Dissertations / Theses on the topic 'Education, Higher Uganda History 20th century'

When the national Democratic Party began to transform to progressive era politics because of the New Deal, conservative reactionaries turned against the social welfare programs and used red scare tactics to discredit liberal and progressive New Deal Democrat professors in higher education. This process continued during the Second World War, when the conservatives in Texas lumped fascism and communism in order to anchor support and fire and threaten professors and administrators for advocating or teaching “subversive doctrine.” In 1948 Texas joined other southern states and followed the Dixiecrat movement designed to return the Democratic Party to its original pro-business and segregationist philosophy. Conservatives who wanted to bolster their Cold Warrior status in Texas also played upon the fears of spreading communism during the Cold War, and passed several repressive laws intended to silence unruly students and entrap professors by claiming they advocated communist doctrine. The fight culminated during the Civil Rights movement, when conservatives in the state attributed subversive or communist behavior to civil rights organizations, and targeted higher education to protect segregated universities. In order to return the national Democratic Party to the pro-business, segregationist philosophy established at the early twentieth century, conservatives used redbaiting tactics to thwart the progressivism in the state’s higher education facilities.

The central argument of this thesis is that a series of China's state policies, before and during the reform era, were conducive to the rise of the 1989 Chinese Student Movement (CSM). The most important of these were (1) leftist policies during Mao's era which fostered the formation of pro-democratic yet impractical intellectuals and created a university ecology that was remarkably conducive to student movements, and (2) the state-led reform which over produced students on the one hand, and blocked upward mobility channels for intellectuals and students on the other hand. These and other conducive factors to the rise of the 1989 CSM were not simply state mistakes. To a large extent, they were characteristic of the regime.
The thesis does not reject non-state centered factors such as anomic feelings toward uncertainties brought by the reform, the conflict between reformers and hardliners within the Chinese Communist Party (CCP), the rise of civil society during the eighties, the impact of Western ideologies following the open door policy or the intrinsic character of Chinese culture, that have all been hitherto proposed to explain the rise of the CSM. Rather, it incorporates these explanations under a state-centered paradigm in light of a general model (the DSSI model) that I am proposing to explain the general causes, and to a lesser extent, the dynamics of large scale social movements.

This thesis specifically focuses on the professional practices and training of Western industrial designers using postcolonial theory to inform working practices in a complex global ecology. It investigates the culturally hegemonic construction of design solutions in man-made products. By adopting key ideas from postcolonial and cultural studies as a lens to evaluate fields of industrial design discourse, practice and pedagogy, the work proceeds from the premise that design is not intrinsic to a product but the result of a myriad different forces and factors acting on it externally including hegemonic potencies. By reinterpreting technological formations in light of research emerging from post-colonial studies, it attempts to broaden our intellectual understanding of how product design in theory, practice and education can often rely upon western [hegemonic] aesthetic and deep cultural archetypes. The purpose of this enquiry is to highlight the potentials that exist to explore a synergy between east and west in industrial design with a prospective vision for global, trans-cultural design. The research claims that current design practice often leads to culturally determined - rather than universal - conceptions in design and it attempts to re-conceptualise design as practice within a necessarily hegemonic culture. This hegemony needs to be acknowledged and redressed via increased awareness and changes to the intellectual heritage and autonomy of West European and American industrial design, in its dialogue, practice and education. As an epistemological project to identify knowledge within this discourse, it suggests new methodological and strategic approaches to engage with the crisis the discipline faces in light of globalisation so as to open up future discussions in design discourse and give a voice to the many silences that make up the noise of the world. It attempts to: • Further understand the trajectory of hegemony and globalisation in relation to design, technology and culture. • Critically engage with cross- and trans-cultural, global and social design implications. • Address the discrepancies between designers’ culture and users’ culture, to expose the necessity for more culturally-cognizant design practice and pedagogic provision. The research was initiated by identifying a number of questions that designers and users may consciously or subconsciously confront when faced with products that problematise the imagined universal values of designed products in terms of gender and culture. It explores how certain design solutions produced and developed in the west and their diffusion into global, international markets and foreign cultures could affect those cultures by asking in what ways the usability, aesthetic and symbolic characteristics of these artefacts often unwittingly contribute to the privilege or marginalisation of people from particular socio-cultural backgrounds. The thesis intervention is that product designers are neither explicitly trained to comprehend nor surmount their respective cultural constraints and design education both nationally and internationally is not sufficiently equipped with the tools to acknowledge and confront this. The key arguments presented in this thesis are: 1. Products can often be deconstructed to identify cultural connotations or omissions in their design. 2. Global, a-cultural design and universal usability are fallacies that frequently deny the existence of an underlying cultural hegemony at play. 3. Mass-produced products can gradually homogenise and eradicate cultural diversity contributing to the negative effects of colonialist attitudes and/or globalisation. 4. Academia and educational institutions have the potential to extend awareness in this field to inform and train future designers and graduates to better advance design obligations in global, trans-cultural, cross-cultural and multicultural contexts.

The author argues that beyond religious beliefs and conservative politics, rhetorical identification played an important role in the relative calmness of the BYU campus during the turbulent Sixties. Using Bitzer's rhetorical situation theory and Burke's identification theory, the author shows that BYU's calm campus can be explained as a result of communal identification with a conservative ethos. He also shows that apparent epistemological shortcomings of Bitzer's model can be resolved by considering the power of identification to create salience and knowledge in rhetorical situations. During the Sixties, BYU administration developed policies on physical appearance that invited students to take on a conservative identity, and therefore a conservative behavior. Relationships of power and hierarchy at BYU can be understood not as quantitative and oppressive matrices, but as rhetorical choices of students to identify with the character of school president, Ernest Wilkinson, and the administration. Power, then, is as Foucault envisioned it—as a field wherein identity and discourse are negotiated. This thesis argues for a more broad understanding of identification, ethos, and power for explaining rhetorical behavior in communal situations.

Entre la fin des années 1860 et le milieu des années 1920, la philologie, la grammaire historique et l’histoire de la langue sont introduites dans l’enseignement supérieur français grâce à la création de postes et de chaires dans des établissements nouvellement fondés, comme l’École Pratique des Hautes Études et l’École normale supérieure de jeunes filles de Sèvres, ou profondément rénovés, comme la Faculté des lettres de Paris. La disciplinarisation de ces savoirs linguistiques de type historique participe du rapprochement entre enseignement et recherche et, ainsi, du renouvellement du système universitaire. En atteste la carrière dans les trois institutions citées de Gaston Paris, Arsène Darmesteter et Ferdinand Brunot, retracée à l’aide de correspondances privées et de documents d’archives d’ordre institutionnel. L’analyse de documents publiés par les établissements eux-mêmes (affiches, livrets, comptes rendus d’enseignements, ouvrages commémoratifs) met en évidence les difficultés que rencontrent ces trois enseignants pour s’adapter aux divers publics étudiants et aux préconisations officielles. Leurs notes de cours reflètent un travail de didactisation, qui passe par des pratiques d’écriture diverses dont on identifie les spécificités à l’aide des outils de la génétique textuelle. L’étude approfondie de deux objets de savoir met en lumière l’intérêt de ces notes en tant que sources pour l’histoire des idées linguistiques et de leur enseignement. D’abord, l’histoire de l’orthographe française, bien qu’absente des intitulés des cours, est présente dans les notes de cours. Ensuite, le « latin vulgaire » est un thème porteur d’enjeux idéologiques et épistémologiques majeurs invisibles dans les affichages institutionnels
Between the late 1860s and the mid-1920s, philology, historical grammar and language history are introduced into the French higher education system with the creation of positions and tenures in newly founded schools, such as the École Pratique des Hautes Études and the girls’ École normale supérieure in Sèvres, and in deeply transformed institutions, like the Paris Faculty of Letters. Making history-oriented linguistic knowledge into disciplines contributed to bring teaching and research closer together and led to the rebirth of the university system. This is illustrated by the careers of Gaston Paris, Arsène Darmesteter and Ferdinand Brunot in these institutions as evidenced by private correspondence and institutional archive material. The analysis of documents published by the establishments (posters, booklets, teaching records, anniversary publications) casts light on the problems these teachers faced when attempting to adapt to various student populations and official guidelines. Their teaching notes reveal content adaptation through diverse writing practices, which we identify and characterize by using text genetics. The in-depth study of two knowledge contents demonstrates the use that can be made of these notes as sources for the history of linguistic thought and its teaching. Firstly with the history of French orthography which is present in teaching notes, although it does not appear in course titles. Secondly with vulgar Latin as a theme that pertains to major ideological and epistemological issues which are invisible in institutional display material

歐陽敬孝.
論文(哲學博士)--香港中文大學, 2002.
參考文獻 (p. 248-270).
中英文摘要.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Ouyang Jingxiao.
Zhong Ying wen zhai yao.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002.
Can kao wen xian (p. 248-270).

Research findings suggest clear differentiation of institutional identities through time. Before 1978 when China embarked upon a process of ambitions reform efforts, the typical image of a university was 'a university of the masses', which actually relegated them to a 'tool' for the powers that be. After the Cultural Revolution, universities adopted the role of a 'frontier' and a 'national builder'. However, with the presence of the state and its tight ideological control, universities around that time were labeled as 'socialist universities' under the leadership of the party. Since 1992, universities have become increasingly involved in the market as the 'market economic system' has been developed and China has become more active in the global economy. The logic of the market and its mechanisms are no longer novel to universities. A trend forward corporatization can even be identified in the higher sector.
Since the late 1970s, higher education has undergone significant reform across the world, from the Western countries to the Chinese Mainland. In the Chinese Mainland, a central theme in higher education reform has been the debate on the construction of organizational forms for higher institutions.
The concept of 'identity' is adopted as the focus of research. Organization theorists believe that an organization, like a person, has an identity in modern society. Organizational identity, moreover, is closely related to the state and the market. It is argued that an organizational identity is usually constructed as a result of the interaction between the institution, the state, and the market. In this context, the change and re-constitution of the identity of Chinese universities are explored. This study adopts the nattative approach and Peking University is selected as the case for study.
The major underpinning of the study is that China is still---by centralized administration. Between 1949 and 1978, the characteristics of universities were mainly constructed between the state and universities in the presence of a planned economic system and the absence of a market. Since the implementation of which the market was introduced to the higher education as a spere for exploration, the state has remained the most important and the most powerful 'stakeholder'. Thus, many characteristics of the corporatization of Chinese higher education differ from those in the West. Some superficial, or even distorted forms of corporation can be identified in China. However, little significant change has taken place in terms of the organizational structure and administration governance of higher institutions. (Abstract shortened by UMI.)
The purpose of this study is to explore what has happed to universities under reform and to depict the universities present today. It is hoped that the study can contribute to our understanding of the kind of change that have affected universities, and to help us reflect on past decisions, policies, and incidents. Dicusions change will further illuminate the complex relationships between the state, university and the market.
羅雲.
論文(哲學博士)--香港中文大學, 2006.
參考文獻(p. 133-149).
Advisers: Nai Kwai Leslie Lo; Wing Kwong Tsang.
Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0907.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006.
Can kao wen xian (p. 133-149).
Luo Yun.

In April 1927, National Southeast University of Nanjing was taken over and reorganized by the Kuomingtang. In June, Educational Administration Committee of Nanjing National Government combined the former National Southeast University and the other eight official colleges and vocational schools in Nanjing, Shanghai and Suzhou, in order to set up the National Fourth Sun Yat-sen University. In May 1928, the new school was named National Central University confirmedly. By August 1949, the Nanjing Martial Administration Committee of Chinese Communist Party changed the National Central University to Nanjing University. Therefore, the National Central University, the former National Southeast University and the subsequent Nanjing University retained the historical continuousness. But also form 1927 to 1949, the National Central University had its unique features of intellectual and politics. That was an integrated history of school. With the foundation of the Nanking National Government, the National Central University had being turning into the super academy of China. Not only the scale of education or academic prestige but also given political resources, the National Central University held the most important status. At the same time, the relationship between the universty and politics was more and more much closed. The thesis focuses on the history of National Central University form 1927 to 1949, mainly including educational system, academic research, political culture in campus and so on. The items reflected the complex relation between state and intellectual. Besides, the thesis looks into some Chinese universities' issues, about the connotation and reality of nationalization of university, education by partification, academic freedom and faculty governance in context of Republican China.
蔣宝麟.
Adviser: Yuen Sang Leung.
Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: .
Thesis (Ph.D.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (p. 276-288).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
Jiang Baolin.

Woo, Chun Kit.
Thesis (M. Phil.)--Chinese University of Hong Kong, 1996.
Includes bibliographical references (leaves 79-86).
Chapter Chapter 1 --- Introduction page --- p.1
Chapter Chapter 2 --- Political Socialization: Concept and its Application --- p.4
Chapter 2.1 --- Political Culture --- p.5
Chapter 2.2 --- Political Socialization --- p.9
Chapter 2.3 --- Application --- p.14
Chapter Chapter 3 --- Education and Modernization: Review on the Development of Chinese Higher Education since1949
Chapter 3.1 --- Prologue --- p.18
Chapter 3.2 --- Higher Education Policy since1978 --- p.21
Chapter 3.3 --- Educational Reform: 1985 Reform Document --- p.28
Chapter Chapter 4 --- The Search for Harmony ( I ): Understanding University Students
Chapter 4.1 --- Prologue: The Rise of Survey Research in Post-Mao China --- p.33
Chapter 4.2 --- Value Change among University Students: The Evidence from Survey Research --- p.40
Chapter Chapter 5 --- The Search for Harmony (II): Reforming the Ideological-Political Education --- p.60
Chapter 5.1 --- Criticism on the Current Ideological-Political Education --- p.61
Chapter 5.2 --- Reform of the Political Education --- p.68
Chapter Chapter 6 --- Conclusion --- p.75
Bibliography --- p.79