Dissertations / Theses: 'Education – Political aspects – Europe'

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Baldwin, Rowenna Jane. "Rethinking patriotic education in the Russian Federation : invitations to belong to 'imagined communities' : (a case study of St Petersburg)." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/47099/.

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The thesis discusses how patriotic education is openly promoted by the government in contemporary Russia through a series of programmes, entitled the ‘State Programme for the Patriotic Education of the Citizens of the Russian Federation’, promoted since 2001. However, this thesis presents the argument that patriotic education cannot fully be understood through examination of these formally organised initiatives. Instead, the thesis contributes towards a rethinking of patriotic education as a communicative process whereby multiple ideas of the nation are delivered to young people, both in formal and informal settings. The thesis argues that this promotion of patriotic education is connected to long-standing debates on nations and nationalism in Russia, but also places these within the more general discourse on nations and nationalism, in particular Anderson’s (2006) definition of the nation as an ‘imagined community’. The thesis is positioned within, and contributes to, more recent arguments surrounding the need to examine everyday ideas of the nation, but maintains a sense of the role played by elites in producing ideas of the nation by intercepting state-produced ideas represented within the education system. Importantly, the three-stage research design maps not only the delivery of these state ideas, but also accesses how these ideas are received and articulated by young people themselves, thus contributing to an understanding of cultural production. This is achieved through triangulation of three qualitative methods: analysis of textbooks, classroom observation, and semi-structured interviews with teachers and students, conducted in St Petersburg. The data generated demonstrates that young people articulate both a sense of local and national belonging, cultivated just as much through their surroundings (historic buildings etc.) as through formal education. The thesis contributes to studies of (Russian) youth by demonstrating that young people negotiate with formal and informal ideas of belonging as they formulate their own understandings and expressions of belonging.

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Maes, Renaud David. "L'action sociale des universités à l'épreuve des mutations de l'enseignement supérieur en Europe." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209345.

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Les réformes de l'enseignement supérieur européen reconfigurent en profondeur les missions et l'organisation des universités. L'objet de notre thèse est de décrire les caractéristiques de la « nouvelle université capitaliste » telle qu’elle émerge progressivement par la mise en application du « modèle » de l’université de marché.

Dans une première partie, nous questionnons l'origine de ce modèle d'université de marché, en le confrontant aux différents "modèles historiques" qui ponctuent l'histoire des universités modernes. Nous étudions alors l'évolution des missions de recherche et d'enseignement des universités.

Afin d'interroger la description ainsi offerte de la nouvelle université capitaliste à l'aune de constat empiriques, nous interrogeons dans la seconde partie les différentes manières par lesquelles elle contribue à reproduire les inégalités sociales, à produire des héritiers et des « miraculés ». Cela nous permet de raffiner la description et de montrer quelques propriétés particulières de l'université en cours d'avènement.

Doctorat en Sciences politiques et sociales
info:eu-repo/semantics/nonPublished

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Renard, Philippe. "Les politiques de l'enseignement supérieur en Europe: de l'intégration à l'harmonisation." Doctoral thesis, Universite Libre de Bruxelles, 1998. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211983.

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Saillard, Sébastien. "Les institutions et aspects juridiques relatifs au contrôle aérien en Europe : Eurocontrol." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60706.

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The European Organization for the Safety of Air Navigation (Eurocontrol) was created in 1960 for the centralization and harmonization of air traffic control, to meet the new requirements of increasing air traffic. The primary functions of Eurocontrol were modified because of the reluctance of several European member States to transfer their control on ATC. But air traffic was still increasing and is deemed to increase until the next century. The problem remains unsolved. Today, a new political trend in favor of Eurocontrol is emerging. This trend is shared by most of the European States as well as other organizations as the European Community and the European Civil Aviation Conference.
The main legal aspects of Eurocontrol are analysed in this thesis, as well as its cooperation with other organizations involved. Eventually, the future of Eurocontrol is analyzed with respect to future air navigation systems (FANS) based on satellite technology.

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Zhelo, Inessa. "Impact of Economic, Political, and Socio-Demographic Factors on the Parliamentary Election Outcomes in Central and Eastern European Countries." Thesis, North Dakota State University, 2008. https://hdl.handle.net/10365/29712.

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This study determines how economic, political, and socio-demographic factors impact the parliamentary election outcomes in central and eastern European countries in transition period. A one-way fixed-effect method has been applied to analyze two main economic models. The dependent variables are share of the Western-oriented and traditional-oriented parties. Data of sixteen countries have been used in the thesis. According to the results of this study, it is possible to conclude that outcomes of parliamentary elections in central and eastern European countries depended on political and socio-demographic factors from I 990-2001. Factors such as loans, received from the United States, per capita in the pre-election year, as a measure of external pressure, and share of agriculture in GDP, as a measure of country`s level of development, demonstrate consistent significance in both variations of the model.

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郭國全 and Kwok-chuen Kwok. "The political economy of educational investment: a review and an appraisal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974764.

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Idema, Timo. "Brain power : the political economy of higher education." Thesis, University of Oxford, 2011. https://ora.ox.ac.uk/objects/uuid:1f92e1b3-ddfa-4467-a36e-8ea3273b7e7e.

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This dissertation disputes conventional interpretations of the comparative political economy literature on higher education. In particular, I challenge the common assumption that access to higher education is structured by income. Instead, based on insights from the relevant psychology, sociology and economics literature, I argue that a child's probability of entering higher education is predominantly a function of her abilities, and that her abilities are strongly related to her parents' level of education. I develop a theory of the distributive politics of higher education solidly grounded in this relationship. The result of this model is the counter intuitive hypothesis that the initial expansions of higher education benefit the children of more highly educated parents. Moreover, more highly educated families are the net beneficiaries of free higher education and generous subsidies. Extensive survey evidence from Britain, Australia, Canada and Sweden of higher education policy preferences confirms this picture of the politics of higher education as a zero-sum distributive game between highly and lesser educated families. In order to analyse the consequences of these preference patterns for higher education policy, I develop a theoretical and empirical measure of voting power for multi-party systems. Voting power measures how many votes a party stands to gain from converting and mobilising voters by distributing resources from one group to another. Using data from 15 EU countries, I show that parliaments and cabinets, on average, stand to win more votes from pleasing highly educated voters than from targeting less educated voters. Furthermore, the conversion imperative is much stronger than the mobilisation imperative. Statistical analyses show that variations in the voting power of highly educated individuals over the government help to explain variations in higher education policy across countries and within countries over time. All in all, the theoretical and empirical analyses presented in this dissertation represent a significant contribution towards understanding the specific distributive politics of higher education, and the political economy of redistribution more generally.

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Phelan, Anne M. "An examination of teaching as practical political activity." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08082007-120009/.

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Chambers, Carmel M. "Rhetoric in British Columbia : an analysis of its influence upon adult education and women." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25364.

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The topic under consideration is the rhetoric of British Columbia's political leaders and their strategic use of language whereby the government maintains its position of power and authority, implements its own ideological priorities, even if unpopular, and deprives the opposition of its ability to effectively mount a counter strategy. Aspects of political philosophies, human nature, scientific knowledge, education, and alternate feminist political philosophical views are presented. Brief sketches of Constitutionalism, The Rule of Law and ideological bases of modern political systems, liberalism and socialism, are considered in the context of a political spectrum that spans communism to fascism. An analytical framework adapted from the classical rhetoric of Aristotle and the new rhetoric of Kenneth Burke is used to examine the rhetoric and actions of the political leaders of British Columbia. Findings indicate that the strategies employed are effective and persuasive to the dominant majority of the populace. Components of strategy are identified which are deemed necessary in order that a democratically elected government may pursue successfully, a revolutionary political ideological change in its philosophy. Priorities and areas of social concern are identified in terms of their esteem for the present government leaders. The market principle and technology are the sacred cows. Education of a liberal kind, women, the welfare state, are a sow's ear. One recommendation is that adult education unite with movements that espouse and practice like philosophies so that it is strengthened and rejuvenated in its mandate and not precipitated to bend to the prevailing political ideology.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Markoviti, Margarita. "Education and the Europeanization of religious freedoms : France and Greece in comparative perspective." Thesis, London School of Economics and Political Science (University of London), 2013. http://etheses.lse.ac.uk/813/.

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A European consensus on the centrality of education for the guarantee and promotion of religious freedoms has emerged over the last two decades. Initially articulated in the human rights discourse of the European Convention on Human Rights and Fundamental Freedoms and subsequently elaborated through the Council of Europe’s Recommendations, Declarations, Research Projects and Reference Books, this frame of reference forms a normative and legislative basis for states in Europe. Long national traditions of particular approaches to the ‘protected spaces’ of religion and education, however, render the development of common policies and practices amongst states problematic. This thesis examines the impact of the European framework of freedoms of religion and education on states’ education systems. An important contribution to the scholarship of social constructivism and interpretivist studies, the thesis contextualizes the research question within the conceptual framework of Europeanization. The nature and extent of the Europeanization process are approached through the structured comparative study of two cases: France and Greece. The respective educational provisions towards religion classify these countries as two of the hardest critical cases in this area of Europeanization in seemingly opposing ways. The thesis utilizes discourse analysis of the key documents of national education, including an analysis of the crucial findings of field research that investigates the social reality of religious freedoms in the educational settings of the selected cases. The conclusions denote a discrepancy between a degree of ideational convergence in the national discourse and the discernible divergence that characterizes the practical approaches to religious freedoms in the education systems of France and Greece. The limited and differential impact of the European norms reveals the particular national factors that prove resilient to external forces of normative and policy change in the fields of religion and education. By challenging the views on the transformative impact of the European recommendations, the thesis critically raises the question on the reconsideration of the origins, the objectives and the limitations of the complex of religious rights norms in Europe.

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Benke, Ildiko. "Power and energy geopolitical aspects of the transnational natural gas pipelines from the Caspian Sea basin to Europe /." Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Jun/10Jun%5FBenke.pdf.

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Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, June 2010.
Thesis Advisor(s): Tsypkin, Mikhail ; Second Reader: Lober, George. "June 2010." Description based on title screen as viewed on July 14, 2010. Author(s) subject terms: Natural gas, transportation routes, pipelines, power rivalry, energy demand, energy resources, energy policy, energy security, post-Cold war era, Caspian Sea basin, Russian periphery, geopolitical, littoral states, political instability. Includes bibliographical references (p. 53-56). Also available in print.

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Tittley, Teresa Brewster. "Ecological literacy as a response to modernism : educational and political implications." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43962.pdf.

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McManus, Clare. "Democratic consolidation in Poland : Polish higher education as an instrument of democratisation, 1989-1998." Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/5643/.

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Rubio, Diego. "The ethics of deception : secrecy, transparency and deceit in the origins of modern political thought." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:3e92fabc-9e47-41a5-a739-00a0f67d6dcf.

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The purpose of this thesis is to reflect on the importance that deception has had on the efficient functioning of societies and the development of individuals. I attempt to do so by adopting an historical perspective, analysing the development of the notion of lawful deception during the Middle Ages and, mainly, the Early Modern Age through theological and political discourses. The scope of my investigation is pan-European. I examine sources from the major Western territories, but I pay special attention to those produced in the Spanish-Habsburg Empire, which was a major political and cultural entity during this period. My claim is that between the thirteenth and seventeenth centuries, the West witnessed the formation of what I call an "Ethics of Deception:" a trend of thought that, without challenging the Augustinian prohibition of lying, recognised deception as intrinsic to nature and mankind, thereby justifying its use from moral and political perspectives. I explain how this intellectual process was conducted, fostered by new social realities, and helped by the flourishing of casuistry, tacitism and neostoicism. Furthermore, I argue that the acceptance of deception contributed to the creation of a new view of the world, language and human interaction. A view that is in the very basis of some of the most characteristic features of Baroque art and that opened the door to some of the most transcendental cultural changes of the period, such as the creation of politics governed by reason rather than faith, the secularisation of social behaviour, and the emergence of the notions of individualism, privacy and freedom of thought. For these reasons, I claim that deception played an important role in the shaping of Modernity.

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Yan, Man-kit David, and 甄文傑. "Ideology and teacher education in communist Russia and post-communist Russia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962683.

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Finn, Michael Thomas. "The political economy of higher education in England, c.1944-1974." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610463.

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Schneider, Christian Elias. "Orientation towards Asia Pacific or Europe - Political, economic and socio-cultural aspects of the current discourse on identity in New Zealand." St. Gallen, 2006. http://www.biblio.unisg.ch/org/biblio/edoc.nsf/wwwDisplayIdentifier/02604973001/$FILE/02604973001.pdf.

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Hendricks, Susan M. "Contextual and individual factors and the use of influencing tactics in adult eduction program planning." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1172470.

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Understanding the political nature of adult education program planning is important for practitioners and researchers. This multivariate study clarified the relationships between contextual factors (nature of the power relationship and degree of situational conflict), individual planner's characteristics (perceived problem solving effectiveness, years of experience program planning), and the use of different power and influencing tactics in adult education program planning. Based on theoretical models specified by Cervero and Wilson (1994) and later Yang (1996), the Problem Solving Inventory (Heppner, 1988) and the Power and Influencing Tactics Scale (Yang, 1996) provided instrumentation.A sample of 245 graduate students and faculty in Adult and/or Continuing Education programs completed the informed consent and all the self-report study instruments. Participants were middle-aged (M = 40.84), female (65.1%), and white (82.0%). Most held master's degrees (50.8%) or bachelor's degrees (41.1%) and worked in a public organization (57.1%) of moderate size. Most participants reported low conflict situations and strong perceived problem solving ability.Two significant canonical correlations were initially identified, though only the first held practical importance. In the first canonical correlation (Rc = 0.524; Rc ² = 0.275; p>0.01), high conflict was the singular meaningful predictor variable and there were several moderately strong criterion variables: high counteracting, low reasoning, and low consulting. This canonical correlation was named "When reasoning and consulting fail: counteracting in the face of conflict." Furthermore, in consensual planning situations, reasoning and consulting were favored, while counteracting was not. Three of the hypotheses that were generated to specifically test different uses of influencing tactics under different individual and contextual conditions were partially accepted. Being an early attempt to characterize complex constructs quantitatively, this study suggests that further work is needed to identify and measure the factors that are most critical. Future qualitative research should clarify the nature of power and conflict, and focus on describing the actual use of different influencing tactics in the field. Quantitative research should focus on reliability of instruments and theoretical model clarification with a broader range of adult education program planners.
Department of Educational Leadership

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Xia, Lu Harold, and 夏璐. "Politicized academic capitalism: the Chinese communist party's sociopolitical control mechanisms over intellectualsduring the reform era." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899685.

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Why has the significant expansion of a certain social category‘s population and influences– largely resulting from the development of national economy and free market system – NOT frequently caused political instability and unrest to the authoritarian regime during the reform era? How has the regime upgraded its strategies of sociopolitical control by combining the market logics into the conventional approaches? And what strategies has the Party-state adopted so as to preempt and prevent this social category‘s potential challenges from occurring in this ever-changing period? This study undertakes the task of understanding these theoretical questions by looking at the Chinese Communist Party-state‘s sociopolitical control mechanisms over intellectuals during the reform era. Particularly, it primarily seeks to tackle the following empirical issues: How has the state-intellectual relationship in 1990s and the first decade of the 21st century been shaped differently comparing with that in the previous period? Why has it been shaped in that particular pattern? In the face of what kinds of institutional and intellectual challenges has the CCP inherited and created a number of different forms of sociopolitical control mechanisms over intellectuals for the persistence of its authoritarian rule in China? And to what extent could this particular pattern of state-intellectual relationship drawn upon the case of China be extended to other transitional countries? The author seeks to solve these questions by developing a theoretical framework of Politicized Academic Capitalism. The core of such a framework is a kind of hybrid institutional arrangement designed by the Chinese Communist Party-state with the employment of the market logics as the important means of interest-sharing with and hence the sociopolitical control mechanism over intellectuals who serve in higher education institutions. By highlighting the scarcity and competition as the primary logics of the market, the author further holds that scarcity is the natural and logical prerequisite for the competition, and the competition is manipulated by the Party-state to keep intellectuals being in a constantly busy situation and working along the line drawn by the state. Moreover, shaping scarcity is an effective way to show the significance of key resources and the related interests that could be shared with the Party-state, and then manipulating competition becomes the only manifested way to enjoy this interest-sharing privilege. This study is conducted on a basis of a variety of data sources, including historical documents, media accounts and reports on currently related events, organizational charts and regulations, university archives, interviews with key persons, and a set of biographies and memoirs of renowned intellectuals. These intensive empirical probes into the complex relations among the Chinese Communist Party-state, institutions of higher learning, and the intellectual community have revealed that economic reforms have strengthened the state capacity and facilitated the state‘s means of social control. And the Politicized Academic Capitalism can be viewed as a hybrid institutional arrangement designed by the Party-state to employ the logic of the market to impose sociopolitical control over university intellectuals during the reform era.
published_or_final_version
Politics and Public Administration
Doctoral
Doctor of Philosophy

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Shaik, Farah Jeelani. "Education, governance and frames of political membership : migrant 'integration' policy as discourse in the Swiss case within Europe." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5708.

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This study looks at Switzerland as an example of Western-European nation states` strategic efforts to create migrant `integration` agendas, which attempt the convergence of different, largely statist economic interests. According to the Swiss Federal Government`s overarching agenda, education is a key arena for advancement of the `integration` of migrants in Swiss systems and society. I explore whether this statist strategy conceals and contains pre-existing power relations in relation to definitions of the ‘political membership’ of migrants. This study understands public policy as a carrier of shared ideas and ideologies transgressing national borders. It attempts to map the socio-political dimensions of policy discourses. ‘Dominant` discourses of neo-liberalism and New Public Management in education policy reform in Switzerland in 2008 are examined. The examination connects arguments related to `soft` governance in processes of Europeanisation and the emergence of a European shared space of education - in which Switzerland positions itself in particular ways - as policy through governance. It explores how this policy is referenced in a national normative context. I investigate the use of education standards drawn from comparative studies, such as the Programme for International Student Assessment (PISA), and how these are related to the migrant `integration` mandate of the Swiss Federal government and the Canton of Zurich education authorities specifically for education agenda-setting. The study engages with the `problematisation` of migrants in Swiss education discourses, (re-) triggering a national response which constructs, diffuses and institutionalises shared ideas of European policies within the logic of pre-existing normative ideologies about `migrants`, nation-building, `national identity`, `culture` and norms of political membership. I examine discourses in policy texts, media texts and policy actors` narratives, in order to map the framing of a structural migrant `integration` policy reform and a loose policy `network` of `integration`. Moreover, I approach this discursive evidence in its relation to the historical and economic developments of migration within Europe in the last few decades; an account of Switzerland`s developing relationship to the EU; the integration and citizenship conceptions issuing from these developments and `political membership` as understood in this study. Methodologically, I use eclectically a Critical Discourse Analysis (CDA) approach to researching Europe through the social bases, which are to be found in the national sociopolitical policy contexts: in other words the `translation` of deterritorialised politics into national policy `solutions`. These deterritorialised policies frame and address socialdemocratic ideas such as `equality of opportunity`/`equity`/`inclusion` through standards introduced in education in what is termed an `integration` framework. Integration however is directly related to issues of `political membership`. This study deals with how the use of social-democratic education standards as ‘flags of convenience’ may serve the liberal state in maintaining power relations. Lastly, it highlights the potentially cosmetic instrumentalisation and misapplication of education and its role in perpetuating pre-existing normative exclusionary principles of political membership.

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Podschwadek, Frodo. "Rawlsian liberalism and public education." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30612/.

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This thesis aims at giving a plausible account of education from the perspective of John Rawls’ theory of political liberalism. Despite the fact that an immense amount of literature has been written on both Rawls’ work in general and political liberal theory in particular, this still seems to be a worthwhile task, for two reasons. The first reason is that the current discussion of liberal neutrality in the philosophy of education frequently engages with Rawlsian liberalism, despite the actual lack of an adequately refined Rawlsian account of liberal education. The second reason is that political liberal theory itself leans more toward the side of ideal political theory, provoking the question whether it has any application value for real politics. A sufficiently developed account of political liberal education would demonstrate that practical guidelines can indeed be generated from political liberal principles. After providing a comprehensive overview over the few explicit claims about education Rawls made himself, and over the parts of his theory indicating further educational requirements for citizens of a liberal society, the thesis splits into two parts. The first part analyses the relation between core concepts of political liberalism (political virtues, autonomy, and rights) and education. Next to engaging with objections against neutrality-based restrictions in the context of education, this part also highlights the shortcomings of political liberalism when faced with the concrete requirements of education and proposes suitable revisions. The second part of the thesis picks out a number of concrete topics of education that are discussed in contemporary liberal theory. It analyses the questions to what extent religious beliefs entitle parents to determine the education of their children, to what degree same-sex relations should be part of a liberal sex-education curriculum, and what challenges migration might pose for political liberal education. For each case, the account of political liberal education presented here can provide guidelines based on the insights gained in the first part of this thesis. Together, the mainly theoretical first and the more practical second part shape the outlines for a political liberal account of education which, albeit sketchy, provides a useful contribution to the current debates about liberalism and education in a way which has not been done in the literature on political liberalism so far.

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Mills, Jared G. "Social studies and global education: viewing economic, social and political aspects of the civil war through multiple perspectives." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407404987.

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Yung, Man-sing, and 容萬城. "Education and the labour market: the implications of higher education expansion in Hong Kong in the1990s." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955976.

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Jones, Robert T. (Robert Thomas) 1910. "PERCEPTIONS OF PUBLIC POLICYMAKERS RELATIVE TO THE ROLE AND EFFECTIVENESS OF VOCATIONAL EDUCATION IN ARIZONA." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275422.

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Reinke, Leanne 1964. "Community, communication and contradiction : the political implications of changing modes of communication in indigenous communities of Australia and Mexico." Monash University, School of Political and Social Inquiry, 2001. http://arrow.monash.edu.au/hdl/1959.1/8812.

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St, John Sarah K. "The struggle for power in education : the nation-state versus the supranational in the evolution of European Union education policy, 1945-1976." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30580/.

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European integration is a curious concept. There is stark disparity between some areas of policy that seemingly glide through the integration process, while others lag behind and despite decades of attempts, never reach the status of a fully-fledged area of European Union competence. Once such area is education. Through integration theories, political scientists have sought to explain how policies develop and are implemented at European level. This interdisciplinary study borrows the opposing theories of neofunctionalism and intergovernmentalism with the aim of identifying the influence of the supranational and the strength of the state in the evolution of a European Union education policy. It seeks to pinpoint how education can be placed within the construction of Europe and the process of early European integration to determine the feasibility of these integration theories in explaining the journey of education policy in the European context. Historical methodology is adopted, based on archival research at the Historical Archives of the European Union, using documentary analysis to trace the history of activities and initiatives relating to education between 1945-1976. Collective biography methodology is adopted to give space to the role of states in driving the scope, direction and extent of integration based on domestic interests, while a case study implements methodological triangulation to stress-test the case of education. The study proposes that education is a complex case that does not slot neatly into a theory of integration. Education is multifaceted, a cultural – while at the same time – economic component: it is woven into the fabric of nation-states, it contributes to increasing global competitiveness, it diversifies across borders, and its development is attached to temporality and context. Despite suggestions that the state is diminishing in power, education serves as an example to demonstrate that the state is very much alive and at the centre of certain areas of policy development at European level.

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Ding, Xiaojiong, and 丁笑炯. "Policy metamorphosis in China: a case study of minban education in Shanghai." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37392323.

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Fimyar, Olena Herasymivna. "Educational policy-making in post-communist Ukraine : policies, rationalities, subjectivities, power : a Foucauldian perspective." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609364.

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Chan, Kam-fu, and 陳錦夫. "The political dimension of the provision of basic education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31964692.

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Ferreira, Antunes Sandrina. "New pragmatic nationalists in Europe: experienced flemish and scottish nationalists in times of economic crisis, 2004-2012." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209497.

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In the 90´s, Europe used to be depicted as the most privileged political arena for regional nationalist political parties to access for “more” political power. In that sense, whereas formal channels of regional interest representation were taken for granted by those standing within federal political systems; informal channels of regional interest representation were highly valued by regional nationalists standing in decentralized or devolutionary constitutional settlements. In spite of nuanced institutional preferences, Europe was rationally inspired (Ostrom 2005) as it used to be perceived as an aggregation of formal-legal structures that could be used as a means to prescribe, proscribe and permit a certain behavior in exchange of a personal utility. Moreover, regional nationalists were policy “maximizers” who acted in isolation, away from the center, using their own limited political resources to maximize their policy gains by pursuing distinctive forms of political autonomy. However, by the end of the 90’s, both categories of regional nationalists plunged into European disillusion due to the limits of a sovereign logic prevailing in Europe.

However, in the 21st century, as soon as a new European policy cycle started to emerge and the economic crisis started to cripple, experienced regional nationalists realized that they could use the benefits of regional economic resources in face of the European Economic strategy to justify further concessions of policy competences that are still shared, either in theory or in practice, as well as to argue for new ones. The political plan would consist of using the reference of the European Economic targets to deliver policies, which would allow them to legitimize their nationalist aspirations, in both layers of governance, as well as to induce regional citizens into their political plan so they can finally reach the legal threshold to endorse a new state reform. Moreover, since they were rationally bounded, in the sense that they were lacking the policy expertise to perform these goals, they have learned to rely on a policy narrative (Shabahan et al 2011; Jones and Beth 2010; Radaelli 2010) embedded in a territorial economic argument to make sense of an advocacy coalition framework (Sabatier and Jenkins-Smith 1993), using informal channels of regional interest intermediation as “cognitive” structures (Scot 1995a) to articulate a policy strategy to be implemented in Europe and at the regional level of governance.

Therefore, and irrespectively of nuanced constitutional settlements, all experienced regional nationalists have returned to the center, using informal channels as an instrument of governance (Salamon 2002) to clarify the best policy options to be implemented in both layers of governance. In other words, regional nationalists have become “policy satisficers” (Simon 1954) who have learned to forgo immediate satisfaction in Europe to collect major gains of political power across multiple layers of governance. If the term “usage” can be defined as the act of using something to achieve certain political goals (Jacquot and Wolf 2003), in this research, we will apply the concept of “usage” to demonstrate that experienced regional nationalists in government have moved from a rational to a cognitive “usage” of the European institutions to perform renewed political preferences across multiple layers of governance.

Departing from an actor centered institutionalist approach (Mayntz and Sharp 1997), we will demonstrate that the N-VA in Flanders, since 2004, and the SNP in Scotland, since 2007, have become new pragmatic nationalists. In that sense, we will argue that, in a clear contrast with pragmatic nationalists of the 90’s who expected to legitimize their nationalist aspirations in Europe by the means of a rational “usage” of the European institutions; experienced regional nationalists have become new pragmatic nationalists as they have learned to rely on a cognitive “usage” of the European institutions to legitimize their nationalist aspirations, no longer in Europe, but through Europe.

We will then conclude that in the 21st century, and against traditional dogmas of the 90’s, the “usage” of Europe by regional nationalists is cognitively twisted, economically driven and collectively performed. It embraces all experienced regional nationalist political parties in government, irrespectively of their constitutional settlement or nationalist credo, as long as they possess the ability to anchor a political strategy embedded in “identity” without sticking to strict politics of nationalism.

Doctorat en Sciences politiques et sociales
info:eu-repo/semantics/nonPublished

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Kwok, Ka-ho, and 郭家豪. "Politics, social change and education reform in Taiwan, 1994-2008." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45455831.

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Bateson, Rositsa. "The role of student services in enhancing the student experience : cases of transformation in Central and Eastern Europe." Thesis, University of Southampton, 2008. https://eprints.soton.ac.uk/66747/.

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This research project examines the role of student services in universities in Central and Eastern Europe at a time of rapid transformation of the higher education sector, following from the collapse of the socialist period in 1989 and the implementation of the Bologna process after 1999. Conducted in the period 2004- 2006, the research process aimed to identify the major factors of institutional change, and to what extent are students, and services for students, considered a driving force for organisational restructuring. Based upon a comparative qualitative study of four public universities in Hungary, Romania, Croatia and Serbia, this project found ample evidence of institutional change and introspection, innovation, achievement, as well as awareness and critical analysis of weaknesses. However, the main expectation to find students as active agents in institutional change and in the improvement of the old and the provision of new services for students was not supported by the findings in this study. Although the four universities in this project share the characteristics of an allencompassing change process, students, and services for students, still play a marginal part in determining institutional priorities and in influencing the service provision and culture. Having anticipated the lack of awareness of the role of student services in organisational management, this project examines the reasons for this from a historical perspective, using a comparative approach to development trends in the United States, continental Europe, and Central and Eastern Europe. It further suggests a model of integrated student services, based upon the actual experience of the Central European University, but defined and analysed against the context of the region. This research project coincides with a growing awareness in public policy debates in continental Europe of the importance of institutional student support services. As the first study of institutional practices with regard to student services in Central and Eastern Europe, it anticipates the reform in this area and the integration of student services as part of the university core.

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Cavanagh, John Bartholomew. "Managing collegiality : the discourse of collegiality in Scottish school leadership." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2254/.

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Abstract: In recent years there has been an increasing emphasis on the promotion of collegiality as an impetus for management in Scottish schools. Collegiality is promoted as having the potential to transform teachers and hence education. This study confronts this ambitious claim arguing that the concept of collegiality has suffered from a lack of theoretical and intellectual scrutiny. Collegiality lacks proper understanding as a concept and as a discourse. Terms associated with it are frequently used in perfunctory ways which are inattentive to its conceptual sophistication. This study attends to complications which emerge when we reflect rigorously on what collegiality means, and how it impacts on various organisations, but in particular school management. Current attempts at developing a collegiate culture in schools are underexploiting its potential as a transformative management model. We are not managing to be collegiate in the most normative of understandings because we are not Managing collegiality in ways which take account of its conceptual and discursive complexity. The key research questions are: From where has the discourse of collegiality come and how has it been promoted? Whose interest might the discourse of collegiality serve? The study takes two main approaches in addressing these. It considers collegiality as a concept, focussing on meaning and implications arising from the application of limited understandings of the idea in a variety of organisational contexts. It then draws on continental philosophy to uncover arguments which position collegiality, currently promoted, as a discourse. The dissertation locates key sources of the discourse of collegiality and the politics and practices of its promotion. It explores the interests claimed to be served by collegiality, contrasts these with the interest more likely to be served, before going on to make normative claims about a rehabilitated understanding of collegiality. It identifies current approaches to collegiality more as being technologies for organisational expediency rather than as conduits of the more attractive and normative understandings which could contribute creatively to a more democratic and ‘dialogic’ school organisational culture. In seeking a more creative and potentially transformative conception and practice of collegiality, the study looks at one particular example of a radical reappraisal and critiques this, finding it attractive in some senses but at odds with the parameters within which school managers work. A discussion develops which explores more attractive and normative understandings and casts these before a backdrop of common approaches to the professional practice of school management. The dissertation contributes to a discussion by which popular understandings of collegiality may be rescued to become more befitting the democratic and socially oriented facets of a school, rather than as a managerialist technology, impacting on learners, teachers and the wider constituency of interest in schooling in rather more limited ways. The study defends normative understandings of collegiality as an organisational impetus tailored for professional arenas, but in so doing it defends management as a necessity in organisational contexts characterised by complexity. Collegiality cannot be an alternative to Management. It is an attractive approach for schools which can be managed if Managed appropriately.

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Tryfonos, Stella. "How 'good practice' when working with pupils presenting with Behavioural, Emotional and Social Difficulties (BESD) in school is perceived by practitioners : an exploratory case study of two primary ZEP schools in Cyprus." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/4145/.

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Pupils who present with Behavioural, Emotional and Social Difficulties (BESD) at school have been the focus of extensive study, research and reports for many years in England. These have focused on exploring the nature of BESD, contributing factors relating to school and the schools that have shown evidence of good practice when working with these pupils. This work has reflected the situation in the English education system. In Cyprus, however, answers to questions about how best to educate pupils who may demonstrate BESD remain elusive. In 2003, the Cypriot government approved a policy prioritising the education of pupils from disadvantaged backgrounds. The policy instituted ‘Zones of Educational Priority programme’ as it is an area-based initiative. The schools joining this programme and working under the policy have been selected based on the areas in which they are located and the local populations’ socio-economic and educational status. Additionally, many of the pupils registered in these schools present with BESD. Despite this fact, up to the time the research described in this thesis was conducted; the issue of good practice when working with these pupils seems to have been neglected by Cypriot researchers and educational authorities. The study reported here was begun in 2008 and continued in 2009. It involved two primary schools operating under the Zones of Educational Priority policy in Cyprus and is a case study of what ‘good practice’ is perceived to be in relation to pupils with BESD. For the purposes of this research, 22 semi-structured interviews were carried out, as well as 29 lesson observations and informal conversations. The collected data was subjected to content analysis and the findings are reported and discussed in a way that allow the readers to draw their own conclusions concerning how the study has reinforced what is already known in the area of study as well as how it has contributed to building new knowledge.

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Poole, Helen Louise. "An examination of the function of education in prisons : social, political and penal perspectives." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6740/.

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This study aims to examine the function of education in prisons through the application of a unique analytical model. Prisoner education has become a primary focus for the rehabilitation of offenders, evidenced more recently by the announcement and abandonment of a network of privately run ‘Secure Colleges’ to replace the existing estate for young offenders. This research aims to form a better understanding of what such education provision is designed to achieve through an examination the social, political and penal context in which it has developed. Building on the work of Foucault (1979), Markus (1993) and King (1980) amongst others, the present study triangulates data from political discourse, prison architecture, and still images of prison learning spaces using an analytical model based on research findings from philosophical, sociological, penal and educational theories. The main findings of the study are that the enduring function of prison education is the control of the prisoner-class, which is highly related to the macro-management of the penal system (reducing reoffending) and economic production. The author argues such an approach ignores individual agency, and negatively impacts on approaches to prison education through the marginalisation of educational theory and pedagogic best practice.

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Fok, On-ki Katherine, and 霍安琪. "The impact of the Beijing pro-democracy movement (1989) on political education of Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626056.

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Mogashoa, M. W. "The interface between politics and administration in the Limpopo Department of Education." Thesis, University of Limpopo (Turfloop Campus), 2006. http://hdl.handle.net/10386/1051.

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Thesis (MPA) --University of Limpopo, 2006
The study conducted was based on the political and administrative interface in the Department of Education in Limpopo. This provincial Department has experienced challenges that originated from the offices of both the Executive Authority and the Accounting officer. This grey area in the Department had almost paralysed the whole system and it became imperative that it be studied in an attempt to find possible solutions. An extensive scientific body of knowledge from different scholars and their findings contributed to a new direction recommended for consideration. The findings presented have the capacity to hamstring any organisation. The findings reveal, among others, that: the complementary bureaucratic model is threatened by time, and its challenges are enormous; there is little knowledge among politicians and administrators regarding interface matters; administrators do not have a global picture regarding the result of unethical conduct; more research on interface matters needs to be done and results published for the public to be educated while politicians and administrators should be continuously trained; the fluidity of the interface needs continuous focus to avoid plunging the department into an untenable situation.

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Lu, Tailai. "International Debt Crisis: Interaction of Economics and Politics." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc935791/.

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This study attempts to examine the international debt crisis in the 1980s from a primarily political perspective, to permit a greater understanding of the interaction between economics and politics in the course of crisis management The process of dealing with the current international debt crisis provides an pat case for investigation of how economic concerns affect political outcomes, and how political factors influence economic outcomes, and how political factors influence economic policies. This study concentrates on the two regions of Latin America and Eastern Europe where the debt crisis started. The study emphasizes that the international debt crisis started. The study emphasizes that the international debt problem has been increasingly politicized in the contemporary international relations, and that its solution, in addition to the economic aspects, calls for political willingness by all parties concerned.

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Faming, Manynooch. "National integration: education for ethnic minorities of the Lao People's Democratic Republic." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B45015806.

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Savage, Laura Maryse Aileen. "Understanding ownership in the Malawi education sector : 'should we tell them what to do or let them make the wrong decision?'." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607732.

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Ng, Kwok-keung Zachary, and 吳國強. "The construction of colonial subjectivity in the Chinese language and literature lessons in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31951168.

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Tinkler, Christine. "Collaboration - still viable in the changed landscape? : a study into the state of collaboration between academies and maintained schools in England." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3770/.

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This small scale qualitative study interviewed 33 maintained school headteachers and academy principals to identify their attitude to and perceptions of effective school to school collaboration. The research has been informed by Hall and Oldroyd’s (1992) model of the collaboration process and by Coleman’s (2011) model of collaborative leadership. Evidence of the anticipated linear nature of Hall and Oldroyd’s model was not found, rather there is evidence that frequently collaborations slip back to earlier more confrontational stages of development. Whilst this in some cases can derail the collaboration totally, in others it can galvanise the group into developing more effective partnership working than might otherwise have been the case. The study has been able to explore the various elements of Coleman’s leadership model and contends that there needs to be an elasticity in the way in which the elements are utilised to maximise effectiveness. This has implications for future leadership development. As with all qualitative research, the findings have raised some interesting questions beyond the main focus of the study which need further exploration. One such question concerns the increasing political emphasis placed on the importance of academy chains and the implications of their role in the educational landscape. As chains take on many of what would have been Local Authority functions, will they become the new ‘middle tier’ of accountability superseding the Local Authority organisation? As the educational landscape in England continues to change, there remains a need for balanced, in-depth research into the impact and implications of the change.

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Hurd, Angela Susan. "Creating culture from scratch : a multiple case study into creating culture in English free schools." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7084/.

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This thesis considers the introduction of the free school, questioning whether the culture of such start-up schools differs to that of existing schools. The research focuses on the extent to which the founding headteacher controls the formation and continuation of culture, and by what methods. The research builds on existing theories of organisational culture to establish a current understanding of leadership of school culture within English schools and compares this it five secondary free schools. Within each case study a range of stake holders were interviewed, and documents analysed to investigate how the intended culture was planned for the schools, and what emergent culture has resulted. The findings presented show an explicit need to plan and embed a new culture and give some practical suggestions as to how to achieve this. Free schools studied demonstrated some distinctive cultural elements, unique in the consistency with which they were embedded. It is postulated these cultural facets are as a direct result of the political turmoil surrounding the free school, and largely result from the external opposition to such schools. The importance and power of the founding generation of staff and students in creating new culture has also emerged as a critical theme.

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Bregman, Abigail Sibley. "The view from the classroom : English school-teachers' responses to domestic and international problems of the interwar years 1919-1939." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72832.

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Breindl, Yana. "Hacking the law: an analysis of internet-based campaigning on digital rights in the European Union." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209836.

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Digital rights activism constitutes an exemplary case of how internet affordances can be mobilised to engender political change. The values and principles stemming from the hacker imaginaire, and free and open source software practices, underpin digital rights activism, which uses the internet as a tool, object and platform for the protection of rights in the digital realm. The analysis focuses on how digital rights activists use and adapt the political affordances of the internet to intervene in European Union policy-making. Two original case studies of internet-based campaigning at the European level (the “No Software Patents” and the “Telecoms package” campaigns) provide in-depth insight into the campaigning processes and their impact upon parliamentary politics. The cases highlight the complementarity of online and offline collective action, by examining processes of open collaboration, information disclosure and internet-assisted lobbying. The success of the “Telecoms package” campaign is then assessed, along with the perspective of the targets: members and staff of the European Parliament.

The belief in values of freedom, decentralisation, openness, creativity and progress inspires a particular type of activism, which promotes autonomy, participation and efficiency. The empirical evidence suggests that this set of principles can, at times, conflict with practices observed in the field. This has to do with the particular opportunity structure of the European Union and the characteristics of the movement. The EU favours functional integration of civil society actors who are expected to contribute technical and/or legal expertise. This configuration challenges internet-based protest networks that rely on highly independent and fluctuating engagement, and suffer from a lack of diversity and cohesion. The internet does not solve all obstacles to collective action. It provides, however, a networked infrastructure and tools for organising, coordinating and campaigning. Online and offline actions are not only supportive of each other. Internet-based campaigning can be successful once it reaches out beyond the internet, and penetrates the corridors of political institutions.

Doctorat en Information et communication
info:eu-repo/semantics/nonPublished

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Quartermaine, Angela. "Pupils' perceptions of terrorism from a sample of secondary schools in Warwickshire." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/71324/.

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Concerns about terrorism, radicalisation and extremism are found within many of the discourses surrounding the safety of young people within modern British society. The current UK Counter-Terrorism Strategy, known as Prevent (2011), suggests that the education system should be responsive to these concerns and that schools in particular need to include certain counter-terrorism measures into their administrative and teaching procedures. However, despite the increased literature on these issues, very little has been done to investigate or incorporate pupils' views into the discussion. Most young people are not, nor have the desire to be, involved in terrorist activities, yet they are still witnesses to the discourses associated with the preventative measures expressed by the State and by the discourses from other sources, such as the media. Therefore, this exploratory study into their perceptions of terrorism provides a unique insight into how these discourses affect young people's views of others and of society-wide ideologies, such as religion. It does not provide suggestions for educationalists and policy makers, since it was conducted separate to State procedures, but rather provides young people with a voice in this ever-growing field of study. The research participants included pupils aged 13-15 years old, from a selection of six schools in Warwickshire, including four comprehensive and two grammar schools. The research drew on the theoretical foundations of Foucault and used Case Study Research methods to uncover the pupils' perceptions of terrorism. By exploring the pupils' language and those influential power-knowledge processes that contributed to the formulations and expressions of their knowledge, this study investigated the affects that external influences can have in the pupils' perceptions and, in doing so, it demonstrated how capable young people are of engaging with a variety of complex and sensitive issues associated with the topic of terrorism.

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au, Zsuzsanna Millei@newcastle edu, and Zsuzsa Millei. "A genealogical study of the child as the subject of pre-compulsory education in Western Australia." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081002.80627.

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The study produces a genealogy of the child as the shifting subject constituted by the confluence of discourses that are utilized by, and surround, Western Australian precompulsory education. The analysis is approached as a genealogy of governmentality building on the work of Foucault and Rose, which enables the consideration of the research question that guides this study: How has the child come to be constituted as a subject of regimes of practices of pre-compulsory education in Western Australia? This study does not explore how the historical discourses changed in relation to the child as a universal subject of early education, but it examines the multiple ways the child was constituted by these discourses as the subject at which government is to be aimed, and whose characteristics government must harness and instrumentalize. Besides addressing the research question, the study also develops a set of intertwining arguments. In these the author contends that the child is invented through historically contingent ideas about the individual and that the way in which the child is constituted in pre-compulsory education shifts in concert with the changing problematizations about the government of the population and individuals. Further, the study demonstrates the necessity to understand the provision of pre-compulsory education as a political practice. Looking at pre-compulsory education as a political practice de-stabilizes the takenfor-granted constitutions of the child embedded in present theories, practices and research with children in the field of early childhood education. It also enables the de- and reconstruction of the notions of childrens participation, empowerment and citizenship. The continuous de- and reconstruction of these notions and the destabilization of the constitutions of the child creates a framework in which improvement is possible, rather than a utopian, wholesale and, thus revolutionary, transformation in early education (Branson & Miller, 1991, p. 187). This study also contributes to the critiques of classroom discipline approaches by reconceptualizing them as technologies of government in order to reveal the power relations they silently wield.

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Mufamadi, Azwihangwisi Eugene. "The media, Equal Education and school learners : an investigation of the possibility of 'political listening' in the South African education crisis." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011874.

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This study sets out to investigate democratic participation in South Africa and the role that media play and can potentially play within this context. It considers a social movement, as one way in which citizens can organise themselves and make their voices heard to improve their chances of making a meaningful contribution to democracy. It employs Susan Bickford's theory of 'political listening', which offers a potential solution to the lack of political representativeness and inclusiveness, by focusing on the way citizens relate to each other through speaking, listening and dialogue. This study examines whether the interaction between learners and the social movement Equal Education could be considered 'political listening', and the current and possible role of the media within this context of participation. The study also attempts to develop and make a contribution to the language of description for the theory of political listening in order to map it onto the data. Using evidence or data gathered through observation of Equal Education's youth group meetings with learners and in-depth interviews with learners, youth group facilitators, Equal Education staff members and journalists, this study shows how the interaction amongst learners and between Equal Education and learners could be considered political listening and how the social movement works as a democratic project which offers learners an opportunity to exercise their citizenship. Furthermore, it also details the current role of the media and possible role of the media as perceived by Equal Education, learners and by journalists who report on Equal Education's activities. The study does not make conclusive claims about whether 'political listening' occurs between Equal Education and learners and the media because the study is exploratory in nature and involves a lot of trial and error when it comes to applying the theory of political listening to interview and textual data, which is a communication context that the theory is only beginning to chart.

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Ashbee, Elaine. "Educational inclusion for children with autism in Palestine : what opportunities can be found to develop inclusive educational practice and provision for children with autism in Palestine : with special reference to the developing practice in two educational settings." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6546/.

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This study investigates inclusive educational understandings, practice and provision for children with autism in Palestine, using a qualitative, case study approach and a dimension of action research together with participants from two educational settings. In addition, data about the wider context was obtained through interviews, visits, observations and focus group discussions. Despite the extraordinarily difficult context, education was found to be highly valued and Palestinian educators, parents and decision-makers had achieved impressive progress. The research found that autism is an emerging field of interest with a widespread desire for better understanding. Autism was often perceived in terms of deficits, and the breadth, diversity and abilities within the autistic population were not well understood. Although there was general support for the official policy of inclusive education, autistic children were sometimes stigmatised, isolated and excluded. Notwithstanding many challenges, there were examples of dedicated but insecurely funded non-government provision. However, autism was not generally well understood or reliably identified and there was a lack of opportunity for sharing knowledge and practice. The action research dimension of the study identified features of successfully developing practice within two settings and considered the viability of replicating these more widely with in Palestine. Concluding recommendations call for development of knowledge and practice in Palestine, drawing on, but not dictated by, the international pool of knowledge on inclusive autism practice. The study highlights a need for better identification of autism; for building capacity for contextually-appropriate inclusive educational provision; and for reconceptualising inclusion as a process of enabling participation in education. It proposes that there is a need for collaboration between professionals, parents and people with autism to share knowledge and practice, and suggests that this could be achieved through a Communities of Practice approach. It also proposes that Palestinians have much to contribute to the international discourse on the inclusive education of autistic children.

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McIntosh, William A. "Rousseau's theory of education in the context of the eighteenth century." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66093.

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Dissertations / Theses on the topic 'Education – Political aspects – Europe'

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