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Greenstein, Anat. "Radical inclusive pedagogy : connecting disability, education and activisim". Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/326228/.
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This thesis combines ideas from disability studies and inclusive education debates, as well as critiques of mainstream schooling from critical pedagogy (e.g. Freire, 1972a; McLaren, 2009) and progressive education approaches (e.g. Darling & Nordenbo, 2002; Holt, 1983) to suggest a framework of radical inclusive pedagogy. The imperative for developing this framework is based on two main arguments; firstly, I argue for the understanding of education as a political process that can serve to reify or challenge the social order (Freire, 1972b; Giroux, 1981; McLaren, 2009). This view shifts debates about (inclusive) education from technical issues of resources and teaching methods to political and value-laden questions about the goals and aims of education (Slee, 1997). Secondly, adopting the social model assertion that disability is not an individual trait but rather the result of social processes of disablement (Oliver, 1990a; Thomas, 1999), I argue that educational theories and practices that are geared towards social justice and inclusion need to recognise and value the diversity of human embodiments, needs and capacities, and to foster pedagogical practices that promote rhizomatic relations of interdependency (Allan, 2008; Goodley, 2007a; Kittay, Jennings, & Wasunna, 2005), rather than focusing on independence and rationality. A key aspect of the thesis is its prefigurative approach, which stresses the need to simultaneously resist the social order and build alternatives from within (Gordon, 2008). This leads to the argument that the disabled people’s movement is in itself a site of radical inclusive pedagogy, as it supports disabled people in analysing social structures in order to resist their oppression. Further, the insistence on prefigurative research meant looking for ways to engage with disabled students in ways that resist the adult-child hierarchies of the school. The use of playful creative methods (including art, drama and comics) in workshops that were aimed at designing “the best school in the world” allowed for more flexible power relations, and provided an accessible context to foster participants’ engagement in reflexive discussions about social norms and values, thus transgressing the primacy of language and rationality in educational research. Findings from interviews with activists in the disabled people’s movement and from the ethnographic work in a “special needs unit” within a mainstream school were synthesised to suggest four key aspects of radical inclusive pedagogy: the need to value difference and resist practices that seek to make all students follow a uniform, linear and predefined educational path; the need to understand education as a complex and on-going relational process that values interdependence rather than independence; the need to contextualise learning in diverse aspects of experience as a way of supporting conscientization and accessibility; and the need to promote dialogue between teachers and students and resist authoritarian school practices.
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Gander, Lois E. "The radical promise of public legal education in Canada". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0020/MQ47126.pdf.
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Martin, Quentin Ellis. "The forgotten radical: Hamlin Garland and the Populist revolt /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487853913101322.
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Fischer, Maria Clara. "Radical trade union education in practice? A study of CUT's Education Programme on Collective Bargaining". Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363653.
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Hennell, Cheryl. "Radical or incremental curriculum development in higher education : going the distance". Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416910.
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Coben, Diana. "Radical heroes : Gramsci, Freire and the liberal tradition in adult education". Thesis, University of Kent, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315016.
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Stewart, Colin. "Educational extremism : the function and failure of radical theory". Thesis, University of Aberdeen, 1994. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU067391.
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The thesis opens with a discussion of the need or otherwise for radical intervention in educational theory and practice, and the manner in which such, when it occurs, may be interpreted as 'extremism', seriously disabling any contribution that the radical might make. It is proposed that a series of confrontations with reality, in the form of specific incidents, comprise the fundamental building blocks of an individual's experience. An analysis is presented of the manner in which the confrontation between an individual and an incident develops; this includes the development of extremism. The resultant schema is of relevance to the entire thesis. Having argued that there is a real problem (when radicals, in confronting reality, see some people as marginalised and attempt to help them, they themselves are marginalised and rendered ineffectual), the thesis proceeds to look more closely at radicals. In an attempt to clarify the situation, a detailed description is offered of the factors responsible for the genesis of the radical: whence comes his or her philosophy? Notwithstanding the legitimacy (in the opinion of the thesis) of the radicals' reaction to reality, it appears, as has been noted, that their voices are not heard. The mechanisms that produce this deafness in society are discussed, and the manner in which many individuals who are aware of the unjust marginalisation of some groups nevertheless become passive and inert before a problem that is, they feel, too great for them. Fundamental to this inertia is the ultimate acceptance of a vision of the person which tolerates inequity and injustice so long as they are features of someone else's experience. Opposed to this inertia, radicals seek to accompany marginalised individuals and groups.
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Scally, Dorothy Butler. "Personal sexual story : a radical vehicle for transformative learning in adult education". Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/5184/.
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This thesis identifies personal sexuality as a significant and crucial site for transformative adult learning. Personal sexuality is shown to be an important adult problematic vital for individual and social transformation. Adult education of the radical/transformative tradition professes to respond to adult learning needs through a process of liberative critical reflection. However, the thesis shows that personal sexuality is an adult learning domain which, in fact, is largely overlooked both in theory and in practice by adult education. The study is cross-disciplinary. Its theoretical framework is drawn from theories of transformative learning in adult education together with psychological, sociological and feminist theories of personal development and social relations. Based on original, qualitative case study fieldwork, the findings from the personal and stories of seventy six participants reveal a hitherto secret and complex swathe of interconnecting learning strands. These strands are shown to operate throughout different life transitions and extend to encompass the next generation and the wider community. The issue of communicative competence in relation to personal sexuality emerges as central to participants’ relational concerns, learning, agendas, intergenerational educational roles, work roles and to their capacities for transformative action. Major themes in childhood and adolescent learning reveal patterns of sexual repression and oppression as de facto key constituents in the psycho-cultural construction of personal sexual identity. These themes show that the culture of sexual silence, initiated in childhood learning, is maintained in adult relationships of intimacy and contributes to further embedding oppressive gender relations in the socio-cultural fabric to the detriment of both sexes and of society. Major themes of adult sexual experience are identified as relating to a) self-image and sexual self-esteem; b) the challenges of intimate partnerships and changes in relationships; c) parenting and the inter-generational tendency to reproduce personal sexual learning.
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Warner, Carol. "Peace education in Hiroshima : problems of a radical movement in post-1945 Japan /". Title page, contents and introduction only, 1989. http://web4.library.adelaide.edu.au/theses/09AR/09arw279.pdf.
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Morrow, Lucy. "An innovative, disruptive & radical mission : leadership & change in Welsh higher education". Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/72351/.
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Since the onset of Welsh devolution, the higher education (HE) sector in Wales has experienced a number of policy-led developments. One of these developments includes the strategic expansion of HE-level, Welsh-medium provision across Wales’ HE institutions. This development is being spearheaded by a new language promotion and planning agency, Y Coleg Cymraeg Cenedlaethol (the Coleg). If the Coleg implements this development successfully, then this development can play an important role in ensuring the lasting vibrancy of the Welsh language and the long-term success of the Welsh Government’s Welsh language and Welsh-medium education strategies. This thesis presents the results of an investigation into the Coleg and its language planning role. Because of the Coleg’s age, it is too early to evaluate whether it can successfully implement its language planning aims in toto. Instead, this investigation has evaluated the ways in which the Coleg’s leadership approach the challenges associated with Welsh language provision planning at the HE-level, and whether these collective patterns of response are conducive to effective language planning. The result of the investigation appears to be the first known organisational and leadership analysis of the Coleg. The Coleg is comprised primarily of university-based academics who have taken on a number of different leadership roles both within the Coleg and within the universities in order to ensure that Welsh-medium higher education can be developed. This thesis provides an analysis of these academic leaders’ organisational structure and their collective response to the challenges associated with the development of Welsh-medium higher education. This analysis can be used as a basis for future research into the Coleg, Welsh-medium higher education, and Welsh Government language planning. In addition, the thesis concludes with a list of recommendations that are intended to enhance these academics’ leadership by highlighting areas of strength and identifying opportunities for growth.
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Hobbs, Steven J. "Radical learning space : a case of a voluntary A Level English masterclass". Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39614/.
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The argument put forward in this thesis is that as a consequence of the pedagogic and professional restrictions created by managerialism, as reflected in the highly regulated field of current state educational provision dominated by the school effectiveness paradigm, it is essential for the furthering of liberal critical democratic education that freer, but no less legitimate, pedagogic and learning spaces are recognized, established and embedded in mainstream practice. According to this premise, a critical theory position explores both empirically and theoretically how critical democratic pedagogic legitimation, can be made possible in the context of English A Level teaching and learning ractice in a sixth form college. This thesis begins by contextualizing the debate for the need for this possibility in the context of New Labour Policy development during 1999-2003. It then identifies and explores the politico-pedagogic nature of an open learning initiative derived from a voluntary, interdisciplinary English Masterclass. This empirical site is then analysed in the context of a ‘critical' case study research design, based on the theoretical model of Jurgen Habermas, especially his ideological, political and pedagogic theorization of the concept and politics of a self-generated emancipated ‘lifeworld' that attempts to re-negotiate alternative practice and identify through self-created and self-legitimized pedagogic method and social relations. This site of research has necessarily involved my research into an exploration and critique of much wider debates. In particular it engages with the nature and role of liberal democratic political theory and ideology and its influence on A Level curriculum modelling, learning experience and constructions of learner identity and teacher professionalism. What has also emerged from this wider study is an exploration of the nature and extent to which learning and teaching within the formal, official A Level curriculum model (Curriculum 2000), based on the learning dichotomy and dual learning sites of ‘modularity' and ‘synopticity', has produced not only a learning imbalance of democratic earning experiences and learning identities but also an uncritical learning and professional conformity and passivity inherent in the social construction of consumer-based studentship, professionalism and liberal democratic citizenship. It also engages with debates regarding the extent to which the social construction of consumer learning and professional identity and learning citizenship has been achieved at the expense of the full development and maturity of pluralistic and more active forms of critical studentship, critical citizenship and critical professionalism. As a consequence, this thesis both theoretically argues and demonstrates empirically how the official A Level curriculum and teacher professionalism is a product of the social and political reproduction systems of New Labour's ‘middle way' political product and practice which I argue became increasingly more authoritarian and statist owing to its integration of neo-conservativism and neo-liberalism as a redemptive ‘theological-educational' project. I attempt a more detailed analysis of this redemptive educational project through an exploration of the concept of learning ‘space wars' as set in the wider context of official learning principles and practices of globalisation. In attempting to theorize this emerging politicization of an empirical aspect of my own professional practice, l have also explored the nature and extent of the influence of the then new initiative of Student Voice and Student Voice work and the ‘Building Bridges' policy that together offered the potential to encourage, facilitate and legitimate lternative principles and practices and outcomes of more radical open learning spaces. Finally, my argument for attempting to diversify the democratization of official A Level learning is ultimately, therefore, derived from a belief that we need to re-base democratic schooling in general on classical notions of discursive democratic morality, identity and practice. This, I argue, in the context of a developing, liberal democratic state under advanced corporate capitalism, would open up genuine and legitimate curricula, pedagogic and professional spaces for wider opportunities for the cultivation of rational, critical debate of important ethical and political questions relating to what makes a good citizen and what makes a good society, rather than asking more mundane utilitarian questions relating to what makes learning more standardized, efficient, productive and more predictable.
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Nitisha, Hiranandani. "Impact of Reperfusion Injury on Heart". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239720273.
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Byrne-Armstrong, Hilary, of Western Sydney Hawkesbury University i Faculty of Social Inquiry. "Dead certainties and local knowledge : postculturalism, conflict and narrative practices in radical/experiential education". THESIS_FSI_XXX_Byrne-Armstrong_H.xml, 1999. http://handle.uws.edu.au:8081/1959.7/563.
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This thesis documents the development of a narrative epistemology and an associated pedagogic practice around the conflicts that occur in experiential learning settings. The thesis traces a progressive shift away from individualistic accounts of conflicts and dilemmas in learning being primarily embedded in psychological spaces, to a recognition of the importance of the social space - the cultural discourses that shape our everyday activity and interactions. This recognises that conflict is not simply a consequence of difference arising from personality, or other psychological factors, but a consequence of prevailing cultural narratives that instruct/construct us into the identities that we are. This pedagogic practice involves a change from internalising conversations to externalising conversations, thus keeping the discursive space open to the different stories, which are usually silenced by prevailing taken-for-granted explanations. For me, it is this refusal of what we are (i.e. our culturally bestowed identities), and a critique of the forces that shape us, that opens spaces within the social fabric to enable different stories to be heard and appreciated and creates opportunites for new, radical learning to occur.Doctor of Philosophy (PhD)
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Byrne-Armstrong, Hilary. "Dead certainties and local knowledge : poststructuralism, conflict & narrative practices in radical/experiential education /". [Richmond, N.S.W.] : Faculty of Social Inquiry, University of Western Sydney, Hawkesbury, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030527.123920/index.html.
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Tillman, Joanne T. "A survey of radical identity levels in African-American counselor-trainees: implications for counseling". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1992. http://digitalcommons.auctr.edu/dissertations/1459.
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It has been suggested that personal unresolved racial identity conflicts among African-American counselor trainees may negatively influence potential counseling situations involving African-American clients. Therefore, the purpose of this study was to examine racial identity levels of AfricanAmerican counselor trainees enrolled in a predominantly Black university in Atlanta, Georgia. The sample consisted of 18 males and 46 female graduate counseling students. The Social Attitude Scale (SAS) was utilized for this study to measure hierarchial levels of the Negro-to-Black conversion process. Results obtained from frequency analysis, indicated that most survey respondents appeared to be operating at the lowest level of the Negro-to-Black conversion process. These findings indicate that some African-American counselor trainees may possess racial identity conflicts that may negatively impact "Black on Black" counseling relationships.
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Beck, Ashley. "Catholic social teaching in the contemporary church : towards a radical and prophetic methodology". Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685067.
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Serrazina, Maria De Lurdes Marques. "Teachers professional development in a period of radical change in primary mathematics education in Portugal". Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.635890.
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Warren, John Binfield. "The treatment of moral and intellectual education in radical and denominational British periodicals 1824-1875". Thesis, University of Hull, 1990. http://hydra.hull.ac.uk/resources/hull:4579.
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Saito, Fernando José Akira. "Curva de aprendizado inicial da prostatectomia radical retropúbica". Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/5/5153/tde-02092010-172959/.
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Introdução: A curva de aprendizado em cirurgia é um período de sedimentação de habilidades onde procedimentos são realizados com maior dificuldade e lentidão, maior risco de complicações intra-operatórias e menor eficácia clínico-funcional devido à inexperiência do cirurgião. Nós analisamos a curva de aprendizado inicial da prostatectomia radical retropúbica realizada por médicos residentes do Setor de Uro-Oncologia do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo. Método: estudo prospectivo, envolvendo 184 prostatectomias radicais retropúbicas, realizadas por cinco residentes consecutivamente, entre 02/06/2006 e 31/01/2008. Foram considerados: o tempo operatório, sangramento transoperatório, necessidade de transfusão sanguínea, taxa de margens cirúrgicas comprometidas, complicações intra-operatórias e avaliação funcional precoce. Resultados: cada residente realizou em média 37 cirurgias. O PSA mediano foi de 9,3 ng/mL e o estágio clínico T1c em 71% dos pacientes. O estágio patológico foi pT2 (73%), pT3 (23%), pT4 (4%); o escore de Gleason na peça cirúrgica foi de 54% (Gleason <7), 33% (Gleason 7) e 13% (Gleason >7). O tempo cirúrgico mediano foi de 140 minutos, o sangramento mediano de 488 mL e a necessidade de transfusão sanguínea de 7,2%. A taxa de margens cirúrgicas positivas de 23% foi constante nos 30 primeiros casos. A avaliação funcional precoce (até 6 meses de pós-operatório) mostrou 89% de continência, 57% de disfunção erétil e 7% de recidiva bioquímica. Conclusão: Durante a curva de aprendizado da prostatectomia radical, ocorre redução significativa do tempo operatório após 20 cirurgias e tendência de redução do sangramento e da necessidade de transfusão sanguínea após 29 cirurgias. As margens cirúrgicas permanecem estáveis em 23%.Introduction: The learning curve is a period of skills improvement. Procedures are carried through with longer operating time, high risk of surgical complications and sub optimal functional outcomes. We have analyzed the residents\' initial learning curve in open radical prostatectomy in our institution. Method: Between June of 2006 and January of 2008, 184 open radical prostatectomies have been performed in our service by five senior residents in Urology. We prospectively evaluated: operating time, blood loss, blood transfusion rate, positive surgical margins, intra-operative complications and early functional outcomes. Results: an average of 37 open radical prostatectomies was performed by each resident. Medium PSA was 9,3ng/mL; clinical stage T1c in 71% of the patients. The pathological stage was pT2 (73%), pT3 (23%), pT4 (4%) and Gleason score was 54% (Gleason <7), 33% (Gleason 7) and 13% (Gleason >7). The medium operating time was 140 minutes, medium blood loss of 488 mL and positive margins were found in 23% during the first 30 cases. Early functional outcomes (less than 6 months after surgery) revealed 89% of urinary continence, 43% of normal erectile function and 7% of biochemical recurrence. Conclusion: During the initial learning curve significant reduction in operating time occurs after first 20 procedures, blood loss and transfusion improves after 29 prostatectomies and positive margins remain stable during the first 30 patients (23%).
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Alyaseen, Nouf M. B. "Knowledge evolution within business processes undergoing planned/radical change : empirical evidence from Kuwaiti higher education institutes". Thesis, Brunel University, 2017. http://bura.brunel.ac.uk/handle/2438/15660.
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This thesis investigates changes in knowledge required to complete tasks within business processes that have implemented planned/radical change. The research is based on the synthesis of three scholarly domains: change management, knowledge management, and business processes. Organisations implement planned/radical change for various reasons: due to perturbations in the external environment, to achieve strategic goals, or to improve profitability. Radical changes affect business processes and the people carrying out tasks within those processes. Yet, many radical process change initiatives founder. The conceptual argument underpinning this thesis is that planned/radical change initiatives are rarely fully implemented because knowledge does not fully evolve from pre-change to post-change knowledge. People can hold onto knowledge they have, or are unable to grasp new knowledge required, or attempt to apply knowledge that is redundant. This thesis posits that knowledge which does not evolve is a barrier to change. Consequently, this study contributes by providing a deeper understanding of knowledge evolution in the context of processes that have undergone planned/radical change, and specifically the evolution of declarative, procedural and heuristic knowledge necessary to complete new or redesigned tasks within business processes, which form the bedrock to enhancing the implementation of planned/radical change. Drawing on the literature related to change, knowledge, process and dynamic capabilities, a conceptual model is developed to explain evolutionary stages from pre-change to post-change declarative, procedural and heuristic knowledge within business processes. The model is based upon empirical data, collected qualitatively from two higher educational institutes based in Kuwait. This thesis also investigates redundant knowledge: knowledge that is no longer of use in post-change processes. In addition, the factors affecting knowledge evolution that exist during the period of implementing planned/radical change in a business process are identified and defined. Understanding these factors enhances the progression of staff members through the evolution stages. The model suggests that greater recognition of the pace at which knowledge evolves is important for implementing planned/radical change. The implications for practice are highlighted. This study has a number of limitations and suggestions for future research, which are set out in more detail in the concluding chapter.
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Tervo, Juuso Ville. "Corrosive Subjectifications: Theorizing Radical Politics of Art Education in the Intersection of Jacques Ranciere and Giorgio Agamben". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405954690.
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Zhou, Yuxin. "Situating Asian American Environmental (In)Justices through Radical History Walking Tours". Scholarship @ Claremont, 2020. https://scholarship.claremont.edu/pomona_theses/213.
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By analyzing two radical history walking tours in Seattle, WA, and Berkeley, CA, this thesis aims to examine how Asian American communities can find their places in the U.S. environmental movement. I argue that these walking tours provide generative pedagogical tools to engage the general public to unpack the complex Asian American history embedded within urban spaces. I also articulate how these walking tours have the capacity to situate environmental struggles and activism within urban spaces, illustrating that various Asian American social and political activism has always been addressing environmental concerns. Furthermore, I argue that these walking tours of Asian American cultural landscapes enable us to recognize the long history of cross-ethnic organizing in Asian American activist movements. Lastly, I advocate for an Asian American environmental movement that incorporates a decolonial/indigenous framework, which could allow all marginalized communities to envision more just practices of spatial organizing and land use in the future.
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Kuykendall, Sue A. Morgan William Woodrow Strickland Ron L. "The subject of feminist literary practices radical pedagogical alternatives (teaching subjects/reading novels) /". Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411040.
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Thesis (D.A.)--Illinois State University, 1993.Title from title page screen, viewed February 23, 2006. Dissertation Committee: William Morgan, Ronald Strickland (co-chairs), Victoria Harris, Thomas Foster, Anne Rosenthal. Includes bibliographical references (leaves 228-242) and abstract. Also available in print.
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Balarin, Maria. "Radical discontinuity : a study of the role of education in the Peruvian state and of the institutions and cultures of policy making in education". Thesis, University of Bath, 2005. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512291.
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Constantinou, Elena. "School change and leadership : an insider perspective of how school change can be achieved within a centralised education system". Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/school-change-and-leadership-an-insider-perspective-of-how-school-change-can-be-achieved-within-a-centralised-education-system(fd845716-18e3-4f4c-a776-cb6933452239).html.
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The study reported in this thesis investigates how change was managed within one school with a view to drawing out implications for the relationship between school improvement and leadership. Significantly, it examines the challenge of bringing about school improvement in a highly centralised education system, using the example of Cyprus.
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Flett, Keith Martin. "Really useful knowledge and the politics of radical education with reference to the working class press, 1848-1870". Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020399/.
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This work looks at independent working class radical education in England from the year of revolutions, 1848 to the passage of the 1870 Education Act. It takes as its starting point Richard Johnson's analysis of really useful knowledge. Differing, however, from Johnson, it argues that radical ideas and radical working-class education and schools, far from disappearing after 1848, in fact flourished. It takes as its main source the often overlooked pages of the late Chartist and radical working-class press and focuses on the detail of radical meetings and events and the ideas that informed them. After an introductory chapter which firmly situates the research in its theoretical, historical and particularly chronological context, the following three chapters consider the events of 1848 and how these influenced working-class ideas and education. The experience of radicals in the period after 1848 is then considered, when support for Chartism declined but Chartist ideas moved further to the left. Two chapters look at the later 1850s and the little discussed educational strategy for political change put forward by G.J.Holyoake and opposed by W.E Adams. Two final chapters consider the development of radical education in the post- Chartist period of the 1860s and, finally, suggest some conclusions from the work in respect of the politics of the 1870 Education Act and beyond.
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Arendse, Lorette. "Inequality in the public basic education system: the role of the South African courts in effecting radical transformation". Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80291.
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The purpose of this thesis is to critically evaluate the South African courts’ role in contributing
to the radical transformation of public basic education which is mandated by the South African
Constitution. The author observes that deeply rooted patterns of racial and class inequality, that
developed over a span of four centuries of colonial and apartheid rule, are reproduced in the
post-apartheid public basic education system. This disparity manifests as unequal access to
quality basic education for the majority of black and poor learners in the post-1994
dispensation. It is contended that the substantive-based approach to the right to basic education
by the High courts and Supreme Court of Appeal (SCA) has led to some transformative change
in public education. However, this approach is only half the battle won because it does not
address the engrained patterns of systemic inequality perpetuated by school governing bodies
(SGBs) of former white/Model C schools. In this regard, it is argued that governing bodies of
former Model C schools manipulate the autonomous legislative powers awarded to SGBs with
the purpose of retaining their inherited privilege(s). Whenever the state has challenged these
schools’ utilisation of their policy-making autonomy, the school governing bodies have had
recourse to the courts. As a result, a contentious relationship between SGBs of former white
schools and provincial education departments has developed in the sphere of public schooling.
Apart from contextualising the historical and contemporary inequality in basic education as
well as analysing the transformative potential of the substantive-based approach of the High
courts and SCA, this thesis focuses on the Constitutional Court’s resolution of the acrimonious
disputes between the government and former white schools. The author notes with concern the
development of an approach by South Africa’s apex Court rooted in the notion of “meaningful
engagement”. The application of meaningful engagement entails that the Court does not
resolve the dispute before it, but requires of the SGBs and the state to engage with each other
and settle the matter. The Court has classified meaningful engagement as the required
procedure through which all education disputes must be resolved. In this regard, the author
argues that the Constitutional Court’s perfunctory application of meaningful engagement has
hampered the Court’s ability to deal effectively with the underlying “hard” issue of structural
inequality which permeates the education system. Accordingly, the study concludes that the
meaningful engagement approach threatens the radical transformation of the public basic
education system.Thesis (LLD)--University of Pretoria, 2020.
National Research Foundation (NRF)
Jurisprudence
LLD
Unrestricted
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Stevens, David. "Radical Romantic pedagogy : an exploration of the tradition and viability of a synthesis of Romantic and radical visions of education, focusing on the teaching of English at secondary level in England". Thesis, Durham University, 2010. http://etheses.dur.ac.uk/489/.
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In this thesis I explore aspects of the tradition of radical Romanticism in a pedagogical context, with the focus on the teaching of English in secondary (11-18 age range) schools in England. I draw on my personal professional history as English school-teacher and teacher educator in this project, alongside more theoretical considerations, aiming towards a creative synthesis between Romantic and critical paradigms. In so doing I look first at the general contexts of such relationships, introducing some of the principal figures in the debate, in Section One. I go on to look more closely, in Section Two, at the nature of experience in education through the lens of slippery but crucial ideas of immersion, criticality and wonder, culminating in some illustrative descriptions of English classroom activity. For Section Three this leads into an exploration of the nature of creativity in education – a concept much used currently, but in need of more careful, critically purposeful and painstaking theorising. Following this discussion, I look in Section Four at aspects of the Secondary English curriculum in more detail, both theoretically and practically, before making a specific study in Section Five of interdisciplinary possibilities – a key area, by definition suggesting the forging of connections in theory and practice and thus tending to bring to the fore both unifying possibilities and challenging disjunctions. In the sense that my project here is to do with developing pedagogy, I explore next, in Section Six, some of the issues in the context of initial teacher education (ITE), currently my own sphere of professional activity. Section Seven represents something of a poetic interlude, if (I hope) an illuminating one. Section Eight is essentially an attempt to tie together the various strands of my study and look towards future possibilities, including the tentative conclusions presented in Section Nine.
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Dotts, Brian W. "Citizen dissent in the new republic radical republicanism and democratic educational thought during the Revolutionary era /". [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3200639.
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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, School of Education, 2005.Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4336. Chair: Barry Bull. Title from dissertation home page (viewed Oct. 11, 2006).
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Dames, Edward William. "The impact of neoliberalism on South Africa's education policy discourse post-1994: The quest for a radical critical pedagogy". University of the Western Cape, 2017. http://hdl.handle.net/11394/6371.
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Magister Educationis - MedSince the 1980s several different forms of privatisation had been introduced into the South African educational system by the De Lange Commission. Since the 1990s a raft of neoliberal policies has been implemented under the banner of "educational transformation" by the post-apartheid state. This qualitative exploration will apply a critical policy analysis approach to analyse the impact of neoliberalism on post-apartheid education policy discourse in the public schooling system in South Africa from a historical, social and critical perspective. More specifically, I will apply the insights of critical education theory to interrogate the impact of the neoliberal orthodoxy and its concomitant values on the public schooling system with regard to the delivery of accessible, quality public schooling in post-apartheid South Africa.
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Walters, Wayne Berk. "From Nominal to Radical Discipleship: One Church’s Approach to Disciple Making". Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1306520280.
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Mafra, Jason Ferreira. "A conectividade radical como princípio e prática da educação em Paulo Freire". Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30052007-110510/.
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Esta tese focaliza e problematiza a categoria conectividade subjacente à antropologia do pedagogo e filósofo da Educação Paulo Freire. Conectividade, princípio incidente em todas as coisas, é tomada aqui como uma condição que, no gênero humano, ganha centralidade em razão de sua natureza intencional, quer dizer, da consciência individual e histórica. Traduz-se, neste caso, por um conjunto de disposições epistemológicas, axiológicas e praxiológicas, dimensões componentes da totalidade existencial. Entre os objetivos centrais deste estudo, destacamos três: contribuir para o pensamento a respeito do sentido da conectividade no campo das ciências sociais, em especial o da Educação; explicitar as características dessa categoria na vida e na obra de Paulo Freire; apontar indicações e pistas possíveis à aplicabilidade prática e teórica desse descritor categorial. Embora tenha se estruturado a partir de subsídios de informações e elementos empíricos, esta pesquisa possui caráter predominantemente teórico. Para tanto, as reflexões aqui expostas se fundam nos exames e análises de vasta bibliografia e de outras fontes de natureza variada, como teses, dissertações, trabalhos de conclusão de curso, entrevistas, jornais, revistas, vídeos, áudios e documentos eletrônicos. À idéia de conectividade associa-se a noção de infância. O hibridismo dessas categorias deu origem à construção de uma metáfora que se materializou no arquétipo menino conectivo, auto-imagem do educador, tomada por nós como instrumento de interpretação neste trabalho. Além do referencial paulofreiriano, nossas análises se nutrem das categorias de autores que desenvolvem reflexões no campo do pensamento dialético, seja de origem marxista, seja da perspectiva da pós-modernidade crítica. O presente estudo revelou que a conectividade é uma categoria-mestra que, em Paulo Freire, aglutina e amarra um conjunto de outras categorias fundantes na forma de construir conhecimento, valores e práticas sociais. Este trabalho se consolidou também como um esforço para pensar o sentido dessa categoria como tema epocal e suas possíveis implicações na organização da vida, em favor da construção da cultura da planetaridade e da vida sustentável, em oposição à lógica desumanizadora do sistema-mundo fundado no paradigma da globalização predatória e, por sua natureza, opressora.This thesis focuses on and poses questions about the category of connectivity underlying the anthropology of the pedagogue and educational philosopher Paulo Freire. Connectivity, a principle occurring in all things, is taken here as a condition that gains centrality with the human genus because of its intentional nature in relation to individual and historical consciousness. It is translated, in this case, by a group of epistemological, axiological and praxeological dispositions, component dimensions of the existential totality. Among the central objectives of this study, we highlight three: to contribute to the thinking about the meaning of connectivity in the social sciences, especially in Education; to make explicit the characteristics of this category in the life and work of Paulo Freire; to indicate possible paths to practical and theoretical applications of this categorical descriptor. Although its structure is based on empirical elements and information, this study has a predominantly theoretical character. Moreover, the reflections exposed here are founded on examinations and analyses of a vast bibliography and from other sources of a varied nature, such as theses, dissertations, term papers, interviews, newspapers, magazines, audio and videotapes, and electronic documents. The idea of connectivity is associated with the notion of infancy. The hybridism of these categories is the origin of the construction of a metaphor that materialized in the connective boy archetype, the educator?s selfimage, which serves us as an interpretive instrument in this work. Besides the references to Paulo Freire, our analyses are nourished by authors whose ideas develop in the field of dialectical thinking, either from a Marxist perspective or from the perspective of critical post-modernism. The present study reveals that connectivity is a master-category that Paulo Freire uses to agglutinate and tie together a group of other founding categories as a way of constructing social knowledge, values and practices. This work is also consolidated by its attempt to consider the meaning of this category as an epochal theme and its possible implications in organizing life in favor of the construction of planetary culture and of sustainable existence, in opposition to the dehumanizing logic of a world-system founded on the paradigm of predatory globalization that is, by its very nature, oppressive.
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Raffell, Roland Constantine. "The radical and nonconformist influences on the creation of the dual system of universal elementary education in England and Wales, 1866-1870". Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:3973.
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In a study of the genesis of the 'dual system' of universal elementary education in England and Wales, obtaining at the present, it is easy to be influenced by the received view that the 1870 Elementary Education Act was a wise and judicious measure, albeit a move of limited potential, by W. E. Forster and the Liberal ministry of 1868, under William Gladstone.Educational historians, in the main, while setting out the importance of the 1870 Elementary Education Act, tend to expound an established opinion that the legislation was predominantly the work of Forster, who was ably assisted by an unwritten alliance between the Conservative Party and the Established Church. However, in order to understand fully, the developments leading up to the act itself, it is necessary to appreciate the little recognised, fundamental influences and pressures initiated by both radicals and nonconformists on the final outcome, and the resultant antagonisms in the struggle for universal elementary education, especially those political and religious controversies which were characterised by the wider debate of the years between 1866 and 1870.It is my purpose in the study to trace the developments of events over this period, and to give just deference to the specific details, preferences and campaigning that would set up the right conditions for the successful passing of legislation in 1870. In this respect, I contend that the final, amended bill, as passed by Forster, was the result of a four year agitation, and only really emerged in 1870, and in the form that it did, because of the radical and nonconformist influence. In qualifying this, it is not my purpose to support the ideas and philosophies of those protagonists, but rather to justify their importance as catalysts in the development of legislation, and in the moulding of the significant clauses which established the bill as a compromise. The act of 1870 was only successful because of the continued pressure and influence of the radicals and nonconformists in their challenge to the, hitherto, voluntary system of elementary education.The major part of this study is concerned with events between the latter part of 1866 and August, 1870 which saw the passing of Forster's education bill. This period saw the growth of both the Manchester Education Aid Society and the Birmingham Education Society; attempts at legislation for the reform of elementary education in both the House of Commons and the House of Lords on four occasions between 1867 and 1868; the collapse of the voluntaryists under Edward Baines; the passing of the second reform bill, which enabled Gladstone to form a radical and reforming ministry; the creation of the National Education League as a truly nationwide pressure group, and its adversary the National Education Union; and ultimately, the planning of the education bill and its passage on to the statute book.
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Amiruzzaman, Md. "EXPLORING PRESERVICE TEACHERS' UNDERSTANDING OF MEASURES OF CENTRAL TENDENCY". Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1478597164063024.
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Gilligan, Philip A. "Well-motivated reformists or nascent radicals: How do applicants to the degree in social work see social problems, their origins and solutions?" Oxford University Press, 2007. http://hdl.handle.net/10454/2721.
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NoThis article reports ways in which applicants to the Degree in Social Work see `social problems¿, their origins and possible solutions to them. What is demonstrated is that whilst applicants are concerned about a range of problems, those which could be broadly classified as `anti-social behaviours by individuals or groups¿ predominate, in contrast to those which could be defined as `aspects of the social structure which have an adverse impact on individuals or groups¿. Applicants are much more likely to suggest `individual¿ rather than `social¿ causes and are most likely to suggest `liberal/reformist¿ solutions. It is argued, in the context of frame analysis, that pre-existing views will usually impact strongly on how students respond to the knowledge and challenges offered during training. The article aims to place discussion within consideration of wider issues, particularly whether social work in Britain can maintain its historic commitment to social justice and prevent itself becoming an increasingly uncritical tool of the UK government¿s social authoritarianism. Finally, it seeks to raise questions about whether social work education can assist qualifying workers to develop and maintain resiliently radical approaches to practice, which are also effective in bringing positive change to vulnerable and disadvantaged people.
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Rodrigues, Maria Ester. "A contribuição do Behaviorismo Radical para a formação de professores- Uma análise a partir das dissertações e teses no período de 1970 a 2002". Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/16586.
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This research aims at analyzing the contribution of Radical Behaviorism on formation, taking into account thesis and dissertations from 1970 to 2002, which means the thirty-two years of existence of the Brazilian masters strictu sensus course. Due to the lack of records and descriptive studies concerning the analysis of behavior and education in Brazil, as well as the widespread misunderstandings of Behavior Analysis/ Radical Behaviorism (BA/RB) on courses and books devoted to formation, the present research is justified. There was an evaluation of 10.174 abstracts concerning thesis and dissertations presented to Brazilian Post-Graduation strictu sensu Programs, from a total of thirteen institutions where there was the chance to find these works on BA/RB. Observing this kind of work, 282 researches corresponding to 2.77% of published thesis and dissertations from the analyzed programs were found. Seventeen of them were specifically referred to formation (0.16%). From the 282 ones, 265 abstracts were read since they were focused on general education, and also some aspects as place, responsible institution for the research, advisors and institutions productivity. The seventeen researches remaining are specifically about formation, which were analyzed according to the categories built from suggestions supplied by, basically, three authors (Bijou, 1970; Zanotto, 1997 and Gioia, 2001), in agreement with Skinner s proposal. Besides analyzing the general features, aspects about philosophy, basic concepts and researches of behavior analysis were also highlighted as well as teaching itself. Among these results, we found out that authors justify their researches since there is a need to overcome this lack on formation regarding formation and educational role. The researches were carried out through an experimental and mixed outline, but the number of teachers and students involved in the study may be considered significant (nearly 85 teachers and 1.800 students), as a consequence of the small number of researches found along this thirty-two year period of analysis. The authors dedicated themselves mainly to the first years from the elementary school, followed by kinder garden/children s education and special education, but the works focused on second part from elementary school, high school and college courses were less significant. It is important to stand out that the most important content was teaching, especially the teacher's autonomy on planning and executing their teaching activities, regarding to whom he teaches also observing the students ' first repertory; what he teaches or the establishment of his goals; how he teaches regarding some of its subdivisions, as the correct and effective uses of supplements; promotion and maintenance of behavior generalization after its installation; respect to the student's pace, and individualization of teaching; observation and holding of records about the students' behavior; the ranking of contents and their difficulties on suggesting or using strategies and teaching procedures. The emphasis on how to teach as well as on teaching the teacher how to teach appears to be a great contribution from the analyzed researches, but this can not be regarded as a recipe . Other points are suggested from these results, as an important aspect to think about; they also need more attention from the behavior analysts. An example can be the philosophical/conceptual teaching aspects, knowledge conceptions, teaching-learning, among others. The results also suggest the need of historical studies questioning the relationship between BA/RB and technicism which was declared by Brazilian education literature, once this research present information that is opposite to this assertion (reduced utilization of educational technology). These answers also suggested that community should reflect on insertion of BA/RB practices on education and on a closer contact with teachers, in order to give proposals to overcome those misunderstandings regarding the approach and the rejection to BA/RB received in the educational class
O trabalho analisa a contribuição do Behaviorismo Radical para a formação de professores, a partir de teses e dissertações no período de 1970 a 2002, período inicial de 32 anos de existência da pós-graduação strictu sensu brasileira. Dada a relativa escassez de estudos históricos e descritivos acerca da produção em análise do comportamento e educação no Brasil e o desconhecimento geralmente acompanhado de equívocos generalizados sobre a Análise do Comportamento/Behaviorismo Radical (AC/BR) nos cursos e textos que se dedicam à formação de professores, justifica-se o estudo realizado. Foram verificados 10.174 títulos e resumos de trabalhos defendidos em programas de pós-graduação strictu sensu brasileiros, em 13 instituições em que havia possibilidade de localizar produção em AC/BR (de um total de 106 programas de pós-graduação em psicologia e em educação). Deste universo foram encontrados 282 trabalhos no total, correspondendo a 2,77% da produção de teses e dissertações nos programas analisados. Dos 282 trabalhos, foram lidos os resumos de 265 (voltados à educação em geral), neles focalizando alguns aspectos (local e instituição de defesa, orientadores e produtividade das instituições). Os dezessete trabalhos restantes foram voltados especificamente à formação de professores (0,16% do total). Estes foram analisados na íntegra, de acordo com categorias construídas a partir de sugestões fornecidas por, basicamente, três autores (BIJOU, 1970; ZANOTTO, 1997 e GIOIA, 2001), afinados com a proposta Skinneriana. Além de analisar as características gerais foram focalizados aspectos relativos à Filosofia, Conceitos básicos e Pesquisa da análise do comportamento, bem como ao Ensino propriamente dito. Dentre os resultados, encontramos que os autores justificam a realização dos trabalhos pela necessidade de superação de despreparo e ausência de formação específica dos professores no exercício de funções educacionais. Os trabalhos tiveram predominância de delineamento experimental e misto, sendo que o número de professores e alunos envolvidos nos estudos pode ser considerado reduzido (aproximadamente 85 professores e 1.800 alunos), como decorrência do pequeno número de trabalhos encontrados ao longo do período de 32 anos de análise. Os autores dedicaram-se predominantemente às séries iniciais do ensino fundamental, seguindo-se a educação básica/infantil e a educação especial, concentrando pouco interesse em ensino superior, médio e na segunda etapa do ensino fundamental. O conteúdo de maior destaque é o ensino propriamente dito, especialmente o papel autônomo do professor no planejamento e execução de planos de ensino, considerando para quem ensina a partir de avaliação do repertório inicial dos alunos, o quê ensina ou estabelecimento de objetivos e como ensina , especificamente algumas de suas subcategorias, como: utilização correta e efetiva de reforçadores; promoção e manutenção da generalização do comportamento após a instalação; respeito ao ritmo do aluno e individualização do ensino; observação e manutenção de registros sobre o comportamento dos alunos; gradação dos conteúdos e da dificuldade; propor e utilizar estratégias e procedimentos de ensino. A ênfase ao como ensinar e à necessidade do professor ser ensinado a ensinar aparece como grande contribuição dos trabalhos analisados, sem se confundir com fornecimento de receituário . A partir dos resultados sugere-se pontos que mereceriam ser alvo de reflexão e de maior atenção por parte dos analistas do comportamento, como o ensino de aspectos filosóficos/conceituais, concepções de conhecimento, de ensino-aprendizagem, entre outros. Os resultados sugerem, ainda, a necessidade de realização de estudos históricos questionando a relação entre AC/BR e tecnicismo , relação esta declarada pela literatura da educação brasileira, uma vez que há dados no presente trabalho que se contrapõem a esta asserção (baixa utilização de tecnologia educacional). Sugere-se, ainda, que a comunidade reflita sobre as práticas de inserção da AC/BR na educação e no contato com os professores, de modo a derivar propostas para superar os equívocos generalizados sobre a abordagem e a rejeição a priori com que a AC/BR é recebida no meio educacional
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Bohinski, Timothy Blaise. "STRONG FIELD MOLECULAR IONIZATION: CONTROLLED DISSOCIATION IN RADICAL CATIONS WITH DYNAMIC RESONANCES AND ADIABATICALLY PREPARED LAUNCH STATES". Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/310686.
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ChemistryPh.D.
This dissertation investigates the electronic spectroscopy of a series of alkyl phenyl ketone radical cations and the dynamics of selective launch states in the strong field regime with tunable near infrared ultrashort laser pulses from 790 nm - 1550 nm coupled to mass spectrometric detection. Our method relies on tunable strong field laser pulses in the range from 1150 nm - 1550 nm to adiabatically ioinized gas phase molecules and prepare ions in the ground ionic state that serve as a launch state for future excitation and control. Adiabatic ionization is capable of transferring little energy to the molecule and producing a majority of a parent molecular ion in comparison to nonadiabatic ionization wherein multiple ionic states can be populated with an accompanying high degree of molecular fragmentation. We measure a dynamic resonance in the low lying electronic states of the acetopheone radical cation via preparation of a launch state with adiabatic ionization followed by a one photon transition within a single pulse duration which facilitates bond dissociation to produce the benzoyl ion. Experiments on acetophenone homologues and derivatives elucidate the structural dependence of the electronic resonance and supporting ab initio calculations identify the dynamic resonance along the molecular torsional coordinate between the ground ionic state, D0, and second excited state, D2. Post ionization excitation within the pulse duration transfers the ground state wavepacket to the D2 surface where the wavepacket encounters a three state conical intersection that facilitates the preferred bond dissociation. Time resolved photodissociation experiments measure the dynamics of the launch state, large amplitude oscillations and extended coherence times support the notion that adiabatic ionization populates a majority of the ground ionic surface. Control of the dissociation products is initiated from the launch state by varying the pump wavelength and probe intensity. Elimination of the D0 wavepacket with a 1370 nm reveals additional secondary dynamics that are attributed to wavepacket motion on the D2 surface. Finally, the effect of para substitution on the acetophenone radical cation is explored as a strategy to control the launch state wavepacket dynamics. Suppresion of the wavepacket dynamics are observed with the addition of alkoxy groups whereas extended coherence of the launch state dynamics approaching ~5 ps is observed upon trifluoromethyl substitution. A possible mechanism for the extended coherenece based on coupled torsional rotors is proposed.
Temple University--Theses
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Souza, Antonio Carlos de. "Fundamentos da etica marxista : a critica radical da sociedade capitalista e as meidações politicas para construção da emancipação humana". [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251554.
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Orientador: Cesar Aparecido NunesTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O presente texto, inscrito na Linha de Pesquisa "Ética, Política e Educação", do Grupo de Pesquisa "Paidéia", da Faculdade de Educação da Unicamp, discute os fundamentos éticos do marxismo: a crítica radical da sociedade capitalista e as mediações políticas para a construção da emancipação humana. O eixo norteador da pesquisa é a investigação dos textos de Marx e Engels, especialmente os Manuscritos Econômico-Filosóficos de 1844 que, junto à análise científica da relação homem-natureza-sociedade, estão repletos de considerações filosóficas e éticas. A ética marxista leva em consideração a totalidade do ser e do existir do homem histórico, concreto, social. Ela se constitui na contundente crítica, indignação, denúncia a toda forma de opressão e "exploração do homem pelo homem" e das condições desumanas de vida da classe trabalhadora sob o modo de produção capitalista. Tal crítica tem uma dimensão propositiva, como possibilidade e necessidade histórica de "superar o estado atual de coisas" no processo de construção da "emancipação humana universal". Enfim, a ética crítica marxista, de base histórica, de perspectiva transformadora está ligada à educação omnilateral da classe trabalhadora, como produção de homens conscientes e livres, capazes de conhecer, intervir, se apropriar e dominar o processo de produção material e espiritual ao longo do movimento histórico da humanidade.
Abstract: The present text, enrolled in the Line of Research "Ethics, Politics and Education", of the Group of Research "Paidéia", of the Faculdade de Educação da Universidade Estadual de Campinas, argues "the ethical foundations of the Marxism: the radical critics of the capitalist society and the political mediation for the construction of the emancipation human being". The central point this research is the inquiry of Marx and Engel's texts, especially the Economic-Philosophic Manuscripts of 1844 that, joined of its scientific analysis of the relation man, nature and society, they are replete of philosophical and ethical considerations. The Marxist ethics take in consideration the totality of the being and the existence of the historical, concrete and social man. It's an incisive critic, indignation and denunciation to all form of oppression and "exploration of the man for the man" and the inhumane conditions of the life of working-class under the way of capitalist production. Such critical one has a purposive dimension, as historical possibility and necessity "to surpass the situation of things" in the process of construction of the "emancipation universal human being". At last, the Marxist critical ethics of the transforming perspective, of the historical base, is linked on to the omnilateral education of the working-class, as production of the conscientious and free men, that can know, intervene and appropriate of the process of material and spiritual production belong the historical movement of the humanity.
Doutorado
Historia, Filosofia e Educação
Doutor em Educação
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Hill, David Stanley. "The radical Right and teacher education : an analysis of, and response to, the restructuring of initial teacher education in England and Wales under the Conservative and New Labour governments 1979-2001". Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10020379/.
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Following the 1979 general election, Conservative governments radically restructured Initial Teacher Education (ITE) in England and Wales (a process that I argue is substantially retained by New Labour in its policy on ITE and in education more widely). The aim of this thesis is to examine and evaluate Radical Right policy on ITE and responses to it, and to propose an alternative Radical Left policy based on the theories and data analysed. The thesis begins by describing the content and context of the restructuring and by charting various responses from the education community. It proceeds to identify ideological approaches to ITE that are 'alternative' and 'oppositional' to the Radical Right. To make sense of the restructuring, I examine five theoretical analyses of state policy and of the articulations and disarticulations within the ITE policy process. These are 'state autonomy', postmodernist, 'quasi- postmodernist', culturalist neo-Marxist, and structuralist neo-Marxist analyses. I then describe and evaluate what aimed to be a Radical Left 'critical transformative' ITE course (the Crawley BEd) that I led from 1990-1995. Here I present data on student teacher and NQT reactions to that course, which I compare to other courses that I surveyed. In the light of this data I then revisit the theoretical explanations by referring to the limited 'transformativeness' of the Crawley BEd, and to the success of Radical Right policy on ITE (and education more widely) nationally. My theoretical conclusion is that a structuralist neo-Marxist analysis best explains the data and policy developments. Finally, I suggest some implications for policy, deriving from structuralist neo-Marxist analysis.
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Goski, Joseph Wyllie. "Kant's School of Morals: The Challenge of Radical Evil and the Need for Moral Education in Religion within the Limits of Reason Alone". Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31825.
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My aim in this thesis is to demonstrate that common interpretations of Kant’s theory of respect do not account for the motivation a subject feels to follow the moral law. A large number of interpreters focus on Kant’s early ethical works—such as the Grounding and the Critique of Practical Reason—to justify how the moral law alone motivates a subject to act rightly.
However, by the time he published Religion within the Limits of Reason Alone, Kant had discovered the problem of radical evil—the fact that people tend to feel more motivated by the inclinations than by the moral law. Kant’s solution to this challenge comes in the form of moral education: the contingent practices of historical institutions (factors that are extraneous to the moral law) are required to learn respect for the law. By the end of the Religion, it will be asked whether duty for duty’s sake is ever achieved.
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Maia, Angelica Araujo de Melo. "Educação para a cidadania no ensino médio: uma aproximação das articulações discursivas de alunos, docentes e documentos curriculares no âmbito da sociologia". Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/4785.
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This thesis proposes an investigation of citizenship education in Brazil, taking as a reference the relationship between citizenship and the educational process that takes place at secondary school in the country, particularly in the scope of the school subject Sociology. The research focuses on the comparative analysis of the meanings of citizenship identified in students discourse by reference to their curricular experiences, especially in the field of Sociology, the conceptions of citizenship articulated in the discourse of curriculum guidelines for the teaching of Sociology at secondary school level and the considerations about citizenship education that emerge in the discourse of the Sociology teachers of the participating students. Students discourse was observed through the analysis of mind maps on the theme of citizenship constructed by 21 students from a local secondary school, and it was related to the analysis of specific curriculum guidelines for the teaching of Sociology at secondary school (the National Prescribed Outcomes, the National Guidelines and the local State Guidelines) and to the investigation of the teachers discourse, articulated through interviews. It is a case study, and the methodology used for analyzing data was anchored on the theoreticalepistemological framework and on categories of Discourse Theory proposed by Ernesto Laclau and Chantal Mouffe, among which we highlight: discourse, hegemony, the axes of equivalence and difference, floating signifier, articulation, antagonism and dislocation. The study of the distinct discursive formations above-mentioned was aimed at analyzing which conceptions of citizenship appear as hegemonic in the educational arena, considering the dynamics of interdiscursivity and the intertwining of citizenship conceptions and the dimensions of agency, experience and identification. Citizenship education was discussed taking as a reference three analytical perspectives: a developmental perspective or of social responsibility, a critical or justice-oriented perspective and a perspective of everyday practice and process. In the end, we suggested some implications of the meanings of citizenship identified as hegemonic in the educational discourses observed. Those implications affect curriculum development and the pedagogical process in specific ways, enabling those aspects to contribute (or not) to the emergence of participatory citizens, not only from a social, but also from a political point of view, and facilitating (or not) the strengthening of radical and plural forms of democracy.
Essa pesquisa se dirige a investigar aspectos da educação para a cidadania no Brasil, tomando como referência a relação entre a cidadania e o processo educacional que ocorre no espaço escolar do ensino médio, sobretudo no âmbito da disciplina Sociologia. O foco da pesquisa é a comparação dos sentidos de cidadania identificados nos discursos de alunos, a partir de suas vivências curriculares de Sociologia, com os significados presentes nos discursos dos documentos curriculares para o ensino dessa disciplina no nível médio, e também cotejando tais sentidos com as considerações sobre as abordagens de educação para a cidadania que transparecem no discurso dos professores de Sociologia dos alunos participantes. O discurso dos alunos foi observado a partir de mapas mentais com foco na cidadania construídos por 21 estudantes de uma escola secundária da cidade de João Pessoa, e foi relacionado à análise de documentos curriculares para o ensino de Sociologia no nível médio (PCN, OCEM e Referenciais para o Ensino Médio da Paraíba), e ao discurso dos professores, observado a partir de entrevistas. Trata-se de um estudo de caso, e a metodologia de análise utilizada se apoiou em pressupostos teórico-epistemológicos e em categorias da Teoria do Discurso de Ernesto Laclau e Chantal Mouffe, dentre as quais destacamos: discurso, hegemonia, eixos da equivalência e diferença, significante flutuante, articulação, antagonismo e deslocamento. O estudo das diferentes formações discursivas mencionadas se voltou para analisar que concepções de cidadania são hegemonizadas no campo educacional, observando as dinâmicas de interdiscursividade e o imbricamento dessas concepções com as dimensões de agência, experiência e identificação. A educação para a cidadania foi discutida tendo por base três perspectivas de análise: uma perspectiva desenvolvimentista ou de responsabilidade social, uma perspectiva crítica ou voltada para a justiça social, e uma perspectiva de processo e prática do cotidiano. Ao final da pesquisa, sugerimos algumas implicações dos sentidos de cidadania priorizados nos campos educacionais observados. Tais implicações repercutem no desenvolvimento de um trabalho pedagógico e curricular de maneiras específicas, que podem contribuir (ou não) para a emergência de cidadãos participativos não só do ponto de vista social, mas também político, e que podem ser relevantes (ou não) para o fortalecimento de formas radicais e plurais de democracia.
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Bergdahl, Lovisa. "Seeing Otherwise : Renegotiating Religion and Democracy as Questions for Education". Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-38523.
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Rooted in philosophy of education, the overall purpose of this dissertation is to renegotiate the relationship between education, religion, and democracy by placing the religious subject at the centre of this renegotiation. While education is the main focus, the study draws its energy from the fact that tensions around religious beliefs and practices seem to touch upon the very heart of liberal democracy. The study reads the tensions religious pluralism seems to be causing in contemporary education through a post-structural approach to difference and subjectivity. The purpose is accomplished in three movements. The first aims to show why the renegotiation is needed by examining how the relationship between education, democracy, and religion is currently being addressed in cosmopolitan education and deliberative education. The second movement introduces a model of democracy, radical democracy, that sees the process of defining the subject as a political process. It is argued that this model offers possibilities for seeing religion and the religious subject as part of the struggle for democracy. The third movement aims to develop how the relationship between education, democracy, and religion might change if we bring them together in a conversation whose conditions are not ‘owned’ by any one of them. To create this conversation, Hannah Arendt, Jacques Derrida, Søren Kierkegaard, and Emmanuel Levinas are brought together around three themes – love, freedom, and dialogue – referred to as ‘windows.’ The windows offer three examples in which religious subjectivity is made manifest but they also create a shift in perspective that invites other ways of seeing the tensions between religion and democracy. The aim of the study is to discuss how education might change when religion and democracy become questions for it through the perspectives offered in the windows and what this implies for the particular religious subject.
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Tjabane, Masebala. "Education policy and social justice in higher education : a South African case study". Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-194940.
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Jett, Noel. "Radically Early College Entrants on Radically Early College Entrance: A Heuristic Exploration". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404578/.
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Despite the fact acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Not only this, but a large portion of this research pertains to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (three or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, though more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.
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Merlyn, Teri, i n/a. "Writing Revolution: The British Radical Literary Tradition as the Seminal Force in the Development of Adult Education, its Australian Context, and the Life and Work of Eric Lambert". Griffith University. School of Vocational, Technology and Arts Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040616.131738.
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This thesis tells the story of an historical tradition of radical literacy and literature that is defined as the British radical literary tradition. It takes the meaning of literature at its broadest understanding and identifies the literary and educational relations of what E.P. Thompson terms 'the making of the English working class' through its struggle for literacy and freedom. The study traces the developing dialectic of literary radicalism and the emergent hegemony of capitalism through the dissemination of radical ideas in literature and a groundswell of public literacy. The proposed radical tradition is defined by the oppositional stance of its participants, from the radical intellectual's critical texts to the striving for literacy and access to literature by working class people. This oppositional discourse emerged in the fourteenth century concomitant with nascent capitalism and has its literary origins in utopian vision. This nascent utopian imagination conceived a democratic socialism that underpinned the character of much of the following oppositional discourse. The thesis establishes the nexus of the oppositional discourse as a radical literary tradition and the earliest instances of adult education in autodidacticism and informal adult education. The ascent of middle class power through the industrial revolution is shadowed by the corresponding descent of the working class into poverty. Concomitant with this social polarisation is the phenomena of working class literary agency as the means to political and economic agency. While Protestant dissenting groups such as the Diggers and Levellers were revolutionary activists, it was Methodism that formed a bulwark against revolution. Yet it was their emphasis on self-improvement that contributed to an increasingly literate populace. Radical texts produced and disseminated by individuals and organisations and read by autodidactics and informal reading groups are seminal in the formation of a working class identity. Spearheaded by the Chartist movement, education became a central ethic of working class politics and the civil struggle for economic and political justice throughout the nineteenth and well into the twentieth centuries. The avant garde movements of the early twentieth century are analysed as a strand of this tradition. The narrative of the thesis then moves to the penal colony of Australia and explores the radical literary tradition's development there. Early colonial culture is seen as having a strong impetus towards a developing a native literary expression of the new land. Where conservative colonial literature struggled to differentiate itself from formal British literary models, the radical heritage and its utopian vision of a working man's paradise gave definitive expression to the Australian experience. This expression was strongly influenced by Chartist ideals. The British radical literary tradition is thus seen to have had a dominant influence in the development of a native radical literary tradition that strove to identify the national character. Socialist thought developed in Australia in concert with that in the parent culture, and anarchist and libertarian trends found a ready home amongst independent minded colonials. Yet, in preventing the formation of a native aristocracy the small radical population made a compromise with liberalism that saw a decidedly conservative streak develop in the early labour movement. There were little in the way of sophisticated radical literary offerings at first, but from the mid-nineteenth century a vanguard of radicals produced a thriving native press and other fugitive text forms. At the turn of the century the native radical literary tradition was vibrantly diverse, with a definitive style that claimed literary ownership of the Australian character. However, exhausted by the battles over WWI conscription and isolated by censorship, the Communist Party of the Soviet Union was able to subsume the vanguard position from the socialists. The Party laid claim to the Australian radical literary tradition, at once both strengthening it with the discipline of a Marxist ideology and diminishing its independence and diversity. Party literary theory centred upon the issue of class, developing a doctrine of socialist realism that communist writers were expected to practice. How well a writer adhered to socialist realist principles became a measure of their class position and loyalty. Drawing more from primary sources, the thesis develops an analysis of the intellectual development of the Australian post-WWII writer Eric Lambert through his experience of class instability during Depression and war. The study examines Lambert's decision to join the Party and his literary response to his experiences of war, the Party, the turmoil of 1956 and life after the Party. Lambert's body of work is then analysed as the unintentional memoir of a writer working as an adult educator in the radical literary tradition. Lambert's struggles, for artistic independence within the narrow precepts of Party dogma and with class tensions, were common amongst intellectuals committed to the communist cause. Like many of his peers, Lambert resigned from the Party at the end of 1956 and suffered a period of ideological vacuum. However, he continued to write as a Marxian educator, seeking to reveal that which makes us human in the humanity of ordinary people. It is concluded that, while the Party did much to foster disciplined cohesion, the mutual distrust it generated amongst its intellectuals suppressed the independent thought that had kept the radical literary tradition alive. Although the Party developed an ideological strength within the radical literary tradition, its dominance over thirty years and subsequent fall from grace acted to fragment and discredit that centuries-old tradition which it subsumed. An argument is made for a reinvestment of the centrality of the radical literary tradition in the education of adults for the maintenance of social justice and the democratic project.
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Morais, Tathiana Jaeger de. "Uma criação poética da animalidade : artes visuais, literatura e outras relações de alteridade na educação". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/184698.
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Esta pesquisa tem como objetivo central ampliar os saberes sobre a animalidade, implicando outras relações de alteridade na educação, a partir da emergência de uma noção de poéticas da animalidade, movimentada pela criação de um diálogo entre as provocações ético-estéticas de certas obras das artistas visuais Ana Teresa Barboza e Nara Amelia e das escritoras Clarice Lispector, Veronica Stigger e Noemi Jaffe. Para tanto, a pesquisa estabelece três movimentos, sempre permeados pelas obras escolhidas, que nos provocam a olhar nosso objeto de outros modos. O primeiro movimento consiste em uma apresentação do recente campo de estudos da animalidade, em que se inserem os teóricos, escritoras e artistas parceiros desta investigação. No segundo movimento, a partir de um diálogo entre literatura e artes visuais, percorremos algumas construções filosóficas e históricas que aparentemente nos fizeram temer e negar nossa animalidade, como também buscamos outras visões que multiplicam o que entendemos por animalidade e suas relações com outras formas de alteridade, a partir do pensamento de Eduardo Viveiros de Castro e de Jacques Derrida. O terceiro movimento se estabelece a partir de uma criação poética da animalidade, no diálogo entre determinadas obras das artistas visuais e escritoras escolhidas. Assim, cria-se uma condição de possibilidade para a emergência do conceito de poéticas da animalidade enquanto potências que nos provocam, desestabilizam, educam mediante outras racionalidades. Esse conceito será movimentado a partir de uma noção de experiências de animalidade, experiências de alteridade, em algumas memórias da animalidade que habita a escola, bem como da presença real dos animais nesse espaço, com a contribuição do pensamento de Carlos Skliar. Esses exercícios, entrelaçados ao conceito de poéticas da animalidade, são entendidos como operações pedagógicas de resistência, criação poética e estética na escola, que buscam outras formas de pensar nossa animalidade e a convivência com os outros enquanto alteridades radicais, independentemente de sua forma, gênero, espécie e raça, provocando-nos a usar de outros modos a razão, a linguagem e nossa sensibilidade. Por fim, sugere-se que, para essas operações acontecerem na escola, é necessário pensarmos num outro tempo escolar: um tempo de animalidade na escola, um tempo de sentir e permitir-se ser outros, um tempo que suspende nossas certezas demasiadamente humanas de um saber puramente racional que não deu conta dos problemas que temos enfrentado na escola, na vida e no mundo, um tempo que nos leva a pensar na possibilidade de uma formação ―humana‖ pela animalidade.This research aims mainly at broadening the knowledge on animality, implying other relations of alterity in education, starting from the emergence of a notion of the animality poetics, triggered by the creation of dialog between the ethical-aesthetical provocation in certain works from visual arts artists Ana Teresa Barboza and Nara Amelia, as well as in writers Clarice Lispector‘s, Veronica Stigger‘s, and Noemi Jaffe‘s works. For this purpose, three moves are established in the research, always permeated by the selected works, which lead us to look at our subject from a different perspective. The first move consists in a presentation of the recent field of studies of animality, which includes the theorists, writers, and partner artists of this investigation. In the second move, beginning from a dialog between literature and visual arts, we range over some philosophical and historical constructions, which, apparently, have made us fear and deny our animality. Likewise, we search for other views that multiply what we understand as animality and its relations with other forms of alterity, according to Eduardo Viveiros‘ and Jacques Derridas‘ way of thinking. The third move is based on a poetic creation of animality in the dialog among some specific works from the chosen visual arts artists and writers. Thus, a Condition of Possibility is created for the emergence of the concept of animality poetics as powers that provoke, destabilize, and educate us, in face of other rationale. This concept will be moved starting from a perception of experiences with animality and alterity, in some animality memories that inhabit the school, as well as the real presence of the animals in that area, according to Carlos Skliar‘s way of thinking. These exercises, interwoven with the concept of animality poetics, are acknowledged as pedagogical operations of resistance, poetic and aesthetic creation in the school, which seek other ways of thinking in relation to our animality and the interaction with others as radical alterity, apart from their shape, gender, species, and race, provoking us to use reasoning, language, as well as our sensibility, in different ways. Finally, for such operations to take place in the school, we need to think about another school time; a time with animality in the school, a time to feel and allow ourselves to be the others, a time that lays off our excessively human certainties from a purely rational knowledge, which has not taken control over the matters we have faced in school, in life, and in the world as well, a time that leads us to think of the possibility of a ―human‖ formation through the animality.
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Mata, Luciana Regina Ferreira da. "Efetividade de um programa de ensino para o cuidado domiciliar de pacientes submetidos à prostatectomia radical: ensaio clínico randomizado". Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-07012014-110843/.
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O estudo teve como objetivo avaliar a efetividade de um programa de ensino para o cuidado domiciliar de pacientes submetidos à prostatectomia radical, a partir das seguintes dimensões: autoeficácia geral e percebida, ansiedade, morbidade psicológica (ansiedade somada à depressão), satisfação e conhecimento. Tratou-se de um estudo experimental, longitudinal com quatro etapas em seguimento de dois meses. Em T0 foram coletadas as variáveis sociodemográficas e clínicas, autoeficácia, ansiedade, morbidade psicológica, satisfação e conhecimento; realizada a randomização dos sujeitos em dois grupos: Intervenção (GI, n=34) e Controle (GC, n=34); e iniciou-se a intervenção com entrega do livreto e orientação oral. Em T1 realizou-se a primeira chamada telefônica entre o terceiro e o quinto dia pós-alta hospitalar; e, em T2, a segunda chamada telefônica, 30 dias após a alta. Dois meses após T0, no segundo retorno médico, foram mensuradas as variáveis autoeficácia, ansiedade, morbidade psicológica, conhecimento e satisfação em ambos os grupos (T3). O primeiro objetivo proposto foi comparar as variáveis no GI em relação ao GC, no pós-teste. Foram identificadas diferenças significativas entre os grupos para as variáveis satisfação (p = 0,000) e conhecimento (p = 0,000). O segundo objetivo foi relacionar as variáveis no GI, no pós-teste. Constatou-se correlação positiva de forte magnitude entre as variáveis ansiedade e morbidade psicológica (r = 0,858; p = 0,000) e de moderada magnitude entre as variáveis satisfação e conhecimento (r = 0,410; p = 0,016). O terceiro objetivo foi comparar as variáveis no GI e GC no pré-teste e pós-teste. Não houve diferenças significativas, intra-sujeitos nos dois grupos, ao nível das variáveis autoeficácia, ansiedade e morbidade psicológica. Contudo, ressalta-se que para as variáveis autoeficácia (F = 3,566 p = 0,068) e ansiedade (F =3,194 p= 0,83) identificou-se diferença marginalmente significativa. No que se refere à satisfação (z = -4,170 p = 0,000) e ao conhecimento (z = -5,090 p = 0,000), foram identificadas mudanças estatisticamente significativas. No GC, também houve mudança estatisticamente significativa entre os tempos para a variável conhecimento (z = -2,800 p = 0,005). Finalmente, o quarto objetivo foi verificar se as variáveis dependentes, que apresentaram mudanças estatisticamente significativas do pré-teste para o pós-teste no GC e GI, também apresentaram mudança clínica significativa. Calculou-se, portanto, o índice de mudança confiável e a significância clínica a partir do método JT para a variável conhecimento, por ser a única variável mensurada por meio de escala numérica que apresentou diferença estatística no GI e também no GC, do pré-teste para o pós-teste. Assim, no GI, para 30 indivíduos, a intervenção apresentou mudança clinicamente relevante em relação ao conhecimento. Já no GC, nenhum dos 34 indivíduos apresentou significância clínica dos resultados relacionada a essa variável, ou seja, a significância estatística identificada pelos testes inferenciais não representou mudanças clinicamente relevantes ao nível da variável conhecimento. Conclui-se que o programa de ensino realizado por meio da combinação de orientação oral, escrita e acompanhamento telefônico mostrou-se efetivo no âmbito da melhoria do conhecimento quanto aos cuidados em domicílio e da satisfação dos indivíduos.This study aimed at evaluating the effectiveness of a teaching program for the household care of patients submitted to radical prostatectomy from the following dimensions: general and perceived self-efficacy, anxiety, psychological morbidity (anxiety plus depression), satisfaction and knowledge. This was an experimental, longitudinal study, with four stages in two month segment. In T0, we collected the socio-demographic and clinical variables, self-efficacy, anxiety, psychological morbidity, satisfaction and knowledge; performing the randomization of the subjects in two groups: intervention (GI, n = 34) and control (GC, n = 34); and began the intervention with the delivery of the booklet and oral orientation. In T1, we performed the first phone call between the third and fifth day post-hospital release; and, in T2, the second phone call, 30 days after release. Two months after T0, in the second medical follow-up, we measured the variables: self-efficacy, anxiety, psychological morbidity, knowledge and satisfaction, in both groups (T3). The first objective proposed was comparing the variables in GI in relation to those on GC in the post- test. We identified significant differences between the groups for the satisfaction (p = 0,000) and knowledge (p = 0,000) variables. The second objective was relating the variables in GI, in the post-test. We verified a positive correlation of strong magnitude between the anxiety and psychological morbidity variables (r = 0,410; p = 0,016) and moderate magnitude between variables satisfaction and knowledge (r = 0.410; p = 0,016). The third objective was comparing the variables in the GI and GC in the pre and post-tests. There were no significant differences, intra-subjected in both groups, at the level of the self-efficacy, anxiety and psychological morbidity variables. However, we highlight that, for the self-efficacy (F = 3,566; p = 0,068) and anxiety (F = 3,194; p = 0,83), we identified marginally significant difference. In regard to satisfaction with the orientations received (z = -4,170; p = 0,000), and to knowledge (z = -5,090; p = 0,000), we verified statistically significant changes. In GC, there were also statistically significant changes between the times for the knowledge variable (z = -2,800; p = 0,005). Finally, the forth objective was to verify if the dependant variables, which presented statistically significant changes from the pre-test to the post-test in GC and GI, also presented significant clinical changes. Therefore, we calculated the index of reliable change and the clinical significance with the JT method for the knowledge variable, for being the only variable to be measured by a numeric scale statistical difference in the GI and GC, from the pre-test to the post- test. Thus, in GI, the intervention presented clinically relevant change for the knowledge variable for 30 individuals. In the GC, none of the 34 individuals presented clinical significance of the results related to this variable, that is, the statistical significance identified by the inferential tests did not represent clinically relevant changes at the level of the knowledge variable. We conclude that the teaching program performed by means of the combination of oral and written orientation, and monitoring by telephone was effective in improving the knowledge in regard to home care and satisfaction of the individuals
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Foggo, Anthony. "The radical experiment in Liverpool and its influence on the reform movement in the early Victorian period". Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2012339/.
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This thesis investigates the development of radical politics in Liverpool in the first half of the nineteenth century and argues that distinctive events and trends in Liverpool exercised an important influence on the activities of the Reform Movement nationally between 1848 and 1854. It addresses two important but largely neglected areas of historiography: first, the political history of Liverpool in the years between the abolition of the slave trade and the mass influx of Irish refugees in mid-century, during which time the town rose to commercial pre-eminence; secondly, the influence of major provincial centres such as Liverpool on politics at the national level. The origins of Liverpool’s reformist Town Council of 1835-1841 are traced and show a continuity of thought and personalities over several decades against a backdrop of Tory paternalism and institutionalised corruption. The new reformist administration is seen as laying the foundations of a modern society through good governance, financial economy, civil liberty and innovation. On the Corn Laws issue, Liverpool’s reformers were reluctant to follow Manchester’s lead, preferring to pursue free trade on a broad front. This study follows their progress and shows how, ultimately, their thinking on financial reform influenced Cobden’s “National Budget” and remained an ever-present stimulus for several decades. The most prominent of Liverpool’s radical reformers was Sir Joshua Walmsley, whose achievements in both municipal and national politics have received much less attention from historians than they have merited. This study details the influences and experiences in his early career and then traces how, through political dexterity, he pushed parliamentary reform to the forefront of the national political agenda and established the National Parliamentary and Financial Reform Association in 1849. The influence exerted by his Liverpool background on both his political development and style of campaigning may be seen throughout his parliamentary career.
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Jovino, Wildiana KÃtia Monteiro. "Igualdade substantiva, polÃtica radical e educaÃÃo: mediaÃÃes para a negaÃÃo do capital na obra de IstvÃn MÃszÃros". Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15697.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorEsta Tese de Doutorado, fundamentada no pensamento do filÃsofo marxista IstvÃn MeszÃros, defende que a construÃÃo do âmodo de controle reprodutivo socialâ, qualificado de socialista, nÃo se separa da negaÃÃo ontolÃgica do modo de controle metabÃlico social do capital. Para tanto, faz-se necessÃrio, por um lado, redefinir as condiÃÃes de vida impostas pelo conjunto de âmediaÃÃes antagÃnicas de segunda ordem do capitalâ, como a famÃlia nuclear, a produÃÃo alienada, o dinheiro, os objetivos fetichistas da produÃÃo, o trabalho assalariado, o Estado e o mercado mundial, e, por outro, reivindicar a transformaÃÃo econÃmica e social radical que deve ser realizada, segundo a nossa interpretaÃÃo do autor, atravÃs de mediaÃÃes, tais como: 1) a igualdade substantiva como princÃpio primus inter pares a gerir as relaÃÃes sociais, haja vista que a superaÃÃo definitiva do sistema do capital depende da adoÃÃo de uma estrutura de reproduÃÃo social fundamentalmente diferente, na qual a âuniversalizaÃÃo do trabalhoâ e os frutos positivos da atividade produtiva devem ser igualmente repartidos; 2) a polÃtica radical que, em expresso e claro combate à polÃtica burguesa, exercida por uns em nome de variadas formas de dominaÃÃo sobre os outros, deve restituir à base social o poder de controle e a tomada de decisÃo polÃtica, dos quais a classe trabalhadora foi mantida sempre alheia; e 3) a educaÃÃo, que, embora se encontre refÃm do poder mercadolÃgico que a classifica como um campo inesgotÃvel de rendimentos para o capital, se adequadamente engajada no projeto socialista de sociedade, à uma prÃtica social integrante da teia de mediaÃÃes que rejeita o domÃnio do capital e à capaz de dar amparo à formaÃÃo/autoformaÃÃo crÃtica dos sujeitos em prol da emancipaÃÃo humano-social. Nessa perspectiva, percebe-se, portanto, que nÃo serà a mera substituiÃÃo do poder polÃtico, de uma classe por outra, ou a âexpropriaÃÃo dos expropriadoresâ por decreto, que irà alterar a base material das mediaÃÃes antagÃnicas de segunda ordem do sistema do capital. A crenÃa na onipotÃncia do Estado como agente da promoÃÃo social, como promoveram, por exemplo, a experiÃncia do Welfare State e a do sistema soviÃtico, desconsidera o papel decisivo exercido por ele na preservaÃÃo das estruturas alienadas e desumanas que envolvem a trÃplice relaÃÃo capital, trabalho e Estado, como, tambÃm, relativiza a forÃa contundente dos imperativos da expansÃo e acumulaÃÃo do capital sobre o desejo polÃtico de controle do sistema. Metodologicamente guiados pelo materialismo histÃrico-dialÃtico, à possÃvel concluir que o desfecho vital da superaÃÃo da ordem do capital requer transformaÃÃes histÃricas e estruturais na relaÃÃo de subordinaÃÃo do trabalho ao capital, de modo a instituir a verdadeira igualdade, a participaÃÃo associada dos produtores e a educaÃÃo contÃnua do sujeito emancipatÃrio.
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Hardes, Jennifer Jane. "SPORT, POLITICS, AND THE 2008 BEIJING OLYMPIC GAMES: SYNTHESIZING IDENTITY POLITICS AND GLOBAL EMANCIPATION THROUGH NEO-PRAGMATIC RADICAL DEMOCRATIC THEORY". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1210586293.
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