Thesis advisor: Richard R. Gaillardetz / For the Catholic Church, the Second Vatican Council serves as a compass regarding its purpose and direction for the third millennium. Lumen Gentium defines the Church as “a sacrament – a sign and instrument” of “communion with God and the unity of the entire human race.” As a sacrament of unity, the Church calls all “to this catholic unity of the people of God, which prefigures and promotes universal peace” (LG,1). Such catholic unity or catholicity is neither a given nor an abstraction. Catholicity requires the cooperation of human effort with divine grace for the reconciliation of all peoples. To remain faithful to this mission, the Church must first recognize how its own damaged sense of catholicity has resulted in turning brother against brother in the name of Christ. Every time Catholics participated in the homogenizing logics of domination, such as the latinization of Eastern Christians, the colonization of the global South, and current expressions of Eurocentric white supremacy, they have contributed to the woundedness that harms the Body of Christ. In each of these broken relationships, the Church has wandered from its original purpose to the extent that it has allowed itself to become corrupted by forms of power that are not shaped by the foolishness of the Cross (1 Cor 1:18). To transform our wandering back into journeying, the Church must rediscover the meaning and purpose of its catholicity for the third millennium. It must allow the cries of the wounded to reveal the lack of concrete human communion that first exists among the faithful. Only by working towards the healing of these relationships within the Church can it have integrity in preaching unity to the rest of the world. To cultivate this culture of encounter within, I argue that we must reimagine catholicity from an interstitial perspective. This perspective locates catholicity not only between the cultural differences of the Roman Catholic church, but also the ecclesial differences between the Western and Eastern churches of the Catholic communion. The “third space” that emerges at the interstices between faith communities becomes a space of encounter, not only forcing the enunciation of difference, but also the question and the nature of catholic unity amidst difference. Resisting both the centripetal temptation to assimilate difference into the whole and the centrifugal temptation to maintain difference at the peripheries, a reimagination of catholicity from an interstitial perspective emphasizes how the Church itself is a liminal figure, encouraging the faithful to respond more authentically to the call to exist spatially as leaven – transforming society from within - and temporally as pilgrim between the promise and the fulfillment. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Theology.

Yes / This article examines transnational activism by coalitions of national minorities in Europe from the early 20th century to the present, setting this within the broader ‘security versus democracy dilemma’ that continues to surround international discussions on minority rights. Specifically, we analyse two organisations – the European Nationalities Congress (1925–1938) and the Federal Union of European Nationalities (1949–) – which, while linked, have never been subject to a detailed comparison based on primary sources. In so far as comparisons do exist, they present these bodies in highly negative terms, as mere fronts for inherently particularistic nationalisms that threaten political stability, state integrity and peace. Our more in‐depth analysis provides a fresh and more nuanced perspective: it shows that, in both cases, concepts of European integration and ‘unity in diversity’ have provided the motivating goals and frameworks for transnational movements advocating common rights for all minorities and seeking positive interaction with the interstate world.

<p>Governing an ethnically diverse country constitutes a major challenge for state power and government in Cameroon. The call for national unity, championed by the regime in power has had to survive strong demands for greater autonomy and threats of secession by groups from within an English-speaking minority. In response to these demands and threats, and in conjunction with reforms to improve democratic governance and service delivery, Cameroon&rsquo / s state administration has in the last decade resorted to decentralization as a technique for promoting national unity. The question this paper seeks to answer is whether decentralization is helpful or harmful to Cameroon&rsquo / s national unity. This study traces the historical, constitutional and political development of the concepts of national unity and decentralization and critically examines their application in the Cameroonian context. It further tests the consolidation of national unity in Cameroon against a theoretical and empirical framework of decentralization. A one-dimensional view of the findings of this study is not very encouraging to regimes seeking to enhance national unity through the implementation of decentralization. However, the major conclusion of this study holds the position that the political outcome of decentralization on Cameroon&rsquo / s national unity is largely a product of the constitutional regulation of both concepts and the manner in which the theoretical dimensions of decentralization are transplanted onto Cameroon&rsquo / s political landscape. The paper recommends certain reforms to assist and guide Cameroon as it&nbsp / simultaneously implements decentralization and consolidates national unity.</p>

<p>Governing an ethnically diverse country constitutes a major challenge for state power and government in Cameroon. The call for national unity, championed by the regime in power has had to survive strong demands for greater autonomy and threats of secession by groups from within an English-speaking minority. In response to these demands and threats, and in conjunction with reforms to improve democratic governance and service delivery, Cameroon&rsquo / s state administration has in the last decade resorted to decentralization as a technique for promoting national unity. The question this paper seeks to answer is whether decentralization is helpful or harmful to Cameroon&rsquo / s national unity. This study traces the historical, constitutional and political development of the concepts of national unity and decentralization and critically examines their application in the Cameroonian context. It further tests the consolidation of national unity in Cameroon against a theoretical and empirical framework of decentralization. A one-dimensional view of the findings of this study is not very encouraging to regimes seeking to enhance national unity through the implementation of decentralization. However, the major conclusion of this study holds the position that the political outcome of decentralization on Cameroon&rsquo / s national unity is largely a product of the constitutional regulation of both concepts and the manner in which the theoretical dimensions of decentralization are transplanted onto Cameroon&rsquo / s political landscape. The paper recommends certain reforms to assist and guide Cameroon as it&nbsp / simultaneously implements decentralization and consolidates national unity.</p>

During the year 2007, when this thesis was completed, the European Union could look backat fifty years of collaboration, which began with the signing of the Treaty of Rome in 1957and which has developed from being mainly economic in character to incorporating a politicalas well as a social dimension at the European level. In 2007 the European Union alsocommemorated the twentieth anniversary of Erasmus, its higher education mobilityprogramme. It is this relatively new political dimension which I have been interested ininvestigating in this thesis. More precisely it is the political construction of a commonEuropean identity which is analysed using a critical discourse analysis approach.The majoraim of this thesis has been two-fold. The first aim has been to investigate how the European isconstructed in the discourse contained within the official European Union policy documents. Ihave been interested in analysing the various structures, in the form of ideas and norms whichare used in order to construct ‘the European’. The second aim has been to explore whether therole of higher education, as constructed in the official European Union discourse, is given asimilar identity-making role as education is argued to have in the nation-state according to thetheory on national identity. I argue that there are three version of European identityconstruction, i.e. cultural, civic, and neo-liberal, with their own relationship to highereducation, present in the empirical material analysed, consisting of official European Uniondocuments. Further, this thesis is also a study of the power of modern government. I arguethat there is an increase in normative soft power where ‘The Good European’ is notsomething ‘you’ are but something ‘you’ become by being a responsible active citizen.Through the use of critical discourse analysis I illuminate the power which resides in thelanguage in the discourse analysed. Thus, I have been interested in investigating how theofficial European Union discourse on European identity and higher education works to bothinclude and exclude individuals.

Pentecostalism has always been regarded as a movement that does not have all the ecclesiastical qualities that qualify it to be called a fully-fledged tradition alongside other major streams of Protestantism. Contrary to popular theologies that undermine the great role that the Pentecostal tradition can play in the global church, modern Pentecostal theologies agree that most of the misconceptions and assumption are misplaced because the Pentecostal tradition is a rich tradition with vital elements and symbols necessary to advance the ecumenical goal of unity and reconciliation. Based on this perception that Pentecostal ecclesiology is ecumenical, this research critically analyses Pentecostal ecclesiology as portrayed by Kärkkäinen in order to determine its ecumenicity or relevance to the ecumenical goals of unity, tolerance and reconciliation. This research confronts the paternalistic assumptions and misconception that regard Pentecostalism as simply a superstitious and naive sect which is only relevant to the lower class by bringing out the different elements and symbols within the tradition that are vital for the success and development of the global church in a modern global context. Some of the critical elements and symbols within the Pentecostal tradition that are explored within this study include÷ unity in diversity, the mission nature of the church, experiences of the Spirit as portrayed in its Pneumatological Christology and Soteriology, its rapid adaptation to new global south contexts and critical elements of inclusivity and plurality as portrayed in the foundations of the tradition. / Philosophy, Practical and Systematic Theology

The purpose of the research focuses on the development of a strategy for the management of diversity in secondary schools of the North West Province. The nature of diversity is explained from an ontological point of departure as the multiplicity of things with distinctive characteristics and qualities. A structure analysis of diversity emphasises a balanced perspective in which the interdependence and mutual coherence of all aspects of diversity are acknowledged in all spheres of life. An analysis of the different perspectives concerning multicultural education as an approach to deal with diversity leads to the identification of a limited focus on culture related concerns that fail to account for diversity in totality. Culture related concerns are not regarded as an exclusive constituent of a complex phenomenon like diversity and a more inclusive approach of diversity in education is recommended. A mixed methods research design is chosen for this research to provide a purposeful research framework in which quantitative and qualitative methods are combined to meet the demands of a sophisticated research problem. Findings of the research include inter alia the principles of respect and caring that are in relation to the concept of Ubuntu with a focus on humaneness and the affirmation of unity in diversity. Another finding of relevance is that a diversity strategy involves a clear rationale and policy framework for a process consisting of phases, objectives, action steps and persons involved. It is recommended that a diversity strategy must be tailor-made according to situation-specific needs and the unique manifestation of diversity. The contribution of this research is seen as a clarification of the concept of diversity and the development of a generic strategy for the management of diversity. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

The South African education system has been undergoing a process of transformation and democratisation. An historical overview of democracy in the South Africa education system confirms that the system had developed to become a highly centralised and bureaucratic system during the twentieth century, but it was transformed in 1996 to afford a greater degree of parental participation through local school governing bodies. Democracy is founded on a belief in individual rights, equality, and self-government by the majority of the people. The moral authority of the majority is based on the notion that there is more enlightenment and wisdom between many than in a single man. However, the power of the majority is always limited by the prerequisite of the rule of law and the implicit requirements of legality and justice. This implies that bureaucratic or undemocratic exercise of power by the majority or any person, including the state, would be contrary to the requirements of legality and democracy. An overview of the theories of democracy explains the complexities of the different orientations and ideological approaches to democracy. Critiques of democracy have identified an elitist, inegalitarian, and antiparticipatory core in liberal democracy. The sensible approach to these weaknesses of liberal democracy is to integrate the best features of the various theories of democracy towards a workable solution to manage the systemic conflicts. This includes the formal application of checks and balances and the substantive adjustment of the executive, legislative and judicial practice to maintain a harmonious equilibrium between equality and liberty. The theory of deliberative democracy suggests an additional way to improve substantive democracy. There is an inextricable link between democracy, education and the law. The South African Constitution provides for representative (political) and participatory democracy, as well as for the enshrinement of fundamental rights such as the right to basic education. In addition, the education legislation and policies contain numerous provisions that prescribe and necessitate democratisation of the education system. However, the empirical results of the study show that a number of controversial bureaucratic practices and a tendency towards increased centralisation of the system, constrain democratic school governance. The most prominent undemocratic practices in the system inter alia include: the over-politicisation of schools by the dominant teachers’ union; the bureaucratic appointment of educators; the interference by teachers’ unions with the appointment of educators, the bureaucratic imposition of English medium language policies on Afrikaans schools; and • the ambivalent attitude towards inclusive education. An investigation into the knowledge levels of senior education administrators, school principals and school governing chairpersons, which participated in this study, revealed that their knowledge of participatory democracy and Education Law was superficial. This ignorance of these stakeholders in education compounds the problem of effectively administering, managing and governing schools in a democratic manner. Conclusions drawn from the evidence of this study suggests that certain of the encumbrances to democracy in schools and the system can be attributed to systemic weaknesses, as well as to misconceptions and the misapplication of democratic principles. Finally, the study proposes two models to improve democratic school governance. The first model suggests a theoretical framework for improving the power relations, knowledge, civic attitudes and democratic values. The final model, which is based on the first theoretical model, proposes that Area School Boards be statutorily established to govern defunctive schools and that deliberative forums should be established and implemented within the organisational hierarchy of the education system. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009

The purpose of the research focuses on the development of a strategy for the management of diversity in secondary schools of the North West Province. The nature of diversity is explained from an ontological point of departure as the multiplicity of things with distinctive characteristics and qualities. A structure analysis of diversity emphasises a balanced perspective in which the interdependence and mutual coherence of all aspects of diversity are acknowledged in all spheres of life. An analysis of the different perspectives concerning multicultural education as an approach to deal with diversity leads to the identification of a limited focus on culture related concerns that fail to account for diversity in totality. Culture related concerns are not regarded as an exclusive constituent of a complex phenomenon like diversity and a more inclusive approach of diversity in education is recommended. A mixed methods research design is chosen for this research to provide a purposeful research framework in which quantitative and qualitative methods are combined to meet the demands of a sophisticated research problem. Findings of the research include inter alia the principles of respect and caring that are in relation to the concept of Ubuntu with a focus on humaneness and the affirmation of unity in diversity. Another finding of relevance is that a diversity strategy involves a clear rationale and policy framework for a process consisting of phases, objectives, action steps and persons involved. It is recommended that a diversity strategy must be tailor-made according to situation-specific needs and the unique manifestation of diversity. The contribution of this research is seen as a clarification of the concept of diversity and the development of a generic strategy for the management of diversity. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

The South African education system has been undergoing a process of transformation and democratisation. An historical overview of democracy in the South Africa education system confirms that the system had developed to become a highly centralised and bureaucratic system during the twentieth century, but it was transformed in 1996 to afford a greater degree of parental participation through local school governing bodies. Democracy is founded on a belief in individual rights, equality, and self-government by the majority of the people. The moral authority of the majority is based on the notion that there is more enlightenment and wisdom between many than in a single man. However, the power of the majority is always limited by the prerequisite of the rule of law and the implicit requirements of legality and justice. This implies that bureaucratic or undemocratic exercise of power by the majority or any person, including the state, would be contrary to the requirements of legality and democracy. An overview of the theories of democracy explains the complexities of the different orientations and ideological approaches to democracy. Critiques of democracy have identified an elitist, inegalitarian, and antiparticipatory core in liberal democracy. The sensible approach to these weaknesses of liberal democracy is to integrate the best features of the various theories of democracy towards a workable solution to manage the systemic conflicts. This includes the formal application of checks and balances and the substantive adjustment of the executive, legislative and judicial practice to maintain a harmonious equilibrium between equality and liberty. The theory of deliberative democracy suggests an additional way to improve substantive democracy. There is an inextricable link between democracy, education and the law. The South African Constitution provides for representative (political) and participatory democracy, as well as for the enshrinement of fundamental rights such as the right to basic education. In addition, the education legislation and policies contain numerous provisions that prescribe and necessitate democratisation of the education system. However, the empirical results of the study show that a number of controversial bureaucratic practices and a tendency towards increased centralisation of the system, constrain democratic school governance. The most prominent undemocratic practices in the system inter alia include: the over-politicisation of schools by the dominant teachers’ union; the bureaucratic appointment of educators; the interference by teachers’ unions with the appointment of educators, the bureaucratic imposition of English medium language policies on Afrikaans schools; and • the ambivalent attitude towards inclusive education. An investigation into the knowledge levels of senior education administrators, school principals and school governing chairpersons, which participated in this study, revealed that their knowledge of participatory democracy and Education Law was superficial. This ignorance of these stakeholders in education compounds the problem of effectively administering, managing and governing schools in a democratic manner. Conclusions drawn from the evidence of this study suggests that certain of the encumbrances to democracy in schools and the system can be attributed to systemic weaknesses, as well as to misconceptions and the misapplication of democratic principles. Finally, the study proposes two models to improve democratic school governance. The first model suggests a theoretical framework for improving the power relations, knowledge, civic attitudes and democratic values. The final model, which is based on the first theoretical model, proposes that Area School Boards be statutorily established to govern defunctive schools and that deliberative forums should be established and implemented within the organisational hierarchy of the education system. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009