abstract: In the United States, responsibility for public safety falls under the purview of federal, state, and local law enforcement agencies. These agencies use a range of strategies to ensure public safety, relying primarily on surveillance, the police, the jail and prison system, and the courts to adjudicate wrongdoing. The United States’ over-reliance on incarceration as an all-encompassing solution to social problems, paired with persistent police violence that disproportionately results in the death of Indigenous, African American, and Latino/a people, has placed these public safety practices under intense scrutiny. There has been a plethora of research examining the crisis of mass incarceration in particular, and the racial, class, and gendered inequities plaguing the criminal justice system more broadly. Through the (Re)imagining Public Safety Project, I make two primary interventions in this larger body of work. First, this is an abolitionist project. In other words, I ask how people generate safety in their daily lives without relying on the police, or prisons, or criminalization. Second, in developing these alternatives, I center the perspective of people of color who have been directly impacted by racially discriminatory public safety practices. To do so, I designed a collaborative, mixed-method qualitative research project that uses participant-generated photo elicitation interviews, alongside participant observation to (re)imagine public safety. Participants in this project theorized what I am calling “insurgent safety” to describe an alternative practice of safety that is underwritten by what I term “a public ethic of care,” “counter-carceral communication,” and play. Insurgent safety is the presence of self-determination, interdependence, mutual aid, shared vulnerability, joy, and communion rather than walls, cages, and banishment. / Dissertation/Thesis / Doctoral Dissertation Justice Studies 2015

abstract: High schools throughout the country posit leadership as one of the characteristics they develop while students are with them. All too often though, this leadership development is limited to those in title positions of leadership or is only accomplished through informal training mechanisms. The challenge for educators is to develop leadership that can critically address community problems, a challenge that is made more difficult in a broader social environment that is becoming politically, economically, and racially more polarized. This action research study investigated how high school students understand transformative leadership as one way to address this problem. Using a hermeneutic orientation, this qualitative study investigated high school students’ (N = 8) understanding of transformative leadership. Situated within a leadership class open to any 11th or 12th grader, participants engaged with a community-based, service-learning project as a method to enact their leadership in a meaningful way. The use of Catholic Social Teaching as a way to frame the service-learning project allowed for a direct connection with the school’s Catholic identity and mission. Data sources included reflection journals, interviews, focus groups, and a researcher observation journal. Findings from the study suggest that high school students understand and enact transformative leadership through participation in a service-learning project. Participants understood transformative leadership to different extents, indicating that transformative leadership develops in different stages. These results, along with implications for future research, are discussed. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2016

Made available in DSpace on 2014-06-11T19:24:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-27Bitstream added on 2014-06-13T20:12:25Z : No. of bitstreams: 1 mielke_pe_me_rcla.pdf: 2347738 bytes, checksum: e87da36343a00d365b27a3c84361b380 (MD5) / A Educação Ambiental está muito presente no cotidiano escolar, apresentando uma diversidade de discursos e de práticas. Essa diversidade não seria um problema se não acarretasse também práticas conservadoras que não contribuem para a transformação da realidade. A escola, inserida no contexto da sociedade capitalista, traz, entre outras, as marcas dos princípios preconizados pela racionalidade econômica, que, dentro de um discurso homogeneizador de desenvolvimento sustentável, busca mudanças comportamentais para conservação desses princípios. As práticas de Educação Ambiental possibilitam a reprodução ou a transformação dessas condições sociais, dependendo dos princípios e concepções que os educadores possuem e praticam. Os princípios, que permeiam as práticas cotidianas, são o que regem o comportamento dos sujeitos, remetendo a uma ordem ideal e às finalidades das práticas. Documentos e autores da área apresentam vários princípios importantes em práticas de uma Educação Ambiental crítica e transformadora. Porém, no cotidiano escolar, quais são os princípios que se fazem presentes nos discursos e nas práticas das Educações Ambientais? A presente pesquisa tem como objetivo identificar os princípios que emergem de atividades de Educação Ambiental no ensino formal e as maneiras como estes aparecem. A pesquisa é de natureza qualitativa, tendo como sujeitos três professores do ensino público municipal da Cidade de Cajamar, região metropolitana de São Paulo. Os dados foram coletados a partir da análise de documentos, observações e entrevistas. A análise foi empreendida considerando-se os seguintes aspectos: (a) objetivos, (b) influências, (c) características, (d) o que o educador considera importante, e (e) regras para a sua ação. Assim, identificamos alguns princípios presentes nos discursos e nas práticas dos educadores, que indicam... / Environmental education is very present at school, presenting a diversity of discourses and practices. This diversity would not be a problem if it did not entail conservative practices that do not contribute to the transformation of reality. The school, into the context of capitalist society brings, among others, the marks of the guiding principles advocated by economic rationality, which, within a homogenizing discourse of sustainable development, seek behavioral changes to conserve these principles. The Environmental Education practices allow the reproduction or transformation of social conditions, depending on the principles and concepts that educators have and practice. The guiding principles, which permeate the daily practices, are what govern the behavior of subjects, referring to an ideal order of the practices and purposes. Documents and authors of Environmental Education present important guiding principles in practice in a critical and transformative Environmental Education. However, at school, what are the principles that are present in the discourses and practices of Environmental Educations? This research aims to identify the principles that emerge from the activities of environmental education in formal education and the ways in which they appear. The research is qualitative, with three teachers in municipal public Cajamar City, metropolitan Sao Paulo. Data were collected from document analysis, observations and interviews. The analysis was undertaken considering the following aspects: (a) objectives, (b) influences, (c) characteristics, (d) what the teacher considers important, and (e) rules for its action. Thus, we identified some principles present in discourse and practice of educators, which indicate paths that are traced in the daily activities of Environmental Education in school, these are: respect and appreciation for differences; affectivity; autonomy; care... (Complete abstract click electronic access below)

Orientador: Luiz Carlos Santana / Banca: Dalva Maria Bianchini Bonotto / Banca: Sandro Tonso / Resumo: A Educação Ambiental está muito presente no cotidiano escolar, apresentando uma diversidade de discursos e de práticas. Essa diversidade não seria um problema se não acarretasse também práticas conservadoras que não contribuem para a transformação da realidade. A escola, inserida no contexto da sociedade capitalista, traz, entre outras, as marcas dos princípios preconizados pela racionalidade econômica, que, dentro de um discurso homogeneizador de desenvolvimento sustentável, busca mudanças comportamentais para conservação desses princípios. As práticas de Educação Ambiental possibilitam a reprodução ou a transformação dessas condições sociais, dependendo dos princípios e concepções que os educadores possuem e praticam. Os princípios, que permeiam as práticas cotidianas, são o que regem o comportamento dos sujeitos, remetendo a uma ordem ideal e às finalidades das práticas. Documentos e autores da área apresentam vários princípios importantes em práticas de uma Educação Ambiental crítica e transformadora. Porém, no cotidiano escolar, quais são os princípios que se fazem presentes nos discursos e nas práticas das Educações Ambientais? A presente pesquisa tem como objetivo identificar os princípios que emergem de atividades de Educação Ambiental no ensino formal e as maneiras como estes aparecem. A pesquisa é de natureza qualitativa, tendo como sujeitos três professores do ensino público municipal da Cidade de Cajamar, região metropolitana de São Paulo. Os dados foram coletados a partir da análise de documentos, observações e entrevistas. A análise foi empreendida considerando-se os seguintes aspectos: (a) objetivos, (b) influências, (c) características, (d) o que o educador considera importante, e (e) regras para a sua ação. Assim, identificamos alguns princípios presentes nos discursos e nas práticas dos educadores, que indicam... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Environmental education is very present at school, presenting a diversity of discourses and practices. This diversity would not be a problem if it did not entail conservative practices that do not contribute to the transformation of reality. The school, into the context of capitalist society brings, among others, the marks of the guiding principles advocated by economic rationality, which, within a homogenizing discourse of sustainable development, seek behavioral changes to conserve these principles. The Environmental Education practices allow the reproduction or transformation of social conditions, depending on the principles and concepts that educators have and practice. The guiding principles, which permeate the daily practices, are what govern the behavior of subjects, referring to an ideal order of the practices and purposes. Documents and authors of Environmental Education present important guiding principles in practice in a critical and transformative Environmental Education. However, at school, what are the principles that are present in the discourses and practices of Environmental Educations? This research aims to identify the principles that emerge from the activities of environmental education in formal education and the ways in which they appear. The research is qualitative, with three teachers in municipal public Cajamar City, metropolitan Sao Paulo. Data were collected from document analysis, observations and interviews. The analysis was undertaken considering the following aspects: (a) objectives, (b) influences, (c) characteristics, (d) what the teacher considers important, and (e) rules for its action. Thus, we identified some principles present in discourse and practice of educators, which indicate paths that are traced in the daily activities of Environmental Education in school, these are: respect and appreciation for differences; affectivity; autonomy; care... (Complete abstract click electronic access below) / Mestre

A sustentabilidade é um tema complexo, que tem demandado mudanças dos indivíduos, das organizações e da sociedade. Diante disso, os cursos relacionados à área de gestão têm um importante papel, uma vez que formam grande parte dos gestores que conduzem as organizações. Logo, podem prepará-los para conduzi-las de forma que estejam mais comprometidas com o meio ambiente e a sociedade. Sendo assim, mudanças têm sido observadas nestes cursos para a inserção de questões relacionadas à sustentabilidade. Contudo estas são ainda incipientes e, muitas vezes, relacionadas à manutenção do status quo, representando apenas o acréscimo de mais uma disciplina no currículo para tratar do tema, sem significar a sua reconstrução ou o avanço para propostas interdisciplinares e mesmo transdisciplinares. Portanto, é pertinente compreender quais alterações seriam necessárias nos cursos relacionados à área de gestão para a inserção da sustentabilidade para além do status quo, levando a uma transformação. Esta está relacionada a uma mudança de paradigma, que é o que propõe a aprendizagem transformadora, que se refere a alterações que vão além do nível comportamental, representando um desafio às crenças e às ideias existentes, e promovendo a reconstrução de significados. Assim, a presente pesquisa, embasada nos princípios da Teoria da Complexidade, tem como objetivo principal a proposição e aplicação de um framework do processo de mudança nos cursos relacionados à área de gestão para a inserção da sustentabilidade, visando à aprendizagem transformadora tanto no nível individual quanto organizacional. Para tanto, inicialmente, foram identificadas distintas compreensões da sustentabilidade, suas bases teóricas e sua relação com as diferentes visões dos indivíduos e das organizações. Num segundo momento, caracterizaram-se os diversos níveis de aprendizagem individual e os diferentes níveis de mudança organizacional, ambos relacionados à sustentabilidade, o que permitiu estabelecer ligações com as diferentes visões da sustentabilidade, dos indivíduos e das organizações dando origem ao Framework da Aprendizagem Transformadora Sustentável (FATS). Além disso, das discussões teóricas originou-se uma proposta de ampliação do modelo integrado de aprendizagem organizacional para a inserção da aprendizagem de terceiro nível. Para a aplicação do framework, foram realizados dois estudos de caso na Inglaterra em cursos relacionados à área de gestão que têm em suas propostas a inserção da sustentabilidade. Para a definição das categorias de análises, com base no FATS, foi desenvolvida a Matriz Complexa para a Análise da Aprendizagem Transformadora Sustentável (MCAATS), que relaciona os processos de ensino-aprendizagem (representando o nível individual), de gestão (referente à organização) e de mudança para a sustentabilidade. Adicionalmente, foram identificadas as barreiras para a transformação nos cursos de gestão que buscam uma orientação para a sustentabilidade, e seus condutores. Assim, a pesquisa contribui no sentido de auxiliar instituições de ensino, cursos, coordenadores e professores a integrarem a sustentabilidade na educação e a promoverem a aprendizagem transformadora, apresentando elementos-chaves para isso. Tem-se que, para uma mudança profunda exigida pela sustentabilidade, é importante que as transformações nas IEs aconteçam não apenas em sala de aula, mas também na organização e em seus processos de gestão, de modo a promover, apoiar e ampliar ações sustentáveis, tendo impacto na comunidade e na sociedade como um todo. Logo, para a transformação requerida pela sustentabilidade, tanto os cursos de gestão, quanto as IEs e os indivíduos que dela fazem parte, principalmente os professores que podem ser os principais condutores deste processo, precisam estar abertos à mudança, questionando as bases epistemológicas sob as quais constroem a gestão institucional e o ensino. / Sustainability is a complex issue, which has imposed individual, organizational and social changes. Therefore, courses related to management play an important role, since they form a large part of managers leading organizations. They can prepare them to lead more sustainability-committed organizations. Thus, changes have been observed in these courses for the inclusion of sustainability issues. However these are still incipient, and often about maintaining the status quo and they represent only the addition of another subject to the curriculum to address the issue, without meaning to rebuild or to advance to interdisciplinary and transdisciplinary proposals. Therefore, it is pertinent to understand what changes would be needed in management courses for the inclusion of sustainability beyond the status quo, leading to transformation in a paradigm shifting level. This paradigm shift is the proposal of transformative learning, which refers to changes that go beyond the behavioral level, posing a challenge to existing beliefs and ideas, and promoting the reconstruction of meanings. Thus, this research, based on the principles of Complexity Theory, aims to propose and implement a framework of the change process in management courses for the inclusion of sustainability aiming at transformative learning at both individual and organizational level. To this end, initially, the different understandings of sustainability have been identified, its theoretical basis and its relationship to the different views in terms of individuals and organizations. Secondly, the various levels of individual learning and the different levels of organizational change were characterized, both related to sustainability, which allowed to establish relationships with different views of sustainability, individuals and organizations leading to the Framework of Sustainable Transformative Learning (FATS). For the FATS application, two case studies were conducted in England in courses related to the field of management that have in their proposals the inclusion of sustainability. For the definition of the categories of analysis, based on FATS, the Complex Matrix for the Analysis of Sustainable Transformative Learning (MCAATS) was developed. It relates the teaching-learning processes (representing the individual level), the management process (referring to the organization) and the change for sustainability. In addition, the barriers and the drivers for transformation in management courses seeking an orientation towards sustainability were identified. Thus, the research contributes with educational institutions, courses, coordinators and teachers in order to integrate sustainability education and to promote transformative learning, presenting key elements for this. For the deep change required by sustainability, it is important that changes in Educational Institutions (EIs) happen not only in the classroom but also in the organization and its management processes in order to promote, support and expand sustainable actions that will have an impact on the community and society as a whole. Thus for the transformation required for sustainability, management courses, EIs and individuals who are part of those organizations, especially teachers who may be the key drivers for this process, must be open to change, questioning the epistemological bases under which they build institutional management and teaching.

abstract: Employing narrative ways of inquiry, this study interrogated how a reform action--legal banning corporal punishment in schools, which was intentionally introduced into Taiwanese society by advocates as a social movement strategy at a time when the incidence rate of school corporal punishment was high--could contribute to ending educators' use of corporal punishment. From the narratives of the teachers who believed in corporal punishment, we see how the school system itself contributed to passing, mostly without educators' consciousness of doing so, from one generation to another, a punitive mind that deems punishment a necessity and humans to be incapable of self-regulation without extrinsic force. It is this punitive way of thinking, deeply rooted in Taiwanese culture that was challenged by the legal ban. The transformation of the punitive mind requires a psychological subject-object perspective move that allows the mind to break the identification with a previously built teacher identity submitting to coercive authority. Alternative values, beliefs, and ideas--particularly the caring, trusting, respectful and persuasive approaches to interpersonal relationship--must be brought into personal experiences in order to transform the punitive mind. However, the availability of alternatives does not guarantee transformation, nor does a pure logical reasoning of the alternatives make true transformation to happen. Transformation was discovered to happen in those moments, either in narrative critical reflection or in action, when the mind sees those stories of others or themselves that were once familiar but can be realized, interpreted, retold, or recreated if using a new set of assumptions and perspectives. The effects of the legal ban were mixed. It contributed to the decline of the most well-recognized form of corporal punishment--hitting students by sticks--and offered teachers who disbelieve corporal punishment, previously questioned and crowed out by their colleagues who hit, a strong backup to justify their opposition to sticks. And the ban created opportunities for teacher to learn alternatives. Nevertheless, because the wrongdoing-punishment disciplinary framework still dominates school campuses, the ban also led to the increase or creation of new forms of coercive and humiliating measures that could not be constrained by this legal ban. / Dissertation/Thesis / Ph.D. Educational Psychology 2013

L’introduction des Technologies de l’Information et de la Communication (TIC) en formation exige le développement de nouvelles compétences pour répondre aux nouveaux besoins. Cela nécessite de repenser la formation des formateurs. La formation inclut l’aspect de l’apprentissage, qui a comme objectif d’élaborer les significations que requièrent, pour l’apprenant adulte, les expériences de sa vie. L’expérience à valeur formative est incluse dans un processus d’autoformation. L’expérience se transforme. De l’expérience solide et cristallisée à la réflexion et l’explicitation, ce travail de transformation passe par l’expression orale ou écrite. L’expérience est une étape existentielle qui développe l’autonomie de la personne par l’exploitation du retour sur l’expérience.Dans cette perspective, cette thèse réunit un nombre d’expériences en relation avec la trajectoire du rédacteur. L’objectif est d’examiner la place de l’expérience dans le développement des compétences et de l’identité professionnelles dans un parcours de master. Notre hypothèse est que l’expérience a un rôle décisif dans le développement des compétences et l’acquisition de l’identité professionnelles. Dans un premier temps nous analysons le rôle de l’expérience dans la formation. Ensuite, nous étudions les compétences développées à l’issue d’une formation de master 2 professionnel. Puis, nous examinons comment se développe une identité professionnelle par le biais d’un parcours de master 2 professionnel en Sciences de l’éducation. Nous étudions comment il est possible qu’un formateur en Français langue étrangère (FLE) développe une certaine gamme des compétences à travers un certain nombre d’expériences de vie, de travail et de formation. Nous terminons en proposant une modélisation de formation en master professionnel en FLE-TICE/Ingénierie pédagogique en prenant comme exemple d’étude de cas l’aboutissement de l’expérience du rédacteur de cette thèse. / The introduction of Information Technology and Communication (ICT) in education requires the development of new skills to meet new needs. This requires rethinking the training of trainers. The training includes the aspect of learning, which aims to develop the meanings that require, for the adult learner, the experiences of his life. Experience with educational value is included in the process of self-study. The experience is changing. Strong experience and crystallized thought and explanation, is transformed through oral or written expression. Experience is an existential stage that develops the autonomy of the person operating the return on experience.From this perspective, this thesis combines a number of experiences related to the path of its author. The objective is to examine the role of experience in skills development and professional identity in a master’s degree course. Our hypothesis is that experience has a decisive role in the development of skills and acquisition of professional identity. At first we analyze the role of experience in training. Next, we study the skills developed having completed the training of two professional masters and we examine how to develop a professional identity in the process. We study how it is possible that a trainer in French as foreign language (FFL) is developing a certain range of skills across a number of life experiences, work and training. We end by proposing a model of a professional master’s degree program in FFL/TIC/ Training engineering using a case study of the writer’s as an example.

A sustentabilidade é um tema complexo, que tem demandado mudanças dos indivíduos, das organizações e da sociedade. Diante disso, os cursos relacionados à área de gestão têm um importante papel, uma vez que formam grande parte dos gestores que conduzem as organizações. Logo, podem prepará-los para conduzi-las de forma que estejam mais comprometidas com o meio ambiente e a sociedade. Sendo assim, mudanças têm sido observadas nestes cursos para a inserção de questões relacionadas à sustentabilidade. Contudo estas são ainda incipientes e, muitas vezes, relacionadas à manutenção do status quo, representando apenas o acréscimo de mais uma disciplina no currículo para tratar do tema, sem significar a sua reconstrução ou o avanço para propostas interdisciplinares e mesmo transdisciplinares. Portanto, é pertinente compreender quais alterações seriam necessárias nos cursos relacionados à área de gestão para a inserção da sustentabilidade para além do status quo, levando a uma transformação. Esta está relacionada a uma mudança de paradigma, que é o que propõe a aprendizagem transformadora, que se refere a alterações que vão além do nível comportamental, representando um desafio às crenças e às ideias existentes, e promovendo a reconstrução de significados. Assim, a presente pesquisa, embasada nos princípios da Teoria da Complexidade, tem como objetivo principal a proposição e aplicação de um framework do processo de mudança nos cursos relacionados à área de gestão para a inserção da sustentabilidade, visando à aprendizagem transformadora tanto no nível individual quanto organizacional. Para tanto, inicialmente, foram identificadas distintas compreensões da sustentabilidade, suas bases teóricas e sua relação com as diferentes visões dos indivíduos e das organizações. Num segundo momento, caracterizaram-se os diversos níveis de aprendizagem individual e os diferentes níveis de mudança organizacional, ambos relacionados à sustentabilidade, o que permitiu estabelecer ligações com as diferentes visões da sustentabilidade, dos indivíduos e das organizações dando origem ao Framework da Aprendizagem Transformadora Sustentável (FATS). Além disso, das discussões teóricas originou-se uma proposta de ampliação do modelo integrado de aprendizagem organizacional para a inserção da aprendizagem de terceiro nível. Para a aplicação do framework, foram realizados dois estudos de caso na Inglaterra em cursos relacionados à área de gestão que têm em suas propostas a inserção da sustentabilidade. Para a definição das categorias de análises, com base no FATS, foi desenvolvida a Matriz Complexa para a Análise da Aprendizagem Transformadora Sustentável (MCAATS), que relaciona os processos de ensino-aprendizagem (representando o nível individual), de gestão (referente à organização) e de mudança para a sustentabilidade. Adicionalmente, foram identificadas as barreiras para a transformação nos cursos de gestão que buscam uma orientação para a sustentabilidade, e seus condutores. Assim, a pesquisa contribui no sentido de auxiliar instituições de ensino, cursos, coordenadores e professores a integrarem a sustentabilidade na educação e a promoverem a aprendizagem transformadora, apresentando elementos-chaves para isso. Tem-se que, para uma mudança profunda exigida pela sustentabilidade, é importante que as transformações nas IEs aconteçam não apenas em sala de aula, mas também na organização e em seus processos de gestão, de modo a promover, apoiar e ampliar ações sustentáveis, tendo impacto na comunidade e na sociedade como um todo. Logo, para a transformação requerida pela sustentabilidade, tanto os cursos de gestão, quanto as IEs e os indivíduos que dela fazem parte, principalmente os professores que podem ser os principais condutores deste processo, precisam estar abertos à mudança, questionando as bases epistemológicas sob as quais constroem a gestão institucional e o ensino. / Sustainability is a complex issue, which has imposed individual, organizational and social changes. Therefore, courses related to management play an important role, since they form a large part of managers leading organizations. They can prepare them to lead more sustainability-committed organizations. Thus, changes have been observed in these courses for the inclusion of sustainability issues. However these are still incipient, and often about maintaining the status quo and they represent only the addition of another subject to the curriculum to address the issue, without meaning to rebuild or to advance to interdisciplinary and transdisciplinary proposals. Therefore, it is pertinent to understand what changes would be needed in management courses for the inclusion of sustainability beyond the status quo, leading to transformation in a paradigm shifting level. This paradigm shift is the proposal of transformative learning, which refers to changes that go beyond the behavioral level, posing a challenge to existing beliefs and ideas, and promoting the reconstruction of meanings. Thus, this research, based on the principles of Complexity Theory, aims to propose and implement a framework of the change process in management courses for the inclusion of sustainability aiming at transformative learning at both individual and organizational level. To this end, initially, the different understandings of sustainability have been identified, its theoretical basis and its relationship to the different views in terms of individuals and organizations. Secondly, the various levels of individual learning and the different levels of organizational change were characterized, both related to sustainability, which allowed to establish relationships with different views of sustainability, individuals and organizations leading to the Framework of Sustainable Transformative Learning (FATS). For the FATS application, two case studies were conducted in England in courses related to the field of management that have in their proposals the inclusion of sustainability. For the definition of the categories of analysis, based on FATS, the Complex Matrix for the Analysis of Sustainable Transformative Learning (MCAATS) was developed. It relates the teaching-learning processes (representing the individual level), the management process (referring to the organization) and the change for sustainability. In addition, the barriers and the drivers for transformation in management courses seeking an orientation towards sustainability were identified. Thus, the research contributes with educational institutions, courses, coordinators and teachers in order to integrate sustainability education and to promote transformative learning, presenting key elements for this. For the deep change required by sustainability, it is important that changes in Educational Institutions (EIs) happen not only in the classroom but also in the organization and its management processes in order to promote, support and expand sustainable actions that will have an impact on the community and society as a whole. Thus for the transformation required for sustainability, management courses, EIs and individuals who are part of those organizations, especially teachers who may be the key drivers for this process, must be open to change, questioning the epistemological bases under which they build institutional management and teaching.

M.Ed. (Management and Leadership) / After the election of the new democratic government in 1994, bold steps were taken to transform the South African education dispensation, seeking for an appropriate approach to address the educational imbalances of the past. Transformational leadership emerged as the key focus in restricting the educational system. A qualitative research design was employed to answer the research question which would be integrated with the aim of the study in a logical way. The aim of the study was to explore leadership styles practiced by the principals in a changing educational system. Data was generated by means of interview to provide rich descriptions and explanations of how principals experience transformation in this particular context. The literature review revealed that principals as transformational leaders have an important role to play in setting the tone to provide direction, executing their tasks as leaders and managers and building democratic schools. To keep up and cope effectively with constant and rapid transformation, principals are also urged to demonstrate positive, supporting leadership and professionalism, and to acquire new learning and thinking skills to manage change. By developing a better understanding of transformation, the principals will be able to give effective direction and empower their staff, guiding and supporting them in the process of accepting transformation. While leadership skills are essential for providing effective leadership, principals must also possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they will know when to be directive and when to act within a collaborative framework, or to delegate responsibility to others. The research findings indicate that principals do fulfill their new roles and responsibility as educational leaders.

Through this research study my aim was to critically examine the ways in which multimodal, autoethnographic art can enhance and expand educational experiences in general education art classrooms. The study investigates how participants’ perceptions of self and others within culture transform over a semester-long qualitative arts-based study. The study’s goal was to uncover teaching and learning strategies that help to disrupt traditional academic boundaries using autoethnography to create an engaged, cooperative university classroom environment. The participants for this study included 77 students in a general education art and culture course and myself as the co-teacher and researcher. Autoethnographic data were collected throughout the course in the forms of art research journals, pre-and post course questionnaires, researcher field notes, recorded class discussions, on-line discussion boards, notes from one-on-one student/researcher communications and field notes from participants’ final multimodal, autoethnographic art pieces and presentations. The methods used for the study were a modified version of arts-based and grounded theoretical research models. A heavy emphasis was placed on the participants art-making and sharing their work with others in the study. The findings from the study indicated most of, many of participants experienced advancement in their understanding of self within culture and developments of new insights into the experiences and perceptions of others in the study. Results from the study confirm a steady growth in participant engagement and development of cooperative class environment throughout the semester. This study contributes to existing scholarship on the generation of new knowledge from arts-based research models, multimodal autoethnograpy as method, teacher/student relationships in academia, and risk-taking in teacher professional development. The findings from the study might provide support and encouragement for meaningful discussions about the significance of exploring self through art making and art sharing in academic settings. By highlighting the achievements of the use of autoethnography as a method of inquiry, this study will add to the larger discussion of teacher and student identity in art education classrooms.