An increase in this complexity is anticipated since projections estimate that two-thirds of the world’s population will be urbanised by 2030. Cities are “melting pots” of cultures and systems that share the same spatial environment. In South Africa this challenge is exacerbated by one of the highest urbanisation rates in the world. Urban growth implies tremendous change. City centres are especially at risk to structural changes of urban growth and consequent urban decay. Governments commonly adopt urban renewal to cope with changing urban environments. However, the long term sustainability of current urban renewal practices is questioned as they tend to over-emphasise economic revival and physical intervention. The focus on people is often missed and misunderstood, even though social dynamics are the driving forces in cities. Urban renewal is complex and multi-dimensional. In theory it moved away from the linear top-down approach that focused on the physical environment towards a more inclusive, integrated and socially oriented process. This is reflected in paradigm shifts in planning thought from a physical planning and design based product orientated discipline (as reflected in historical and modernist planning approaches), to a socio-political process in which the communicative planning paradigm is the most recent post-modern theory. Understanding cities as social systems and exploring their role in central business areas to include them in urban renewal are important starting points when urban planners work with urban renewal initiatives. As research about social systems and their role in urban renewal is limited in South Africa, this study provides a step towards acknowledging and including urban social systems proactively in urban renewal initiatives. This is especially relevant in central business districts of medium sized cities such as Potchefstroom (Tlokwe Municipality) that experience urban decay and where urban renewal initiatives have not yet been implemented. The Mission Statement of the Tlokwe Municipality emphasises the need for social understanding in the economic sphere, as this enjoys a high priority in the development choices made. A qualitative ethnographic research approach was followed to explore the role of social systems in this context. This allowed the research to capture social dynamics in its natural setting where no extraneous influences occur. This resulted in rich textual descriptions of how people experience social interactions and the physical environment. Unstructured and non-participant field observations and face-to-face, in-depth, semi-structured interviews were used as methods to identify social systems within the research context and to understand interactions and behaviour patterns that emerge from this context. Findings from the observations expose a dynamic and cyclical network of inter- and intrarelationships that culminate in continuous intense interaction amongst three social systems, namely the private sector, community groups and the general public. Pro-social behaviour patterns (behaviour that promotes good social relations) were observed, including cultural relativism and social awareness. Findings from the interviews provided insight into how social systems interact with one another and with the physical environment. Themes that emerged for the data to describe interactions among social systems include material support, friendliness, cooperativeness, comfortableness, accommodativeness, fixed and established relations and respect for one another. This creates a vibrant, synergetic environment conducive to sustainability and describes an environment of hope. The counter-experience includes forced flexibility and adaptiveness (due to unmet physical needs), feelings of being unsafe, limited choices and a general dissatisfaction with the physical environment in terms of its support. This describes an urban environment of fear. The role of social systems in terms of urban renewal is inclusive, participating and socially sensitive. They should be catalysts for socio-economic functions, contribute to maintenance and act as stakeholders. Based on the above, the study offers recommendations to include social systems in urban renewal in terms of the research process and method to be followed, how and where to include social systems in urban renewal projects and suggestions for physical change to make the area more supportive to the social dynamics. Practical guidelines are offered related to the practice of observations and interviews for the identification and exploration of social systems. The following suggestions are made regarding the urban renewal process: pro-active inclusion of social systems throughout the process in the pre-project stage, during the urban renewal project and post-project stage. Interventions to enhance the physical environment include provision of special requests, access to open space, application of green construction and local distinctiveness. As planners play a proactive role in urban renewal they may contribute to enhancing the sustainability of urban renewal initiatives by understanding urban social systems and their role in city centres in order to acknowledge and include them as important partners. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2013

Thesis advisor: Joni L. Kinsey. Thesis advisor: Joni Kinsey. Includes bibliographic references (p. 287-299).

The work deals with topic of cultural relativism. The first chapter is concerned with concept of cultural relativism, its understanding, definitions, its connection with other conceptions of relativism, i.e. ethical and cognitive relativism. The second part concentrates on finding of philosophical roots, which became the fundamental presumptions for origin of cultural relativism, whereas the second part contains the chapter about history of cultural anthropology, which treats of establishment of cultural relativism as the one of the most fundamental concept of cultural anthropology. The third section foreshadows current debates dealing with cultural relativism. The critical perspective is applied to arguments and objections for or contra cultural relativism appearing in the work. And equally there is the treatise of role of cultural relativism in anthropological practises.

The purpose of the study was to explore multiculturalism as a "fourth force" position complementary to the forces of psychodynamic, behavioural, and humanistic explanations of human behaviour. In an effort to develop a multicultural approach that could contribute to school counsellor training, literature on school guidance and counselling and the literature on multicultural guidance and counselling were consulted. The major findings of the literature study: The first part of literature review (Chapter 2) covers a number of aspects that are essential in school guidance and counselling in contemporary society. The second part of literature review (Chapter 3) is devoted to multi-faceted aspects of multicultural education and counselling. Multicultural guidance and counselling forms the basis of this study. The empirical investigation was conducted using The Modified Version of the Multicultural Awareness-Knowledge-Skills Survey. The findings from the survey were that participants of the study perceived themselves as being more aware of cultural/ethnic/racial issues that are prevalent and have a direct impact when people of different cultural /ethnic/racial orientation meet in counselling situations as evidenced by results on the Awareness Subscale. As reflected by results of the Knowledge Subscale, the participants, especially college and university students, showed that they still need training that would promote their knowledge base in the area of multicultural issues and basic concepts that are prevalent in their day to day interactions with people of diverse backgrounds (see subsection 5.5.2.). The most important finding that emerged in this Skills Subscale is the perception that the participants need training that would enhance their skills and competence in handling multicultural issues when they engage in guidance and counselling with students from different cultural/ethnic/racial backgrounds. / Psychology of Education / D. Ed. (Psychology of Education)

Text in Afrikaans / 'n Verkennend-beskrywende, interpretatiewe, meta-teoretiese studie is onderneem om die invloed van epistemologiese relativisme op opvoedkundige teorievorming te ondersoek. Die verwagting bestaan, in 'n tydsgees wat die kompleksiteit van die kenterrein van die Opvoedkunde benadruk, dat die opvoedkundige objektiewe en praktykrigtende kennisuitsprake aangaande die kenterrein van die Opvoedkunde sal maak. Om aan laasgenoemde verwagting te kan voldoen, is dit vir die opvoedkundige nodig om die kenterrein van die Opvoedkunde te betree en interpretatiewe, kontekstueel-funksionele kennisuitsprake te maak. Vanuit 'n tradisionele perspektief op wetenskapsbeoefening en rasionaliteit kan aantygings van epistemologiese relativisme ontstaan teen kennisuitsprake wat die kenterrein interpreteer. Dit is egter moontlik om aantygings van epistemologiese relativisme in opvoedkundige teorievorming te weerle, indien 'n verbrede beskouing van rasionaliteit in die Opvoedkunde gehuldig word. Op grond van die verband wat tussen taal, interpretasie en rasionaliteit bestaan, word meta-norme van rasionaliteit wat met taalgebruik en interpretasie verband hou, ge"identifiseer. Die mensbeskouing van die Eksistensiele Fenomenologie en Habermas se Teorie van Kommunikatiewe Rasionaliteit het dit in gemeen dat dit die moontlikheid erken dat mense deur middel van taalgebruik 'n gemeenskaplike realiteit kan identifiseer wat ook as 'n vertrekpunt in wetenskaplike gesprekvoering kan dien en wat objektiewe kennisuitsprake moontlik maak. Die mens se interpretasie van die werklikheid deur middel van taal is 'n ontiese gegewene, daarom word dit gestel dat die navorser se interpretasie van 'n kenobjek deur middel van taal deur. meta-norme van rasionaliteit onderle word. Met die grondliggende aanname dat daar metanorme van rasionaliteit bestaan wat met taal en interpretasie verband hou, word 'n verbrede begrip van rasionaliteit in die Opvoedkunde, wat interpretatiewe kennisuitsprake van die opvoedkundige akkommodeer, voorgestel. Omdat daar meta-norme van rasionaliteit bestaan wat met taalgebruik en interpretasie verband hou, is dit vir opvoedkundiges moontlik om binne hulle eie paradigmatiese kontekste die kenterrein van die Opvoedkunde funksioneel te interpreteer, sonder om in epistemologiese relativisme te verval. Op grond daarvan dat meta-norme van rasionaliteit bestaan, is dit vir opvoedkundiges moontlik om oor die kenterrein van die Opvoedkunde in gesprek te tree en toenemend objektiewe kennisuitsprake, wat die kontekste van individuele paradigmas oorskry, te maak. / An investigative, descriptive, interpretative, meta-theoretical study was undertaken to determine the influence of epistemological relativism on educational theory formation. It is expected that, at a time when the complex nature of Education is being emphasised, educationists will make objective as well as functional, directive knowledge statements about the education epistemic. To fulfil the latter expectations, it is necessary for educationists to enter into the education epistemic and make interpretative, contextually functional knowledge statements about education. From a traditional perspective on the practice of science and rationality, allegations of epi stemological relativism may arise against statements which interpret the education epistemic. However, it is possible to allay allegations of epistemological relativism in educational theory formation, if a broadened view of rationality is upheld in Education. On the basis of the relation between language, interpretation and rationality, meta-norms of rationality are identified that relate to language usage and interpretation. Existential Phenomenology and Habermas's Theory of Communicative Rationality correlate in their acknowledgement of the possibility that people can, through language usage, identify a common reality which can also seNe as point of departure in scientific discourse, while at the same time facilitating objective knowledge statements. A person's interpretation of reality by means of language is an ontic premise and, therefore, it is stated that the researcher's interpretation of an object of study is based on language through meta-norms of rationality. With the basic assumption that there are meta-norms of rationality which are related to language and interpretation, a broadened understanding of rationality in Education, which accommodates interpretative knowledge statements, is suggested. Because meta-norms of rationality exist which are related to language interpretation, it is possible for educationists to make a functional interpretation, within their own paradigmatic context, of the education epistemic, without lapsing into epistemological relativism. On the basis of the existence of meta-norms of rationality, education discourse becomes possible between educationists, and they can make increasingly objective knowledge statements, which extend beyond the context of individual paradigms. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)