subject:(Democratic knowledge)

University of Pretoria

1. Joubert, Jacomina Christina. The life experiences and understanding of children as citizens in a democratic South Africa.

Degree: Early Childhood Education, 2008, University of Pretoria

URL: http://hdl.handle.net/2263/24839

► This inquiry is the exploration and understanding of a case study: the nine-year-old learners of an inner-city school in South Africa and their experiences of… (more)

▼ This inquiry is the exploration and understanding of a case study: the nine-year-old learners of an inner-city school in South Africa and their experiences of democratic South Africa as citizens. Their expressions informed me on how they perceived their democratic identities and their understandings of their citizenship. From the acquired understandings and identities I sought to extend the current conceptions of citizenship education. This study was informed by the interpretivist paradigm and guided by a conceptual framework. <p.The literature on citizenship and citizenship education concerning the young child highlighted associated concepts and theories. I employed Dewey’s theory on building a learning community and Waghid’s expansion of compassion and imaginative action. Theories used concerning young children and their construction of citizenship were the postcolonial and transforming society theory, informing that children as young as nine years can engage in notions such as citizenship and democracy. From the literature, I identified the knowledge, skills and values needed for a child to participate as an active and accountable citizen; content also offered by the South African national curriculum. This curriculum envisages the future citizen as the responsible citizen who will embrace democratic values in their everyday lives and contribute to nation-building. The data collection methods and data collection instruments were designed in a child-centred way to facilitate selfexpression. The constructivist grounded theory analysis assisted in generating significant insights. The nine-year-old learners expressed their identification with the South African democracy and its values such as social justice, which aligned with the South African ideal of social cohesion and nation-building. However, they expressed little knowledge about and no active participation in democratic processes. They expressed concern about their unsafe neighbourhood and the social injustices they encountered in their community. The young learners expressed the desire for change to transform South Africa into a ‘better nation’ to secure their and other citizens’ future. Key findings confirmed statements made by scholars in this field: citizenship education has to acknowledge the life experiences of children in order to be meaningful (thus contextualize citizenship) and to assist young children to contribute to democracy. However, the democracy can only be sustained and strengthened if the learners are knowledgeable about democratic processes and possible threats to these processes. In addition, young children need to be participants in the democracy and not only observers. The nine-year-old learners expressed the passion to do what is expected of them but seemingly lacked the participatory skills and opportunities they needed. Advisors/Committee Members: Prof L Ebersohn (advisor), Eloff, Irma F. (advisor).

Subjects/Keywords: Citizenship; Democratic identity; Participation; Citizenship education; Waghid's compassion / imaginative action; Democratic values; Democratic knowledge; Dewey's building / learning community; Postcolonial theory; Transforming society theory; South africa; Children; Social awareness; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Joubert, J. (2008). The life experiences and understanding of children as citizens in a democratic South Africa. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24839

Chicago Manual of Style (16^th Edition):

Joubert, Jacomina. “The life experiences and understanding of children as citizens in a democratic South Africa.” 2008. Doctoral Dissertation, University of Pretoria. Accessed December 08, 2019. http://hdl.handle.net/2263/24839.

MLA Handbook (7^th Edition):

Joubert, Jacomina. “The life experiences and understanding of children as citizens in a democratic South Africa.” 2008. Web. 08 Dec 2019.

Vancouver:

Joubert J. The life experiences and understanding of children as citizens in a democratic South Africa. [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2263/24839.

Council of Science Editors:

Joubert J. The life experiences and understanding of children as citizens in a democratic South Africa. [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/24839

University of Pretoria

2. [No author]. The life experiences and understanding of children as citizens in a democratic South Africa .

Degree: 2008, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-05202008-182045/

► This inquiry is the exploration and understanding of a case study: the nine-year-old learners of an inner-city school in South Africa and their experiences of… (more)

▼ This inquiry is the exploration and understanding of a case study: the nine-year-old learners of an inner-city school in South Africa and their experiences of democratic South Africa as citizens. Their expressions informed me on how they perceived their democratic identities and their understandings of their citizenship. From the acquired understandings and identities I sought to extend the current conceptions of citizenship education. This study was informed by the interpretivist paradigm and guided by a conceptual framework. <p.The literature on citizenship and citizenship education concerning the young child highlighted associated concepts and theories. I employed Dewey’s theory on building a learning community and Waghid’s expansion of compassion and imaginative action. Theories used concerning young children and their construction of citizenship were the postcolonial and transforming society theory, informing that children as young as nine years can engage in notions such as citizenship and democracy. From the literature, I identified the knowledge, skills and values needed for a child to participate as an active and accountable citizen; content also offered by the South African national curriculum. This curriculum envisages the future citizen as the responsible citizen who will embrace democratic values in their everyday lives and contribute to nation-building. The data collection methods and data collection instruments were designed in a child-centred way to facilitate selfexpression. The constructivist grounded theory analysis assisted in generating significant insights. The nine-year-old learners expressed their identification with the South African democracy and its values such as social justice, which aligned with the South African ideal of social cohesion and nation-building. However, they expressed little knowledge about and no active participation in democratic processes. They expressed concern about their unsafe neighbourhood and the social injustices they encountered in their community. The young learners expressed the desire for change to transform South Africa into a ‘better nation’ to secure their and other citizens’ future. Key findings confirmed statements made by scholars in this field: citizenship education has to acknowledge the life experiences of children in order to be meaningful (thus contextualize citizenship) and to assist young children to contribute to democracy. However, the democracy can only be sustained and strengthened if the learners are knowledgeable about democratic processes and possible threats to these processes. In addition, young children need to be participants in the democracy and not only observers. The nine-year-old learners expressed the passion to do what is expected of them but seemingly lacked the participatory skills and opportunities they needed. Advisors/Committee Members: Prof L Ebersohn (advisor), Eloff, Irma F (advisor).

Subjects/Keywords: Citizenship; Democratic identity; Participation; Citizenship education; Waghid's compassion / imaginative action; Democratic values; Democratic knowledge; Dewey's building / learning community; Postcolonial theory; Transforming society theory; South africa; Children; Social awareness; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2008). The life experiences and understanding of children as citizens in a democratic South Africa . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05202008-182045/

Chicago Manual of Style (16^th Edition):

author], [No. “The life experiences and understanding of children as citizens in a democratic South Africa .” 2008. Doctoral Dissertation, University of Pretoria. Accessed December 08, 2019. http://upetd.up.ac.za/thesis/available/etd-05202008-182045/.

MLA Handbook (7^th Edition):

author], [No. “The life experiences and understanding of children as citizens in a democratic South Africa .” 2008. Web. 08 Dec 2019.

Vancouver:

author] [. The life experiences and understanding of children as citizens in a democratic South Africa . [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2019 Dec 08]. Available from: http://upetd.up.ac.za/thesis/available/etd-05202008-182045/.

Council of Science Editors:

author] [. The life experiences and understanding of children as citizens in a democratic South Africa . [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-05202008-182045/

University of Oxford

3. Bell, Stephanie A. Knowing politics : knowledge and democratic citizenship in South Africa's education system.

Degree: PhD, 2015, University of Oxford

URL: https://ora.ox.ac.uk/objects/uuid:7ca7a761-e6f2-4d65-a069-14ed18e18c3e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740787

► This thesis brings together democratic theory's calls for an understanding of the actually existing democratic state and anthropological work on innovative forms of citizen participation.… (more)

Subjects/Keywords: South African education system; Democratic theory; Citizen participation; Theories of knowledge; Activism and advocacy movements

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bell, S. A. (2015). Knowing politics : knowledge and democratic citizenship in South Africa's education system. (Doctoral Dissertation). University of Oxford. Retrieved from https://ora.ox.ac.uk/objects/uuid:7ca7a761-e6f2-4d65-a069-14ed18e18c3e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740787

Chicago Manual of Style (16^th Edition):

Bell, Stephanie A. “Knowing politics : knowledge and democratic citizenship in South Africa's education system.” 2015. Doctoral Dissertation, University of Oxford. Accessed December 08, 2019. https://ora.ox.ac.uk/objects/uuid:7ca7a761-e6f2-4d65-a069-14ed18e18c3e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740787.

MLA Handbook (7^th Edition):

Bell, Stephanie A. “Knowing politics : knowledge and democratic citizenship in South Africa's education system.” 2015. Web. 08 Dec 2019.

Vancouver:

Bell SA. Knowing politics : knowledge and democratic citizenship in South Africa's education system. [Internet] [Doctoral dissertation]. University of Oxford; 2015. [cited 2019 Dec 08]. Available from: https://ora.ox.ac.uk/objects/uuid:7ca7a761-e6f2-4d65-a069-14ed18e18c3e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740787.

Council of Science Editors:

Bell SA. Knowing politics : knowledge and democratic citizenship in South Africa's education system. [Doctoral Dissertation]. University of Oxford; 2015. Available from: https://ora.ox.ac.uk/objects/uuid:7ca7a761-e6f2-4d65-a069-14ed18e18c3e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740787

North-West University

4. Smit, Marius Hilgard. A model for the improvement of democratic school governance in South Africa : an education law perspective / by Marius Hilgard Smit.

Degree: 2009, North-West University

URL: http://hdl.handle.net/10394/2906

► The South African education system has been undergoing a process of transformation and democratisation. An historical overview of democracy in the South Africa education system… (more)

▼ The South African education system has been undergoing a process of transformation and democratisation. An historical overview of democracy in the South Africa education system confirms that the system had developed to become a highly centralised and bureaucratic system during the twentieth century, but it was transformed in 1996 to afford a greater degree of parental participation through local school governing bodies. Democracy is founded on a belief in individual rights, equality, and self-government by the majority of the people. The moral authority of the majority is based on the notion that there is more enlightenment and wisdom between many than in a single man. However, the power of the majority is always limited by the prerequisite of the rule of law and the implicit requirements of legality and justice. This implies that bureaucratic or undemocratic exercise of power by the majority or any person, including the state, would be contrary to the requirements of legality and democracy. An overview of the theories of democracy explains the complexities of the different orientations and ideological approaches to democracy. Critiques of democracy have identified an elitist, inegalitarian, and antiparticipatory core in liberal democracy. The sensible approach to these weaknesses of liberal democracy is to integrate the best features of the various theories of democracy towards a workable solution to manage the systemic conflicts. This includes the formal application of checks and balances and the substantive adjustment of the executive, legislative and judicial practice to maintain a harmonious equilibrium between equality and liberty. The theory of deliberative democracy suggests an additional way to improve substantive democracy. There is an inextricable link between democracy, education and the law. The South African Constitution provides for representative (political) and participatory democracy, as well as for the enshrinement of fundamental rights such as the right to basic education. In addition, the education legislation and policies contain numerous provisions that prescribe and necessitate democratisation of the education system. However, the empirical results of the study show that a number of controversial bureaucratic practices and a tendency towards increased centralisation of the system, constrain democratic school governance. The most prominent undemocratic practices in the system inter alia include: the over-politicisation of schools by the dominant teachers’ union; the bureaucratic appointment of educators; the interference by teachers’ unions with the appointment of educators, the bureaucratic imposition of English medium language policies on Afrikaans schools; and • the ambivalent attitude towards inclusive education. An investigation into the knowledge levels of senior education administrators, school principals and school governing chairpersons, which participated in this study, revealed that their knowledge of participatory democracy and Education Law was superficial.…

Subjects/Keywords: School governance; Deliberative democracy; Bureaucracy; Parental participation; Schools; Democratic climate; Democratic theory; Knowledge of education law; Unity in diversity; Rule of law; Politicised education system

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Smit, M. H. (2009). A model for the improvement of democratic school governance in South Africa : an education law perspective / by Marius Hilgard Smit. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/2906

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smit, Marius Hilgard. “A model for the improvement of democratic school governance in South Africa : an education law perspective / by Marius Hilgard Smit. ” 2009. Thesis, North-West University. Accessed December 08, 2019. http://hdl.handle.net/10394/2906.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smit, Marius Hilgard. “A model for the improvement of democratic school governance in South Africa : an education law perspective / by Marius Hilgard Smit. ” 2009. Web. 08 Dec 2019.

Vancouver:

Smit MH. A model for the improvement of democratic school governance in South Africa : an education law perspective / by Marius Hilgard Smit. [Internet] [Thesis]. North-West University; 2009. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10394/2906.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smit MH. A model for the improvement of democratic school governance in South Africa : an education law perspective / by Marius Hilgard Smit. [Thesis]. North-West University; 2009. Available from: http://hdl.handle.net/10394/2906

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Plapler, Denis. O diálogo e a construção do conhecimento: apontamentos a partir de John Dewey e Matthew Lipman.

Degree: Mestrado, Educação, 2014, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-135942/ ;

►

Por meio deste trabalho pretende-se examinar a função da escola como instituição e do professor como agente ativo dentro desta instituição através do pensamento de… (more)

Subjects/Keywords: Conhecimento; Democratic education; Diálogo; Dialogue; Educação democrática; Experience; Experiência; Filosofia da educação; Knowledge; Philosophy of education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Plapler, D. (2014). O diálogo e a construção do conhecimento: apontamentos a partir de John Dewey e Matthew Lipman. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-135942/ ;

Chicago Manual of Style (16^th Edition):

Plapler, Denis. “O diálogo e a construção do conhecimento: apontamentos a partir de John Dewey e Matthew Lipman.” 2014. Masters Thesis, University of São Paulo. Accessed December 08, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-135942/ ;.

MLA Handbook (7^th Edition):

Plapler, Denis. “O diálogo e a construção do conhecimento: apontamentos a partir de John Dewey e Matthew Lipman.” 2014. Web. 08 Dec 2019.

Vancouver:

Plapler D. O diálogo e a construção do conhecimento: apontamentos a partir de John Dewey e Matthew Lipman. [Internet] [Masters thesis]. University of São Paulo; 2014. [cited 2019 Dec 08]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-135942/ ;.

Council of Science Editors:

Plapler D. O diálogo e a construção do conhecimento: apontamentos a partir de John Dewey e Matthew Lipman. [Masters Thesis]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-135942/ ;

6. Poulet, Célia. L'apprentissage d'une pratique démocratique : l'exemple de la prise de parole en franc-maçonnerie : Apprenticeship of a democratic practice : the example of a public speaking in freemasonry.

Degree: Docteur es, Sociologie, 2011, Aix-Marseille 1

URL: http://www.theses.fr/2011AIX10159

►

Au carrefour entre sociologies de la connaissance, de l’éducation et politique, cette thèse étudie certaines pratiques sociales de travail collectif par la prise de parole,… (more)

▼

Au carrefour entre sociologies de la connaissance, de l’éducation et politique, cette thèse étudie certaines pratiques sociales de travail collectif par la prise de parole, que l’ on qualifie de démocratiques, et dont la Franc-maçonnerie est un terrain pris à titre d’exemple. Historiquement élitiste dans son recrutement, celle-ci a connu lors du siècle dernier une forte démocratisation. Il en résulte aujourd’hui une population socialement très hétérogène. Abordant la maçonnerie en tant que dispositif pédagogique tacite, ce travail se propose d’étudier les processus sociologiques en œuvre dans l’appropriation sociale d’un travail basé sur l’abstraction et la tranférabilité de relations symboliques. L’analyse de matériaux (entretiens, productions écrites réalisées par les Franc-maçons, textes officiels) permet de mettre en lumière certaines caractéristiques de cet apprentissage : élection, déprofanation et amélioration, construites à travers la cumulativité du travail collectif et la possibilité de sa révision. L’enjeu de ce sujet dépasse de ce fait la question des loges maçonniques. A travers une approche de cette pédagogie tacite, on cherche à éclairer les enjeux de l’apprentissage en termes de production et reproduction des savoirs, autour de la question fondamentale du droit à l’amélioration dans les structures pédagogiques et de l’élaboration d’une normativité collective.

At the crossroad between sociology of knowledge, sociology of education and political sociology, this thesis examines certain social practices of collective work by public speaking of members, described as democratic. In this study, Freemasonry constitutes a revealing field of research. Historically characterised by a very elitist recruitment mode, Freemasonry has gone through a process of democratisation during the last century. As a result, Freemasonry shows much more social heterogeneity then before.. Considering Freemasonry as tacit pedagogic device, this research examines the sociological processes at work in the social appropriation of a practice based on abstraction and transferability of symbolic relations. The data analysis (interviews, written productions of masons, official texts) allows highlighting some specificities of this apprenticeship: election, déprofanation and improvement, which are built through the cumulativity of collective work and the possibility of revision. As a matter of fact, the interest of this study goes far beyond the Masonic lodges themselves. Using the concept of a tacit pedagogy, what is at stake is apprenticeship as production and reproduction of knowledge, including the fundamental issues of the right to improve within pedagogic structures and the elaboration of a collective normativity.

Advisors/Committee Members: Ramognino, Nicole (thesis director).

Subjects/Keywords: Connaissance; Pédagogie; Appropriation sociale; Parole démocratique; Franc-maçonnerie; Apprentissage.; Knowledge; Pedagogy; Social appropriation; Democratic speaking; Freemasonry; Apprenticeship

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Poulet, C. (2011). L'apprentissage d'une pratique démocratique : l'exemple de la prise de parole en franc-maçonnerie : Apprenticeship of a democratic practice : the example of a public speaking in freemasonry. (Doctoral Dissertation). Aix-Marseille 1. Retrieved from http://www.theses.fr/2011AIX10159

Chicago Manual of Style (16^th Edition):

Poulet, Célia. “L'apprentissage d'une pratique démocratique : l'exemple de la prise de parole en franc-maçonnerie : Apprenticeship of a democratic practice : the example of a public speaking in freemasonry.” 2011. Doctoral Dissertation, Aix-Marseille 1. Accessed December 08, 2019. http://www.theses.fr/2011AIX10159.

MLA Handbook (7^th Edition):

Poulet, Célia. “L'apprentissage d'une pratique démocratique : l'exemple de la prise de parole en franc-maçonnerie : Apprenticeship of a democratic practice : the example of a public speaking in freemasonry.” 2011. Web. 08 Dec 2019.

Vancouver:

Poulet C. L'apprentissage d'une pratique démocratique : l'exemple de la prise de parole en franc-maçonnerie : Apprenticeship of a democratic practice : the example of a public speaking in freemasonry. [Internet] [Doctoral dissertation]. Aix-Marseille 1; 2011. [cited 2019 Dec 08]. Available from: http://www.theses.fr/2011AIX10159.

Council of Science Editors:

Poulet C. L'apprentissage d'une pratique démocratique : l'exemple de la prise de parole en franc-maçonnerie : Apprenticeship of a democratic practice : the example of a public speaking in freemasonry. [Doctoral Dissertation]. Aix-Marseille 1; 2011. Available from: http://www.theses.fr/2011AIX10159

Linköping University

7. Norrgren, Lisa. Investigating Prosocial Behavior: A Case Study of Littering in Laos.

Degree: Economics, 2016, Linköping University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131331

► Using vignette experiments, this thesis examines individuals’ decision-making in various social dilemmas. A case study of littering behavior amongst university students in Lao People's… (more)

Subjects/Keywords: Prosocial Behavior; Social Dilemma; Vignette Experiments; Lao People's Democratic Republic; Visual Prompts; Treatment; Littering Behavior; Littering Attitudes; Littering Knowledge.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Norrgren, L. (2016). Investigating Prosocial Behavior: A Case Study of Littering in Laos. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Norrgren, Lisa. “Investigating Prosocial Behavior: A Case Study of Littering in Laos.” 2016. Thesis, Linköping University. Accessed December 08, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Norrgren, Lisa. “Investigating Prosocial Behavior: A Case Study of Littering in Laos.” 2016. Web. 08 Dec 2019.

Vancouver:

Norrgren L. Investigating Prosocial Behavior: A Case Study of Littering in Laos. [Internet] [Thesis]. Linköping University; 2016. [cited 2019 Dec 08]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131331.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Norrgren L. Investigating Prosocial Behavior: A Case Study of Littering in Laos. [Thesis]. Linköping University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131331

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Australian National University

8. Settle, Catherine. Democratising health policy with deliberative mini-publics: Responsibilities, pathologies, and paradoxes .

Degree: 2016, Australian National University

URL: http://hdl.handle.net/1885/133349

► Throughout the last couple of decades there has been an unprecedented level of global interest in democratically-deliberative methods of citizen engagement [now collectively referred to… (more)

▼ Throughout the last couple of decades there has been an unprecedented level of global interest in democratically-deliberative methods of citizen engagement [now collectively referred to as deliberative mini-publics - hereafter, mini-publics]. Part of the allure of mini-publics is that they provide a more meaningful and effective way for governments to exchange knowledge and engage in decision-making with their citizens. Mini-publics are also known to generate transformative insights for citizens and government decision-making bodies; demonstrated in the shifting of pre-formed preferences, the creation of shared understanding, and collective decision-making. What this transformative potential might have to offer for citizens when they deliberate on health policy has not been fully explored, however, especially in Australian health policy settings where these engagement techniques are quite novel, with very little known of citizens’ experiences of deliberating and exchanging knowledge in such circumstances. For instance, it is not really known whether an exchange of knowledge even occurs, let alone, whether a just exchange occurs. This cross-disciplinary, qualitative research reduces this gap in knowledge and demonstrates how the competing rationalities of the health policy process and the product-dominant logic within health service delivery exacerbate the challenges facing health policy administrators as they grapple with the unfamiliar nature of mini-publics. Many unintentional consequences with disabling outcomes for citizens’ experiences of exchanging knowledge and expressing their deliberative capacities ensue. Two types of epistemic injustice also became apparent: testimonial injustice, during which the citizens were not given credibility in their capacity to convey information; and hermeneutical injustice whereby the citizens were not given credibility in their capacity to understand certain things that would be in their best interests to understand. So what do these things matter when citizens deliberate over health policy development? They matter a great deal, not least, when we consider that one of the fundamental aims of a mini-public is that the process works toward enabling citizens to gain a clearer understanding of not only what they might want, but what is also in their best interests to know. Viewed holistically, these findings demonstrate why it is important to pay attention to citizens’ experiences if mini-publics are to be institutionalised into Australian health policy settings as anything more than simply a promise of their democratically-deliberative ideal. Paradoxically, the potential for democratic conversations to create an intersubjective space that facilitates a transformative exchange of knowledge was also evident. Although…

Subjects/Keywords: democratic deliberation; citizen engagement; democratising health policy; democratizing health policy; epistemic justice/injustice; transformative exchange of knowledge; substantive equality

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Settle, C. (2016). Democratising health policy with deliberative mini-publics: Responsibilities, pathologies, and paradoxes . (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/133349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Settle, Catherine. “Democratising health policy with deliberative mini-publics: Responsibilities, pathologies, and paradoxes .” 2016. Thesis, Australian National University. Accessed December 08, 2019. http://hdl.handle.net/1885/133349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Settle, Catherine. “Democratising health policy with deliberative mini-publics: Responsibilities, pathologies, and paradoxes .” 2016. Web. 08 Dec 2019.

Vancouver:

Settle C. Democratising health policy with deliberative mini-publics: Responsibilities, pathologies, and paradoxes . [Internet] [Thesis]. Australian National University; 2016. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1885/133349.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Settle C. Democratising health policy with deliberative mini-publics: Responsibilities, pathologies, and paradoxes . [Thesis]. Australian National University; 2016. Available from: http://hdl.handle.net/1885/133349

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Manchester

9. Benson, Jonathan. An Epistemic Theory of Deliberative Democracy.

Degree: 2018, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:317561

► Democracy has been encountering an increasing number of critics. Whether it comes from a sympathy for autocrats, free-markets, or the more knowledgeable, this increasing democratic… (more)

▼ Democracy has been encountering an increasing number of critics. Whether it comes from a sympathy for autocrats, free-markets, or the more knowledgeable, this increasing democratic scepticism often takes an epistemic form. Democracy's critics argue that democratic procedures and institutions are unlikely to make good decisions or produce good outcomes in terms of justice or the common good, and should, therefore, be restricted if not completely rejected in favour of its more able alternatives. In the face of such scepticism, this thesis develops an epistemic theory of deliberative democracy. This theory has two principal aims. The first is to analyse and define the epistemic properties of deliberative democracy, and the second is to clarify the possible role epistemic values can play in a wider justification of democratic rule. In accordance with the first, the thesis analyses the ability of deliberative democratic institutions to make good or correct decisions in comparison to a broad range of prominent alternatives. These include traditional rivals such as autocracy and aristocracy, but also more modern and less considered alternatives such as free-markets, limited epistocracy and forms of technical calculation. Through these comparisons, it is argued that we have no good or clear epistemic reason to reject democracy. Deliberative democracy is found to be epistemically superior to many of its alternatives and epistemically equivalent to even its best competitors. The thesis, therefore, mounts a strong reply to democracy's epistemic sceptics. The analysis, however, also helps clarify which form of deliberative democracy is epistemically most valuable, pointing to the value systems approaches which give a prominent role to direct citizen deliberation. The epistemic theory of deliberative democracy also aims to clarify what role epistemic values can play in a wider justification of democratic rule. The thesis argues that deliberative democracy is epistemically superior to many of its rivals and no worse epistemically than even its best alternatives. This suggests that although epistemic values cannot mount a stand-alone defence of democracy, democrats would only be required to defend very weak non-epistemic values to produce a mixed justification. Far from being 'rule by the incompetent many' and therefore highly reliant on procedural values, the thesis will demonstrate that epistemic values can carry significant weight in an argument for democratic rule. Advisors/Committee Members: RONZONI, MIRIAM M, O'Neill, John, Ronzoni, Miriam.

Subjects/Keywords: Democratic Theory; Deliberative Democracy; Epistemic Democracy; Hayek; Markets; Environment; Cost-Benefit Analysis; Decision Theory; Cognitive Diversity; Mini-public; Citizen Assemblies; Sortition; Direct Democracy; Knowledge; Tacit Knowledge; Trust; Epistemic Value

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Benson, J. (2018). An Epistemic Theory of Deliberative Democracy. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:317561

Chicago Manual of Style (16^th Edition):

Benson, Jonathan. “An Epistemic Theory of Deliberative Democracy.” 2018. Doctoral Dissertation, University of Manchester. Accessed December 08, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:317561.

MLA Handbook (7^th Edition):

Benson, Jonathan. “An Epistemic Theory of Deliberative Democracy.” 2018. Web. 08 Dec 2019.

Vancouver:

Benson J. An Epistemic Theory of Deliberative Democracy. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2019 Dec 08]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:317561.

Council of Science Editors:

Benson J. An Epistemic Theory of Deliberative Democracy. [Doctoral Dissertation]. University of Manchester; 2018. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:317561

University of Manchester

10. Benson, Jonathan. An epistemic theory of deliberative democracy.

Degree: PhD, 2019, University of Manchester

URL: https://www.research.manchester.ac.uk/portal/en/theses/an-epistemic-theory-of-deliberative-democracy(6583716a-470d-4b9e-b80e-44a1e71a4ff7).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764775

► Democracy has been encountering an increasing number of critics. Whether it comes from a sympathy for autocrats, free-markets, or the more knowledgeable, this increasing democratic… (more)

▼ Democracy has been encountering an increasing number of critics. Whether it comes from a sympathy for autocrats, free-markets, or the more knowledgeable, this increasing democratic scepticism often takes an epistemic form. Democracy's critics argue that democratic procedures and institutions are unlikely to make good decisions or produce good outcomes in terms of justice or the common good, and should, therefore, be restricted if not completely rejected in favour of its more able alternatives. In the face of such scepticism, this thesis develops an epistemic theory of deliberative democracy. This theory has two principal aims. The first is to analyse and define the epistemic properties of deliberative democracy, and the second is to clarify the possible role epistemic values can play in a wider justification of democratic rule. In accordance with the first, the thesis analyses the ability of deliberative democratic institutions to make good or correct decisions in comparison to a broad range of prominent alternatives. These include traditional rivals such as autocracy and aristocracy, but also more modern and less considered alternatives such as free-markets, limited epistocracy and forms of technical calculation. Through these comparisons, it is argued that we have no good or clear epistemic reason to reject democracy. Deliberative democracy is found to be epistemically superior to many of its alternatives and epistemically equivalent to even its best competitors. The thesis, therefore, mounts a strong reply to democracy's epistemic sceptics. The analysis, however, also helps clarify which form of deliberative democracy is epistemically most valuable, pointing to the value systems approaches which give a prominent role to direct citizen deliberation. The epistemic theory of deliberative democracy also aims to clarify what role epistemic values can play in a wider justification of democratic rule. The thesis argues that deliberative democracy is epistemically superior to many of its rivals and no worse epistemically than even its best alternatives. This suggests that although epistemic values cannot mount a stand-alone defence of democracy, democrats would only be required to defend very weak non-epistemic values to produce a mixed justification. Far from being 'rule by the incompetent many' and therefore highly reliant on procedural values, the thesis will demonstrate that epistemic values can carry significant weight in an argument for democratic rule.

Subjects/Keywords: 320; Sortition; Direct Democracy; Knowledge; Trust; Epistemic Value; Mini-public; Tacit Knowledge; Cognitive Diversity; Citizen Assemblies; Cost-Benefit Analysis; Democratic Theory; Deliberative Democracy; Epistemic Democracy; Decision Theory; Markets; Environment; Hayek

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Benson, J. (2019). An epistemic theory of deliberative democracy. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/an-epistemic-theory-of-deliberative-democracy(6583716a-470d-4b9e-b80e-44a1e71a4ff7).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764775

Chicago Manual of Style (16^th Edition):

Benson, Jonathan. “An epistemic theory of deliberative democracy.” 2019. Doctoral Dissertation, University of Manchester. Accessed December 08, 2019. https://www.research.manchester.ac.uk/portal/en/theses/an-epistemic-theory-of-deliberative-democracy(6583716a-470d-4b9e-b80e-44a1e71a4ff7).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764775.

MLA Handbook (7^th Edition):

Benson, Jonathan. “An epistemic theory of deliberative democracy.” 2019. Web. 08 Dec 2019.

Vancouver:

Benson J. An epistemic theory of deliberative democracy. [Internet] [Doctoral dissertation]. University of Manchester; 2019. [cited 2019 Dec 08]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-epistemic-theory-of-deliberative-democracy(6583716a-470d-4b9e-b80e-44a1e71a4ff7).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764775.

Council of Science Editors:

Benson J. An epistemic theory of deliberative democracy. [Doctoral Dissertation]. University of Manchester; 2019. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-epistemic-theory-of-deliberative-democracy(6583716a-470d-4b9e-b80e-44a1e71a4ff7).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764775

11. Meyer, Britt-Marie Jansson. Filmberättandets kraft : om att vara pedagog och konstnärlig ledare i skolan.

Degree: Culture and Communication, 2012, Södertörn University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16652

►

This essay follows a Media Teacher in her work as a coordinator and an artistic leader for a European project called Legalopoli concerning laws… (more)

▼

This essay follows a Media Teacher in her work as a coordinator and an artistic leader for a European project called Legalopoli concerning laws and ethics in a senior level school for 13-16 year-olds in Mora, Sweden. The students write film stories about how their characters have to make choices in ethical dilemma situations. Then the learners create interactive computer games together through practical film work. At the same time we can see how the educator also gets into difficult ethical situations, when she is working with the students. This forces her to self-reflection. She realizes that the practical knowledge in her work has a greater deal of an ethical dimension, than she earlier has been aware of. She understands that the convincing force in the project consists of the confidence and trust she has to create and develop among the students, who, in the start, were unsure and lacked in respect for one another. Through the practical film work they all get close and learn to see both themselves and each other. The students develop from being afraid of saying anything in the group to become confident and capable media producers, where their voices get listened to. They have started a journey into becoming democratic and caring citizens with wider perspectives of themselves and of the world.

Denna essä följer en mediepedagogs arbete som koordinator och konstnärlig ledare för ett Europeiskt projekt kallat Legalopoli, om lagar och etik i en högstadieskola i Mora. Eleverna skriver filmberättelser om rollkaraktärer, som ställs inför olika etiska dilemman i det interaktiva dataspel, som studenterna gemensamt skapar genom praktiskt filmarbete. Samtidigt får vi följa hur pedagogen på samma sätt, ställs inför olika svåra valsituationer i det pågående arbetet med eleverna. Hon tvingas till självreflektion och inser att den praktiska kunskapen i hennes arbete innehar en större etisk dimension än hon tidigare trott. Hon inser att bärkraften i projektet är det förtroende och den tillit, som hon måste skapa och utveckla bland eleverna, som från början var osäkra och betedde sig respektlöst mot varandra. Genom det praktiska filmarbetet kommer de alla nära varandra och får efter hand syn på både sig själva och varandra. Eleverna utvecklas från att ha varit rädda för att yttra sig i gruppen, till att bli tillitsfulla och kapabla medieproducenter, där de får göra sina röster hörda. De påbörjar en bildningsresa till att bli demokratiska och solidariska medborgare med vidgade perspektiv på sig själva och världen.

Subjects/Keywords: Educator; film stories; interactive computer games; ethical dilemmas; practical knowledge; democratic citizens; pedagog; media; filmberättelse; etiska dilemman; interaktiva dataspel; praktisk kunskap; demokratiska medborgare

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Meyer, B. J. (2012). Filmberättandets kraft : om att vara pedagog och konstnärlig ledare i skolan. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16652

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Meyer, Britt-Marie Jansson. “Filmberättandets kraft : om att vara pedagog och konstnärlig ledare i skolan.” 2012. Thesis, Södertörn University. Accessed December 08, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16652.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Meyer, Britt-Marie Jansson. “Filmberättandets kraft : om att vara pedagog och konstnärlig ledare i skolan.” 2012. Web. 08 Dec 2019.

Vancouver:

Meyer BJ. Filmberättandets kraft : om att vara pedagog och konstnärlig ledare i skolan. [Internet] [Thesis]. Södertörn University; 2012. [cited 2019 Dec 08]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16652.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Meyer BJ. Filmberättandets kraft : om att vara pedagog och konstnärlig ledare i skolan. [Thesis]. Södertörn University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16652

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Gothenburg / Göteborgs Universitet

12. Ekman, Tiina. Demokratisk kompetens : om gymnasiet som demokratiskola.

Degree: 2007, University of Gothenburg / Göteborgs Universitet

URL: http://hdl.handle.net/2077/7455

► Aktivt medborgarskap är ett ledord i svensk demokratipolitik. Jämlikt deltagande i politiken är ett annat. Skolan anförtros en viktig politisk roll i detta avseende. Läroplanen… (more)

Subjects/Keywords: Democratic competence; Civic knowledge; Political efficacy; Political participation; Youth; School; Political socialisation; Political participation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ekman, T. (2007). Demokratisk kompetens : om gymnasiet som demokratiskola. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/7455

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ekman, Tiina. “Demokratisk kompetens : om gymnasiet som demokratiskola.” 2007. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed December 08, 2019. http://hdl.handle.net/2077/7455.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ekman, Tiina. “Demokratisk kompetens : om gymnasiet som demokratiskola.” 2007. Web. 08 Dec 2019.

Vancouver:

Ekman T. Demokratisk kompetens : om gymnasiet som demokratiskola. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2007. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2077/7455.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ekman T. Demokratisk kompetens : om gymnasiet som demokratiskola. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2007. Available from: http://hdl.handle.net/2077/7455

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Andersson, Klas. Deliberativ undervisning – en empirisk studie.

Degree: 2012, University of Gothenburg / Göteborgs Universitet

URL: http://hdl.handle.net/2077/30651

► Since the early 2000s, the deliberative turn in democratic theory has influenced the debate on teaching. The proponents of deliberation in education have argued that… (more)

▼ Since the early 2000s, the deliberative turn in democratic theory has influenced the debate on teaching. The proponents of deliberation in education have argued that deliberative teaching both enhances subject knowledge and democratic citizenship among students. In Sweden, both policymakers and scholars have argued for more deliberative teaching in the Swedish education system. However, there is little empirical support for the assumption that deliberative teaching enhances knowledge and democratic citizenship among students. The aim of the thesis is to empirically test this assumption. The study consists of four field experiments where deliberative teaching is carried out in a Swedish upper secondary school civic course, Samhällskunskap A. In the field experiments the theoretical ideal of deliberative teaching is put into practice. Field experiments are conducted in three different upper secondary school programs, one preparing for ensuing studies and two so-called vocational programs (one female-dominated and one male-dominated). The study also includes a field experiment in an adult education program. The four field experiments are carried out in the same way using two classes in the same school, one with deliberative and one with non-deliberative teaching. After the course the students’ knowledge and democratic values are compared. A total of 274 students and 9 teachers participated in the field experiments. The results can be summarized as follows: Deliberative teaching is sometimes more but never less productive compared to the alternative non-deliberative teaching. The results show that students in vocational programs in the upper secondary school seem to be the ones most favoured by deliberative teaching. Students in vocational programs that participated in deliberative teaching increased their knowledge, thoughtful opinions, political efficacy, readiness for political participation and conversation skills more than students that had non-deliberative teaching. No such effects are present among students in the program preparing for ensuing studies. The results show that there is potential in deliberative teaching but the results does not support the assumption made in the theoretical deliberative teaching literature assuming a general positive effect of deliberative teaching on knowledge and democratic values among all students.

Subjects/Keywords: deliberative teaching; knowledge; democratic citizenship; field experiment; upper secondary school; vocational program.

…the Committee of Ministers to member states on education for democratic citizenship… …deklarerades följande: “The European Council declares that that education for democratic citizenship…

5 more images…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Andersson, K. (2012). Deliberativ undervisning – en empirisk studie. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/30651

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Andersson, Klas. “Deliberativ undervisning – en empirisk studie.” 2012. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed December 08, 2019. http://hdl.handle.net/2077/30651.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Andersson, Klas. “Deliberativ undervisning – en empirisk studie.” 2012. Web. 08 Dec 2019.

Vancouver:

Andersson K. Deliberativ undervisning – en empirisk studie. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2012. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2077/30651.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Andersson K. Deliberativ undervisning – en empirisk studie. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2012. Available from: http://hdl.handle.net/2077/30651

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Alveryd, Sofia. Lärarens roll i att skapa demokratiska medborgare : En diskursanalys av lärarens subjektspositioner i svenska läroplaner från år 1980 och år 2011.

Degree: Teacher Education, 2015, Södertörn University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28241

► In this degree project, a study of the teacher’s identity in the Swedish curriculum of 1980 and 2011 is presented. The aim of this… (more)

Subjects/Keywords: teacher; curriculum; the democratic citizen; knowledge; pragmatism; lärare; läroplan; den demokratiska medborgaren; kunskap; praktiskt arbete

1 more image…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Alveryd, S. (2015). Lärarens roll i att skapa demokratiska medborgare : En diskursanalys av lärarens subjektspositioner i svenska läroplaner från år 1980 och år 2011. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28241

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Alveryd, Sofia. “Lärarens roll i att skapa demokratiska medborgare : En diskursanalys av lärarens subjektspositioner i svenska läroplaner från år 1980 och år 2011.” 2015. Thesis, Södertörn University. Accessed December 08, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28241.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Alveryd, Sofia. “Lärarens roll i att skapa demokratiska medborgare : En diskursanalys av lärarens subjektspositioner i svenska läroplaner från år 1980 och år 2011.” 2015. Web. 08 Dec 2019.

Vancouver:

Alveryd S. Lärarens roll i att skapa demokratiska medborgare : En diskursanalys av lärarens subjektspositioner i svenska läroplaner från år 1980 och år 2011. [Internet] [Thesis]. Södertörn University; 2015. [cited 2019 Dec 08]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28241.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alveryd S. Lärarens roll i att skapa demokratiska medborgare : En diskursanalys av lärarens subjektspositioner i svenska läroplaner från år 1980 och år 2011. [Thesis]. Södertörn University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28241

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

15. Velthuizen, Andreas Gerhardus. The management of knowledge : a model for the African Renaissance .

Degree: 2007, University of South Africa

URL: http://hdl.handle.net/10500/3336

► The study goes beyond knowledge existing in the literature study of the philosophy and theory of knowledge, knowledge management, African knowledge and the management of… (more)

▼ The study goes beyond knowledge existing in the literature study of the philosophy and theory of knowledge, knowledge management, African knowledge and the management of knowledge by African institutions, including the peace and security architecture of Africa, to reveal a coherent conceptual framework and themes to guide the field research. During the field studies of specific cases in the Great Lakes region of Africa, principles and practices emerged that formed a framework for a constructed Trans-dimensional Knowledge Management Model (TDKM-M) to develop a theoretical model for the management of knowledge for conflict resolution as the first step towards the revival of Africa. The study proposes practical solutions for the management of knowledge that would empower decisionmakers to intervene successfully in conflict situations. Furthermore, the study serves to expand the knowledge base in the field of trans-disciplinary African studies, transcending the boundary between political science and epistemology to navigate the middle ground between disciplines and the space that lies beyond all disciplines and dichotomised thinking towards a new holistic understanding. A systems approach using MIT (multi-disciplinarity, interdisciplinarity and trans-disciplinarity) and qualitative research methodology on a transnational level was followed. The study consists of a literature study and a field study consisting of a pilot study, semi-structured interviews and participation in communities of practice to access the worldviews of diverse cultures. An observable knowledge dimension, consisting of a normative foundation, empirical knowledge domain and analytical knowledge domain, is identified. Furthermore, a tacit metaphysical knowledge dimension is identified that is informed by the observable dimension. The two dimensions transacts with each other to attain a higher level of trans-dimensional knowledge. The TDKM-M proposes principles and practices of how trans-dimensional knowledge, including indigenous African knowledge and external knowledge, can be managed in a collective middle ground to produce holistic understanding. This higher level of understanding can activate intervention into the causes and consequences of conflict. Innovation of African society could follow, achieving desired outcomes such as peace, justice, human rights, self-empowerment and innovation towards transformative growth, competitiveness and negotiate equilibrium with the global community, and ultimately the revival of Africa. Advisors/Committee Members: Gutto, Shadrack (advisor), Nabudere, D. Wadada (advisor).

Subjects/Keywords: Knowledge Management; Knowledge management model; Indigenous African knowledge; Collective knowledge management; Political science; Epistemology; Philosophy of knowledge; Great Lakes region; Afrokology; African renaissance studies; Rwanda; Gacaca; Traditional African knowledge; Epistemology; Philosophy of knowledge; Uganda; Acholi culture; International Criminal Court; The Democratic Republic of the Congo; Trans-disciplinary studies; Strategic studies; Conflict studies; Peace studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Velthuizen, A. G. (2007). The management of knowledge : a model for the African Renaissance . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/3336

Chicago Manual of Style (16^th Edition):

Velthuizen, Andreas Gerhardus. “The management of knowledge : a model for the African Renaissance .” 2007. Doctoral Dissertation, University of South Africa. Accessed December 08, 2019. http://hdl.handle.net/10500/3336.

MLA Handbook (7^th Edition):

Velthuizen, Andreas Gerhardus. “The management of knowledge : a model for the African Renaissance .” 2007. Web. 08 Dec 2019.

Vancouver:

Velthuizen AG. The management of knowledge : a model for the African Renaissance . [Internet] [Doctoral dissertation]. University of South Africa; 2007. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10500/3336.

Council of Science Editors:

Velthuizen AG. The management of knowledge : a model for the African Renaissance . [Doctoral Dissertation]. University of South Africa; 2007. Available from: http://hdl.handle.net/10500/3336

16. Santos Rocha, Jozimo. Agricultural extension, technology adoption and household food security : evidence from DRC.

Degree: 2017, Wageningen University

URL: http://library.wur.nl/WebQuery/wurpubs/522977 ; urn:nbn:nl:ui:32-522977 ; urn:nbn:nl:ui:32-522977 ; http://library.wur.nl/WebQuery/wurpubs/522977

► In this thesis, I use experimental and quasi-experimental data from 25 villages and a total of 1,105 farmers from eastern DRC to investigate the… (more)

▼ In this thesis, I use experimental and quasi-experimental data from 25 villages and a total of 1,105 farmers from eastern DRC to investigate the relationship among agricultural training, the adoption of agricultural technologies, crop productivity, and household food insecurity and dietary diversity. I present evidence that contributes to narrow the gap in the literature on the role of input subsidies fostering small-scale farmers' uptake of productivity-enhancing technologies, how farmer field school and farmer-to-farmer trainings affect the adoption of agricultural technologies, how F2F training may reduce the costs of FFS implementation, how adoption materializes on yields of food crops, and how training through the adoption of improved agricultural technologies impacts household food insecurity and the diet diversification of target households. As a complement to econometric evidence and in order to understand the main findings, I also discuss behavioral features and farmer driven initiatives which somehow condition these impacts. Throughout the four main chapters, I identify practical implications that are highly important for the design and implementation of new programs and policies aimed to address agricultural productivity issues and reduce household food insecurity. In Chapter 1 I develop a general introduction to the research which discusses the evolution of agricultural extension in the last few decades, and describe FFS and F2F training methodologies. Chapter 2 provides a detailed description of the project intervention, technologies promoted, research settings and the data collection process. In Chapter 3, I report the results of an experimental study that analyses the impact of one-shot input starter packs on the adoption of productivity-enhancing complementary practices, which have the potential to maximize the impact of starter pack inputs. Additionally, I assess the levels of persistence on farmers’ use of improved crop seeds which are included in the starter packs. Overall, I find no evidence of starter packs’ impact on small-scale farmers’ adoption of productivity-enhancing technologies. Similarly, the levels of persistence regarding the use of seeds following the delivery of starter packs were not significant. These results are consistent with studies that have found minimal or no persistence on the use of inputs following the provision of subsidies, including Duflo, Kremer et al. (2011). The limited impact that starter packs had on yields in the first year may logically explain that farmers refrained from using improved seeds subsequently because the inputs are not economically attractive. Chapter 4 studies the effectiveness of knowledge transmission from farmers trained in FFS through farmer-to-farmer training (F2F), which could potentially result in lower extension costs and higher impacts. I find that FFS training has a higher impact than F2F training in the first period, but the magnitude of the treatment effect in the second… Advisors/Committee Members: Wageningen University, E.H. Bulte, M.M. van den Berg.

Subjects/Keywords: landbouwvoorlichting; technologie; adoptie; voedselzekerheid; huishoudens; ontwikkelingseconomie; landbouwproductie; kennisoverdracht; democratische republiek kongo; Kennisuitwisseling; agricultural extension; technology; adoption; food security; households; development economics; agricultural production; knowledge transfer; congo democratic republic; Knowledge Exchange

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APA (6^th Edition):

Santos Rocha, J. (2017). Agricultural extension, technology adoption and household food security : evidence from DRC. (Doctoral Dissertation). Wageningen University. Retrieved from http://library.wur.nl/WebQuery/wurpubs/522977 ; urn:nbn:nl:ui:32-522977 ; urn:nbn:nl:ui:32-522977 ; http://library.wur.nl/WebQuery/wurpubs/522977

Chicago Manual of Style (16^th Edition):

Santos Rocha, Jozimo. “Agricultural extension, technology adoption and household food security : evidence from DRC.” 2017. Doctoral Dissertation, Wageningen University. Accessed December 08, 2019. http://library.wur.nl/WebQuery/wurpubs/522977 ; urn:nbn:nl:ui:32-522977 ; urn:nbn:nl:ui:32-522977 ; http://library.wur.nl/WebQuery/wurpubs/522977.

MLA Handbook (7^th Edition):

Santos Rocha, Jozimo. “Agricultural extension, technology adoption and household food security : evidence from DRC.” 2017. Web. 08 Dec 2019.

Vancouver:

Santos Rocha J. Agricultural extension, technology adoption and household food security : evidence from DRC. [Internet] [Doctoral dissertation]. Wageningen University; 2017. [cited 2019 Dec 08]. Available from: http://library.wur.nl/WebQuery/wurpubs/522977 ; urn:nbn:nl:ui:32-522977 ; urn:nbn:nl:ui:32-522977 ; http://library.wur.nl/WebQuery/wurpubs/522977.

Council of Science Editors:

Santos Rocha J. Agricultural extension, technology adoption and household food security : evidence from DRC. [Doctoral Dissertation]. Wageningen University; 2017. Available from: http://library.wur.nl/WebQuery/wurpubs/522977 ; urn:nbn:nl:ui:32-522977 ; urn:nbn:nl:ui:32-522977 ; http://library.wur.nl/WebQuery/wurpubs/522977

Malmö University

17. Bergöö, Kerstin. Vilket svenskämne? Grundskolans svenskämnen i ett lärarutbildningsperspektiv .

Degree: Malmö University. Culture, Languages and Media (KSM), 2005, Malmö University

URL: http://hdl.handle.net/2043/7211

► Which Swedish? Swedish as a school subject, from the perspective of teacher training describes how a group of future teachers of years 1 to 7… (more)

▼ Which Swedish? Swedish as a school subject, from the perspective of teacher training describes how a group of future teachers of years 1 to 7 of the compulsory school relates to various concepts of the subject Swedish through three courses delivered at the School of Education. The study has the aim of firstly analyzing the students’ construction of the subject of Swedish as taught in school, and secondly to analyse teacher education in Swedish from an institutional point of view. The empirical material is made up of policy documents applicable to teacher education, planning documents written by teachers and texts written by students in the course of their studies, as well as three interviews with each student. The theoretical framework is didactic and socio-constructivist. The history of the subject Swedish is dicussed as a struggle for and against a democratic mother tongue education. The students are critical of the lack of integration, between the theoretical and practical elements of the university education, and between faculties and subjects. In the practical work they miss dialogue around the content of the teaching and long-term planning. The picture they give of teaching based on activities, individual factual research and the reading of literature as individual experiences and skills training – they speak of it as ”an old Swedish subject” – means that they have lost the possibility of discussing how the content of a common project can be generated and analysed in their construction of what they call ”a new Swedish subject”. The strength of the Swedish courses lies in exchange of experience and dialogue around the elements of subject theory and analysis of other teachers’ teaching. Its weakness lies in the lack of connection to the students’ own teaching experiences. The work done at the school of education has neglected the students’ need to learn by teaching and discussion of that teaching. This in turn is consistent with the fact that the school of education’s cooperation with teachers at schools has hardly begun. The thesis finally discusses a possible mother tongue subject for early school years which transcends the view of language ability as a skill, a Swedish subject where language development and the school’s dual tasks of promotion of democracy and knowledge are held together.

Subjects/Keywords: basic skills/social literacies; compulsary school; content; democratic education; dialogue; experience; Karen Gallas; knowledge; language development; literature reading; mother tongue subjects; Olga Dysthe; Pedagogiska gruppen; subject didactics; teacher education

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APA (6^th Edition):

Bergöö, K. (2005). Vilket svenskämne? Grundskolans svenskämnen i ett lärarutbildningsperspektiv . (Thesis). Malmö University. Retrieved from http://hdl.handle.net/2043/7211

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bergöö, Kerstin. “Vilket svenskämne? Grundskolans svenskämnen i ett lärarutbildningsperspektiv .” 2005. Thesis, Malmö University. Accessed December 08, 2019. http://hdl.handle.net/2043/7211.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bergöö, Kerstin. “Vilket svenskämne? Grundskolans svenskämnen i ett lärarutbildningsperspektiv .” 2005. Web. 08 Dec 2019.

Vancouver:

Bergöö K. Vilket svenskämne? Grundskolans svenskämnen i ett lärarutbildningsperspektiv . [Internet] [Thesis]. Malmö University; 2005. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/2043/7211.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bergöö K. Vilket svenskämne? Grundskolans svenskämnen i ett lärarutbildningsperspektiv . [Thesis]. Malmö University; 2005. Available from: http://hdl.handle.net/2043/7211

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

ETH Zürich

18. Björnsen Gurung, Astrid. Indigenous knowledge of storage pest management in Nepal.

Degree: 2002, ETH Zürich

URL: http://hdl.handle.net/20.500.11850/146915

Subjects/Keywords: NACHERNTE-SCHÄDEN, -KRANKHEITEN UND -SCHÄDLINGE (PHYTOMEDIZIN); VORRATSSCHÄDLINGE, HAUSSCHÄDLINGE (ANGEWANDTE ZOOLOGIE); TRADITIONELLES WISSEN + LOKALES WISSEN + INDIGENES WISSEN (ETHNOLOGIE); TRADITIONELLE LANDWIRTSCHAFT; BEKÄMPFUNG VON PFLANZENKRANKHEITEN UND -SCHÄDLINGEN (PFLANZENSCHUTZ); SCHÄDLICHE INSEKTEN + INSEKTEN ALS PFLANZENSCHÄDLINGE; NEPAL (SÜDASIEN). DEMOKRATISCHE BUNDESREPUBLIK NEPAL; POST-HARVEST DISORDERS, DISEASES AND PESTS (PHYTOMEDICINE); STORED PRODUCT PESTS, PEST ANIMALS IN BUILDINGS (APPLIED ZOOLOGY); TRADITIONAL KNOWLEDGE + LOCAL KNOWLEDGE + INDIGENOUS KNOWLEDGE (ETHNOLOGY); TRADITIONAL AGRICULTURE; PLANT PEST CONTROL + PLANT DISEASE CONTROL; NOXIOUS INSECTS + INSECTS AS PLANT PESTS; NEPAL (SOUTH ASIA). FEDERAL DEMOCRATIC REPUBLIC OF NEPAL; info:eu-repo/classification/ddc/300; info:eu-repo/classification/ddc/630; Social sciences; Agriculture

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Björnsen Gurung, A. (2002). Indigenous knowledge of storage pest management in Nepal. (Doctoral Dissertation). ETH Zürich. Retrieved from http://hdl.handle.net/20.500.11850/146915

Chicago Manual of Style (16^th Edition):

Björnsen Gurung, Astrid. “Indigenous knowledge of storage pest management in Nepal.” 2002. Doctoral Dissertation, ETH Zürich. Accessed December 08, 2019. http://hdl.handle.net/20.500.11850/146915.

MLA Handbook (7^th Edition):

Björnsen Gurung, Astrid. “Indigenous knowledge of storage pest management in Nepal.” 2002. Web. 08 Dec 2019.

Vancouver:

Björnsen Gurung A. Indigenous knowledge of storage pest management in Nepal. [Internet] [Doctoral dissertation]. ETH Zürich; 2002. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/20.500.11850/146915.

Council of Science Editors:

Björnsen Gurung A. Indigenous knowledge of storage pest management in Nepal. [Doctoral Dissertation]. ETH Zürich; 2002. Available from: http://hdl.handle.net/20.500.11850/146915

19. Karimi, Maral. The Political Communications of Iranian Green Resistance Movement of 2009: A Critical Discourse Analysis.

Degree: MA -MA, Interdisciplinary Studies, 2016, York University

URL: http://hdl.handle.net/10315/32176

► In 2009 Iran witnessed the Green Movement, a popular uprising that challenged the status quo of the socio-political structures of the Islamic Republic. In this… (more)

Subjects/Keywords: Middle Eastern studies; Critical discourse analysis; Critical theory; Jorgen Habermas; Theory of communicative action; Anthony Giddens; Theory of Structuration; Social Structures; Social Action; Communicative Rationality; Public Sphere; Mass Media; Ideal Speech; Critical Reflection; Strategic Action; Systematically Distorted Communication; Dramaturgical Action; Iranian Green Movement; Iranian Studies; Iranian Politics; Mir Hossein Mousavi; Mehdi Karoubi; Zahra Rahnavard; Iranian Reform Movement; Iranian Intellectuals; Iranian History; Arab Spring; Social Media in Mass Movements; Democratic uprising; Middle Eastern Democratic movements; Truth; Sincerity; Legitimacy; Comprehensibility; Mutual understanding; Communication distortion; Media studies; Power relations in language; Emancipation from forces of domination; Mass media in mobilization; Mass mobilization; Reflextive monitoring of action; Structuration; Duality of structure; Interpretive schemes; Structures of legitimation; Structures of domination; Structures of signification; Dialectic of control; Rules and resources; Lifeworld; Steering media; Shared background knowledge; Ideological regimes; Islamic ideology; Theocratic regimes; Iranian Supreme leader; The Guardian Council of Iran; Ayatollah Khameneyi; Abdolkarim Soroush; Mojtahed Shabestari; Yousefi Eshkevari; Mohsen Kadivar; Mahmoud Ahmadi Nejad; Hegemonic regimes; linguistic manifestation of ideology; Frankfurt school; Iranian Public Sphere; Religious Intellectuals of Iran; Religion in the Public Sphere; Virtual Public Sphere in Iran; Dust and Dirt; Green Political Movement of Iran; Green Wave; Twitter Revolution; Social Media Studies; YouTube data; Media studies; Communication and politics; History of social media; Middle eastern politics; Religious democracy; Ayatollah Khomeini; Iranian Revolution; Iranian Constitutional Revolution; White Revolution; Pahlavi Dynasty; Women's rights; Discrimination against women; Iranian Civil society; Women's rights in Iran; One million signature campaign in Iran; Change for equality campaign in Iran; Human rights; Human rights in Iran; Iranian women; Iranian feminism; Women's struggle in Iran; Political discourse; Public discourse; Public communication; Political communication; Discourse analysis; Hermeneutics; Leaders of the green movement; Mohammad Khatami; Iranian Judicial System; Khatami's Twin Bills; Demise of green movement; Failure of green movement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Karimi, M. (2016). The Political Communications of Iranian Green Resistance Movement of 2009: A Critical Discourse Analysis. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/32176

Chicago Manual of Style (16^th Edition):

Karimi, Maral. “The Political Communications of Iranian Green Resistance Movement of 2009: A Critical Discourse Analysis.” 2016. Masters Thesis, York University. Accessed December 08, 2019. http://hdl.handle.net/10315/32176.

MLA Handbook (7^th Edition):

Karimi, Maral. “The Political Communications of Iranian Green Resistance Movement of 2009: A Critical Discourse Analysis.” 2016. Web. 08 Dec 2019.

Vancouver:

Karimi M. The Political Communications of Iranian Green Resistance Movement of 2009: A Critical Discourse Analysis. [Internet] [Masters thesis]. York University; 2016. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10315/32176.

Council of Science Editors:

Karimi M. The Political Communications of Iranian Green Resistance Movement of 2009: A Critical Discourse Analysis. [Masters Thesis]. York University; 2016. Available from: http://hdl.handle.net/10315/32176

North Carolina State University

20. Newville, Sandra. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.

Degree: EdD, Adult and Community College Education, 2007, North Carolina State University

URL: http://www.lib.ncsu.edu/resolver/1840.16/3991

► This study describes the framework that artists use to create works of art that foster emancipatory responses in viewers. Then it relates that framework to… (more)

▼ This study describes the framework that artists use to create works of art that foster emancipatory responses in viewers. Then it relates that framework to adult educators creating emancipatory learning experiences for their students. It uses phenomenological methods, involving participants as co-researchers in in-depth interviews, prolonged engagement and frequent member checks, to explore the artists' direct experience with the phenomenon. The conceptual framework for this study is found in John Dewey's (1934) Art and Experience with his definition of experience as the interaction of the self and the world, and Herbert Marcuse's (1978) Aesthetic Dimension and his concept of rebellious subjectivity. The theoretical framework rests on critical adult education theory, specifically, critical pragmatism. The study analyzes the philosophical framework, practice, and process of six artists whose paintings promoted an emancipatory response in the researcher. Three themes emerged as significant: 1) thinking and painting; 2) knowing yourself; and 3) trusting the process. "Thinking and painting" describes the complexity of artistic thinking. It involves the dynamics of feeling, seeing beyond the surface and thinking in a way that is open-ended, open to possibilities rather than being pre-planned. "Knowing yourself" is where emancipation happens. It involves knowing why we feel the way we do, the need to keep evolving and growing, being true to the heart and desire to be original, to create something new. "Trusting the process" explores imaginative power. It involves having intentions but not outlining outcomes, problem-solving in context of the whole, and staying spontaneous, allowing things to happen. The study relates the artists' themes to adult educators in an analysis of the connections between art and emancipation, consideration of emancipatory values, learning how to act from what we feel, and how to use the artists' process in our own experiences. It adds to an understanding in the discourse of why and how art is emancipatory and lays a foundation for further research in educators' self reflection, applications to emancipatory practice, methodology, curriculum, evaluation and the development of new ways of teaching and learning. Advisors/Committee Members: Dr. Colleen Aalsburg Wiessner, Committee Co-Chair (advisor), Dr. John M. Pettitt, Committee Co-Chair (advisor), Dr. Diane D. Chapman, Committee Member (advisor), Dr. Richard E. Peterson, Committee Member (advisor).

Subjects/Keywords: critical subjectivity; artists? process; emancipatory education; Dewey; diversity of knowing; The Aesthetic Dimension; adult education; abstract knowledge; worldviews; knowledge construction; knowing yourself; John Heron; John Dewey; artistic transcendence; artistic thinking; perceptual function; open-ended thinking; organic perspective; painting; critical consciousness; creativity; presentational knowing; pragmatism; practical mode; teaching from the heart; teaching by feeling; tacit knowledge; artistic intelligence; intuitive cognition; interpersonal intelligence; interaction of self and world; integration of self and world; integrated knowing; integral experience; inertia of habit; imagination; artist educator; art and reason; practical knowing; art and emancipation; Art and Experience; affect; affective mode; agency; analytic aesthetics; art; direct experience; democratic classrooms; Csikszentimihalyi; critical theory; conceptual mode; contextual learning; continuous reflection; phenomenology; phenomenological aesthetics; ways of seeing; whole person; whole person knowing; ways of knowing; unmediated experience; unified ways of knowing; aesthetic ways of knowing; aesthetic experience; trusting the process; The Art of Seeing; thinking and feeling; thinking and painting; thinking beyond reason; transcendental function; transformative learning; subjectivity; subjective reality; ruptura; relational knowing; reflection; rebellious subjectivity; propositional knowing; rational thinking; rational ways of knowing; objective reality; Marcuse; knowledge creation; imaginal mode; Herbert Marcuse; feeling; experiential knowing; emotional function; emotion; emancipatory experience; emancipatory learning; emancipatory values; perspective transformation; dynamics of feeling; critical reflection; critical creativity; critical pragmatism; cognitive function; centered knowing; authentic voice; authentic knowing; authentic experience; arts-based research; artists; artistic ways of knowing

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APA (6^th Edition):

Newville, S. (2007). Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Thesis, North Carolina State University. Accessed December 08, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Web. 08 Dec 2019.

Vancouver:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2019 Dec 08]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

21. Stasko, Carly. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.

Degree: 2009, University of Toronto

URL: http://hdl.handle.net/1807/18109

►

This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of… (more)

Subjects/Keywords: media literacy; critical literacy; holistic education; culture jamming; consciousness; high school; alternative; rave; Madvertisement; Media Collective; Hodgkin's Lymphoma; qualitative research; semiotics; community center; holistic philosophy; transformation; philosophy of education; cancer survivor; school commercialism; english; alienation; public pedagogy; poetry; hip hop; underground; self-publishing; independent media; environment; internet; ecology; democratic; post-traumatic stress; hacking; holistic pedagogy; digital media; consumer culture; commercialism; graffiti; decolonize; advertising; youth marketing; sexism; embodied healing; personal professional knowledge; immune system; expression; white blood cell; street art; decolonizing; holistic pedagogy; public art; personal professional knowledge; ecology; mass media; body image; spirituality; wellness; embodied learning; embodied wisdom; awareness; relationship; meditation; visualization; communication; Billboard Liberation Front; signification; courageous vulnerability; youth; Youth Media Literacy Project; critical; Chinese Medicine; Qi Gong; holistic media literacy; obsolescence; interconnection; meta-cognitive; Kalle Lasn; transformative learning; critical viewing; critical pedagogy; integration; curriculum; teaching; subvertising; learning; positive psychology; interpretation; Megan Boler; narrative; medium; production; dancing; representation; expression; Youth Media Literacy Project; resistance; cognitive re-framing; subversion; Negativeland; reclaiming; philosophy; narrative inquiry; education; reading; alternative education; Fierce Light; students; university; No Logo; Situationists; Naomi Klein; menstruation; storytelling; experience; writing; language; emotional; physical; facebook; psychological; Guy Debord; Association for Media Literacy; grassroots; felt-sense; stories; performance; grounded authentic expression; perspective; visual culture; youtube; chemotherapy; visuality; deconstruction; women's studies; Media Education Foundation; détournement; Reclaim the Streets; movement; spectatorship; passive; medicine; social justice; arts-informed research; subway party; gratitude; guerilla; post-modern; media activism; mindshare; complex symbolic activity; CBC radio; art; Toronto; pre-service; students; oncology; fashion; healing spiral; Adbusters; sub-culture; feminism; podcast; Trevor Norris; street theater; holistic learning; medical language; inter-personal; film; David Buckingham; Renee Hobbs; training; Paulo Friere; John Dewey; political theater; Sut Jhally; Media Education Foundation; Douglas Kellner; Princess Margaret Hospital; play; Robert McChesney; Action Coalition for Media Education; Mediacs; Association for Media Literacy; Toronto District School Board; Ontario Ministry of Education; Marshall McLuhan; Susan Sontag; Jennifer Sandlin; cure; improvisation; symbolic creativity; Evolutionary Healing; Paul Willis; pop culture; media collective; Barry Duncan; Kathleen Tyner; Carly Stasko; Girls Who Bite Back; art therapy; Next Wave Cultures; zine; Imagitate the State; Intrinsik; interacting narratives; digital storytelling; technology; tactical media; public space; science; creativity; empowerment; 0727; 0708; 0453; 0273; 0279; 0515; 0516; 0733; 0998; 0680; 0530; 0092; 0525

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Stasko, C. (2009). A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18109

Chicago Manual of Style (16^th Edition):

Stasko, Carly. “A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.” 2009. Masters Thesis, University of Toronto. Accessed December 08, 2019. http://hdl.handle.net/1807/18109.

MLA Handbook (7^th Edition):

Stasko, Carly. “A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.” 2009. Web. 08 Dec 2019.

Vancouver:

Stasko C. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/1807/18109.

Council of Science Editors:

Stasko C. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18109

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Open Access Theses and Dissertations