DOCSLIB.ORG

Examining the Geopolitics of Aid in Education: a Comparison Of

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Examining the Geopolitics of Aid in Education: a Comparison Of EXAMINING THE GEOPOLITICS OF AID IN EDUCATION: A COMPARISON OF THE UNITED STATES PEACE CORPS AND THE NIGERIA TECHNICAL AID CORPS IN NAMIBIA by Tamara Sheree Webb Dissertation Committee: Professor Gita Steiner-Khamsi, Sponsor Professor Lesley Bartlett Approved by the Committee on the Degree of Doctor of Education Date 21 May 2014 Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teachers College, Columbia University 2014 UMI Number: 3621810 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI 3621810 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 ABSTRACT EXAMINING THE GEOPOLITICS OF AID IN EDUCATION: A COMPARISON OF THE UNITED STATES PEACE CORPS AND THE NIGERIA TECHNICAL AID CORPS IN NAMIBIA Tamara Sheree Webb This dissertation identifies the design, purpose, and reception of two volunteer aid organizations, and examines whether any similarities and differences may be attributed to the project sponsor’s geo-political designation as part of the global North or global South. Various scholars and practitioners theorize that cooperation between countries in the global South is uniquely beneficial because of shared cultural and historical ties, or similar development paths. The study specifically examined the Nigeria Technical Aid Corps(TAC) and the United States Peace Corps, two government-funded foreign teaching volunteer programs within Namibia. Utilizing a four-stage model of educational borrowing and lending adapted from David Phillips and Kimberly Ochs as the primary conceptual framework, this research comparatively explored the recipient country’s attraction to the respective volunteer program, the decision to bring such volunteers into a country’s education sector, the program implementation processes, and indigenization, or how the foreign volunteers are incorporated into the local teaching community. Individual interviews were conducted with thirty-three government officials, program administrators and school leaders; and with fourteen current and former volunteers in the U.S., Nigeria, and Namibia. Document analysis accompanied the interview method. Findings revealed clear ideological differences which impacted the attractiveness of each program to Namibia’s education sector. Findings also revealed that there were striking similarities in the program mission and objectives and in the bilateral agreements governing the projects. The differences in attraction, however, contributed to stark contrasts in program implementation and indigenization, namely in operations, volunteer background, and volunteer activities in the field. A review of the data suggests geopolitical sensitivities, privilege and hierarchies in the borrowing process. Keywords: Cross-National Transfer; Policy Borrowing and Lending; South-South Cooperation; International Volunteerism; Pan-Africanism © Copyright Tamara Sheree Webb 2014 All Rights Reserved ii DEDICATION This dissertation is dedicated to my parents, Helenor and Charles Webb for your unconditional love and for your relentless support and encouragement in everything I do; to my brother and nephew, Floyd and Khaleeb Webb; to my god-children, Shervonne, Shaun, and Sheridan; and to my elders and mentors that have passed away, Mama Avis Kelly, Aunt Evangeline Carr, Dolly Ashe, and Dr. Marguerite P. LaMotte. iii ACKNOWLEDGEMENTS There are numerous people and organizations that I would like to thank for their support in strengthening the intellectual integrity and quality of this dissertation and contributing to its completion. Within Namibia, the Namibia Ministry of Education Directorate of Research, Science, and Technology (DRST) under the leadership of Mr. Alfred van Kent; the Directorate of Programming and Quality Assurance (PQA); and the Directorate of Planning and Development were instrumental to my ability to gather needed documents and helped optimize my work environments. I thank Chuma Mayumbelo for helping me manage crises and for providing friendship throughout my time in the field. I thank my gracious hosts throughout my travels across Namibia - Josephine Kainge, Helena Rhodes, Desire Kambonge, Ruth Nderua, and the Katjiru Family. I thank Geniene Veii for providing me with great social and professional networks within the expat and local Namibian communities. A big shout-out goes to the Khumalo Family and Msimang Family in South Africa for providing my homes and families away from home over the past few years. For helping to facilitate my research, adjustments, and lodging within Nigeria and increasing my knowledge of the Technical Aid Corps, I thank Dr. Wale Adebanwi, Professor Bolaji Akinyemi, Professor Adele Jinadu, Muhammed Audu Liman, Professor Oluyele Akinkugbe, Deaconness J.O. Ayo, Folarin Ayo, Janine Farhat, Folashade Adebayo, Alex Fubara, the Directorate of the Technical Aid Corps, and the Nigeria High Commission of Windhoek. For opening your offices and extending resources to me during my work in the U.S., I would like to thank Volunteers of America TRIO Programs, under the leadership of iv Myrna Joseph; and the College Board EOC Program, under the leadership of Pamela Lamberth. For providing continuous parental love and support, I thank Pastor and Mother Greene, my godmother Valerie Claire, and Mother Loretta Swaby. For providing a research and training foundation through work in northern Tanzania and projects over the course of my doctoral program, I thank Dr. Frances Vavrus and Dr. Lesley Bartlett, who was also an integral part of my dissertation committee. For providing advisement and feedback during the various iterations of my proposed studies, I thank Dr. Monisha Bajaj, Dr. Noah Sobe, and Dr. Rodney Hopson. For helping me maintain focus, setting the pace, and fostering the zeal for me to complete the dissertation in record-time, I thank my advisor, Dr. Gita Steiner-Khamsi. I thank the National Forum for Black Public Administrators, the Johnnie L. Cochran, Jr./MWH Global Scholarship Selection Committee, the Columbia University Institute of African Studies, the Teachers College Department of International & Transcultural Studies, the Northwestern University Civic Education Project, and FHI 360 for providing relevant employment opportunities, financial support, and sponsorship during my studies. To my DC sisterhood, Denise Anderson, Stacey Singleton, Lauren Davidson, and Tulani Gilyard, thanks for always being there to check-in, to provide me with an ear, a smile/laugh, a bed/couch!, a party partner, a ride, and unwavering friendship. I love you guys and couldn’t have done it without you. Thanks to Tamara Swaby (T2), Donna Holder, and Janelle Greene, for providing me with a place to stay and for being the core of my NYC sisterhood for 20 years and counting. T2, your food, company and kids held me together. To my doctoral cohort, Katy de la Garza, Maria Jose Bermeo, Toni Cela Hamm, Huma Kidwai, and Briana Ronan, thanks for inspiring me with your work and v lives; I’m trying to keep up. Katy and Maria Jose, thanks for all the late nights of talking, all the open doors to your homes, all of the encouragement, and for memorable travel experiences; we all now have stories for days. Thanks to my fellow advisee and classmates, Arushi Terway and Laura Vega, for offering support and utilizing me for support in a variety of ways; these gestures were assuring and validating. And last but not least, I thank Mr. Jonathan Blakley, for buying extra furniture and creating physical space for me to work; for ensuring that I always had the right accessories, a working internet, study break DVDs, and a go-to-fix-it specialist at physical and virtual arms reach; for delivering flowers and plants to me in even the remotest of places and at all the right times, providing an invigoration of life during my time in the field and at “home;” for the overseas visits and holidays; and for putting me first over the years. I appreciate you. TSW vi TABLE OF CONTENTS Page Chapter I - INTRODUCTION AND BACKGROUND ..................................................... 1 Statement of the Purpose of the Research Study............................................................. 1 Teacher Shortages and Foreign Volunteers ................................................................. 4 Namibia Situation Analysis - Teacher Shortages ........................................................ 6 Foreign-Sponsored Teaching Volunteer Programs ..................................................... 9 U.S. Foreign Aid and the Peace Corps. ................................................................. 10 Nigeria Foreign Policy and the Technical Aid Corps(TAC) Scheme…………….15 Summary .................................................................................................................... 21 Background and Motivation for the Study .................................................................... 22 Statement of the Research Questions ............................................................................ 24 Significance ..................................................................................................................
Load more

Recommended publications
  • January 22, 2019 Spring #3
    January 22, 2019 Spring #3 This is the Year of Global Africa! The Year of Global Africa explores MSU's rich history and connection with our many partners across Africa and throughout the African Diaspora through diverse scholarship, engagement, and activities. The weekly Newsletter provides a list of upcoming events, speaker presentations, tea times, conferences, jobs and other exciting opportunities related to the Year of Global Africa To learn more about the Year of Global Africa, http://globalafrica.isp.msu.edu For more on the African Studies Center, http://africa.msu.edu Alliance for African Partnership To learn more about the Alliance for African Partnership, aap.isp.msu.edu Eye On Africa Speaker Series To learn more about Eye on Africa, http://africa.isp.msu.edu/programs/eye-africa/ Eye on Africa Seminars are livestreamed at http://eyeonafrica.matrix.msu.edu/watch-live/ AFRICAN STUDIES CENTER ANNOUNCEMENTS Foreign Language and Area Studies (FLAS) Fellowships Application Deadline: January 31, 2019 (website is now working; we apologize for any inconvenience!) The African Studies Center Invites Applicants for the FLAS Fellowship for the Study of African Languages: Intensive African Language Summer 2018 and Academic Year 2019-2020 * FLAS Fellowships come with tuition and a stipend Academic Year Undergraduate 2019-2020: $10,000/year in tuition and $5,000 in stipends Academic Year Graduate 2019-2020: $18,000/year in tuition and $15,000 in stipends Intensive African Language Summer 2019: $5000 for tuition and $2,500 for stipends Both graduate and undergraduate students may apply Fellowships are awarded to qualified students in programs that combine the study of foreign languages with advanced training and research in an African focused academic or professional area The FLAS fellowship is funded by the U.S.
    [Show full text]
  • What Is the UNICEF Campus Initiative?
    CAMPUS INITIATIVE MEMBERSHIP HANDBOOK Dear Campus Initiative Club Member, Thank you for your interest in global child survival. UNICEF has helped save more children’s lives than any other humanitarian organization on Earth and is the organization best equipped to help children. But still, every day 18,000 children die from treatable and preventable causes. UNICEF believes that number should be ZERO. And we know that — with your assistance — we can make this unacceptable situation history. You can help us get to zero preventable deaths by joining your school’s UNICEF Campus Initiative Club and the thousands of college students around the country who are educating, advocating and fundraising on behalf of UNICEF. As a member of your UNICEF Campus Initiative chapter, you have the opportunity to work in your community and on your campus for our common goals. This is an important and vital responsibility! Our hope is that this handbook, the Action Center and the leaders of your club will serve as valuable guides. Becoming part of this movement is exciting and rewarding, but we know it isn’t always easy. It is important for you to educate yourself and stay motivated about reaching our goal of zero preventable child deaths. Learn about our requirements and policies and engage in all your chapter’s events. Stay involved and participate in training to become a leader who helps us continue to grow and sustain our commitment toward zero. We have an ever-expanding list of schools and members committed to this work. We’re in awe of their accomplishments.
    [Show full text]
  • The Georgetown Leadership Seminar, Institute for the Study of Diplomacy, School of Foreign Service, Georgetown University
    Georgetown Leadership Seminar Institute for the Study of Diplomacy Edmund A. Walsh School of Foreign Service GEORGETOWN UNIVERSITY October 21-26, 2018 GLS CLASS OF 2018 Zelma Acosta-Rubio Venezuela Turki Saud Al-Dayel Saudi Arabia Talal Abdulla Al-Emadi Qatar Ahmed Talib Al Shamsi United Arab Emirates Se Chhin Cambodia Veronica Cretu Moldova Nurdiana Darus Indonesia Matthew DesChamps United States Demberel Dorjchuluun Mongolia Francisco Bernardes Costa Filho Brazil Mateusz Gawalkiewicz Poland Mark Guy United States Anne Tind Harre Denmark Monika Korowajczyk-Sujkowska Poland Amy LaTrielle United States José Lemos Portugal Mwansa Chilufya Malupande Zambia Inés Manzano Ecuador Jenny Matikainen Finland Jürgen Mindel Germany Eugene Muriu Ngumi Kenya Sirpa Nyberg Finland Marcelo Perlman Brazil Min Qin China Yousuf Rebeeh Qatar José Antonio Rivero Jr. Mexico Francisco Rodriguez Caicedo Colombia Sebastian Rudolph Germany Lateef Tayo Shittu Nigeria Mohammed Shummary Iraq Wojciech Szkotnicki Poland Augusto Zampini Davies Argentina Olena Zerkal Ukraine 1. Healy Builing 3. Main Gate: 37th and O Streets, NW 16. Intercultural Center Sponsors 2018 GHR Foundation Frank Hogan, ISD Board of Advisers Jan Karski Educational Foundation (JKEF) Northstar Foundation, Indonesia Pamela Smith, ISD Board of Advisers US Embassy Baghdad US Embassy Kyiv Antti Vanska, Embassy of Finland Patrick Walujo Contents WELCOME AND ORIENTATION 1 Sunday, October 21 STATECRAFT AND FOREIGN POLICY 2 Monday, October 22 GLOBAL POLITICS AND SECURITY 4 Tuesday, October 23 INTERNATIONAL
    [Show full text]
  • January 15, 2019 Spring #2
    January 15, 2019 Spring #2 This is the Year of Global Africa! The Year of Global Africa explores MSU's rich history and connection with our many partners across Africa and throughout the African Diaspora through diverse scholarship, engagement, and activities. The weekly Newsletter provides a list of upcoming events, speaker presentations, tea times, conferences, jobs and other exciting opportunities related to the Year of Global Africa To learn more about the Year of Global Africa, http://globalafrica.isp.msu.edu For more on the African Studies Center, http://africa.msu.edu Alliance for African Partnership To learn more about the Alliance for African Partnership, aap.isp.msu.edu Eye On Africa Speaker Series To learn more about Eye on Africa, http://africa.isp.msu.edu/programs/eye-africa/ Eye on Africa Seminars are livestreamed at http://eyeonafrica.matrix.msu.edu/watch-live/ AFRICAN STUDIES CENTER ANNOUNCEMENTS Foreign Language and Area Studies (FLAS) Fellowships Application Deadline: January 31, 2019 (website is now working; we apologize for any inconvenience!) The African Studies Center Invites Applicants for the FLAS Fellowship for the Study of African Languages: Intensive African Language Summer 2018 and Academic Year 2019-2020 * FLAS Fellowships come with tuition and a stipend Academic Year Undergraduate 2019-2020: $10,000/year in tuition and $5,000 in stipends Academic Year Graduate 2019-2020: $18,000/year in tuition and $15,000 in stipends Intensive African Language Summer 2019: $5000 for tuition and $2,500 for stipends Both graduate and undergraduate students may apply Fellowships are awarded to qualified students in programs that combine the study of foreign languages with advanced training and research in an African focused academic or professional area The FLAS fellowship is funded by the U.S.
    [Show full text]
  • 19920601 PC Times Summer.Pdf
    DIRECTOR'S PAGE Dear Peace Corps Volunteer: emuon. SiVolunteers are now m the Zimbabwe, Namibia and Congo and re- Baltic nations of Estonia. Latvia and entered CBte d'lvoire, Uganda and Nige- Smce the Wmter/Sphg 1992 issue of Lithuania. Another60 will be at workm 38 ria. In the Lath American Region, we have theTimes, Peace Corpshasmwedp muniapalrnes m Ulaaine by the end of enteredArgenchla forthe kttime, andre- sively ahead on many fronts and 1 would 1992.The6ISt 1OOVolunternwillaniwm entered Panama, Nicaragua, Bolnia, Chile lke tonotesome ofthehighlrghts for you. Russia by November, 1992. AU these en- and Uruguay. These re-ennies haw oc- Asyouhow, qualitypkcement forvolun- cries mme from new funding. curred as hast gmmments have a@ teen is a tou ~rioriwfor me. To that end OurWdaflwsinthe formerSoviet Union become more hospitable to our ella. I have been Gh&th our headwe& Andtheyhaveoccurredmareasofnadi- staff to enswe that the opdrnum match is donal PeaceCo~psmterestanddedicadon. made between individual Volunteer MI Rehtedly, Irepresented %dent Bush lwels and eventual job placement. As we and the United States at the inaugumdon focus our ellom on redment, I am of%dent FielRamosof the Phhppes loohgatways tosttnplify theredttnent m July. Resident Ramas is a big fan of the process and dwelop better pmgrammmg Peace Corps. The Peace Co~sretumedto matches for Volunteers without wmpro- the PhiipmesonMarch 27.1992afteran misfng the qualiry of our candidates. As 1 absence of twenty months due to security navel to meet Volunteers in country after reasons. Currently. there are 18 Volun- country, 1 hear over and over again that teers serving m the Philppmes who are &ty placement is an am that needs mvobedm a pilot Small Integrated Islands improvement.
    [Show full text]
  • Post Baccalaureate Opportunities
    National Opportunities Americorps http://www.nationalservice.gov/programs/americorps. AmeriCorps is a domestic service organization that places corps members in community service positions all around the country. Corps members focus on a specific issue such as education, public safety, health or the environment, and they work on bettering this issue within the community they are serving. Corps members serve in this position for ten months to one year. All Stars Project http://www.allstars.org/fellowship The Activists for Social Development Fellowship is a competitive ten-week program designed to challenge ten recent college graduates (or those graduating in the spring) to be self-starters and make a difference by providing high-level training in development, fundraising, and youth organizing at a major national nonprofit organization with an outside-the-box approach. Beacon Education Network http://beaconed.org/ Unlike Teach for America, BEN Corps members are not expected to teach standards-based classes, but instead support core academic efforts while designing curriculum for a class of choice. Currently the Ceiba College Preparatory School where BEN Corps teachers will work is in Santa Cruz, California where the residences are typically located. Bill Emerson National Hunger Fellowship http://www.hungercenter.org/fellowships/emerson/ The Bill Emerson National Hunger Fellowship is an eleven month program that is divided into two phases. The first phase focuses on service, and places fellows in community organizations across the country that are battling hunger. For the second phase of the fellowship, fellows move to Washington DC, where they work on policy with national organizations to combat hunger and poverty-related issues.
    [Show full text]
  • The Peace Corps in a Turbulent World
    Brookings Institution Governance Studies Program Working Paper October 27, 2003 The Peace Corps in a Turbulent World The Peace Corps was born in a different world, the Cold War world. It was created to win hearts and minds in the non-aligned developing countries, but its biggest impact may have been at home in America. Nation building was the top priority for the Peace Corps when the first volunteers arrived in Ghana in August 1961. In retrospect, the complexities of nation building were grossly underestimated. The impact of the Peace Corps on economic growth in developing countries over the past 40 years has been too small to measure partly because of these complexities, but mostly because of the small scale of its operations. After the first wave of pioneers, however, individual volunteers have attached greater importance to the second and third goals of the Peace Corps: promoting better understanding of Americans by people in culturally distant countries, and promoting better understanding of these people in the cities and towns of America. While it is impossible to quantify the increase in mutual understanding attributable to the Peace Corps since 1961, the personal relationships established and the insights gained are widely acknowledged both at home and abroad. The zeal of the early 1960s was followed by a decade of gradual decline in the size and ambitions of the Peace Corps, which came close to succumbing to Vietnam-era cynicism on university campuses and to partisan politics in Washington. The fall of the Iron Curtain at the end of the 1980s and the historic transition to market economies and democratic political systems among the countries of the former communist bloc led to a resurgence of interest in the Peace Corps among developing countries (especially in Latin America) as well as among young Americans.
    [Show full text]
  • CAMPUS INITIATIVE PROSPECTIVE HANDBOOK Welcome!
    CAMPUS INITIATIVE PROSPECTIVE HANDBOOK Welcome! Dear Campus Leader, Thank you for your interest in fighting for global child survival. UNICEF has helped save more children’s lives than any other humanitarian organization on Earth for one crucial reason: It is the organization best equipped to tackle the major child killers like pneumonia, diarrhea, malaria, measles, AIDS and malnutrition. No one does this work better than UNICEF. UNICEF is at the forefront of efforts to reduce child mortality worldwide. There has been substantial progress: the annual number of under-five deaths dropped from 12.4 million in 1990 to 8.1 million in 2009. But still, 18,000 children die each day from preventable causes. Our mission is to do whatever it takes to make that number ZERO by giving children the essentials for a safe and healthy childhood. We hope you will help us accomplish this mission by joining the ranks of college students around the country who are educating, advocating and fundraising on behalf of UNICEF. As a Campus Initiative Club, you will have the opportunity to work in your community and on your campus for our common goals. This is a big responsibility. As you decide whether the campus program is right for you and your group, this toolkit will serve as your guide. You may also use it to prepare your application and to prep your campus for the work ahead. Becoming part of this movement is exciting and rewarding, but we know it isn’t for everyone. So please review the requirements, guidance documents and responsibilities of leadership carefully to enable yourself to make the best decision.
    [Show full text]
  • Directories of Work Abroad Programs
    A Resource Guide to... Working, Interning, & Volunteering Abroad compiled for the International Career Networking Night February 8, 2005 Miller-Ward Alumni House Sponsored by: the Center for International Programs Abroad (CIPA), the Institute for Comparative and International Studies (ICIS), the Career Center, and the Emory Career Network of the Association of Emory Alumni 1 CONTENTS Worldwide Directories of Work Abroad Programs ......................................... 3 Fundraising, Grants & Scholarships, Postdoctorates ..................................... 7 Worldwide Short-Term Paid Work Abroad Programs ..................................... 9 Worldwide Teaching Abroad: Teaching English ........................................... 11 Worldwide Volunteering Abroad ................................................................ 13 Key to Symbols used: ** = Essential * = Outstanding & of broad interest (no *) Specialized or lesser interest (I) Informational site with directories or databases listing many programs (P) Site for a specific work abroad program (S) Scholarships or fellowship 2 DIRECTORIES of WORK ABROAD PROGRAMS Websites in this section are some of the most useful for students and graduates. They list internships, volunteer, work abroad programs. Also refer to an article on International Internships (http://www.umich.edu/~icenter/overseas/work/interns hips1.html) ** (I, P) GoAbroad.com, www.goabroad.com By Troy Peden. A very comprehensive and up-to-date website with excellent search provisions. Website's design allows continuous
    [Show full text]
  • Finishing Study Abroad? What's Your Next Move?
    AFTER study life abroad In this issue Your go-to guide for opportunities post-study abroad PURSUING AN ADVANCED DEGREE ABROAD pg35 Dr. Joseph Stanley highlights the advantages and challenges you will face if you decide to attend graduate school abroad CUPPA TEA AND A SIT DOWN pg39 Erin Browne takes you with her as she travels home from studying abroad in England pg37 ISSUE 1 FINISHING STUDY SPONSORED BY ABROAD? WHAT’S | June 2013 - May 2014 YOUR NEXT MOVE? Top 10 ways to integrate study abroad in your life from expert Troy Peden, founder of GoAbroad.com Published by RateMyStudyAbroad www.RateMyStudyAbroad.com GO BEYOND STUDY ABROAD! ENHANCE YOUR RESUME, MAKE SOME MONEY AND SEE THE WORLD! In this issue Letter from the editors Welcome to life post-study abroad! You are back home in the world of oversized burritos, amenities like ice cubes and air conditioning, and where age requirements are higher to drink but lower to drive. The greatest online tools We originally had the Tonya and Noah for finding your next idea for Life After Study Abroad when we both returned adventure abroad! from studying abroad and realized there was nowhere to find answers to reverse culture shock. So we said to each other, “There needs to be an awesome, definitive guide for students coming home. We’re both recent study abroad students, we work in the study abroad field, we’re both dealing with reverse GOABROAD.COM culture shock, and we both want to get back out there! Let’s do THE RESOURCE FOR this.” Our vision for this guide is an annual publication that students TEFL, TEACHING JOBS can access for free both digitally and in print.
    [Show full text]
  • Thesis Hsf 2002 Williams Ca.Pdf
    The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non- commercial research purposes only. Published by the University of Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University of Cape Town Remembering St. Therese: A Namibian Mission School and the Possibilities for its Students by Christian A. Williams, WLLCHR016 A dissertation submitted in fulfillment of the requirements for the award of the Degree of Master of Arts. Department of Social Anthropology University of Cape Town 2002 Declaration: University of Cape Town This work has not been previously submitted in whole, or in part, for the award of any degree. It is my own work. Each significant contribution to, and quotation in, this dissertation from the work, or works, of other people has been attributed, and has been cited and referenced. SIGNATURE DATE o 7 / a ( / .;;J...OQ -:;)- Contents Abstract iii Acknowledgements iv Maps v Appendices ix Preface Town1 I. Prologue: Perfonnance at St. Therese 4 II. Playbill: Review of Literature, Methods and Thesis 16 Cape III. Setting: Background ofSt. Thereseof Students 39 IV. Characters: Life at St. Therese from 1973 to 1976 62 V. Plot and Resolutions: Student Perfonnances 79 VI. Sub-Plot: Politics at St. Therese from 1973 to 1976 95 VII. Resolutions:University st. Therese Students in and after Exile 115 VIII. Epilogue: St. Therese and the Continuing Struggle 129 References Cited 141 ii Abstract Scholars have often analyzed missions that seem to have taken advantage of indigenous people or that demonstrate 'the two-edged sword consensus', that the missionized used the mission to assert their interests in spite of missionaries' intentions.
    [Show full text]
  • A Guide to Teaching English Abroad
    A Guide to Teaching English Abroad Questions to Ask Yourself Before you embark on your journey to teaching abroad, here are a few questions to ask yourself! Am I up for the challenge? o Moving to a new country comes with many challenges. Depending on the teaching program, you may receive minimal support in terms of housing, adjusting to the local culture, language barriers, etc. However, there are also many programs out there that will pick you up from the airport, provide an orientation for new teachers, set up housing, etc. The level of support desired or independence required is important to consider when applying for different jobs. Am I willing to pay for a program? o There are generally two routes for teaching abroad: finding a program that places you in a school, which sometimes requires a fee; or, finding a teaching job on your own that provides compensation. Often, the programs that require a fee are non-profit organizations and sometimes include some sort of teaching certification. However, there are many teaching abroad programs that do not require fees or search sites that can help people find jobs abroad. Can I afford to teach abroad? o There will most likely be some upfront costs when it comes to teaching abroad. This may include the flights, passports and visa(s) (if applicable), accommodations, health insurance, or a teaching certificate. When considering teaching abroad, do not forget to consider the initial costs you may have to pay. Do I want to save money or am I willing to break even? o For programs that provide compensation, teachers will either earn savings or break- even.
    [Show full text]