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Dissertations / Theses on the topic 'Critical social sciences'
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Rousso, Alex. "A critical analysis of the application of memes to the social sciences." Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273564.
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Levans, Nathan Emmett. "Critical thinking in the secondary social studies classroom." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Levans_N%20MITthesis%202007.pdf.
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Vendra, Maria Cristina Clorinda. "Paul Ricœur’s Social Thought : A Critical Reconstruction." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0089.
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L’œuvre de Paul Ricœur excelle à la fois en termes de profondeur mais également de richesse. En touchant virtuellement tous les principaux thèmes de la vie intellectuelle européenne, la philosophie ricœurienne déploie les ressources de l’analyse existentielle, phénoménologique, herméneutique, éthique, morale et politique. Même s’il existe une vaste littérature secondaire qui continue de croître rapidement, l’aspect social de la pensée de Ricœur requiert indubitablement un effort très important de discussion. En proposant une analyse directe des idées de la philosophie ricœurienne, cette thèse de doctorat vise à développer une reconstruction critique à la fois compréhensive et explicative de sa pensée sociale. Sa conception de l’intersubjectivité, son analyse de la signification de la réciprocité mutuelle dans la dialectique entre ipséité et altérité, sa perspective critique et argumentative du paradoxe du politique et son intérêt pour les questions fondamentales des institutions, de la justice, de la mémoire et de la reconnaissance, témoignent de l’authenticité et des limites d’une réflexion philosophique immergée dans les complexités de la vie sociale.Au regard de la littérature scientifique déjà existante sur la philosophie ricœurienne, l’objectif de cette thèse de doctorat est de reconstruire sa pensé sociale à partir des héritages qui ont une influence significative sur son projet philosophique : phénoménologique (E. Husserl ; A. Schutz), herméneutique (W. Dilthey ; H.-G. Gadamer), sociologique (L. Boltanski ; L. Thévénot, ; M. Weber), éthique (Aristotle ; Kant) et politique (J. Rawls ; M. Walzer). Ce travail n’entend pas se limiter à l’étude des thèmes qui caractérisent l’œuvre ricœurienne la plus récente. Il s’appuie aussi sur ses premiers travaux consacrés à la phénoménologie de Husserl, en soulignant le fait que ces écrits fournissent des éléments très signifiants et des clés interprétatives avec lesquelles lesquels adresser sa plus large pensée sociale. De plus, cette thèse considère certains articles à caractère éthique et politique de Ricoeur, qui portent sur la relation entre la foi Chrétienne et le criticisme social, publiés dans les revues Esprit et Christianisme Social. Certes, la pensée sociale de Ricœur se caractérise comme une voie longue, traversée par des signifiants détours, qui nécessitent d’être critiquement considérés. La problématisation interne, qui s’interroge sur l’unité de la pensée sociale de Ricoeur, sera ainsi liée dynamiquement à une problématisation externe reliée à la place occupée par la pensée sociale ricœrienne parmi les différentes traditions de la philosophie sociale et des sciences sociales. En quoi, donc, la pensée sociale de Ricœur est-elle singulière ?<br>Paul Ricœur’s work excels both in depth and breadth. His philosophy, which touches upon virtually all major themes in European intellectual life, makes use of existential, phenomenological, hermeneutical, ethical, moral and political analysis. Although the secondary literature on Ricœur is huge and continues to grow rapidly, the social aspect of his thought requires considerably more discussion. By offering a sustained engagement with Ricœur’s ideas, the purpose of this dissertation is to develop a comprehensive critical reconstruction of his social thought. His account of intersubjectivity, his analysis of the significance of mutual reciprocity in the dialectics of selfhood and otherness, his critical argumentative scheme of political paradox, and his interest for the very question of institutions, justice and of recognition, testify the authenticity and the limits of an engaged philosophical reflection concerned with the complexities of social life, with how people collectively think about it, behave in, and make sense of social situations.With regard to the large amount of secondary literature written about Ricœur’s philosophy, this dissertation aims at adequately reconstruct his social thought through different inheritances that have a significant influence on his philosophical project, namely, the phenomenological (e.g., E. Husserl, A. Schutz), the hermeneutical (e.g. W. Dilthey, H.-G. Gadamer), the sociological (e.g. L. Boltanski, L. Thévenot, M. Weber), the ethical (e.g. Aristotle, Kant), and the political legacy (e.g. J. Rawls, M. Walzer). The present work is not limited to the analysis of the topics of his later philosophical enterprise. It makes also reference to his earliest writings on Husserl’s phenomenology, emphasizing the fact that these provide highly significant elements and instructive interpretative keys with which to assess his broader social thought. Moreover, this dissertation looks at some of Ricœur’s ethical and political writing concerning the relationship between Christian faith and social criticism published in the journals Esprit and Christianisme Social. Certainly, Ricœur’s social thought is a long journey marked by significant detours, which need to be critically considered. The internal preoccupation, concerned with the thematic unity of Ricœur’s social thought, will be always dynamically accompanied by an external preoccupation, focused on the place occupied by the French author’s social approach among the different currents of social philosophy and the social sciences. Which are, then, the unique features of Ricœur’s social thought?
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Wagner, Claire. "Placing psychology a critical exploration of research methodology curricula in the social sciences /." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-06292004-123737.
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Hicks, Martin Cyr. "The politics of resistance, an approach to post-colonial cultural and critical theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0015/MQ46754.pdf.
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Kinville, Michael Robert. "Inequality, education and the social sciences." Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2017. http://dx.doi.org/10.18452/17687.
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Die konzeptionelle Verbindung zwischen Bildung und Gesellschaft, die im 19. Jahrhundert deutlich gemacht und wissenschaftlich begründet wurde, wird oft als selbstverständlich betrachtet. Diese veraltete Verbindung bildete aber die Basis für Bildungsreformen im Sekundärbereich in Deutschland und Indien in der zweiten Hälfte des 20. Jahrhunderts. Diese Arbeit unternimmt den Versuch, zum Verständnis dieser Verzögerung zwischen den Ideen und den Reformen, die sie einrahmten, beizutragen, indem sie eine geeignete Theorie der Verbindung zwischen Bildung und einer komplexen Gesellschaft aufstellt. Grundsätzliche Annäherungen an Gesellschaft und Bildung treten in Dialog mit post-kolonialen und kritischen Theorien. Universalistische Annahmen werden problematisiert, und eine offene Lösung für die Vorstellung zukünftiger Reformen wird präsentiert. Nationale Bildungsreformen in Indien und Deutschland nach ihren „Critical Junctures“ von 1947/1945 werden eingehend und chronologisch verglichen, um einen spezifischen Charakter historisch- und bildungs-bedingter Reproduktion beider Länder herauszuarbeiten sowie einen gemeinsamen Lernprozess zu ermöglichen. Abschließend wird eine Lösung des Problems in der Form offener Bildung präsentiert. Bildung als öffentliches Gut muss nicht zwangsläufig nur auf soziale Probleme reagieren, stattdessen kann sie verändert werden, um sozialen Wandel voran zu treiben.<br>The conceptual link between education and society, forged in the 19th Century, is often taken for granted. This seemingly outdated connection, however, has guided reforms in secondary education in India and Germany throughout the second half of the 20th Century. This study attempts to understand this lag between underlying ideas and the reforms they framed by synthesizing a viable theory for imagining the connection between education and a complex society. Foundational approaches to society and education are brought into dialogue with post-colonial and critical theories. Universalistic assumptions are problematized, and an open-ended solution for theorizing new connections is presented. National educational reforms in India and Germany subsequent to their critical junctures of 1947/1945 are exhaustively and chronologically compared in order to conceptualize a generic character of historical-educational reproduction for each country and to facilitate a process of mutual learning. Finally, a solution to the problems associated with educational reproduction is presented. Education as a public good does not need to simply be reactive to social problems. Instead, it can be reconfigured so as to drive social change.
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Cooper, Stephen S. "Critical Factors Affecting Successful Technology Transfer." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539625705.
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Hollstein, Matthew S. "Critical pedagogy preservice teachers' perspectives /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1155328467.
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Christian, Richard Dennis Rhodes Dent. "A design for teaching preservice secondary social studies teachers methods for teaching critical thinking skills." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633389.
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Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 10, 2006. Dissertation Committee: Dent M. Rhodes (chair), Larry Kennedy, Kenneth Jerrich, Frederick Drake. Includes bibliographical references (leaves 195-204) and abstract. Also available in print.
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Golzari, Sepideh. "A legal geographic perspective on a critical legal pluralism." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95228.
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This thesis is a work of interpretation about interpretations of law. It exposes mainstream approaches of law, a critical legal pluralist approach and a legal geographic approach to methods of questioning provoked by a series of events connected to Palestinian Human Rights Week at McGill Faculty of Law. These events are used to highlight that the theoretical approach of a Critical Legal Pluralism can better account for power relations than mainstream approaches to law but, that it can nonetheless be usefully supplemented by an appreciation of Legal Geography in order to account for the how of power relations, prevent the reification of human legal agency' and make a move beyond the human/non-human binary.<br>Ce mémoire est un travail d'interprétation sur différentes interprétations du droit. Il confronte une approche juridique traditionnelle, une approche fondée sur le pluralisme juridique critique ainsi qu'une approche de géographie du droit à des réflexions suscitées par une série d'événements en relation avec la Semaine des Droits de l'Homme en Palestine qui s'est tenue à la faculté de Droit de Mcgill. Ces événements sont utilisés afin de mettre en lumière le fait qu'une approche théorique issue du Pluralisme Juridique Critique permet de rendre mieux compte des rapports de pouvoirs que les approches traditionnelles du droit ; celle-ci peut toutefois être enrichie par la Géographie du Droit afin de rendre compte du comment des rapports de pouvoirs, prevenir la réification des "human legal agency" et dépasser l'opposition binaire humain/non-humain.
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Stanley, Teresa L. "Increasing students' critical thinking and improving performance in elementary social studies classroom." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257162.
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<p> The purpose of this study was to explore the instructional strategies used by experienced elementary social studies teachers to enhance students’ achievements of social studies and critical thinking skills. The definition of critical thinking skills is an ability that one uses to take control of his/her thinking and action by using different methods to arrive at the same results. Students could learn content in a unique and diverse manner. Ten elementary social studies teachers participated in this study. Through face-to-face interviews, observations, and note taking methods, the researcher recorded and analyzed elementary teachers’ experiences of using instructional strategies for teaching social studies and fostering critical thinking. This study explored and identified what, if any, constructivist teaching strategies in elementary social studies classes enhanced students’ critical thinking skills. The teachers expressed that engaging students in self-learning strategies could help students develop self-evaluation skills, and small group class projects allowed students to advance in social studies learning. Teachers also believed that students could benefit from utilizing technologies and involve cross-curriculum disciplines. The evidence of critical thinking skills consisted of self-selecting projects, self-evaluation, collaborating with peers, and asking the how and why questions. This study also discovered some barriers when social studies teachers implemented critical thinking promotion strategies in their classrooms.</p>
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Jennings, Peter Leonard. "Critical realism : an alternative perspective on evaluation methodology." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/68704/.
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The aim of this research was to explore the contribution of critical realist metatheory to evaluation. The principal contention is that adopting a critical relist perspective overcomes the propensity of conventional approaches to evaluation, both quantitative and qualitative, to focus on pre-determined performance measurement criteria. This research is based on comparative analysis of the methodologies and outcomes derived from conventional and critical realist evaluation. Evaluation grounded in critical realist metatheory embraces methodological pluralism, which underpins critical realism, and emphasises more thoughtful forms of data interpretation in empirical research. Making use of an exemplar, publicly funded, scheme providing grants to enterprises engaged in commercialising innovation, the research examines the role of common forms of data gathering and analysis, contrasted with particular forms of data interpretation based on abduction and retroduction. Intrinsic and extrinsic research methodologies are presented, not as polar opposites, but as complementary stances in gaining a rounded understanding of the scheme. Conventional approaches to evaluation are shown to act as limited forms of performance measurement, emphasising anticipated outcomes and predetermined criteria but offering little explanation and understanding. Critical realist evaluation is shown to broaden the scope of outcomes identified and deepen explanation and understanding, whilst simultaneously acknowledging the implications of fallibilism in developing multiple, plausible explanations. Explanation is enhanced through recognition of the inherent uncertainty of the social world, despite the dominance of notions of universal regularities. Recommendations for undertaking evaluation are given. The research helps fill an identifiable gap in current literature and debate on mechanisms and casual inference in social science. It provides a practical example of evaluation in the context of support interventions for innovation. No equivalent example is known to have been published previously.
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McMorrow, Thomas Bernard. "Critical to what? legal for whom? examining the implications of a critical legal pluralism for re-imagining the role of high school students in education law." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107590.
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In this dissertation, I critically examine the legal theoretical assumptions which underpin the burgeoning field of education law; that is, the area of law, legal practice and scholarship which focuses on the intersection of the education system and the legal system. Drawing on artistic depictions of everyday life in secondary school, sociological and anthropological studies, doctrinal legal materials and debates in legal theory, I problematise the ordinary, doctrinal way of imagining law and its relationship to human interaction within secondary schools. Building on critical legal pluralist theory, demonstrating its relevance to thinking about law in the secondary school context, and using reflections upon this context to in-turn, analyze critical legal pluralist theory, my aim is to offer a counterpoise to mainstream conceptualizations of the relationship between law and formal secondary education. I weigh arguments—methodological and ideological— for and against adopting a conception of law that is at once pluralist and critical. Presenting a fine-grained analysis of critical legal pluralism, I explain how and why adopting a critical legal pluralist perspective involves looking beyond explicit sites and modes of law and law-making to the processes of social ordering and forms of social interaction which constitute everyday life in school. While flagging potential perils of adopting a critical legal pluralist approach, I also show its promise for re-imagining the role of secondary school students in education law.<br>Cette thèse propose un examen critique des présupposés de théorie du droit qui sous-tendent le domaine en pleine expansion du droit de l'éducation, soit le domaine du droit, de la pratique et de la doctrine juridiques intéressés par l'intersection des systèmes éducatif et juridique. À partir de sources allant de représentations artistiques de la vie de tous les jours à l'école secondaire, aux études sociologiques et anthropologiques, en passant par la doctrine juridique et les débats de théorie du droit, j'y problématise la manière habituelle et doctrinaire d'imaginer le droit en lien avec l'interaction sociale en milieu scolaire au secondaire. En élaborant sur la théorie du pluralisme juridique critique - démontrant sa pertinence pour penser le droit dans le contexte de l'école secondaire, et prenant appui sur ce contexte pour analyser à son tour la théorie du pluralisme juridique critique - mon objectif est de contrebalancer les idées reçues sur la relation entre le droit et l'éducation formelle au secondaire. Je soupèse les arguments - méthodologiques et idéologiques - pour et contre l'adoption d'une conception du droit qui soit à la fois pluraliste et critique. Soumettant le pluralisme juridique critique à une analyse minutieuse, j'explique comment et pourquoi l'adoption d'une perspective pluraliste critique exige que l'on porte attention, par-delà les sites traditionnels de production du droit et ses modes d'expression explicites, aux processus d'ordonnancement et aux formes d'interaction sociaux qui constituent la trame de la vie quotidienne à l'école. Tout en identifiant les risques que pose une approche pluraliste critique du droit, je montre aussi qu'il s'agit d'une approche prometteuse pour réimaginer le rôle des étudiants de l'école secondaire quant au droit de l'éducation.
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Lerner, Berel Dov. "Rules, magic, and instrumental reason : a critical interpretation of Peter Winch's philosophy of the social sciences /." London [u.a.] : Routledge, 2002. http://www.loc.gov/catdir/enhancements/fy0650/2001019766-d.html.
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Agren, Kathleen L. "Teaching for thinking critical thinking in diverse secondary social studies classrooms /." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Agren_K%20MITThesis%202007.pdf.
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Ford, Carole. "Educating preservice teachers to teach for an evaluative view of knowledge and critical thinking in elementary social studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0027/NQ36638.pdf.
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Carnegård, Daniel, and Leif Johansson. "Ett kritiskt förhållningssätt - A critical approach?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29483.
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Vi ville i vårt examensarbete undersöka om och hur elever på el- och energiprogrammet söker information på internet,samt använder sig av källkritisk analys och hur bra lärarna anser att de klarar denna uppgift. Vi sökte även svar på i vilken utsträckning eleverna undervisas i källkritik och hur de upplever att de fått undervisning i källkritik, samt vilka kunskaper de undervisade lärarna anser sig ha i ämnet och hur viktig de anser att undervisning i källkritik är. I vår undersökning har vi även jämfört om elever och lärares åsikter samstämmer eller ej. Undersökningen baserades på tio elevintervjuer samt fem lärarintervjuer. Intervjuerna har analyserats kvalitativt varefter de sammanställdes. Syftet med detta examensarbete var att ta reda på om eleverna använder sig av internet i skolan och hur de granskar den information/fakta som de finner. Vi vill också se hur lärarna på vår skola behandlar källkritik för internet. Resultatet visar på att lärare anser sig ha kunskaper i källkritik även om flera önskar sig mer utbildning i ämnet. De anser även att det är viktigt att eleverna får mer undervisning i källkritik då de även tycker att eleverna inte i tillräcklig grad kan kritiskt granska information. De flesta eleverna tycker däremot att de behärskar detta. De anser att de har fått utbildning i källkritik, vilket de också har fått enligt lärarna. Vi har även sett att eleverna i övervägande del använder Google som informationssökningsverktyg.
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Elraz, Hadar. "Identities, mental health and the workplace : a critical exploration." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/60079/.
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The incidence of mental illness is both a widespread and growing; and yet studies show that employers are reluctant to hire people with mental health conditions (MHCs). Despite often having an excellent set of qualifications and skills, backed up with a sound employment record, the stigma surrounding mental illness means that people with MHCs struggle to gain and maintain employment. This study explores the experiences of people with MHCs in work. The research focuses on how these individuals manage their condition while maintaining a legitimate identity at work in the context of widespread stigma over mental illness. Taking a critical poststructuralist approach to identity, and drawing on semi-structured interviews with people with MHCs, the research highlights a complex set of factors facilitating the construction of a pejorative mental illness subject position that prevails in contemporary society and in the workplace. The study also illustrates how individuals act upon this subject position and the effects this has on their working lives. Finally, the study considers the agential practices of self-management that are illustrative of the process of resistance and the negotiation of a legitimised identity. The study considers the effectiveness of these struggles over seeing, being and doing for the long term prospects of mental health at work. The study offers contributions to knowledge in three areas: to critical identities literature by including the experiences of mental health in the study of marginalised identities at work; to the literature on invisible and stigmatised identities, by providing a better understanding on the processes of identification; and to theorising on resistance and resistant identities as practices of self-care (Foucault, 1986). In doing so, the research not only critically analyses the concerns of a marginalised group at work but also offers broader implications to understanding mental health of all workers, and for society at large.
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Leung, Kim-ching Gary. "The immersion and acquisition of higher-order thinking skills : a case study in the teaching context of economic and public affairs /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25756011.
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Wigginton, Sheridan L. "El negro detras de la oreja : a critical theory approach to Dominican ethnicity through textbooks /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3075413.
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Ford, Carole. "Macro-implementation of critical thinking in British Columbia's social studies curriculum." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28046.
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This study investigated how macro—implementation occurs within the British Columbia Ministry of
Education. In particular, the Social Studies
Curriculum Guide. Grade One-Grade Seven (1983) and
related student textbooks, teacher videotapes, evaluation reports and other implementation support materials were examined to determine how the policy "critical thinking and problem-solving skills," a key component of the curriculum, was interpreted. Interviews (N=15) with relevant Ministry coordinators, committee chairpersons and members, and authors/ editors/consultants were audiotaped and later transcribed for analysis in light of the existing macro-implementation literature. It was found that the curriculum lacked clarity, was perceived variously by different policy developers, and was interpreted in discrepant ways in implementation materials. Ministry efforts to implement "critical thinking and problem-solving skills" appear to have been thwarted by lack of initial policy clarity; inconsistent liaison within the Ministry to facilitate shared expertise, understanding, and positive rapport; as well as insufficient attention to capacity building, particularly of Ministry coordinators responsible for monitoring each phase of the policy. Capacity needs highlighted in this study included adequate working conditions for developing complex policy, knowledge of the policy and its implications, as well as understanding the process of change. Future implementation prospects, may profit from research which focusses on exemplary ministry macro-implementation plans and those factors which enhance capacity building, liaison, and policy clarity.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Bakali, Naved. "Cultural pedagogy and Islamophobia: towards a framework for engaging students in critical discussion." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104533.
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This thesis examines the phenomenon of Islamophobia through the cultural pedagogical mediums of Hollywood films and news media both prior to and in the aftermath of the 9/11 terrorist attacks. A number of similarities in the types of Islamophobic messages and images were found in these cultural pedagogical mediums in the pre and post-9/11 contexts, including a constant portrayal of Muslims as terrorists, Muslims as being violently opposed to the West, the Muslim world as being 'primitive' or backwards, and Muslims as being 'good' when adhering to a westernized modus operandi. The thesis concluded by suggesting possible ways the Quebec Educational Program (QEP), and particularly the Ethics and Religious Culture program, can engage students in critical discussions on these stereotypical representations.<br>Cette thèse examine le phénomène de l'islamophobie à travers les medias « pédagogico-culturels » que sont les films d'Hollywood et les reportages de nouvelles, et cela pendant les périodes avant et après les attentats terroristes du 11 septembre 2001. Un certain nombre de similitudes dans les types de messages et d'images islamophobes ont été répertoriées, y compris une représentation constante des musulmans : en tant que terroristes, ou comme étant violemment opposés à l'Occident, ou encore des gens primitif et arriéré, et aussi comme étant seulement «bon» lorsqu'ils adhérent à un agir occidentalisé. La thèse conclu en examinant comment le Programme de l'École Québécoise, et surtout le programme en Éthique et Culture Religieuse, pourrait amener les élèves à développer une perspective critique vis-à-vis ces représentations stéréotypées.
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Kicha, Lamessa Hatau. "Regional Integration in the HOA : A Critical Reassessment of Neo Functionalism and Intergovernmentalism." Thesis, Stockholms universitet, Institutionen för ekonomisk historia och internationella relationer, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-193940.
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Smith, Matthew Bryan. "Durkheim's Refutation of Spencerian Methodological Individualism: A Critical Evaluation." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1891.
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The famed French classical social theorist Emile Durkheim's academic reputation is based largely on his critical rejection of the British utilitarian tradition and specifically the writings of the classical British sociologist Herbert Spencer. In this thesis I critically evaluate Durkheim's critique of Herbert Spencer's methodological individualism. It is found that while select Durkheimian claims merit continued allegiance, his broader critique of Spencer's methodological individualism must be viewed as logically and empirically deficient. In conclusion I examine the implications for Durkheimian sociology and the broader social theoretical enterprise directed at analyzing and conceptualizing the nature of sociality and the social bond.
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Jones, Matthew. "The social construction of a threatened species: a critical analysis of a polar bear discourse." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97131.
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The recent listing of the polar bear (Ursus maritimus) as 'threatened' under the United States Endangered Species Act occurred despite widespread debate about the validity of, and need for listing. In this thesis, I conduct a Critical Discourse Analysis on a prevalent discourse in the polar bear debate, that of the Center for Biological Diversity. I aim to denaturalize this discourse by addressing two key questions: How is this polar bear discourse constructed through texts? And, what are the broader discursive practices and sociocultural contexts supporting these texts? I find the Center for Biological Diversity's polar bear discourse is comprised of multiple constructs linked to broader discursive and sociocultural practices through four inextricably associated elements: a scientific, an ethical, a political and a metaphorical element. This discovery is of potential use to less powerful actors in the polar bear debate, like Inuit communities, because avenues may be created for critiquing dominant positions and for articulating their own.<br>Dans cette thèse, je réalise une analyse de discours critique concernant le débat de l'ours polaire; plus précisément, le discours du Centre de la Diversité Biologique sera analysé. Une vulgarisation de ce discours sera faite en en adressant deux questions clef : Comment est construit ce discours en forme textuelle? Quelles sont les pratiques discursives principales et quelles sont leurs contextes socioculturels qui supportent ces textes? Les résultats de mon analyse démontrent que le discours de l'ours polaire du Centre de la Diversité Biologique est construit de multiples facettes qui sont liées par des pratiques discursives et socioculturelles. Ces pratiques sont eux même attachées à quatre éléments: scientifiques, étiques, politiques et métaphoriques. Cette découverte est potentiellement utile pour des acteurs qui on moins de pouvoir décisive dans ce débat, comme les communautés Inuit, puisque de nouvelles voies peuvent être créées en critiquant les positions dominantes et en exprimant leur propre.
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Frayne, David. "Critical social theory and the will to happiness : a study of anti-work subjectivities." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/18497/.
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It can be argued that we live in a ‘work-centred’ society, since not only has society witnessed a massive quantitative expansion of paid-work, but many also accept that, at this present historical moment, the tasks, relationships and time-structures of work occupy a central place in people’s sense of well-being. Critical social theorists have advanced an alternative perspective and undertaken a critique of work, responding to the interlinked social problems of mass unemployment, inequality, environmental degradation, and low well-being, by promoting an anti-productivist politics which calls for a decentralisation of work in everyday life. Theorists such as André Gorz have suggested that such proposals resonate with a cultural disenchantment with work, as well as growing desire for non-material goods such as autonomy, free-time, good-health and conviviality. Such claims, however, have rarely been explored on an empirical level. One of the central questions that remain unanswered is whether and how it is actually possible for people to live with significantly lower levels of work. In response to this gap in the literature, the present study undertakes a qualitative investigation into the lives of a diverse sample of people, each of whom has chosen to work less or to give up working altogether. In-depth interviews explore the work experiences and moral priorities that informed the participant’s lifestyle changes. Also explores are the trials of working less, including how participants coped with less money, and how they coped with the stigmas attached to working less, in the midst of a society that continues to attach moral significance to having a job. Are the participants deviants, malingerers, and failures, or might society learn something positive and inspiring from their actions and choices?
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Schellhase, Denise. "Exploring citizenship education: how identities are negotiated and critical thought developed through classroom discussion." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110530.
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When the public school curriculum of the Province of Québec was given a complete overhaul over a decade ago, the Grade Ten Canadian history course acquired the new name of "History and Citizenship Education." Teachers were expected to teach the course through a set of competencies, one of which was "citizenship education." To this end, my thesis examines how citizenship education can be defined as well as how citizenship can be developed in adolescents through the skilful use of class discussions. Thus, my research question is: what role, if any, can classroom discussions play in the development of citizenship? In particular, I focus on the relationship between citizenship, identity and critical thought. The methodology that I used to explore the research question was a combination of ethnography, discourse analysis, and action research and my research site was my own history classroom. From September 2010 to May 2011, I engaged in a longitudinal study of two of my history classes. I audio recorded three large group discussions (per class) on the following curricular topics: The Oka Crisis, Reasonable Accommodation, and Economic Globalization. Following a pattern similar to our group discussions, I also engaged my students in discussion de-brief sessions. Using the ideas of figured worlds and third space, I explore how class discussions can be important sites for citizenship development. I examined the discussion transcripts for evidence of how students co-constructed figured worlds using texts from in class and out of school, and I also looked for instances of critical thought in relation to citizenship. This study showed that, by providing students with opportunities to situate themselves in new ways in the social world, class discussions can serve as third spaces for citizenship development and identity construction. However, engagement of students in critical thought around their positioning during class discussions required specific efforts aimed at this type of reflection, illustrating the durability of some texts and positions, even when students were able to construct alternative figured worlds.<br>Lorsque le programme de l'école publique de la Province de Québec a subi une refonte complète, il y a plus de dix ans, le cours d'histoire du Canada et Québec du 4e secondaire a acquis le nouveau nom de « Histoire et éducation à la citoyenneté ». Les enseignants se devaient d'enseigner ce cours à travers un ensemble de compétences, dont l'éducation à la citoyenneté. À cette fin, ma thèse examine comment l'éducation de la citoyenneté peut être définie ainsi que la façon dont la citoyenneté peut être développée chez les adolescents par le biais de discussions en classe. Ma question de recherche est donc : quel rôle, s'il y a lieu, peuvent avoir les discussions en classe dans le développement de la Citoyenneté ? En particulier, je me concentre sur la relation entre la citoyenneté, d'identité et de pensée critique.La méthodologie que j'ai utilisé pour étudier la question de recherche est une combinaison de l'ethnographie, l'analyse du discours et la recherche-action et mon lieu de recherche a été ma propre classe d'histoire. De septembre 2010 à mai 2011, j'ai effectué une étude longitudinale sur deux de mes groupes d'histoire. J'ai enregistré trois grands groupes de discussion (par classe) sur les sujets pédagogiques suivants: la crise d'Oka, l'accommodement raisonnable et la mondialisation économique. Suivant ce même modèle, les étudiants ont participé ensuite à des séances où ils discutaient de l'expérience qu'ils venaient de vivre. En utilisant les concepts de « figured worlds » et « third space », j'ai étudié comment les discussions peuvent être bénéfiques pour l'émergence de la notion de citoyenneté. J'ai examiné les transcriptions de ces discussions à la recherche de preuves afin de voir comment mes élèves avaient co-construit les « figured worlds » en utilisant des textes à partir en classes et hors de l'école. Par ailleurs, j'ai aussi cherché à trouver des exemples qui démontraient que mes élèves faisaient preuve de pensée critique. Suite à ces analyses, je conclus qu' ainsi en donnant aux élèves l'opportunité de se situer en société par de nouveaux moyens, les discussions en classe peut servir comme « third spaces » qui permet aux élèves de bâtir leur identité et de développer leur pensée critique. Toutefois, l'engagement des étudiants dans la pensée critique autour de leur positionnement social au cours des discussions en classe exige des efforts spécifiques visant à ce type de réflexion. Cela démontre la durabilité de certains textes et les positions sociales, même lorsque les élèves étaient capables de construire d'autres « figured worlds ».
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Major, Blair. "Religious proselytism in global perspective: a critical examination of international and regional human rights law." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110715.
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The topic of religious proselytism is rich with opportunity for research and reflection as it involves the complex interaction between various legal, social, cultural and religious issues and interests. As a matter of international human rights law, the topic of religious proselytism has been an important part of the debate regarding the freedom of religion since the drafting of the Universal Declaration of Human Rights. This project critically examines the ways in which religious proselytism is represented in various international and regional human rights instruments and organizational structures. The purpose of this examination is to identify the various issues involved in addressing religious proselytism, and to construct a global conception of religious proselytism as a matter of human rights. Although there is variance in the global conceptions regarding religious proselytism, there are some significant points of overlap. It is these points of overlap that enable a deeper understanding of the issues related to religious proselytism and for managing the ways in which the issues should be reflected in the relevant human rights standards.<br>La question du prosélytisme religieux recèle un rich potentiel pour la recherche car elle implique l'interaction complexe entre diverses questions et sujets juridiques, sociaux, culturels et religieux. Du point de vue du droit international des droits humains, la question du prosélytisme religieux fait partie intégrante du débat sur la liberté de religion depuis la rédaction de la Déclaration universelle des droits de l'homme. Ce projet se donne pour but d'envisager de manière critique les manières dont le prosélytisme est représenté à travers différents instruments et institutions régionaux et internationaux en matière de droits humains. Le but de cette analyse est de metre à jour les dilemmes en jeu dans la prise en compte du prosélytisme, et de construire une conception globale du prosélytisme religieux du point de vue des droits humains. Bien que les conceptions globales sur cette question variant, il existe des points communs importants. Ce sont ces points communs qui permettent une compréhension plus profonde des questions relatives au prosélytisme religieux et à la manière dont ces questions sont prises en comptes par les standards en matière de droits humains.
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Tan, Eloise. "Participatory and critical out-of-school learning for urban youth building community through popular culture /." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:8881/R/?func=dbin-jump-full&object_id=92322.
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Bruce, Niklas, Elaine Daly, and Paul Horton. "The critical role of social capital in strategic sustainable development." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5158.
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The primary intent of this thesis was to determine if and how the practice of Art of Hosting, a dialogue–based, participatory process architecture, could foster social capital in communities and other large, complex social systems working to address a variety of complex challenges, in order to draw conclusions that could contribute, in a meaningful way, to the advancement of strategic sustainable development (SSD). We hoped to gain useful insights by examining and interpreting the results from two case study systems existing within very different social contexts and with very different organizational structures: Columbus, Ohio and the European Commission. Based on the results of our research, strategic recommendations, guidelines and tools were developed for SSD practitioners wishing to assess the level of social capital in the systems in which they operate and take strategic steps to increase it. These same recommendations, guidelines and tools should also be helpful for Art of Hosting practitioners working to address complex societal challenges in general. Overall, the authors of this thesis believe that these results hold particular significance for any collaborative or multi-stakeholder effort to build support for adoption, and ensure the successful implementation, of sustainability goals and programs. This could include Eco-Municipalities, Transition Towns, Agenda 21 Communities, Smart Cities, and large complex organizations such as multi-national corporations or universities, to mention but a few.<br><p>daly.elaine2013@gmail.com</p>
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Anderek, Michaela. "Literacy i policydokument." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28783.
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SammandragVi lever i en värld där texter och annan information finns runt oss hela tiden. Många är överens om att det därför krävs en annan skola än tidigare. Dock visar forskning att undervisning ofta ser likadan ut som den gjort tidigare. Mina erfarenheter säger att ett literacyperspektiv behöver komma in i skolans värld och detta är något som saknats på min VFU. För att komma ut på arbetsmarknaden och våga ha kvar literacyperspektiv som grund för min undervisning behöver jag övertyga mig om att styrdokument stödjer ett literacyperspektiv. Syftet med denna studie är att öka kunskapen om vad styrdokumenten säger om att arbeta utifrån ett literacyperspektiv. Studiens teoretiska utgångspunkter grundar sig i ett literacyperspektiv som utgår från ett sociokulturellt lärandeperspektiv. Studien tar upp tidigare forskning som lyfter värdet av att inkludera elevers vardag och att barn och unga kommer i kontakt med mängder av texter även utanför skolan. Studiens empiri har samlats in genom dokumentstudier på läroplanen, tillhörande kommentarmaterial till kursplanen i svenska, bedömningsstöd för åk 1 samt kartläggningsmaterial för förskoleklass.Undersökningens resultat visar att styrdokumenten stödjer en lärare att arbeta utifrån ett literacyperspektiv. Läroplanen lyfter vikten av att inkludera olika texter i undervisningen och att språket är med och bygger vår identitet vilket även ett literacyperspektiv innefattar. Det studerade kartläggningsmaterialet och bedömningsstödet har dock mer fokus på svenskämnet som ett färdighetsträningsämne och krockar med ett literacyperspektiv och de övriga styrdokumenten kan därför uppfattas peka åt olika håll.
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Noe, Ewell Adriel. "A Discussion of Intercultural Relations as a Critical Component of Corporate Social Responsibility." Thesis, University of the Pacific, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276597.
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<p>Given the current state of unprecedented global interdependence, and the growing impact that business has on the world?s inhabitants, Corporate Social Responsibility has become something that is not only desirable, but also expected of corporations. The topic of this qualitative study is the conceptual and pragmatic links of Intercultural Relations and Corporate Social Responsibility. This research focused on an identified informational gap in social responsibility literature and investigated the possible impact of culture and intercultural competence on Corporate Social Responsibility work. The scope of this investigation was purposeful and selective; a well-rounded group of professional Corporate Social Responsibility practitioners contributed to the research. At the end of this research it was determined that in order for social responsibility efforts to be reciprocal, inclusive, and effective, it would be beneficial to consider Intercultural Relations and develop intercultural competence.
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Eyre, Marie. "The experience of policing critical incidents : thematic, narrative and interpretative phenomenological analyses." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2004040/.
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A phenomenological approach was adopted to examine police officers’ experiences of U.K. critical incidents. In the U.K. police service, critical incidents (CI) are incidents with a significant impact on the confidence victims, families, and the public have in the police. Data were e-focus groups for: i) operational debriefs (n = 9) and ii) reviews of service delivery (n = 9). With professional participants throughout (N = 250), the project had considerable ecological validity. Experiences of three types of incident, Serious Crime (SC) (n = 6), Counter-terrorist (CT) (n = 6), and Non-criminal (NC) (n = 6) were examined. Three qualitative methods - thematic analysis, interpretative phenomenological analysis, and narrative analysis - provided triangulation of method. Different incident types and police forces provided data triangulation. Results showed that the most common themes revolved around relationships with partners and communities; staff welfare concerns were also highlighted. Common experiences obtained across incident types: exclusion and pressure of incident were negative experiences; professional image and serving victims and families were positive experiences. Differences specific to incident type also emerged: humour was unique to CT experiences and functioned to divert from trauma and reinforce social bonds; taking control was a feature of serious crime incidents; uncertainty was unique to NC incidents. Models of the impact on staff welfare and uncertainty are presented. A social identity model of transforming experiences is also presented. Narrative exemplars are presented: SC incidents had a Media monster narrative; CT incidents had a CONTEST quest narrative; NC incidents had a Cheshire cat narrative. Extant literature is discussed throughout. Findings are discussed in relation to social identity theory.
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Elgert, Laureen. "The politics of evidence : towards critical deliberative governance in sustainable development." Thesis, London School of Economics and Political Science (University of London), 2011. http://etheses.lse.ac.uk/146/.
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Recent debates about environmental governance emphasize the roles of participation, evidence and deliberation. Authors have discussed how deliberative theory can deepen commitments to public participation in policy debates. Evidence, however, is often presented as neutral and objective fact, and on this basis is privileged in policy debates, preemptively defining environmental problems and solutions. Under this circumstance, how can policy processes take deliberation seriously? How can the politics of evidence be identified and openly addressed by participants in policy processes? These research questions are addressed by analyzing three cases of environmental governance mechanisms, in the developing country context of Paraguay. The cases were selected for their emphasis on evidence and participation in decision-making. Also, each brings into question the politics of evidence, as their policy implications have raised debate and contention. The specific governance mechanisms explored in this study are: 1) land classification for conservation and rural development; 2) land use planning scenarios generated with a computer modeling program; and, 3) the development of global certification standards for soy production within the ‘Roundtable on Responsible Soy’. Each is seen as a means of addressing what is widely seen as rapid and extensive environmental degradation in Paraguay, and also the historic and continued exclusion of much of the public in environmental decision-making. The principal findings of my analysis are that i) public participation in environmental governance is often constrained by what is considered evidence; and ii) evidence is considered such because it is assumedly based on fact, but evidence-based arguments are influenced by social and political factors. As a result of these findings, I argue for a new approach to environmental governance – critical deliberative governance. A reflexive, non-essentialist approach to knowledge strengthens deliberation, by making explicit the social basis for authority and credibility, and opening up its tenets to debate. This critical approach to knowledge is vital for a democracy in which normative arguments are not effectively closed off by formal and authoritative expertise.
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Kwong, Siu-po Eve. "The use of variation theory in developing students' critical thinking skills." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3554207X.
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Datoo, Al Karim. "Critical ethnography, local-global cultural dynamics and students' identity: perspectives from an urban school in Pakistan." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40775.
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This critical ethnographic project is based on one year of field-work carried out in an urban high school in the context of Karachi. The research seeks to critically explore the local-global dynamic as it manifests in the school’s official curriculum and the students’ lived-world experiences, especially with reference to their interaction with the media-scape, which in turn bears implications on dissolution and re-construction of students’ identities. The research employs an ethnographic research method. In this respect, monological and dialogical data were generated through participant observation, focus group discussions, semi-structured and open-ended interviews, participant-made visuals, document/textbook analysis, observation and analysis of the school’s material culture, and home-visits. The data analysis was informed by Carspecken’s (1996) methodological guide. The research finds the schooling and media as globalizing and localizing sites for the youth. The official curriculum, especially the Pakistan Studies textbook, constructs a sense of narrow political nationalism that seems to inform the students’ sense of national identity. The local/national reference is constituted by three complex interrelated discourses: religious/ideological (reference of Islam); linguistic nationalism (Urdu language); and territorial (juridical-legal bounded-space). Furthermore, the official text constructs the local as national (political) and ethnic as (sub-national) references, whereby the national identity overrides the sub-national/ethnic identities. With reference to the global, the official text constructs the global as trans-national/supra-national, as religious/social reference to Ummah (Muslim collectivity), and as international. Whilst the school text mainly provides a nation-state-centric view of the world and the other, the media-scape in particular and the lived-world in general open up multiple references of belonging, identifications, and diffe<br>Ce projet analytique et ethnographique est basé sur un travail sur le terrain d'une année effectué dans un contexte d’un lycée urbain de Karachi. La recherche sollicite une exploration de façon critique du dynamisme local et global comme démontré dans un programme scolaire "officiel" et des cas vécus des étudiants, particulièrement en ce qui concerne leur interaction avec les médias, qui comporte des implications sur la dissolution et la reconstruction des identités des étudiants. Par la suite, cette étude pratique la méthode de recherche ethnographique. À cet égard, des données monologiques et dialogiques ont été produites après une observation de participants, débats des groupes de consommateurs, des interviews partiellement structurés et ouverts, moyens audio-visuels des participants, une analyse de l'exemplaire et des documents, l'observation et l'analyse de la culture matérielle et visite domestique de l'école. L'analyse de données a été informée par le guide méthodologique de Carspecken (1996).La recherche indique que les études et les médias sont des sites de globalization et de localization pour les jeunes. Le programme d'études 'officiel' particulièrement l'exemplaire d'étude du Pakistan construit un sens du nationalisme politique 'étroit' qui semble informer aux étudiants un sens d'identité nationale. La référence locale ou nationale est constituée par des triples discours complexes reliés réciproquement aux corrélations religieux ou idéologiques (la référence à l'Islam), le nationalisme linguistique (l'Urdu) et territorial (juridique-légal d'espace limité). En outre, le texte 'officiel' fabrique le local comme: national (politique) et ethnique comme des références (sous-nationales), par lequel l'identité nationale ignore les identités sub-nationales et ethniques.En ce qui concerne "le global" l'exemplaire 'officiel' construit le global comme: une référence trans-national/supra-national religieu
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Reckwitz, Andreas. "Die Transformation der Kulturtheorien : zur Entwicklung eines Theorieprogramms /." Weilerswist : Velbrück Wissenschaft, 2000. http://www.h-net.org/review/hrev-a0b7w9-aa.
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Barnes, Melanie Anne. "Integrating the language arts into the history-social science curriculum to develop critical thinking in children." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/711.
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This project has developed a resource guide that will help kindergarten, first, and second grade teachers implement an integrated history-social science curriculum that encourages children to become critical thinkers.
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Fook, Janis. "Developing an integrated framework for critical reflection : from practice, to theory, towards research." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/339973/.
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Critical reflection is increasingly regarded as a necessary requirement of professional practice. Yet there are many differing perspectives on what it is, and how it should be taught in professional education, and it is not easy to see how they all relate. This is often confusing for students and educators. This potentially leads to poor standards of reflection, and little rigorous research or development of critical reflection. This thesis aims to address this problem by developing an integrated understanding of critical reflection. It draws together the different perspectives on critical reflection (including reflective practice, the concept of reflexivity, postmodernism and critical perspectives), and shows how these different understandings can be integrated under the rubric of learning from experience. Although the idea of learning from experience in fact underpins early understandings of critical reflection, this thesis demonstrates how later formulations add to and develop this conception. In doing this, the thesis traces the practical and theoretical development of critical reflection into a framework which might be used as a basis for researching professional practice experience. The thesis begins with an introduction which outlines the context of my thinking about social work knowledge, in which my thinking about critical reflection is located. The body of the thesis traces how I have developed these frameworks, from a mix of practical experience, theorizing from different perspectives, and reviews of literature, into the potential for its use as a research method. The concluding section of the thesis returns to the original outline of social work knowledge, and shows how this integrated understanding of critical reflection is also congruent with basic principles of social work. In this sense, the development of thinking about critical reflection is also a contribution to the development of social work knowledge.
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Sundell, Julia. "Working with Hand, Head, and Heart : A feminist critical discourse analysis of ‘Gender Equality as Smart Economics’." Thesis, Stockholms universitet, Institutionen för ekonomisk historia och internationella relationer, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-193930.
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The objective of this thesis is to gain more knowledge about the usage of the ‘Gender Equality as Smart Economic’ discourse in corporate-led women’s empowerment initiatives. This discourse can be understood as a vocabulary for discussing the business case for women’s empowerment which has diffused from development institutions to states, NGOs and corporations through a wide range of initiatives, policies, advertisement campaigns and development and humanitarian campaigns. To this end, this study interrogates how women are discursively constructed as ideal development subjects in a recent initiative launched by the global corporation IKEA in 2012, aimed at economically empowering women in marginalized communities: IKEA social entrepreneurship. Sydney Calkin’s feminist reading of Foucault’s critique of human capital theory is applied to the case of IKEA, which is a framework that maps the relationship between empowerment interventions, subjectivities and bodies. The research question is formulated as follows: how are women in the global South discursively constructed as ideal subjects for empowerment interventions through IKEA social entrepreneurship? The research question is targeted through a feminist critical discourse analysis of 15 videos from the initiative. My analysis shows that IKEA constructs the women targeted through the initiative as an homogeneous pool of underutilized labor, whose dormant potential can be activated through IKEA social entrepreneurship. I found that IKEA ascribes particular qualities onto the women, which are contingent on their identities as mothers. These qualities are used to promote women’s unique suitability for investment, based on gendered essentialisms and assumptions on women’s innate productivity. I also found that IKEA presents empowerment as a two way process that works from both the inside and the outside, where women are seen as needing to change but also that they are in dire need of an external opportunity in the shape of an empowerment initiative.
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Raptis, Emanuel. "Carrying the ball? A critical discourse analysis of the Commonwealth Secretariat’s sport for development and peace agenda." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21277.
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While the perceived sudden closure of the United Nations Office of Sport for Development and Peace (UNOSDP) in May 2017 has left many sport for development (SDP) scholars and practitioners pondering its future, the playing field is on the offensive to gain ground and fill the gaps caused by its withdrawal. With SDP being one of the core pillars within its sustainable development work, the Commonwealth Secretariat (CWS) has picked up the pace in producing and publishing a series of five high-level policy and advocacy resources in the period 2013-2017 with the aim of assisting governments and other stakeholders in strengthening their SDP policies and strategies. Departing from the perspective of a postcolonial and decolonization theoretical framework, this study has conducted a qualitative critical discourse analysis (CDA) with the purpose of identifying what discourses the CWS advances through the publication and dissemination of the five SDP policy and strategy documents, how the discourses draw from previous documents and texts, and how the discourses relate to mainstream SDP discourses. The findings suggests that the Commonwealth does not stand for change in the field of SDP, but largely perpetuates dominant SDP discourses related to i) why sport is uniquely positioned to strengthen development approaches; ii) in what areas of development SDP policies and strategies should be focused; and iii) whom such SDP initiatives should target. The study concludes with an argument that rather than carrying the ball in the current direction, the CWS could re-position itself as a leader in the field by adopting a postcolonial perspective going forward, thus passing the ball and changing the playing field altogether.
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Kowssarie, Hooshang. "Critical Success Factor An Exploratory Study of the University College Library in Borås." Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20545.
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This paper examines the practice of Critical Success Factors approach and presents results of application of the Priority and Performance evaluation methodology within the University College Library in Borås. The objective was to report on actual application of this evaluation methodology in identification of critical success factors and the areas, which warrant particular attention. Furthermore, to focus on the interrelationship between priorities and performances of librarys services and functions. The descriptive and exploratory study used a qualitative case-study approach, employing an interview with an interview guide together with the collection of appropriate corporate documents as the main data collection technique, supplemented by questionnaires. Content analysis was used to analyse the data obtained from the interview and the documents for identifying the critical success factors while data for priority and performance analysis was derived from a survey of students and teachers belonging to various categories six departments of University College of Borås. The Critical Success Factors that were identified in this study were grouped under a number of headings and a few major areas and these were refined into more detailed subject categories under which key functions and activities were identified too. The outcomes of priority and performance survey provided useful information about the librarys performances. The study revealed the applicability of the CSF and Priority and Performance.<br>Uppsatsnivå: D
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Sheader, Matthew James. "Structure, institutions and NGOisation : a critical realist approach to normative change in Myanmar civil society." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21897/.
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Following several decades of suppression under authoritarian military rule, Myanmar’s civil society has played an important role in shaping the process and the impact of recent political reforms. Constitutional and legislative change favourable for civil society has been accompanied by an expansion of initiatives by international development agencies to build the capabilities of civic actors and to strengthen their influence in governance and policy making. Together, these are claimed to have enhanced the freedom, security and opportunity, or the space, for civil society to build from its rich history of social and political action and better mobilise for future protection and fulfilment of political and human rights objectives. This thesis argues that normative change in civil society can only be fully assessed, explained and understood through analysis which critiques rather than repeats conceptualisations of civil society as an autonomous zone of freedom, and the state as an apparatus of coercion. Notions of an ‘expanding space’ or an ‘improved enabling environment’ conceal structural and cultural forces which affect the collective agency and normative orientation of civic actors by shaping the political terrain on which they act, enabling and constraining actors’ form and political objectives. I analyse these changes in Myanmar using critical realism and the thought of Antonio Gramsci, and show how the reorganisation of state power and contractual, legal and ethical relations between state and civil society have led to the emergence of an institution of organisation. Tendencies towards professionalisation, formalisation and depoliticisation arise as legitimate activity comes to centre around the hegemonic form of the non-governmental organisation (NGO), with significant implications for the radical transformative potential of both civil society and human rights. Case studies reveal how the impact of these institutional forces varies according to contingencies in circumstance, resistance and the qualities and histories of actors.
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Azar, Elif Zeynep, Çağlayan Erdönmez, and Desirée Verscheijden. "Developing Critical Thinking." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6586/.
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Baars, Daniela, Michal Bajzík, Stanislav Pisarčík, and Ines Weiser. "Developing critical thinking." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6579/.
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1. What does critical thinking mean?
2. Critical thinking in school
3. Critical thinking as a process
4. Analysing and evaluating the questionnaire
5. Interview with one of the students
6. Analysis and evaluation of the assignments
7. Conclusion
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Groell, Janine, Caroline Stern, and Pelin Turgut. "Developing critical thinking." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6596/.
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1. What does Critical Thinking mean?
2. Critical Thinking as defined by EVE and other authors
3. Analysing and evaluating the questionnaire
4. Developing critical thinking with the strategies
5. Problems and solutions while developing critical thinking
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Medved’, Jakub, Tomáŝ Matisovskŷ, and Maico Suijkerbuijk. "Developing critical thinking." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6602/.
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1. Defining critical thinking
2. The importance of thinking critically about family values
3. How to teach critical thinking
4. Strategies as a means to develop critical thinking
5. Critical thinking in the EVE lessons
6. Conclusion
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Kryger, Pedersen Mette. "Digital ethnography and critical discourse analysis of the Zero waste movement on social media." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21382.
Full textAbstract:
The humankind uses more of earth’s resources than the planet’s ability to provide renewable resources (WWF 2016). This trend is also contributing to climate changes, which have been a topic on the global political agenda for decades. However, there has yet to be found a sustainable solution. People are becoming impatient of the politicians’ ability to solve the issue and through grassroot movements and activism a range of different approaches have been made to find solutions to climate changes. Social media provides new opportunities to organize large groups of loosely connected people of interest towards a common goal, in this case to take care of the planet. Social media have also developed new forms of political engagement. This thesis is a case study of climate change activism through the zero waste community in Denmark that based on framing theory (Goffman 1974), online observations of local Facebook groups and Instagram activity as well as in-depth interviews pursues to understand in what ways participants use social media to make their everyday climate activism meaningful. In this thesis, Bakardjieva (2009, 2012) concepts of subactivism and mundane citizenship combined with framing theory are used to understand the ways mundane climate change actions are perceived meaningful for the participants in the Danish zero waste community. The study shows examples of how participants of the zero waste community in Denmark use social media in a variety of ways to make their mundane climate activism meaningful for them. They use social media to be inspired, share experiences and feel part of a community that emphasize climate change activism through mundane every day routines. Through online discussions in Facebook groups and on Instagram the participants create, challenge and negotiate a collective action frame of the zero waste movement, which proves useful in motivating and inspiring them to continue to do small acts in their everyday life.
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Tsang, Y. S. "Ideology and curriculum a critical analysis of school administrators' discourse /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31679353.
Full text
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Byrne, Victoria. "Redistribution and recognition : a critical examination of the citizenship of people with learning disabilities." Thesis, University of Huddersfield, 2017. http://eprints.hud.ac.uk/id/eprint/34436/.
Full textAbstract:
People with learning disabilities (PWLD) are a vulnerable group who frequently experience exclusion within society generally, do not often participate in research, and are usually left out of citizenship theorising. Observing the position of PWLD through a citizenship lens is useful in both highlighting the injustice suffered, the flaws of normative understandings of a concept that promises universal inclusion, and asks what form of citizenship do PWLD consider valuable. This thesis provides a narrative account of a group of PWLD perceptions and experiences of normative understandings of citizenship. Independence and participation in this normative sense are juxtaposed with the findings that the participants valued feelings of autonomy and inclusion above such normative acts, which are aligned with neoliberal assumptions whereby self-sufficiency, economic contributions and a normative conception of independence are revered. The citizenship of PWLD is in need of both recognition and redistributive address. The recognition of difference, positive representations, and the need for institutional respect for PWLD are found to be required on the one hand, and redistributive measures addressing economic marginalisation and being in a position where, as a group, PWLD are unable to achieve goals in line with a neoliberal value system. The thesis concludes that in order for PWLD to experience true inclusion it is necessary to remove discussions of citizenship from expectations in relation to the economy and the ability of the individual to meet neoliberal goals. This is a radical assertion, however, the research findings indicate that a focus on redistribution is central to the true inclusion of PWLD.