This thesis interweaves issues of feminist methodology with theories, policies and practices of gender and development, around a central focus on women teachers' lives. It addresses the position of women teachers in relation to theories and practices of gender, education and development. It examines appropriate research methodology for working with, understanding and interpreting the lives of women teachers in Karachi, Pakistan. Drawing on the multiple traditions of feminist narrative inquiry in the field of education, and on the methods and forms emerging in alternative forms of ethnographic practice, the study is a situated one. Lived experiences are foregrounded, and time, place, context made explicit. Interview, discussion group and fieldnote data are collected whilst working with women teachers in Karachi, Pakistan. After an unexpected departure after September 11, 2001, additional questionnaire data are collected from a distance. / The thesis is a study researching women teachers' lives but also a critical reflection on the dominant development practices in which research takes place. As text it constitutes a form of feminist practice in and of itself. It analyzes the lived, and embodied experience of teaching, learning and researching, and rewrites this into the predominantly male-dominated literature and theory of education in development. / In the traditions of feminist inquiry, the study is also oriented towards change for women. Given the stated importance of gender equity, and especially the attention to girls' education of the international development community, the study has important implications for the ways that development planners think about women teachers, and design programs and policies for them. Shifting attention from natural nurturing and caring abilities of women teachers, to subjective issues of relational power dynamics, and to the individual and collective positionings of women's bodies within institutions and organizations, this study places women's lived experience as central to theories of pedagogy, curriculum, educational leadership, and to research in gender, education and development.

Thesis (Ed.D.)--Teachers College, Columbia University, 1988. / Typescript; issued also on microfilm. Sponsor: Karen Kepler Zumwalt. Dissertation Committee: Frances S. Bolin. Bibliography: leaves 474-481.

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2000. / Abstract and vita. Includes bibliographical references (leaves 285-295).

Thesis--University of Wisconsin--Madison. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 191-204).

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2000. / Abstract and vita. Includes bibliographical references (leaves 285-295).

Thesis ( M.Ed.)-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

M.Ed. (Educational Psychology) / The aggression phenomenon is embedded in the heart of the culture of society. Aggression is described as any kind of behaviour that intends to harm or hurt someone else and can be either physical or psychological (Feldman, 2001:299). It is internalised in childhood and adolescence, and manifests later in a variety of situations throughout life ahead (Tehrani, 2001:7). Unfortunately it does not stop at the school gates, but continues through the university stage, and is prominent in the workplace (Instructor, 2011:20). Like every country, South Africa also has its own challenges. Baron and Byrne (2004:437) state that aggressiveness results from increased levels of frustration arising from environmental challenges. South Africa is a country with exceptionally high levels of frustration and trauma (Einarsen, Hoel, Zapf & Cooper, 2003:212). Aggression in the form of house robberies, rapes, xenophobia, hijackings and road rage is everyday news. Research shows that a third of all people are exposed to some form of violence (Carstens, 2009:23). Frustration runs high. This creates a constant sense of uncertainty and insecurity, as well as fear, causing high stress levels - not only at personal levels, but also at a professional level. High stress levels are known for fuelling aggression in the workplace (Einarsen et al., 2003:15). This phenomenon has an effect on men as well as women in the workplace. The research question that arises here is: "What is the female teacher's experience of aggression in the workplace?" The research objective of this study was the exploration and description of women teachers’ experiences perceived as aggression. The design developed was exploratory, descriptive, contextual and qualitative in nature. The method was divided into two phases: a phenomenological approach was used to obtain the data in phase 1. In the second phase, guidelines were derived from the findings in the first phase. Women teachers, who met the criteria, participated by means of three options. Firstly, by means of an interview and secondly they could do an interview as well as write a naïve sketch to supplement the interview. Thirdly, they could also participate by writing a naïve sketch only. A trial pilot interview was conducted. xiii Since this research is sensitive in nature, the ethics was of particular importance. As recommended by Creswell (2008:13), ethical considerations were not considered as an afterthought, but applied right from the start of the research. The rights of participants were constantly taken into account. Honesty regarding the reporting of this information was applied. The recognition of the research area was taken into consideration, and permission was obtained from the appropriate persons and institutions, such as the participants, the school principals and the University of Johannesburg, to be allowed to do the research. The researcher used measures to ensure trustworthiness. Credibility, transferability, reliability and neutrality were implemented to further trustworthiness. The result of this research is condensed into four themes that developed from the data. The first theme is that different perceptions influence the experience of aggression of women teachers. Secondly, the contextual pressure in the school system forms an integral part of the experience of perceived aggression. The third theme is that manifestations of the perceived aggression are experienced. The fourth and last theme is the effect of aggression on women teachers. Guidelines for assisting female teachers experiencing aggression in the workplace were formulated. It was discussed by means of the above four themes and categories and recommendations were made. It was recommended that awareness of this problem in society should become an objective. "Tackle violence in society by starting in the workplace" (Einarsen et al., 2003:315).

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published_or_final_version / Education / Master / Master of Education