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This is an exploratory study and qualitative investigation of the social construction and enforcement of gender through social interactions with a specific focus on how gender policing is experienced within the LGBTQ community in Riverdale (pseudonym), the specific location of this study. Gender policing refers to the implicit and explicit feedback that one is accomplishing gender inappropriately according to contextual norms, expectations, and ideals, with the implied meaning that not conforming will result in real or assumed negative consequences. Two focus groups comprised of five people each who self-identified along the lesbian, gay, bisexual, transgender, and/or queer spectrum(s) in at least one context in their lives were used as the primary method for data collection. Inclusion criteria were based on those who identified with the LGBTQ community in Riverdale or who had had experiences in Riverdale in spaces that were predominantly LGBTQ. Focus group questions attempted to elicit participants' experiences within the LGBTQ community in Riverdale as they negotiated a sense of self in relation to others in the LGBTQ community. The content of the focus group discussions were analyzed using Interpretative Phenomenological Analysis (IPA) as described by Smith and Osborn (2003). This study illuminates how gender as a system of power is experienced and assigned meaning within interpersonal relationships in service of developing a social identity through inclusion within an LGBTQ community. Results from the data analysis yielded five broad themes: (a) gender oppression, (b) discouragement with community, (c) attempts to cope, (d) queer, and (e) change. These themes reflect narratives of oppression in the dominant culture and the impact of oppression on identity work in the LGBTQ community in a rural college town. Results are presented within the context of gender and gender policing on structural levels, interpersonal levels, and the level of internalized self-policing. Instances of gender policing on an interactional level were often associated with the assumed threat of social rejection and isolation and the experience of disappointment, pain, and disconnection. Results from this study support the literature on (a) the accomplishment of gender, (b) the maintenance of power differentials through the regulation of perceived differences between sex and gender categories, (c) the development of identity as group process, and (d) perceived problems within the LGBTQ community such as the maintenance of oppression and barriers to social change through the process of inclusion and exclusion.

Par l’arrêt Pla et Puncernau contre Andorre du 13 juillet 2004, la Cour européenne des droits de l’homme a fait une entrée remarquée dans le contrôle de l’interprétation des actes juridiques privés. Tenante d’une conception réaliste du droit, elle a élaboré des Principes européens d’interprétation qui sont autant d’obligations qui pèsent sur le juge national. La CJUE partage en grande partie ces principes, mais possède ses particularités et hésite encore à s’aligner sur le contrôle du juge de Strasbourg. Le juge français est quant à lui confronté à des directives d’interprétation qui sont de simples conseils, tandis que la Cour de cassation se refuse à opérer un autre contrôle que celui de la dénaturation. Dès lors, elle n’est pas en mesure de redresser les fautes commises par les juges du fond notamment, et encourt le risque d’engager la responsabilité de l’Etat français devant la Cour EDH. Si la Cour de cassation a entamé une réflexion sur la façon de rendre la justice en coordination avec les cours européennes, la modification du système herméneutique français se heurte à de nombreux obstacles révélateurs de la conception traditionnelle du droit français des obligations. / With the case of Pla and Puncernau versus Andorra on 13 July 2004, the European Court of Human Rights has made a dramatic entrance in the supervision of the interpretation of private contracts. Defending a realist conception of law, it developed European Principles of interpretation, which are obligations for national courts. The CJEU largely shares these principles, but has its particularities and it is still reluctant to align with the Strasbourg Court’s supervision. The French judge is itself faced with interpretive guidelines that are simple advice, while the Court of Cassation refused to operate another supervision than the denaturation. Therefore, it is not able to correct the errors committed by the trial judges in particular, and takes the risk to commit a violation of the European law. If the Supreme Court considers by now how to deliver justice in coordination with the European courts, changing the French hermeneutic system faces many obstacles revealing the traditional conception of French law of obligations.

With the quality of our South African public education system internationally in question we need to look into supplemental ways to improve the education of our country’s children. Numerous studies have shown that parental involvement has a positive effect on student academic achievement. This study aimed to quantitatively determine the current extent and types of parental involvement in the education of their school-going children, in single-parent/guardian and two-parent/guardian households in Durban, KwaZulu-Natal. This included General Education and Training (GET) and Further Education and Training (FET) levels. The method of time-space sampling was used to administer a researcher-created questionnaire ‒ based on Epstein’s (2009) framework of six types of involvement ‒ pertaining to parents/guardians in the Durban CBD. The findings of the study resulted in recommendations pertaining to: the aspects of parental involvement that elicited low levels of involvement such as significant numbers of parents from single-parent households indicating that they would attend parent days at school if they were given a choice of possible attendance days; the need to identify and support parents that are unable to participate as much as they would like to by offering transportation for school meetings or activities, including school governing body and budget meetings; and the requests from parents/guardians regarding the use of technology in the form of sms communication in helping them to stay more informed regarding the progress etc. of their child at school. / ABET and Youth Development / M. Ed. (Adult Education)