There has been a significant level of outcry opposing violence against females and the development of policies and legislation aimed at reducing this increasing problem that confronts South African society. Yet, violence and the fear of violence, especially gender-based violence, are widespread in South Africa. Despite the considerable research that has been undertaken on violence in South Africa, there remains a weak empirical and conceptual basis to understand females' environmental perceptions of violence and danger in secondary schools. This dissertation contributes to a greater understanding of the relationships between gender, violence and environmental perceptions. Gender specific spatialities, experiences and perceptions are critically examined. Critical concerns in the study include females' environmental perceptions of violence and images of danger in secondary schools, sources of information regarding violence and danger, types of violence that females are aware of, specific experiences of violence among the respondents and the coping strategies adopted by females. To enable a critical examination of the above issues, a comprehensive literature review was undertaken as well as fieldwork was conducted in two secondary schools (Dr A D Lazarus and Ridge Park College). Both female learners and teachers participated in the study. A variety of quantitative and qualitative methods were used including questionnaire surveys as well as mental mapping and ranking exercises to achieve the aims and objectives of this study. The key findings of the research show that violence and the danger of violence constrain the movements and the options of females. Furthermore, the results clearly illustrate discernible patterns of fear of violence, experiences of violence, perceptions of violence and responses to the perceived threat of violence among the respondents. Additionally, a disconcerting finding was that a significant proportion of the respondents at both schools viewed the school itself to be unsafe or located in close proximity to areas that they perceived to be dangerous. Undoubtedly, addressing issues pertaining to gender and violence in secondary schools (and in society more generally) will enhance females' abilities to effectively participate in and benefit from educational and development processes. This study shows that acts of violence generally and gender-based violence particularly need to be understood in their environmental contexts inclusive of the location! spatial, social, economic and political dimensions. Moreover, perceptions and the fear of violence, although they may not match actual risk, need to be responded to constructively. / Thesis (M.A.)- University of Durban Westville, 2002.

This thesis explores the discourses available to teachers in navigating and making sense of their role in the securitization of high schools. My analysis is based on semi-structured interviews conducted with nine teachers working in urban schools in Toronto. Drawing on frameworks from post-colonial, critical race, and urban education studies, I argue that school securitization is not just complicated by racism, but structured and enabled by it. While there is an urgent need to resist the implementation of particular security and surveillance measures that intensify the targeted disqualification of racialized youth, it is equally if not more important to uncover and resist the ways that racial thinking organizes a much wider range of classroom encounters and pedagogical practices. I urge teachers to interrogate their investments in the categories and subject positions that race thinking makes available, including those that are desirable and pleasurable.

Univ., Diss.--Bielefeld, 2006. / Literaturverz. S. [219] - 231.

Thesis (M.Ed.)--University of Waikato, 2008. / Title from PDF cover (viewed October 2, 2008) Includes bibliographical references (p. 91-97)

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, 2002. / La p. de t. porte en outre: Dissertaçao apresentada como exigência parcial do mestrado em educaçao. CaQCU Bibliogr.: f. [257]-262. Document électronique également accessible en format PDF. CaQCU

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 252-255). Also available on the Internet.

Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Restricted until June 1999. Bibliography: leaves 138-141.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Stephen A. Rollin, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Jan. 24, 2006). Document formatted into pages; contains xi, 127 pages. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-131). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph.D.)--Ohio University, August, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 215-227)