Call number: LD2668 .T4 1978 B74 / Master of Arts

Call number: LD2668 .T4 1984 T46 / Master of Arts

Call number: LD2668 .T4 1985 K63 / Master of Science

The purpose of this study was to ascertain the relationship of formal elementary education to the social, cultural, economic and physical environment of the Bedouin in Hail Province, Saudi Arabia. Saudi Arabia has modernized rapidly, but the Bedouin have remained isolated from the urban changes. A total of 240 Bedouin elders were interviewed in group meetings in the Bedouin camps. Eight teachers who taught hygiene, history, geography, mathematics, and reading and forty students selected by the use of random tables were interviewed at Al Zahra elementary school in Mawqiq village which was near the Bedouin camps. The researcher designed a set of questions to find cultural characteristics of the tribe as well as attitudes toward education and the value of formal education to the Bedouin either in their nomadic existence or in the village. A cultural ecology approach was used in analyzing the data. Much of the information obtained through fieldwork was not available from other sources at this time. The researcher observed the social environment, analyzed school textbooks, and reviewed current literature on the subject of Bedouin education. The Bedouin environment was found to be a harsh desert setting, but the Bedouin had a long and proud history. Neither local geography nor history of the Bedouin was included in the school curriculum. Textbooks did not include Bedouin culture, and teachers did not encourage discussion or applications of learning to the Bedouin students. It was discovered that the Bedouin had not changed as much as the rest of the country, and were in need of special educational programs in order to enable them to fit into the modern world of Saudi Arabia whether they stayed in the desert or went to find jobs in the city. Using a cultural ecological perspective, it was found that the school was not integrated into other features of Bedouin society. The information developed by this study can be used by other researchers to enable them to plan programs especially for the Bedouin children in school, to write new textbooks, to train teachers to work with Bedouin students, and, in general, to understand and appreciate the Bedouin culture as it exists today and has existed for many centuries.

Afrikaans text / Die doel van hierdie ondersoek is om sosio-kulturele kenmerke van sekere swart studente aan die Universiteit van Suid-Afrika weer te gee en te bepaal of, op welke wyse, en watter, sosio-kulturele faktore 'n invloed op hul _studie en akademiese prestasie het. Dit is gedoen deur 'n kontekstuele, individualisties-holistiese en biografiese benadering toe te pas op gevallestudies waarvan die besonderhede deur diepte-onderhoude verkry is. Deur middel van die gevallestudies word 'n algemene oorsig van die betrokke studente se kinderjar.e en volwasse lewe buite universiteitsverband gegee. Die volwasse lewe word beskryf aan die hand van gemeenskaplike aktiwiteitsvelde waaraan die individue deelneem. Die universiteit word ook as 'n aktiwiteitsveld beskou en in terme van die betrokke studente se deelname daaraan volledig beskryf met inagneming van die verband daarvan met ander aktiwiteitsvelde. Vervolgens is uit die beskrywing van die kinderjare, die volwasse lewe buite universiteitsverband en die veld van die universiteit faktore geidentifiseer wat 'n invloed blyk te he op die studie en prestasie van die studente in die ondersoekgroep. Die gevolgtrekkinge is dat daar verskeie sosiokulturele en 'n aantal ander faktore is wat studie. en akademiese prestasie beinvloed en dat daar variasie is in die invloed van sodanige faktore by verskillende individue. / The aim of this investigation is to give an exposition of the socio-cultural characteristics of certain black students at the University of South Africa and to determine wheth~r, in what way, and which, socio-cultural factors influence their studies and academic performance. The study entailed the application of a contextual, individualisticholistic and biographical approach to case studies, the details of which were obtained through in-depth interviews. A general overview of the childhood of the students concerned and of their adulthood outside the context of the university, is provided by means of the case studies. Adulthood is described in terms of common fields of activity in which the individuals participate. The university is also regarded as a field of activity and is described fully in terms of the participation of the students involved, with due regard for relations between the university and other fields of activity. From the descriptions of childhood, adulthood outside the context of the university, and also of the field of activity of the university, factors are identified which appear to influence the studies and performance of the students with whom case studies were conducted. Conclusions reached reveal diverse socio-cultural as well as a number of other factors that influence study and academic performance, as well as a variation in the influence of such factors on different individuals. / Anthropology and Archaeology / D. Litt. et PHil. (Antropologie)

Thesis (M.Tech.: Chiropractic)-Dept. of Chiropractic, Durban Institute of Technology, 2006 xxv, 147, [14], Annexures A-Q, 35 leaves / Learner progression is a key marker in charting the success of learners within an educational institution. This marker is however limited in that it is not able to identify the factors related to the learner, which are categorised into issues of identity, economics, politics and educational paradigms within which the learner develops and the learners supporting psychosocial paradigm is moulded. Thus for the purposes of this research the focus was on the psychosocial paradigm, as the associated factors are informally structured and therefore presented the most variance in their influence on the learner in their progression through higher education. In addition the psychosocial paradigm is discussed as being intrinsically or extrinsically related to the individual learner. Furthermore within the context of the psychosocial paradigm there are factors relating to identity (encompassing both academic and social literacy) which were discussed. Thus the aim of this research was to investigate the impact or role of psychosocial factors in the academic progression of M.Tech chiropractic learner’s at DUT.

The focus of this study is faith and peacebuilding in UK community cohesion since 2001. The central feature is a presentation of action research findings set in a collaborative relationship between the researcher and an inter-faith community dialogue project established to address divisive right wing extremism in the fieldwork locality of South Yorkshire. A decade of New Labour governance has seen community cohesion policy evolve from initial concerns regarding urban unrest to mainstream strategies targeted on violent religious extremism. Dialogue between ethnically diverse and white mono-cultural communities has been seen as the best way of helping people to get on better with each other. However community cohesion policy can be criticised for a significant failure to address issues of inequality and exclusion that are relevant to inter-community tensions. Since 2001, faith has been an increasingly prominent, albeit ambivalent, presence in UK society. Protagonists, arguing faith should have little or no role in public life, contest bitter disputes with those who perceive that an encroaching tide of secularism is attacking their faith beliefs and identity. Against this background right wing extremists have made astute use of faith identity, embedding their presence in some communities by utilising extremist discourses of Islamophobia that frame Muslims as a threat to the indigenous culture and resources of white communities. However some writers have identified the positive contribution that faith can make to public life. A commitment to social justice and addressing exclusion are examples of the resources faith can bring to addressing societal issues. Peacebuilding methodologies are similarly concerned with such issues. Processes for addressing protracted4 social conflict provide a framework within which faith and secular perspectives can cooperate to address these complex issues. The study’s action research found a strong relationship in the field work locality between electoral support of the extreme right wing BNP party and high levels of deprivation in white mono-cultural communities. Anger and resentment arising from industrial conflict and decline, and perceptions of being ignored by mainstream political parties, have been exploited by the BNP, opening a portal to hostile discourses of racism and Islamophobia. However the study’s research found that faith and faith values can bring rich and positive resources to inter-faith activity that aims to challenge divisive extremism that targets ethnic minority communities in general and Muslims in particular. In such circumstances it is usual practice to reduce hostile perceptions by arranging programmes of community interaction. However this study found that in communities where this strategy is not feasible, implementation of an intra-community dialogue framework may be effective in reducing hostile prejudice and stereotyping on which extremism feeds.

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