DOCSLIB.ORG

Copyright by Raul Olmo Fregoso Bailon 2015

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Copyright by Raul Olmo Fregoso Bailon 2015 Copyright By Raul Olmo Fregoso Bailon 2015 The Dissertation Committee for Raul Olmo Fregoso Bailon certifies that this is the approved version of the following dissertation: The Philosophy of Liberation of The Bolivarian Education System Committee: __________________________________ Noah De Lissovoy, Supervisor __________________________________ Keffrelyn Brown __________________________________ Paul R. Carr __________________________________ César A. Salgado __________________________________ Luis Urrieta, Jr. The Philosophy of Liberation of The Bolivarian Education System by Raul Olmo Fregoso Bailon, BA, BA, M.S. Dissertation Presented to the Faculty of the Graduate School of the University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin December 2015 We must either invent or err, Simón Rodríguez Pancho Villa quemaba todas las riquezas de los hacendados excepto los pianos, y no porque supiera tocar, sino porque los destinaba a las escuelas… Dedication To my parents, rural teachers, normalistas, who reclusively raised three children; to Alejandra, compañera que merece todo; to Luvina and her little brother, Lucio Emiliano; to my sisters, Adonicam, Jagguit and their families; to Pepillo, July and their family. Acknowledgements Thank you so deeply from my heart to the professors that supported me throughout this academic process. Dr. Noah De Lissovoy, I am so grateful to you for all your help since you supported me a lot in doing this in a foreign country; without your patience I could not have achieved this, the most important goal for all my extended family; I will grateful to you always, really… I want to thank my committee members (in alphabetical order by last name), Dr. Keffrelyn Brown, Dr. Paul R. Carr, Dr. César A. Salgado and Dr. Luis Urrieta, Jr. from whom I have learned a lot about life itself. Thank you so deeply from my heart. I want to thank Dr. Sheila Shannon for all her support and inspiration as well as Dr. Angela Valenzuela for all her generosity. I really appreciate the help from Dr. Deb Palmer, M.Ed. Alicia Zapata, Dr. Cinthia Salinas, M.Ed. Lucy Camarillo-May, Dr. Douglas Foley and Dr. Adam Coon and his family. Dear Gilberto Lara and María Leija, thank you so much for everything. Dear hermano Juan Figueroa, thank you so much. I could not have done this without you all help; I will be always grateful to you all from the bottom of your heart. v The Philosophy of Liberation of The Bolivarian Education System by Raul Olmo Fregoso Bailon, PhD The University of Texas at Austin, 2015 SUPERVISOR: Noah De Lissovoy The purpose of this work is to explore the philosophical foundations of the Bolivarian education system. By studying the intellectuals from which the Bolivarian education system has been built, such as Simón Bolívar and Simón Rodríguez along with the national official curricula from the Bolivarian Republic of Venezuela, several questions are addressed in this dissertation: What is the philosophical basis of the Bolivarian education system? Subquestions: a) How can Enrique Dussel’s philosophy of liberation help us understand the cultural, political, and epistemological orientation of the Bolivarian education system?; b) What philosophical possibilities does the Bolivarian education system suggest for the philosophy of critical pedagogy? A philosophical analysis was performed using the coloniality of power perspective (Quijano & Wallerstein, 1992a, 1992b; Quijano, 2000a and 2000b) and the philosophy of liberation (Dussel, 1980, 1978, 1990, 1996, 2007, 2009). The findings of this study suggest that vi there is an historical path of a philosophy of education from Latin America silenced by the dominant thought throughout history; that is, there is a Bolivarian philosophy of education rooted in Simón Bolívar, Simón Rodríguez and other Latin American intellectuals that can enrich critical pedagogy. Some components regarding national curricula, contents, learning projects and didactic materials related to the philosophy of education for the second and definitive independence of Latin America are discussed. vii Table Of Contents List Of Tables………………………………………………………………………………... xiii List Of Figures………………………………………………………………………………. xiv Chapter One: Introduction…………………………............................................................... 1 Background………………………………………………………………………….. 1 Statement Of The Problem…………………………………………………………. 6 Venezuela Before Chávez…………………………………………………… 7 Hugo Chávez And The Impact Of The Socialism Of The 21st Century…… 12 Bolivarian Revolution And Other Factors………………………………….. 18 Bolivarian Education And Critical Pedagogy…………………………......... 23 Research Questions……………………………………………………………......... 28 Why Elementary Education?....................................................................................... 30 Chapter Two: Review Of The Literature And Theoretical Framework……………………. 34 Literature Review …………………………………………………………………… 34 The Education Of The Socialism Of The 21st Century In The Bolivarian Republic Of Venezuela……………………………………………………… 34 Higher Education In Context……………………………………….. 34 Elementary Education………………………………………………. 37 Literature On Official National Curriculum Frameworks………………….. 45 Theoretical Framework……………………………………………………………. 49 Coloniality Of Power………………………………………………………. 51 Postcolonial Theory………………………………………………………… 52 Notions Of Coloniality……………………………………………………… 54 Further Scholarship On Education And Decolonization……………………. 64 Philosophy Of Liberation: Enrique Dussel’s Contribution To The Construction Of Philosophy From The Third World……………………….. 68 viii Philosophy Of Liberation’s Hypothesis……………………………. 69 Important Conceptual Categories of Dussel………………………… 71 Context And Critics On Coloniality Of Power…………………...... 82 Conclusion………………………………………………………………………….. 86 Chapter Three: Methodology……………………………………………………………….. 88 Methods And Techniques To Do Qualitative Research…………………………….. 89 The Specific Methodology Of This Study………………………………………….. 91 Analectics…………………………………………………………………… 92 Xirau’s Use Of Images And The Search For “The Presence” To Grasp Philosophy…………………………………………………………………… 95 Criteria And Documents To Be Analyzed In Order To Grasp The Philosophical Basis Of The Bolivarian Education System…………………….………………………………………………………… 101 The Theoretical Documents………………………………………………………… 104 Simon Bolívar’s Carta De Jamaica (Jamaica Letter)……………………… 107 Simón Bolívar’s Discurso De Angostura (Angostura Address)……………. 111 Simon Rodríguez’s Sociedades Americanas (American Societies) And Luces Y Virtudes Sociales (Lights And Social Virtues)………………. 113 ix The Curricular Documents…………………………………………………….......... 117 The Bolivarian Curricular Documents In Context………………………….. 118 The Document “The National Bolivarian Curriculum”…………………….. 125 The Document “The Bolivarian Elementary School Subsystem’s Curriculum”. ……………………………………………………………….. 127 The Document “Education Planning In The Basic Education Subsystem”……………………………………………………………......... 131 The Textbook For Sixth Grade “Venezuela And Its People, Social Sciences For Sixth Grade”……………………………………………………………. 133 Conclusion……………………………………………………………………........... 138 Chapter Four: The Theoretical Documents………………………………............................. 140 Introduction…………………………………………………………………….......... 140 Bolívar, Colonialism, Independence And Education………………………………... 142 Historical Context………………………........................................................ 142 Jamaica Letter…………………...................................................................... 143 From Personal Letter To A State Paper……………………………… 143 From “Tributary Suburbs” To The Jamaica Letter…………….......... 145 Angostura Address…...................................................................................... 148 Colonialism As A Point Of Departure……………………………….. 149 Education As The Basis Of Bolívar’s Political Philosophy Of The State..................................................................................................... 153 Morality Y Lights............................................................................... 157 The Republic’s Moral Power............................................................. 166 Bolívar And His Philosophy Of Education To Gain Independence………… 168 Simón Rodríguez And Education As A Means To Transform Societies Into Republics..................................................................................................................... 176 Contextualization Of Sociedades Americanas And Luces Y Virtudes Sociales As Rodríguez’s Comprehensive Work…………………………….. 177 x Notions Regarding The Connection Between Colonialism- Capitalism In Latin America………………………………………. 181 Originality As A Philosophical Need……………………………… 186 Independence In Order To Found Republics………………………. 190 Social Economy And Popular Education………………………….. 195 Simon Rodriguez, A Poet In The Field Of Education……………………….. 200 Conclusions…………………………………………………………………………. 204 The Bolivarian Thought On Education And The Contemporary Venezuelan Political And Educational Context………………………………………….. 204 Contemporary Political And Educational Implications In Venezuela………. 208 Chapter Five: The Curricular Documents…………………………………………………… 211 Introduction ………………………………………………………………………… 211 The National Bolivarian Curriculum……………………………………………….. 213 Simón Rodríguez And Bolívar In The National Bolivarian Curriculum……. 215 Simón Rodríguez In The National Bolivarian Curriculum…………. 215 Bolívar In The National Bolivarian Curriculum…………………….
Load more

Recommended publications
  • Bowl Round 3
    IHBB Alpha Bowl 2017-2018 Bowl Round 3 Bowl Round 3 – Middle School First Quarter (1) This region is the setting of the later parts of the novel Resurrection. Sonya Marmeladova travels to this region near the end of Crime and Punishment. For ten points, name this vast region crossed by a namesake railroad, to which Raskolnikov is exiled to complete a sentence of eight years of hard labor in Eastern Russia. ANSWER: Siberia (prompt on (Eastern) Russia) (1) Workers in this industry demanded fair railroad rates after organizing as the Grange. Dolores Huerta coined the slogan “si, se puede,” which was used by a union in this industry led by Cesar Chavez. For ten points, name this industry whose workers migrated to California to escape the Dust Bowl, despite claims that its plowing would lead to rain. ANSWER: agriculture (accept farming and other equivalents) (2) This symbol, whose name derives from Sanskrit for “auspicious,” was used by the Thule Society, which supported the DAP, or German Worker’s Party. For ten points, name this four-armed symbol, common in numerous religious traditions, that was adopted by the Nazi Party. ANSWER: swastika (accept tetraskelion; accept hakenkreuz or hooked cross; accept fylfot; accept tetragammadion; do not accept or prompt on cross alone) (3) An alliance of these organizations formed a trading league in the Baltic Sea called the Hanseatic League. Some members of these organizations progressed from apprentices to journeymen to master craftsmen. For ten points, name these town-based medieval associations of merchants and skilled laborers. ANSWER: guilds (4) At the Orontes River, this ruler fought the Hittite King Muwatallis in the largest chariot battle in history.
    [Show full text]
  • View the Manual
    Game Manual Libertad o Muerte! - Rules 1 CONTENTS 1.- INTRODUCTION 2.- INSTALLATION 3.- MAIN MENU 4.- NEW GAME 5.- INSIDE THE GAME 6.- THE MAP 7.- THE UNITS 8.- GAME PHASES 9.- LAND MOVEMENT 10.- LAND COMBAT 11.- NAVAL MOVEMENT 12.- NAVAL COMBAT 13.- SIEGES 14.- CARDS 15.- MAINTENANCE 16.- PURCHASES AND REPLACEMENTS 17.- PBEM 18.- SECONDARY MENU 19.- WINNING THE GAME 20.- APPENDICES 21.- TIMELINE 22.- CREDITS 1.-INTRODUCTION Libertad o Muerte! is a historical strategy computer game that represents the wars of Independence of the Latin American Spanish colonies. In Libertad o Muerte! players can take the role of the Patriots, fighting for their freedom, Libertad o Muerte! - Rules 2 or that of the Royalists, trying to change history and keep that great empire under Spanish control. The game starts on 1810 and it can reach 1825 in the bigger scenario. 1.1 Features and concept of Libertad o Muerte!. - Turn based game, eah turn divided in several phases : - Card Draw - Reinforcements - Income - Maintenance - Purchase - Naval Movement - Naval Combat - Land Movement - Land Battle - Siege - Placement of new units - Replacements - End of Turn - Two decks of cards, one for each player. - Great Map divided in areas 1.2 Game Scale The units in Libertad o Muerte! represent regiments or batallions for land units, each naval unit is a ship and the main historical leaders have their own unit. 2.-INSTALLATION 2.1 Downloading and Installing Libertad o Muerte! - Rules 3 The game is installed through digital download (from Avalon-Digital site or from Steam). Once you have purchased the game you will receive a serial number.
    [Show full text]
  • VHSL Regular Season Round #9
    VHSL Regular Season Round 24 First Period, Fifteen Tossups 1. This novel's protagonist empties a spittoon on a man whom he confuses for a person that gave him false letters of recommendation. The protagonist of this novel listens to Homer Barbee, after which the protagonist is mistaken for Rinehart and ends up fighting with Lucius Brockway. This novel ends with a riot in Harlem because of Tod Clifton's death. For 10 points, name this novel that contains the scene "Battle Royal" and features Brother Jack of the Brotherhood, whose anonymous title character was created by Ralph Ellison. ANSWER: Invisible Man [do not accept "The Invisible Man"] 033-09-2-09101 2. Neil Bartlett created the hexafluoroplatinate (HEX-uh-FLOOR-oh-PLAT-in-ate) of one element in this family, which was the first compound using a member of this family to violate the octet rule. The only known radioactive element in this family is the leading cause of lung cancer to non-smokers. These elements are defined as having a full electron shell, leading to their relative inertness. For 10 points, name this group found at the extreme right of the Periodic Table, which includes xenon and radon. ANSWER: noble gases [or Group 18; or Group VIIIA (eight-A); or inert gases before "inertness"] 003-09-2-09102 3. One character in this play claims that another character "doth teach the torches to burn bright." This play is set in a place ruled by Prince Escalus, whose relative, Count Paris, wants to marry one of the title characters.
    [Show full text]
  • Simón Bolívar's Rhetoric and Reason
    Framing Revolution: Simón Bolívar’s Rhetoric and Reason Author: James Newhouse Persistent link: http://hdl.handle.net/2345/bc-ir:104151 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2015 Copyright is held by the author, with all rights reserved, unless otherwise noted. Boston College Department of History Framing Revolution: Simón Bolívar’s Rhetoric and Reason An Undergraduate Honors Thesis By James Newhouse The Honors Program April 2015 Thesis Advisor: Professor Sylvia Sellers-García Acknowledgements When I submitted my Thesis proposal last spring, I could not have imagined how much help I would receive along the way. Given space constraints, I will not be able to call out every individual that has helped me along this process. Despite that, there are a few people that I will single out. Without them this thesis would not have existed. First and foremost, I would like to thank my advisor, Professor Sylvia Sellers-García. My love for and interest in South American historical texts began in her Travelers in Latin America class. Since that time, I have consistently relied on her for information, advice, and good conversation. I am incredibly grateful for her guidance over the past year, as well as her constant willingness to meet with me and discuss my progress. I am also very grateful to the Boston College academic community and the History department as a whole. Professor Penelope Ismay provided an encouraging and at times calming perspective during the fall semester. Research librarian Elliott Brandow always knew where to find the source for which I was looking, no matter how obscure it was.
    [Show full text]
  • Simon Bolivar Biography
    Simon Bolivar Biography Simon Bolivar (1783 – 1830) was a Venezuelan military and political leader who was instrumental in helping Latin American countries achieve independence from the Spanish Empire. During his lifetime, he helped countries, such as Venezuela, Colombia, Ecuador, Peru and Bolivia to independence. Bolivar also helped lay the foundations of democracy in Latin America – serving as president from 1819 to 1830 of the Hispanic-American republic known as Gran Colombia. Simon Bolivar was born July 1783, in Caracas, Venezuela to wealthy aristocratic parents in Venezuela. His parents died when he was young, and he was largely brought up by his nurse, family friends and a series of instructors and educators. One of the most influential of his teachers was Don Simon Rodriguez, who taught the young Bolivar about the ideals of liberty, enlightenment and freedom. Bolivar became enamoured of the ideals and vision of the American and French revolutions which took part during his lifetime. Later as president of the Gran Colombia, he sought to imitate some of these democratic ideals and create a federation of Latin American states. In 1804, Bolivar was in Paris and witnessed the coronation of Napoleon. Bolivar was impressed and felt that Latin America needed a similar strong leader. When he was 14, his mentor Rodriguez had to flee the country because he was under suspicion of plotting against the Spanish rulers. Bolivar entered a military academy Milicias de Veraguas – where he developed a passion for military strategy. In 1802, whilst he was in Madrid continuing his education, he married Maria Rodriguez. However, shortly after they both returned to Venezuela, she died from yellow fever.
    [Show full text]
  • Chavez Presents Boli
    xviii FURTHER READING STUDIES ON BOLIVAR AND INDEPENDENCE Brown, Matthew, Adventuring Through Spanish Colonies: Sifnon BoUvar, Foreign Mercenaries and the Birth of New Nations (Liverpool: Liverpool University Press, 2006) Conway, Christopher Brian, The Cult of BoUvar in Latin Aincricati Literature (Gainesville: University of Florida Press, 2003) Davies, Catherine, Claire Brewster and Hillary Owen, South Anicricati Independence: Gender, Politics, Text (Liverpool: Liverpool University Press, 2006) Earle, Rebecca, Spain and the Independence of Colombia (Exeter: University of Exeter Press, 2000) Lynch, John, Latin American Revolutions 1808-1826 (Norman: University of Oklahoma Press, 1994) Murray, Pamela, For Glory and BoUvar: The Remarkable Life of Manuela Saenz (Austin: University of Texas Press, 2008) f CHRONOLOGY 1783 24 July: Simon Jose Antonio de la Santisima Trinidad Bolivar y Palacios bom in Caracas. 1799-1802 Bolivar visits and lives in New Spain (Mexico), Spain and France. 1802 26 May: Bolivar marries Maria Teresa Rodriguez del Toro in Madrid. 1803 22 January: Maria Teresa Rodriguez del Toro dies in Caracas. 1803-1807 Bolivar travels to Spain, France, Italy and the USA. 1810 19 April: Caracas rebels against colonial mle and deposes Captain-General. New junta governs, autonomously, in the name of deposed King Femando VII. Bolivar travels to London as part of Venezuelan mission seeking recognition of its independence (returns to Venezuela in December). r k X X C H R O N O L O G Y 1811 5 July: Elected Venezuelan Congress declares independence. Beginning of First Republic. 1812 26 March: Earthquake in Caracas. 6 July: Bolivar abandons Puerto Cabello. 31 July: Bolivar complicit in arrest of Francisco de Miranda.
    [Show full text]
  • The Formative Platform of the Congress of Panama (1810–1826): the Pan-American Conjecture Revisited Revista Brasileira De Política Internacional, Vol
    Revista Brasileira de Política Internacional ISSN: 0034-7329 [email protected] Instituto Brasileiro de Relações Internacionais Brasil de la Reza, Germán A. The formative platform of the Congress of Panama (1810–1826): the Pan-American conjecture revisited Revista Brasileira de Política Internacional, vol. 56, núm. 1, 2013, pp. 5-21 Instituto Brasileiro de Relações Internacionais Brasília, Brasil Available in: http://www.redalyc.org/articulo.oa?id=35827889001 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative ARTIGO The formative platform of the Congress of Panama (1810–1826): the Pan-American conjecture revisited A plataforma formativa do Congresso do Panamá (1810–1826): a conjectura Pan-americana revisitada GERMÁN A. DE LA REZA* Rev. Bras. Polít. Int. 56 (1): 5-21 [2013] Introduction A large number of historians attribute Pan-American designs to the Amphyctionic Congress of Panama.1 One ramification of this assumption consists in making Simón Bolívar’s opposition to US participation dependent solely on specific conditions.2 In most cases, it concentrates on the process surrounding the calling of the Amphyctionic Congress, in particular the invitation strategy of the Vice-President of Gran Colombia, Francisco de Paula Santander, eliminating the importance of prior stages in their function as formative platforms for Bolivarian unionism.3 The other current of historians sustain a different perspective: the confederative project was essentially Latin American.4 * National Researcher, Level III, of Metropolitan Autonomous University of Mexico ([email protected]) 1 This position has been defended by, among others, Lockey (1927), Guerra (1946), Whitaker (1954), Caicedo (1961), Bernstein (1961), Castillo (1972), and Bingham (1976).
    [Show full text]
  • Bolivar American Liberator 1St Edition Free Download
    FREE BOLIVAR AMERICAN LIBERATOR 1ST EDITION PDF Marie Arana | 9781439110201 | | | | | Simon Bolivar, The Liberator and Revolutionary Hero Who Freed South America | Ancient Origins Simon Bolivar was a Venezuelan military and political leader who is remembered primarily for leading revolutions in Latin America against the Spanish Empire. Additionally, Peru and Bolivia gained their independence thanks to Bolivar. He was the son of a Venezuelan aristocrat of Spanish descent and hailed from a family that had both wealth and status. Bolivar lost his parents at a young age, his father died when he was three years old and his mother six years later. As a consequence, he was raised by his uncle who hired tutors to educate the boy. One of these tutors was Simon Rodriguez, who was an admirer of the Enlightenment and introduced the young boy to the concepts of liberty and freedom. At the age of 16, Bolivar was sent to Spain to complete his education. It was during this time that he met Maria Rodriguez, the daughter of a Spanish nobleman. The pair got married in and returned to Venezuela in the same year. In Paris, Bolivar met his former tutor Rodriguez, who had been forced to flee Venezuela in on suspicion of plotting to overthrow the yoke of Spanish colonial rule in Latin America. InBolivar returned to Venezuela, and a year later, the independence movement in Latin America was launched. The Spanish settlers of Latin America saw Napoleon's invasion of Spain Bolivar American Liberator 1st edition an opportunity to sever their ties with the mother country.
    [Show full text]
  • Bolivar Quest for Gl
    310 POLITICAL FAILURL TO POSTMORTEM GLORY In a recent commentary on the Liberator s continuing influence, Larry Rohter {Montreal Gazette, August 8, 2000) asked a simple yet complex ques tion, "Which Bolivar?""There is one Bolivar, for instance, who praised de mocracy as 'the most sacred source' of power, but there is also another who once proclaimed that 'necessity recognizes no laws.' One Bolivar admired George Washington as the ideal 'citizen-hero' who 'fills my bosom with emulation,' while another famously and bitterly remarked that 'the United States seems destined by providence to plague Latin America with misery in the name of liberty.' [Venezuelan President] Chavez describes himself as a disciple of Bolivar, and some of his more ardent followers have gone so far as to suggest he is the'reincarnation of the Liberator.' But his vision of Bolivar is one'very much adapted to his own purposes,' said Jesus Sanoja Hernandez, a prominent political commentator here." Guillermo Moron, a leading Venezuelan historian, pointed up the same contradiction. The Bolivar that Chavez "likes is the one who centralized power," said Moron. "The Bolivar that the opposition likes, in contrast, is the one who respected the law, consulted even his enemies and tried to create an impartial system of justice for all." At different points in his event ful life. Bolivar did indeed act in contradictory, sometimes destructive ways, but he remained ever mindful of his quest for glory. In 1983 UNESCO published a volume that included "Bolivar's Procla mation to the Soldiers of the United Army of Liberation in Pasco on July 29, 1824." He delivered the speech a few days before the decisive battles of Junin and Ayacucho.
    [Show full text]
  • Bowl Round 3 Bowl Round 3 First Quarter
    NHBB B-Set Bowl 2017-2018 Bowl Round 3 Bowl Round 3 First Quarter (1) This ruler gained control of Burgundy in the Treaty of Madrid shortly after defeating his rival at Pavia. He won the Battle of Muhlberg against the Schmalkaldic League while attempting to halt the Reformation in Germany, but eventually allowed for some religious autonomy in the Peace of Augsburg. This ruler summoned Martin Luther to the Diet of Worms. For ten points, name this 16th century monarch who served as both King of Spain and Holy Roman Emperor. ANSWER: Charles V, Holy Roman Emperor (accept Carlos I of Spain or Charles I of Spain, but don't prompt on Charles I alone; prompt on Charles or Carlos) (2) An aristocrat boards a train bound for this region to follow the woman he loves, a prostitute who was tricked into giving a womanizing merchant a lethal dose of arsenic. This region is the setting of the later parts of the novel Resurrection. Sonya Marmeladova travels to this region near the end of Crime and Punishment. For ten points, name this region to which Raskolnikov is exiled to complete a sentence of eight years of hard labor. ANSWER: Siberia (prompt on (Eastern) Russia) (3) Production ceilings in this industry were upheld in Wickard v. Filburn. Workers in this industry demanded fair railroad rates after organizing as the Grange. The US imported labor for this industry via the Bracero Program. Dolores Huerta coined the slogan \si, se puede," which was used by a union in this industry led by Cesar Chavez.
    [Show full text]
  • Adapting the Full-Range Leadership Model to the Study of Political Leaders Across Time and Regime Type: a Case Study of Venezuela
    Adapting the full-range leadership model to the study of political leaders across time and regime type: a case study of Venezuela Natasha Lindfield A thesis in fulfilment of the requirements for the degree of Doctor of Philosophy School of Business May 2018 THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Lindfield First name: Natasha Other name/s: Abbreviation for degree as given in the University calendar: PhD School: School of Business, UNSW ADFA Faculty: N/A Title: Adapting the full-range leadership model to the study of political leaders across time and regime type: a case study of Venezuela Abstract 350 words maximum: The political science discipline lacks a comprehensive model of leadership through which to conduct the systematic analysis of political leaders. This is surprising given the critical impact that political leaders have on all sectors of society. The management discipline, however, has multiple leadership models that could be adapted for the analysis of political leaders. This thesis addresses the absence of a systematic model of leadership in the study of political leaders by modifying the full- range leadership model utilised in management studies. When this model is applied in the realm of political science it facilitates analysis of both different styles of political leadership and the influence of political regime type in enabling or constraining leadership behaviour. This thesis also adopts a defining moments lens to provide focus for data collection. Such a lens has been utilised by other studies of leadership in the private sector. However, its application in political science is undeveloped.
    [Show full text]
  • US Views of Bolivar and His Spanish America
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The University of Utah: J. Willard Marriott Digital Library IN THE EYES OF THE EAGLE: U.S. VIEWS OF BOLÍVAR AND HIS SPANISH AMERICA by Kyle Futrelle A thesis submitted to the faculty of The University of Utah in partial fulfillment of the requirements for the degree of Master of Arts Department of History The University of Utah May 2012 Copyright © Kyle Futrelle 2012 All Rights Reserved The University of Utah Graduate School STATEMENT OF THESIS APPROVAL The thesis of Kyle Futrelle has been approved by the following supervisory committee members: Edward Davies , Chair 3/16/2012 Date Approved Ray Gunn , Member 3/16/2012 Date Approved Susie Porter , Member 3/16/2012 Date Approved and by Isabel Moreira , Chair of the Department of History and by Charles A. Wight, Dean of The Graduate School. ABSTRACT This thesis deals with the United States perception of Simón Bolívar, the liberator of six South American republics. Heralded today as a hero, in his lifetime, Bolívar endured a barrage of criticism from United States diplomats and other public figures who saw him as power hungry and monarchical in his designs. Diplomatic correspondences, congressional debates, personal memoirs, and press articles during the years 1811 to 1831 reveal the origins of these views of the Liberator. The sources demonstrated that people in the United States failed to understand Bolívar’s actions or motives as a military and political leader in northern South America. At first these North Americans saw Bolívar embracing United States style of republicanism and following George Washington’s example of peacefully giving up power in the interests of the republic.
    [Show full text]