This thesis explores how women's organizations are using communication technologies and strategies for global social change. In 2002, the combination of current feminist theory that highlights issues of cultural specificity and digital communications technology is enabling new possibilities for women's organizations to engage in global feminist practices. Based on feminist theory, communications theory and feminist media literature, this thesis formulates an evaluative framework for assessing the communicative potential of V-Day, a virtual women's organization. The analysis moves beyond this case study to inform the potential global feminist practices of other women's organizations.

This thesis addresses the question of educating for democratic development from the perspective of women leaders in community development organizations. The goal of this study is to expand our current understanding of education by giving voice to women's insights and experiences while considering their philosophical and practical contributions to the field. / Education is first considered in its traditional form as a static phenomenon which promotes hierarchy and perpetuates the status quo. The deconstruction of oppression is then addressed in order to develop a theoretical framework of critical, feminist and engaged pedagogies. This framework offers insight into a reconstruction of education as an instrument for promoting social responsibility and social action. / Nine women leaders in social action are interviewed using qualitative and phenomenological research methodologies. Their motivations, philosophies and organizational practices, and ideas are considered in the context of education. As a result, the insight that these women offer to the field of education is revealed and illustrated.

Thesis (M.A.)--Georgia State University, 2007. / Title from file title page. Wendy Simonds, committee chair; Ralph LaRossa, Phil Davis, committee members. Electronic text (101 p. : col. ill.) : digital, PDF file. Description based on contents viewed Nov. 5, 2007. Includes bibliographical references.

Thesis (Ph. D.)--University of California, San Diego, 1998. / Vita. Includes bibliographical references (leaves 227-245).

Thesis (M.A.)--University of North Carolina at Chapel Hill, 1986. / Includes bibliographical references (leaves 75-80).

Thesis (M.A.)--Ohio University, June, 2004. / Includes bibliographical references (p. 77-81).

Thesis (M.A.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.Ed.)--York University, 2007. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves164-170). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR32014

Thesis (M.A.)--Carleton University, 1992. / Also available in electronic format on the Internet.

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Matt D. Childs, Florida State University, College of Arts and Sciences, Dept. of History. Title and description from dissertation home page (viewed June 15, 2006). Document formatted into pages; contains xiii, 281 pages. Includes bibliographical references.