Dissertations / Theses on the topic 'Academic librarians Great Britain'
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1
Grinevich, Vadim Vladimirovich. "Sectoral patterns of productivity growth and the university-industry interface : a cross-regional comparison for the UK, 1998-2002." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609978.
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Lubik, Sarah Joy. "Commercializing advanced materials research : a study of university spin-outs in the UK." Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/283875.
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O'Gorman, Aoife Siobhán. "Wissenschaft at war : British and German academic propaganda and the Great War." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:0fd95e59-568d-48e4-8b72-302757436f84.
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This thesis explores academic propaganda in the first two years of the First World War, examining the activity of the university men in Britain and Germany who were left behind when their students went to the Front. Using pamphlets and manifestoes, it seeks to highlight the way the War split the international academic community and the creation of a debate which examined not only the causes of the War, but the reasons for which the nations were fighting. By exploring the propaganda organisations of both countries, as well as the academic milieu in which the subjects of this thesis worked, it hopes to provide the context within which this propaganda was created, before turning to an examination of the content of the propaganda - an aspect which has often been overlooked in propaganda studies. The investigation of the content looks first at the outbreak of war and the reaction of the academic community to a shock which shook their community. It then turns to the arguments expounded on culpability for the War, and the ideals for which each side felt they were fighting, illustrating the shift in emphasis from a political war to an ideological conflict between two opposing world views. Finally, the thesis considers perceptions of the War in the early years of the conflict, and the way in which it was seen both as a panacea to overcome social divisions and a catharsis which would lead the way to a new world - ideas which would provide the foundation for later war aims. In taking this comparative approach, the aim is to provide new insights into a fascinating and relatively little-known aspect of the history of the First World War.
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Jorgensen, Courtney E. "Reluctant EU members : (title) / the politics and economics of the euro debate in Great Britain, Denmark, and Sweden." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1034.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Political Science
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Braman, Nathan, and University of Lethbridge Faculty of Arts and Science. "Caesar's invasion of Britain / Nathan Braman." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of History, c2011, 2011. http://hdl.handle.net/10133/2595.
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This paper examines the Roman invasions of and interactions with Britain in the
mid first century BCE and early first century CE and evaluates the results. Specifically,
this paper analyzes motives and the actual military events of the invasions of Julius
Caesar in 55 and 54 BCE and evaluates their aftermath, leading up to the invasion of
Claudius in 43 CE. Caesar’s stated motive for launching the invasion was to prevent the
islanders from interfering in the new Roman order being constructed in Gaul. However,
as will be shown, Caesar’s more personal motives, in the form of a desire for wealth and
glory, played as much if not more of a role in the launching of these expeditions. In light
of these motives, the invasions can be defined, at best, as partial successes. The Romans
militarily defeated the enemy but failed to materially benefit from that victory. Caesar’s
account also leaves numerous points of scholarly debate unresolved on the surface, but a
careful examination of the evidence allows us to answer them in part. This paper provides
a thorough discussion of this interesting period as well as a look at the motives, actions,
and fortunes of the participants.
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McMurray, David, and University of Lethbridge Faculty of Arts and Science. "'A rod of her own' : women and angling in victorian North America." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2007, 2007. http://hdl.handle.net/10133/537.
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This thesis will argue that angling was a complex cultural phenomenon that had developed into a respectable sport for women during the Early Modern period in Britain. This heterogeneous tradition was inherited by many Victorian women who found it to be a vehicle through which they could find access to nature and where they could respectably exercise a level of authority, autonomy, and agency within the confines of a patriarchal society. That some women were conscious of these opportunities and were deliberate in their use of angling to achieve their goals while others happened upon them in a more unassuming manner, underscores how angling also functioned as a canopy of camouflage within Victorian society. In other words, though it outwardly appeared as a simple recreational activity, angling possessed the ability to function as a meta-narrative for its adherents, where the larger experiences and intentions of women became subtly intertwined, if not hidden, within the actual activity itself.viii, 197 leaves ; 29 cm.
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Walters, Sue. "Bangladeshi pupils : experiences, identity and achievement." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:7036edf0-2278-4951-b85b-8b147e0a7840.
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This thesis focuses on the experiences of Bangladeshi pupils attending schools in England in the context of their perceived underachievement in the English school system. Statistical studies in the 1970s and 1980s established that Bangladeshi pupils were doing very poorly in school while later surveys in the 1990s continued to show Bangladeshi pupils as low achieving. The study explores 'What is it in the lives, backgrounds and schooling experiences of Bangladeshi pupils that helps and hinders them in learning and achieving in the English school system?' The study also questions the appropriateness of considering pupils in terms of their ethnicity in relation to achievement. An ethnographic case study approach was adopted so that the micro-processes of learning and being a pupil could be examined. Six Bangladeshi children were identified in one predominantly white, rural county. The six children were attending three different schools in the same city. The research was thus conducted in three different classrooms over the period of one year. Data were collected through unstructured observations and in-depth semistructured and unstructured interviews. Families, teachers and other children in the classrooms were included in the research. The case studies show how the children's teachers came to assess the case study children and their learning needs through the ways in which the children took part in teacher-pupil classroom interaction. Each case study shows how these teacher assessments affected each child's access to resources such as support and to opportunities for using language and learning in the classroom. The case study pupils were particularly vulnerable because their under-resourced teachers rarely recognised their English as an Additional Language (EAL) needs. As a result 'within-child' explanations, often connected to mistaken assumptions about the child's home, culture or Muslim identity, were then called on to explain poor work or inattention. The case study children were also vulnerable because their teachers only considered their academic performance in relation to other Bangladeshi or EAL pupils and not in relation to the other White English language background children in the classroom. Where pupil needs were recognised and provided for the focus of support was on modifying behaviour so that pupils behaved like an 'ideal pupil' rather than on developing the appropriate English language needed for accessing the curriculum and becoming or remaining an achieving pupil. Other kinds of support resulted in 'fragmented' learning experiences and being placed in supported lower sets from which movement into higher sets was not possible. The case studies also show how some of the case study children took part in reading interactions with their teachers and appeared as successful readers although they were not able to read for meaning. These particular case studies demonstrate that learning the interaction patterns of reading in the Early Years classroom is not enough to allow a pupil to become a successful reader and that what counts as reading in different contexts and literacy practices needs to be given attention. The case studies also reveal how some of the case study children were hindered in their learning and achievement in school by their lack of access to resources outside school. These included having someone at home to help them with their English school reading and homework as well as their access to pre-school education. The study concludes by suggesting that to focus on achievement in terms of ethnicity conceals the language needs of many Bangladeshi pupils and the role that these play in achievement. To this end a trajectory of what needs to be acquired in terms of language and literacy to be a successful pupil in English schools is provided. The question of why Bangladeshi pupils have been one of the lowest achieving pupil groups in England is then addressed and it is concluded from the data provided by the study that having few economic, social and cultural resources can make it difficult for a pupil to achieve in school, as can being an EAL pupil with unmet language needs or being a pupil with home literacy and learning practices that are different to the literacy and learning practices of English schools. Taken alone none of these situations necessarily predicates underachievement, yet some of the pupils in this study found themselves disadvantages by all three situations.
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Bannerman, Sheila J., and University of Lethbridge Faculty of Arts and Science. "Manliness and the English soldier in the Anglo-Boer War 1899-1902 : the more things change, the more they stay the same." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2005, 2005. http://hdl.handle.net/10133/240.
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This thesis uses the Victorian ideology of chivalric manlines to explain the class-oriented army hierarchy developed by volunteer soldiers from northern England during the Anglo-Boer War of 1899-1902. Newspaper reports, advertising, and popular fiction reveal a public mythology of imperial manliness and neo-chivalric ideals that was transferred onto civilian volunteers, creating an ideal warrior that satisfied a thirst for honour. This mythology created a world view in which northern communities, once supporters of the burgeoning peace movement, became committed supporters of parochial units of volunteer soldiers that fought in the newly expanded army. Soldiers' letters and diaries reveal that ingrained ideals of manliness and chivalry led to class-differentiated hierarchies within the army that mirrored those in civilian life. Contrary to the conclusions of some current historians, the Regular soldier remained in his traditional place at the bottom of the army structure, so that "the more things change, the more they remain the same."vi, 138 leaves ; 29 cm.
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Vargas, Erick Rodolfo. "The Anglo American academic attitude towards the field of judicial evidence and its usefulness to rational fact finding in Honduras /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99155.
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I address the problem of the lack of academic attention to evidentiary issues in Honduras in comparison to Common Law Countries. I feel that Honduran law students need to be taught a working scheme to deal with issues of admissibility and weight of evidence in order to achieve the rational determination of facts.Moreover, I draw such a scheme from the conceptual basis for admission of evidence and the probative processes identified by Wigmore. I think that if this scheme were applied to trial records, academicians would identify problems in the admission and weight of evidence and would develop approaches to make reason and justice prevail.
The scheme is presented in the form of a chart and because it is adapted to the Honduran context I consider that it will have a positive effect on academic research, theorization and teaching of issues of admission and weight of evidence in Honduras.
10
Seliman, Salbiah. "The genre and the genre expectations of engineering oral presentations related to academic and professional contexts." Thesis, University of Stirling, 1996. http://hdl.handle.net/1893/1778.
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This research was done to find out if engineering oral presentations (EOPs) are a genre, if there are systematic differences between EOPs delivered by native speakers (NSs) and non-native speakers (NNSs) of English, if there are systematic differences between EOPs delivered by novices and experts and, if the engineering discourse community (DC) members have beliefs concerning what constitute 'good' EOPs. One engineering seminar and four engineering conferences carried out in Malaysia and the UK between March and September 1994 were participated. From this participant observation exercise, 100 questionnaires were gathered and responses analysed; sixty-eight EOPs delivered by NSs and NNSs were transcribed and analysed using Genre Analysis frameworks. Results from the analysis of EOPs were counterchecked with the responses in the questionnaires. It was found that EOPs did have describable characteristics which qualify them as a genre; There were few differences between EOPs delivered by NSs and NNSs of English because the latter tend to follow the former; There were describable differences between EOPs delivered by experts and novices. The engineering DC members did have their genre expectations but not all of their beliefs concerning what constitute 'good' EOPs were possible to materialise in actual occasions because of certain unavoidable constraints. These constraints were found to be affecting the variants of the genre more than the invariants. These variant-invariant elements were found to be related to the characteristics of exemplars, prototypes, prestige markers and the patterns of imitations of NNSs and novices of the engineering DC members. 'Ecological validity' was pointed out to be one of the ways of achieving the reliability and the validity of the research. Potential teaching implications were also discussed. Unavoidable limitations of the research were pointed out and finally immediate and longer term research projects have been identified.
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Willis, Jonathan Richard. "Explaining the support of the British National Party (BNP) in the 1999, 2004, and 2009 European Parliament elections." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4722.
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In the past decade, there has been a surge of interest in extreme right Western European parties. Well-established parties such as the National Front (FN) in France, Vlaams Belang (formerly Vlaams Blok) in Belgium, and Lega Nord in Italy have been scrutinized. However, extreme right parties that have just recently begun to experience electoral successes such as the British National Party (BNP) have received less evaluation and discussion in the literature. Therefore, this study examines the BNP's electoral fortunes in the European elections of 1999, 2004, and 2009. I explore the support for the BNP using the traditional variables of unemployment, education, income, and immigration. In addition to these variables, I examine how support for other parties present in Great Britain, such as the right-wing United Kingdom Independence Party (UKIP) and the center-right Conservative Party affects electoral support for the BNP. I find that support for other right-wing parties in Great Britain do exert an influence on BNP electoral fortunes (the UKIP a positive one, and the Conservative Party a negative one). I also find a strong negative link between BNP support and education and a weak positive one between BNP support and unemployment. However, income and immigration rates appear to have no effect on voter support for the BNP.ID: 030646218; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 62-71).
M.A.
Masters
Political Science
Sciences
Political Science; International Studies Track
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Glenn, Victoria. "Comparative Roles in the European Union: France, Germany, and the United Kingdom." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/757.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Arts and Sciences
Political Science
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Taylor, Mark A. (Mark Amdahl). "British-Style Brass Bands in U.S. Colleges and Universities." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955014/.
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Since the 1980s, British-style brass bands - community ensembles modeled after the all-brass and percussion bands of Great Britain - have enjoyed a modest regeneration in the United States. During this same period, as many as 23 colleges and universities in the U.S. have founded their own curricular or extra-curricular brass band. The purpose of this research study was: to discover which schools sponsor a brass band currently; to discover which schools formerly sponsored a brass band but have since discontinued it; to describe the operational practices of collegiate brass bands in the U.S.; and to determine what collegiate brass band conductors perceive to be the challenges and benefits of brass band in the curriculum. Data for the study were collected between February, 2015 and February, 2016 using four custom survey instruments distributed to conductors of college and university brass bands. The results showed that 11 American collegiate institutions were sponsoring a brass band during the period of data collection. Additional findings included descriptions of the operations of collegiate brass bands, such as availability of credit, rehearsal time, and instrumentation. Results also included the conductors' reported perceptions that both challenges and benefits are inherent in student brass band participation, and that brass band is a positive experience for students. An additional 3 community-based brass bands, not sponsored by but located near a college or university, were found to include collegiate students among their player personnel. A total of 9 schools formerly sponsoring brass bands were found to have discontinued their program. A repertoire analysis of 733 titles of compositions performed by both active and formerly active brass bands revealed that bands performed original works for brass band nearly as often as transcribed or arranged works.
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Crytzer, Sarah. "Comparing media coverage of the Gulf oil spill in the US and UK implications for global crisis communication." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4877.
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The following research is a content analysis of 114 articles written by the American and British news media outlets in the first month following the BP Gulf oil spill in April 2010. The goal of the research was to identify any dominant frames evident in the reports and to compare the two countries to see if there was a difference in the dominant frames used. Positive, negative, and neutral tones were also evaluated to determine if there was a difference between the countries. The results show that both countries reports predominantly used an ecology and action frame, while British media outlets also used an economic frame. Both countries reported with primarily a negative and neutral tone. The implications of these findings for crisis communication managers are discussed.ID: 030423416; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Error in paging: p. v is followed by p. iv i.e. vi].; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 47-54).
M.A.
Masters
Sciences
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Lawrence, Clinton Martin Norman. "Charles I and Anthony van Dyck portraiture : images of authority and masculinity." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of History, c2013, 2013. http://hdl.handle.net/10133/3370.
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This thesis is an examination of Charles I of England’s projection of kingship
through Sir Anthony van Dyck portraits during his personal rule. These portraits provide
important insight into Charles’ vision of kingship because they were commissioned by
the king and displayed at court, revealing that his kingship rested on complementary
ideals of traditional kingship in addition to divine right. In this thesis, Charles’ van Dyck
portraits are studied in the context of seventeenth-century ideals of paterfamilias, knight,
and gentleman. These ideals provide important cultural narratives which were seen to be
reflective of legitimacy, power, and masculinity, which in turn gave legitimacy to
Charles’ kingship. The system of values and ideals represented in Charles’ portraits
reveal that his vision of kingship was complex and nuanced, demonstrating that divine
right was just one aspect of many, upon which his kingship was premised.viii, 164 leaves : [18] leaves of color plates ; 29 cm
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Barnhill, Gretchen Huey, and University of Lethbridge Faculty of Arts and Science. "Fallen angels : female wrongdoing in Victorian novels." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2005, 2005. http://hdl.handle.net/10133/241.
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In the Victorian novel, gender-based social norms dictated appropriate behaviour. Female wrongdoing was not only judged according to the law, but also according to the idealized conception of womanhood. It was this implicit cultural measure, and how far the woman contravened the feminine norms of society, that defined her criminal act rather than the act itself or the injury her act inflicted. When a woman deviated from the Victorian construction of the ideal woman, she was stigmatized and labelled. The fallen woman was viewed as a moral menance, a contagion. Foreign women who committed crimes were judged for their 'lack of Englishness.' Insanity evolved into not only a medical explanation for bizarre behaviour, but also a legal explanation for criminal behaviour. Finally, the habitual woman criminal and the infanticidal mother were seen as unnatural. Regardless of the crime committed, female criminals were ostracized and removed from 'respectable' English society.vii, 163 leaves ; 29 cm.
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Alford, Brandon Wade. "Robert Searle and the Rise of the English in the Caribbean." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/885.
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This research examines the career of Robert Searle, an English privateer, that conducted state-sponsored attacks against the Spanish and Dutch in the Caribbean from 1655 to 1671. Set within the Buccaneering Period of the Golden Age of Piracy (1650-1680), Robert Searle’s personal actions contributed to the rise of the English in the Caribbean to a position of dominance over Spain, which dominated the region from 1492 until the 1670s. Searle serves as a window into the contributions of thousands of nameless men who journeyed to the Caribbean as a member of Oliver Cromwell’s Western Design Fleet. These men failed in their endeavor to take Hispaniola from the Spanish, successfully invaded Jamaica, and spent the next fifteen years securing England’s largest possession in the region, transitioning Jamaica from a military outpost to a successful plantation colony. These men, including Searle himself, have been overshadowed in the history of English Jamaica by more well-known figures such as Sir Henry Morgan, the famed “Admiral of the Buccaneers.”
Searle and his compatriots pursued the objectives of the core in London throughout the contested periphery of the Caribbean region. These goals were first framed as the complete destruction of the Spanish Empire in the Americas and later as achieving trade between Jamaica and Spain’s American colonies. The examination of Robert Searle through the core-periphery relationship between the metropole and the Caribbean illustrates how the totality of his actions contributed to the rising English position in the Caribbean. Ultimately, Searle and his fellow privateers proved vital to Spain conceding to England the rights of trade and formal recognition of their colonies in the region with a series of succeeding Treaties of Madrid.
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Péaud, Laura. "Du projet scientifique des Lumières aux géographies nationales : France, Prusse et Grande-Bretagne (1780-1860)." Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20111/document.
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Entre 1780 et 1860 en Europe, la géographie se structure peu à peu en champ scientifique et académique indépendant, et particulièrement en France, Prusse et Grande-Bretagne. Au même moment dans ces trois pays européens, des géographes travaillent à ce que leur champ soit enfin considéré comme une science à part entière, au même titre par exemple que l'histoire ou les mathématiques. Ils construisent leur champ à la faveur d'un renouvellement profond de ses principes institutionnels et épistémologiques, selon un processus similaire dans ces trois sphères. Ils organisent progressivement les connaissances géographiques selon une exigence de scientificité, dont ils discutent les modalités. Ce processus de construction à la fois scientifique et disciplinaire est profondément marqué par l'héritage des Lumières et l'esprit universaliste, mais, parallèlement, il se trouve également influencé et informé par le contexte politique. Entre 1785 et 1860, les savoirs géographiques sont en effet investis d'une valeur stratégique grandissante : ils jouent un rôle majeur dans les idéologies politiques des États et également dans les actions politiques menées. En interrogeant conjointement les champs du politique et des savoirs géographiques, cette thèse ainsi à mettre en évidence en quoi le processus de montée en discipline des savoirs géographiques engagé simultanément en France, en Prusse et en Grande-Bretagne se trouve fondamentalement en tension entre, d'une part, une exigence universaliste portée à l'échelle européenne par le champ scientifique et, d'autre part, la nationalisation progressive des savoirs géographiquesBetween 1780 et 1860, geography tends to become a full scientific field in Europe, built thanks to renewed institutional and academic principles, especially in France, Prussia and Great Britain. t the same time in these three European countries, geographers expect that their field will be finally considered as a proper science, compared for instance to history or mathematics. In order to complete this aim, they gradually organise geographical knowledge according to scientific patterns. The French, Prussian and British spheres are affected by a similar process. This scientific and academic construction of a proper geographical field is influenced by a universalistic spirit, inherited from the European Enlightenment, but also deeply affected by the political context. Between 1785 and 1860, geographical knowledge is recognised as strategic : it plays a major role in the politics of the states and, therefore, in the organisation of the different policies developed in this period. By questionning at the same time the field of geography and the field of politics and policy, this thesis intends to highlight how the process of academic and scientific construction of geography engaged at the same time in France, Prussia and Great-Britain is essentially in a position of tension between a demand of universalism and the progressiv nationalisation of geographical knowledge
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Bromling, Laura Cappello, and University of Lethbridge Faculty of Arts and Science. "From the pens of the contrivers : perspectives on fiction in the nineteenth-century novel." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2003, 2003. http://hdl.handle.net/10133/154.
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This thesis investigates the way that moral and aesthetic concerns about the relationship between fiction and reality are manifested in the work of particular novelists writing at different periods in the nineteenth century, Chapter One examines an early-century subgenre of the novel that features deluded female readers who fail to differentiate between fantasy and reality, and who consequently attempt to live their lives according to foolish precepts learned from novels. The second chapter deals with the realist aesthetic of W. M. Thackeray; focusing on the techniques by which his fiction marks its own relationship both to less realistic fiction and to reality itself. The final chapter discusses Oscar Wilde's critical stance that art is meaningful and intellectually satisfying, while reality and realism are aesthetically worthless: it then goes on the explore how these ideas play out in his novel, The Picture of Dorian Gray.iv, 120 leaves ; 28 cm.
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Andress, Lauri Linder Stephen H. "The emergence of the social determinants of health on the policy agenda in Britain : a case study 1980-2003 /." 2006. http://proquest.umi.com/pqdweb?did=1324368231&sid=1&Fmt=2&clientId=68716&RQT=309&VName=PQD.
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Doherty, Christopher Malcolm William. "A genealogical history of English studies in South Africa : with special reference to the responses by South African academic literary criticism to the emergence of an indigenous South African literature." Thesis, 1989. http://hdl.handle.net/10413/284.
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This thesis examines certain social and institutional forces that have shaped the outlooks and procedures of English departments in South Africa. The approach taken is based on the researches of Michel Foucault, notably his genealogical approach to history, and his view of the university as an institution within a broader "disciplinary society" that controls discourse in the interests of existi~g power relations in that society and not out of a concern with disinterested truth. It is argued that English departments are contingent, historically constituted products whose genealogies continue to have serious consequences for struggles around contemporary issues, notably the reception of indigenous South African writing. The first chapter examines the beginnings of the institutionalised study of English literature in England. This inquiry reveals that English literature became the subject of academic.study as a result of conflict between opposing interests in the university and the social world of nineteenth century J England. It also points to the existence of a "discursive space", an inherently unstable area, which the emergent subject of English was forced to occupy as a result of the ezisting arrang~ment of disciplines in the university. Chapter Two analyses the decisive contribution made by I. A Richards a9d the importance of practical criticism for the humanist enterprise of English studies. F. R. Leavis's adaptation of practical criticism is also examined with a view to understanding its consequences for English studies in South Africa. Chapter Three examines the early history of English studies in South Africa and assesses the impact of metropolitan developments on the manner in which the discipline was constituted in this country. Chapter Four focuses on the effect of metropolitan developments on the conceptualisation and study of a South African literature. Chapter Five examines descriptions of sub traditions of South African literature that were offered during the 1960s and '70s and concludes by offering an analysis of the radical critique of English studies that appeared at the end of the decade. The thesis concludes that the radical critique was largely unsuccessful for a number of reasons, one being the lack of a genealogical analysis. It is suggested that the manner in which English studies was historically constituted, and its mode of institutional existence, pose a perhaps intrinsic obstacle to the study and teaching of indigenous writing.Thesis (M.A. - English) - University of Natal, 1989