Thesis (M.A.)--Iowa State University, 2009. / Includes bibliographical resources.

This thesis is the first major attempt to document the accomplishments of Saskatchewan Women's Institutes - Saskatchewan's largest and longest surviving adult education movement for rural women which was known as the Association of Homemakers' Clubs of Saskatchewan prior to 1971. The purpose of the study ls threefold. The primary purpose is to make up for the lack of scholarly work on Saskatchewan Women's Institutes by documenting the organization's history as an adult education movement. A secondary purpose is to critically examine the relationship between SWI and the University which organized Homemakers' Clubs as a vehicle to provide extension services for rural women. The third purpose is to provide insight into the role rural women played in Saskatchewan's development. The study increases understanding about this important movement by documenting its growth and decline and its educational and other accomplishments from its establishment in 1911 to its 75th Anniversary in 1986. The University connection was crucial to the rise and transformation of the Rural Women's University, as the Association of Homemakers' Clubs of Saskatchewan was known, because of its close relationship to the University. Four distinct phases were identified. During the first two phases the number of clubs grew rapidly because the University employed staff to organize clubs and provide direction. Rural women were anxious to join these clubs because they provided much needed social contact and educational opportunities. Membership peaked during the third phase, but began to decline after 1941 because the University cutback the delivery of educational programs through the Clubs, and because it no longer employed staff to mobilize clubs. The fourth phase was characterized by continued cutbacks in University support and funding. This, combined with rural depopulation, improved transportation and communications networks, and other educational opportunities for rural women contributed to the gradual, but steady decline of members and clubs. An examination of club activities dispels the myth that SWI was merely a social club. Through Homemakers' Clubs rural women learned how to cope with their harsh environment and broadened their interests beyond the home. Homemakers' established libraries, community centres and health clinics which provided a foundation for governments to build on in later years. The University had a significant impact on the organization's activities, particularly its focus on education and the avoidance of political and controversial issues. It appears that the era of the "Rural Women's University" has come to an end in Saskatchewan. Saskatchewan Women's Institutes 75th Anniversary was celebrated in a serious state of deterioration. The majority of members were over 60 years of age, and prospects for attracting new members were not good. University support and direction in the early years encouraged SWI to become dependent and discouraged the development of strong leadership amongst members. The withdrawal of University support prevented SWI from developing and delivering quality educational programs that could have attracted young rural women. With a declining membership base, withdrawal of University support and uncertain core funding from the provincial Department of Agriculture it is unlikely that SWI will continue for much longer. Although there is still a need for a rural women's organization it appears that Saskatchewan Women's Institutes does not have the financial or human resources necessary to revitalize itself to meet the need.

Over the ages, rural women in subsistence and near-subsistence economies have maintained a sustainable relationship with the environment. This has been manifested in their different roles as users, producers, managers, and income providers. However, the introduction of Western-style development emulating the growth patterns of the North has not only overlooked the needs of the environment but also the needs and knowledge of women. The uninhibited exploitation of nature through development has started eroding the environment. In addition, with the marginalization of women from development schemes, women's cultural, social, economic, and legal status has regressed even further than it was. With no appropriate education, these women have been left defenceless in their confrontation with a changing and frequently adverse environment. / Although literature abounds with studies on women, education, and the environment, few studies attempt to link the three together within the framework of sustainable development. This information gap seems to have hindered development projects from implementing education programs targeting women and focusing on the environment. / This study seeks to fill this information gap. Based on rural women's holistic vision of development, it highlights the necessity of empowering women with a participatory, multifaceted, and integrated nonformal education, which targets gender equity as well as environmental protection and regeneration.

Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 5, 2007) Includes bibliographical references.

Thesis (Ph. D.)--University of Melbourne, 1996. / Typescript (photocopy). Includes bibliographical references (leaves 358-387).

Thesis (Ph. D.)--University of Western Sydney, Hawkesbury, 1995. / "March 1995, minor revision and correction December 1996." Includes bibliographical references (p. 327-346).

Thesis (M.A. (Anthropology)) -- University of Pretoria, 2001. / Includes bibliographical references.

Thesis (Ph. D.)(Geography)--University of Pretoria, 2003. / Summaries in English and Afrikaans. Includes bibliographical references (leaves 147-160).

Thesis (Ph. D.)--University of Pittsburgh, 1994. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 171-183).

Thesis (Ph. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains xii, 272 p. : ill., maps. Vita. Includes abstract. Includes bibliographical references (p. 214-236).