Thesis (Ph. D.)--University of Toronto, 2005.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

The aim of the present study explores barriers to women educators’ upward mobility in the Department of Education, using the Butterworth Education District as the area of study. Women as human beings, too, have a valid case regarding recognition of their legitimate aspirations because in striving for them, they are exercising their rights similar to their male counterpart. It must also be understood that the same legislative prescripts apply to both male and female educators and the necessary intellectual and physical capacity plus skills commitment and perseverance are understood to be important criteria for promotions. The question of perception of barriers to upward mobility of women in the education department and the wider public sector in South Africa is topical and continues to engender research and policy guidelines. However, conclusive findings and solutions are far from being realised. Empirical research and other scholarly writings posit that despite a suite of legislation and policy guidelines introduced in South Africa since 1994, women continue to encounter barriers in their effort to move up their career ladder. It is argued women are under-represented in management positions in comparison to men all over the world. Unequal representation of women in public sectors, nationally, provincially and locally has illustrated the need for gender equity and mainstreaming in senior management. In research done for the Department of Education in South Africa it was also found that although the teaching environment is made up of both men and women, men in management are acceptable, but women in management experience problems not only from male employees, but from female employees as well.

Dissertation submitted in partial fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Planning and Administration at the University of Zululand, 2003. / The purpose of this study has been to determine the challenges facing female managers in the schools that they manage in the Emondlo circuit of the Nqutu district. Literature, strategies and models were used to determine empirically how the female managers manage their schools effectively. Little has been documented about the challenges facing female managers in the new dispensation in South Africa. In addition, little attention is paid to support them in their management roles in schools. In this study, a self-administered questionnaire method was used to gather data. A 31-item questionnaire was developed to determine the perceptions of respondents regarding the challenges facing female managers at Emondlo circuit. A random sample of 11 schools managed by females were chosen. In each school, the questionnaire was filled in by the female school manager only. The empirical investigation conducted revealed that the female managers experienced problems including discipline and absenteeism among both educators and learners. The study also revealed that some of them lacked relevant management skills and knowledge. The study finally revealed that some female managers have greater barriers to overcome than their male counterparts and that discrimination is a major obstacle to their advancement. Finally, conclusions were drawn with regard to data gathered from the literature as well as from empirical research findings. In this study, some recommendations are made with regard to research findings. It was found that workshops, staff development programmes and seminars are some of the best strategies in helping the female managers to perform their duties effectively.

This qualitative collective case study explored how four female Latina teachers in the Central San Joaquin Valley acquired and developed the noncognitive trait of grit. Additionally, this study explored how the manifestation of this noncognitive trait of grit is demonstrated by these teachers with students in their classrooms. Through a series of interviews, and classroom observations with annotated field notes, I examined the life experiences and professional educational background of participants in order to highlight factors that are contributory and fundamental in the underpinnings of how grit developed in each of their lives. I examined and analyzed distinctive traits, specific influences, and behaviors. The theoretical framework developed by Duckworth, Peterson, Matthews and Kelly (2007) provided the background structure to help in understanding the noncognitive trait of grit. This exploration extended current scholarship on grit by exploring one specific cultural and gendered-subset of teachers to aid in the understanding of how grit emerges in teachers deemed exceptional. This qualitative case study addresses the following questions: 1. From the perspective of four female Latina teachers, what is grit? 2. From the perspectives of four female Latina teachers, in what ways has grit been acquired, developed and demonstrated? 3. From the perspective of four female Latina teachers, how has gender and race shaped their experiences in grit? 4. From the perspectives of four female Latina teachers, and as evidenced by student outcomes, how does the trait of grit impact teacher effectiveness?

Thesis (Ph. D.)--Indiana University, Dept. of Curriculum and Instruction, 2006. / "October 2006." "UMI number: 3232583"--T.p. verso. Includes bibliographical references (p. 218-231) Also available online (fee-based).

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This dissertation argues that women on the African continent experience moments of internal exclusion in higher education discourses. Although women are statistically represented in higher education discourses, they remain subjected to internal exclusion on the grounds that their contributions are evidently unsubstantive. Through a conceptual analysis of women’s experiences of African higher education, the study reveals that internal exclusion can be attributed to patriarchy, male chauvinism, authoritarianism and a gendered view of equality, mostly generated in people’s social, political and cultural practices. I contend that a ‘non-gendered’ ethics of care can undermine the debilitating effects caused by the internal exclusion of women in higher education discourses. By examining the implications of a reconstituted ethics of care for teaching and learning at higher education institutions on the continent, the study offers some ways in which exclusionary higher education practices can be remedied. This dissertation contends that, if higher education in Africa were to halt the dilemma of internal exclusion and move towards engendering a reconstituted ethics of care, both conceptually and pragmatically, then it stands an authentic chance of cultivating compassionate, imaginative and responsible citizens who can reason, not only for themselves, but for humanity as well. / AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat vrouens op die vasteland van Afrika momente van interne uitsluiting ondervind. Alhoewel vrouens statisties goed verteenwoordig is in hoër onderwys diskoerse, bly hulle steeds onderhewig aan interne uitsluiting op grond daarvan dat hulle bydrae nie genoegsaam geag word nie. Gegrond op 'n konseptuele analise van die wedervaringe van vrouens in hoër onderwys in Afrika, bevind hierdie studie dat interne uitsluiting van vrouens toegeskryf kan word aan patriargie, manlike chauvinisme, outoritarisme, en 'n geslagsblik van gelykheid wat meestal aanslag vind in mense se sosiale, politieke en kulturele praktyke. Ek voer aan dat 'n nie-geslagtelike etiek van sorg die verlammende effekte van interne uitsluiting van vroue in hoër onderwysdiskoerse kan ondermyn. Die studie stel maniere voor hoe uitsluitende hoër onderwys praktyke beredder kan word deur 'n ondersoek van die implikasies van 'n rekonstruksie van 'n etiek van sorg aan hoër onderwys instansies op die vasteland. Hierdie proefskrif voer aan dat as hoër onderwys in Afrika die dilemma van interne uitsluiting wil stuit en dan konseptueel en pragmaties wil beweeg na 'n rekonstruksie van 'n etiek van sorg, daar dan 'n outentieke kans kan bestaan om verantwoordbare burgers te kweek wat deernisvol is, wat verbeeldingryk is, en wat nie alleen vir hulleself kan redeneer nie, maar ook vir die mensdom.

O presente texto apresenta resultados de pesquisa de mestrado. Seu objeto de estudo são as condições de trabalho das educadoras na Rede Pública Municipal de Curitiba em turmas de pré-escola, no interior dos Centros Municipais de Educação Infantil (CMEIs), buscando similitudes e dessemelhanças no exercício de suas funções. Educadora é a trabalhadora concursada com titularidade em nível médio na modalidade magistério, com atuação exclusiva na Educação Infantil. A opção pelas educadoras que trabalham em turmas de pré deve-se ao fato de que nessa etapa da Educação Infantil há maiores possibilidades de ocorrer a separação entre o cuidar e o educar e, portanto, uma divisão de trabalho que pode implicar tanto em hierarquização, mando, ou trabalho compartilhado, com variações ou não nas condições de trabalho. Dentre os objetivos desta pesquisa, busca-se inicialmente analisar a concepção de Educação Infantil exposta em documentos oficiais e em autores de referência com relação ao local da Educação Infantil no interior da educação escolar, bem como quanto à separação entre o cuidar e educar. Outro objetivo é analisar a produção bibliográfica acerca do trabalho docente, mais especificamente na Educação Infantil à luz das categorias precarização, e intensificação do trabalho docente. Para conhecer mais sobre as condições de trabalho destas trabalhadoras, como instrumento metodológico, optou-se pela realização de entrevistas com as educadoras mais experientes nas turmas de pré, com base nas categorias teóricas privilegiadas. / This paper presents master's search results. The object of study are the educators in municipal public network of Curitiba in preschool classes, inside the municipal early childhood education centers (CMEIs) seeking similarities and dissimilarities in the exercise of their functions. Educator is a public worker with entitlement in high school level in the teaching mode, that works exclusively with the kindergarten. The choice for educators who work in preschool classes is due to the fact that at this stage of early childhood education is more likely to occur separation between care and education, therefore, a division of labor that may involve both hierarchical, command, or shared work with variations or not in the working conditions. Among the objectives of this research, we seek initially analyze the concept of early childhood education exposed in official documents and in reference authors in relation to the site of early childhood education within the school education, as well as the separation between care and education. Another objective is to analyze the bibliographic production of the teaching work, specifically in early childhood education, based on the categories of precarization and intensification of teaching. To learn more about the working conditions of these workers, as a methodological tool, we opted for the interviews with the most experienced teachers in preschool classes, based on privileged theoretical categories.

Made available in DSpace on 2014-07-29T16:10:46Z (GMT). No. of bitstreams: 1 Dissert Jairo Barbosa Moreira.pdf: 969818 bytes, checksum: b6f291c90f9e63b49ee0fba579534c39 (MD5) Previous issue date: 2008-08-29 / The objective of this work is to study feminine professorship in the mining town Cristalândia-Tocantins, during years 1980 to 2007. This thesis analyses practices and statements teachers constructed about themselves, their profession, their knowledge, reading and relationships. This study questions the essentialist discourse that claims teaching to be natural for women; and demonstrates how the teaching of these women challenge the masculine world of mining, the context in which the problematic of this research is situated. This is qualitative research, constructed by interviews with miners, sons and daughters of miners, retired teachers, and women teachers exercising their profession. Oral history is used as the base for collection of data. Collected information is analyzed in light of theoretical referential approaching cultural history for an interdisciplinary exposition of data. Primary sources of this research are the following: Chartier (1990, 1991), Certeau (2004, 2006), Perrot (2006, 2007), Burke (1992, 1997, 2003, 2005), Ginzburg (2006) Melo (2007), Pesavento (2005). Other works consulted and utilized are: Arroyo (2000), Benjamin (1994), Bosi (2004, 2006), Bakhtin (2000, 2006), Foucault (1983,1996, 1997, 2002), Freire (1983, 1996), Halbwaachs (20060, Guimarães (2005), Lajolo (1999), Larrosa (2003) , Le Goff (2003), Louro (1997, 2003), Meyer (2003), Macedo (1996, 1997), Thomson (1997, 2001), Thompson (2002), Zilberman (2006). The results of investigation conclude that teaching women in the mining town of Cristalândia-Tocantins (1980-2007), though their educative practices, especially their reading, constructed tactics of intervention and resistance to existing machismo in this town. Research reveals also in importance of women in the construction of this town, though their knowledge and practices. / Este trabalho tem como objeto de estudo a docência feminina na cidade garimpeira, Cristralândia-TO, entre os anos de 1980 a 2007 e visa analisar as práticas e representações que as mulheres docentes construíram acerca de si mesmas, de sua profissão, do saber, das leituras e das relações de gênero; questionar o discurso essencialista que anuncia o magistério como algo natural para as mulheres e demonstrar como as educativas dessas mulheres se contrapõem ao universo machista do garimpo, contexto esse no qual se situa a problemática desta pesquisa.Trata-se de uma pesquisa qualitativa, construída através de entrevistas com garimpeiros, filhos(as) de garimpeiros, professoras aposentadas, ex- diretores de escolas, e mulheres docentes no exercício da profissão. A análise das informações foi realizada à luz do referencial teórico da abordagem da história cultural que permitiu analisar os dados sobre uma perspectiva interdisciplinar. Constituíram referências desta pesquisa o pensamento de Roger Chartier (1990, 1991), Michel de Certeau (2004, 2006), Michelle Perrot (2006, 2007), Burke (1992,1997, 2003, 2005), Ginzburg (2006), Melo (2007), Pesavento (2005), entre outras. Os resultados da investigação apontaram como mulheres docentes na cidade garimpeira, Cristalândia-TO (1980-2007), através de suas práticas educativas, sobretudo, de suas leituras, têm construído táticas de intervenção e resistência ao machismo existente em Cristalândia-TO. A pesquisa relevou também a grande importância das mulheres na construção da cidade, através de seus saberes e fazeres.

The purpose of this study was to portray the experiences of African-American tenured female faculty employed within Historically White, public institutions of higher education in Virginia. This study is a portrait of the career paths, teaching experiences, institutional experiences, community and personal activities, work life, and the future of African-Americans. The study focused on personal experiences and provided a grounded recording for other African-American female faculty members employed within comparable institutions of higher education. The interviews also addressed educational preparation, mentoring, expectations, frustrations, difficulties, cultural and collegial experiences. Participants' audio taped responses were transcribed. Similarities that evolved from the discussions were identified. Repeat conversations reflected concerns about the lack of role models, community, activities, isolation, mentoring, and access to professional development opportunities. These women were experiencing some of the same career paths, teaching experiences, institutional experiences, community and personal activities, and work life environments. The findings portrayed women that were very competent. The seven women interviewed had distinctive work ethics and, in spite of overloads in departmental responsibilities, at least six of them had completed some scholarly activities. These scholarly activities included funded grants, books, and community reform projects. These African-American women faculty members are still struggling to enter into the academic mainstream. They are currently working in different and uncertain environments. Being African-American and female places the women in this study in a subordinate role.