Dissertations / Theses on the topic 'Narrative selves'
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Yen, Yu-Hua. "Narrating selves : the narrative integrity of fictional autobiographies." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/22001/.
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The thesis examines the way writers use fiction as a rhetorical vehicle to thematise and to theorise the project of autobiography — a transformation of life into narrative that involves a negotiation between aesthetics and ethics. It analyses four fictional autobiographies, published since 1988, by Paul Auster, Julian Barnes, Lydia Davis, and Philip Roth. Each text presents an autodiegetic narrator narrating crucial moments in her/his life; they are ordered progressively according to the way each engages with the issue of narrative artifice on the narratorial and/or authorial level. I explore what makes the character narrator’s life-story work, that is, the way s/he negotiates the possible tension between form and ethics, the resolution of which is what I call narrative integrity. The double meaning of the word “integrity”, as a formal and an ethical quality, encapsulates the dual demands of formal coherence and ethical commitment inherent in the challenges of autobiography. This thesis discusses four forms of narrative integrity — contingency, consistency, coherence, and counterpoint — and suggests ways in which they are interpreted differently on the representational and the rhetorical level of the text. Adopting a rhetorical approach to fiction, I address the way the particular representation of autobiography in each text is used rhetorically, not autobiographically, by the author to theorise certain aspects of self-representation in general. I argue that integrity as a critical concept helps elucidate the complications involved in life writing by foregrounding the issue of form, which is necessary, if also potentially problematic, for the articulation of personal truths. This project situates itself within the broad field of ethical criticism in literary studies and explores the relationships between fiction, narrative ethics, and life writing.
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Fogell, Melanie. "Broken promises and refigured selves : narrative and Jewish identity /." Ann Arbor, Mich. : University Microfilms, 2003. http://wwwlib.umi.com/dissertations/preview/NQ87034.
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Al-Qasem, Ruby. "True Selves: Narrative Distance in Stories of Fiction and Nonfiction." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12069/.
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True Selves: Narrative Distance in Stories of Fiction and Nonfiction consists of a scholarly preface and four creative works. The preface discusses narrative distance as used in both fiction and nonfiction, and as compares to other narrative agents such as point of view, especially in contemporary creative writing. The selection of stories examines relationships, especially familial, and themes of isolation, community, and memory. Collection includes two chapters of a novel-in-progress, Fences, short fiction story "Trees and Furniture," and creative nonfiction essays, "Floating" and "On the Sparrow."
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Al-Qasem, Ruby Rodman Barbara Ann. "True selves narrative distance in stories of fiction and nonfiction /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12069.
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Lynch, Claire. "Irish autobiography : stories of selves in the narrative of the nation." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670053.
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Day, Joanne Kate. "Transforming criminal lives : a narrative study of selves, bodies and physical activity." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4068.
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Over the past thirty years attention has turned to how people leave a criminal lifestyle and develop an adaptive identity. Within the Criminal Justice System in England and Wales there exist physical activity interventions designed to give people an opportunity to improve their health and facilitate rehabilitation. A review of the literature indicated benefits to developing further understanding of the role of identity (re)construction, embodiment and physical activity in supporting adult desistance from crime. A narrative approach was adopted to explore the embodied, lived experience of people with criminal convictions and life transformation. Approval was gained to access prisons and probation units in England and Wales. Through purposeful sampling, life history interviews were conducted with 16 adults, 13 males and 3 females, with criminal convictions to explore their experience of change. Six people were successfully desisting from a criminal lifestyle, eight were trying to desist, and two were still involved in crime. 14 semi-structured interviews were also conducted with Criminal Justice staff. A narrative analysis was undertaken to explore the personal and public stories. Firstly, exploring the whats (what does the story tell us? Lieblich et al., 1998; Riessman, 2008) and, secondly, the hows (what do the stories do? Frank, 2010). From this analysis and interpretation six aspects of transforming criminal lives were identified and explored: embodied transformation, physical activity, spirituality, age and wisdom, claiming an adaptive identity, and maintaining change. These are represented in the thesis through modified realist tales, creative non-fictions and confessional tales to illustrate their role in the process of desistance from crime. Through the analysis, a six-domain ‘web’ model is proposed as one possible way to conceptualise the active, interdependent and ongoing nature of participants’ journeys in transforming their lives. Finally, implications of the study are reflected upon in relation to theory, practice and future research.
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Murphy, Angela. "Possible selves and occupational potential of students with dyslexia : a narrative inquiry." Thesis, Leeds Beckett University, 2017. http://eprints.leedsbeckett.ac.uk/4785/.
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People with dyslexia often face life challenges, particularly as routine screening and diagnosis are not in place within schools (Department of Children, Schools and Families, 2009a). Confusion exists surrounding inconsistent pedagogical training and support. Together, these factors often result in complex societal dichotomies (MacDonald, 2012; Collinson and Penkreth, 2010; McNulty, 2003). While some disengage, or leave school early (MacDonald, 2012) more students with dyslexia access higher education, gain professional qualifications and have successful careers. However, very little is understood about the temporal educational experiences of those accessing higher education, particularly those on level 7 programmes. This research employs a novel perspective, exploring the possible selves (Markus and Nurius, 1986) and occupational potential (Asaba and Wicks, 2010) of level 7 healthcare students with dyslexia. It considers strategies put in place by participants in relation to possible selves of the past, present and future. Narrative inquiry (Clandinin and Connolly, 2000) and the theoretical perspectives of possible selves and occupational potential provide unique methodological and analytic tools and viewpoints. Stories of nine level 7 level healthcare students with dyslexia are explored and narratives are presented as acts and scenes of a play in order to enhance and elucidate the experiences and maintain the “spirit” (Douglas and Carless, 2013 p. 53) and essence of their voices. The main narrative plots, ‘diagnosis’, ‘cheerleaders in the background’, ‘fitting the mould’ and ‘strategies and the future’ identify factors which inhibit and 4 facilitate progress towards reaching occupational potential and desired possible selves. Thought-provoking new insights are provided in this doctoral thesis related to diagnosis, importance of families and some of the challenges of negotiating every day and academic life with dyslexia. Knowledge contributions and recommendations are made to these areas with conceptual developments relating to possible selves and occupational potential and practice recommendations for education, occupational therapy/science and policy.
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Naji, Catherine. "Six women in search of a Beauvoirian narrative : auto/biographical research on Moroccan and Irish selves." Thesis, University of Newcastle Upon Tyne, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433542.
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Kastner, Stacy. "Identity Chats: Co-Authorized Narratives and the Performance of Writerly Selves in Mass-Multiliterate Times." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1370452658.
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Diehl, Florence Anne. "Eutopiagraphies narratives of preferred future selves with implications for developmental coaching /." [Yellow Springs, Ohio] : Antioch University, 2010. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1277922552.
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Thesis (Ph.D.)--Antioch University, 2010.Title from PDF t.p. (viewed July 22, 2010). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May, 2010."--from the title page. Includes bibliographical references (p. 200-210).
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Junaid, Muhammad. "Entrepreneurial selves in a narrative space : the case of entrepreneurial identity construction of Afghan Pashtuns in Peshawar." Thesis, University of Essex, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548595.
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Yip, Pui Lin Christina. ""Negotiating selves" : the (re)construction of teachers' professional identities in the era of educational reform : a narrative inquiry." Thesis, University of Bristol, 2012. http://hdl.handle.net/1983/762d11f5-7f9f-46f2-8fe4-2683893c5dc2.
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The study is set within the context where government-led education reforms have moved the teaching community to a new management culture in Hong Kong. Using narrative inquiry, I seek to gain an understanding on how education reforms are shaping the lives and identities of a group of four experienced secondary teachers in Hong Kong. Through a new construct-attending to teachers' own voices, the data were gathered from teachers through open-ended narrative interviews, focusing on their own experiences and personal values, over a period of two years. Assuming the dual roles of a researcher and a participant in this study, I worked collaboratively with the participant teachers across different school settings, yet closely linked with our experiences, to explore the nature and meaning of our life experiences in the reform context. While keeping past experiences central to the inquiry, multi-layered life stories among us were connected and new meanings emerged during the research process. The study is composed of interacting levels of narrative accounts which appear in various literacy forms, such as scholarly verbatim, songs, poems, dialogues and personal reflections. Through representation and interpretation of stories in the form of metaphors, as in the use of flower labels for participant teachers' attributes and the parallels of 'The Sound of Silence' teachers experienced, stories lived and told by teachers appeared to become new and 'fluid' experiences to both the researcher and the participants. The study contributes to an attempt to relate teachers' past experiences, in the form of stories, to their professional growth. The study also enters into the professional reflections of teachers, contributing to a better understanding of teachers' problems in the era of education reform. By reflecting on our own perceptions, experiences and practices, we are able to understand the construction, transformation and commitment of our professional identities.
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Chadwick, Rachelle Joy. "Selves colliding with structure : the discursive construction of change and non-change in narrative of rape crisis volunteers." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/10244.
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Bibliography: leaves 156-167.This study explores the discursive construction of subjective change and non-change in the narratives of women volunteering at a Rape Crisis (henceforth RC) centre). Of key interest within the study are the dilemmas and negotiations triggered when selves collide with new structures (and alongside this 'new' or alternative discourses and discursive subject positions). Structurally RC is a rich site offering a plethora of new ways of talking and 'seeing' complex issues surrounding sexuality, violence, heterosexual relationships and gender dynamics and involvement with the organisation thus compels selves to negotiate and reflect upon their current positionings. In order to explore these subjective dilemmas two individual and detailed interviews were conducted with 7 participants (totally a complete set of 14 interviews).
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Haevens, Gwendolyn. "Mad Pursuits : Therapeutic Narration in Postwar American Fiction." Doctoral thesis, Uppsala universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-263167.
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Mad Pursuits: Therapeutic Narration in Postwar American Fiction examines three mid-century American novels—J.D. Salinger’s The Catcher in the Rye (1951), Ralph Ellison’s Invisible Man (1952), and Sylvia Plath’s The Bell Jar (1963)—in relation to the rise and popularization of psychoanalytic theory in America. The study historicizes these landmark novels as representing and interrogating postwar America’s confidence in the therapeutic capacity of narrative to redress psychological problems. Drawing on key concepts from narrative theory and the multidisciplinary field of narrative and identity studies, I argue that these texts develop a multi-layered, formal problematization of therapeutic narration: the narrativization of the self through modes of interpretation based on character action and development. The study, thus, investigates how the texts both critique the purported effectiveness of being healed through narrative means, as well as how they problematize their society’s investment in this method. I propose that the novels ultimately explore submerged possibilities for realizing what I call fugitive selves by creating self-representations that negotiate and exceed the confines of the paradigmatic models of plot and character of the period. In Chapter One, I argue that the ego and pop psychological movements during the postwar era encouraged the American public to define and realize psychological health, success and happiness through narrativized means. I show in Chapter Two how careful differentiation between narrative levels of interpretation in The Bell Jar reveals the novel’s complication of the self created in narrative, with and against the socio-cultural scripts and therapeutic assumptions of the period. Chapter Three concentrates on The Catcher in the Rye’s various methods of de-composing the narrative identity of the subject created through developmental and therapeutic narration. In the final chapter, I read Invisible Man as a satire of postwar psychoanalytic theory and method specifically concerning racialized narrative identities, and as a reflection on a method of enduring psychological illness. The Conclusion brings together several argumentative strands running throughout the dissertation regarding what the novels contrastively reveal about the perils, and even the possibilities, inherent in the narrativizing of the self in early postwar America.
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Itoi, Emi. "PRE-SERVICE EFL TEACHERS' POSSIBLE SELVES: A LONGITUDINAL STUDY OF THE SHIFTING DEVELOPMENT OF PROFESSIONAL IDENTITIES." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/302585.
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Teaching & LearningEd.D.
The purpose of this interpretive qualitative case study was to explore how possible selves of four pre-service EFL teachers changed during their last 10 months at university and what factors were involved in developing and changing their possible selves. The concept of possible selves is a future-oriented self-concept that involves one's motivation to move toward one's ideal future selves and move away from one's feared selves. Ought-to selves are also believed to work as motivators. The main data sources included two written possible selves stories from each participant, four sets of semi-structured interviews, short e-mail messages with emoticons, and official practicum reports. Through a narrative analysis of these data, I found that participants' rather general possible teacher selves changed to more realistic, elaborated ones after they had experienced practicums. These revised possible selves were not always in the direction of more positive, more ideal selves, but also toward feared and ought-to teacher selves. The data analysis also revealed that the participants found a large gap between their actual L2 selves and ought-to L2 selves, and consequently they developed feared L2 selves who would likely get embarrassed in front of others because of their poor English speaking ability. However, they took no action to prevent their feared L2 selves because becoming fluent in English was possibly seen as a temporally distant unreachable goal that did not merit an investment of time and energy. The study also found that interpersonal relationships with parents, teachers in the past, cooperating teachers during practicum, students at school, and peers were important factors contributing to participants' developing and changing possible selves. I end with suggestions that policy makers, universities, teacher educators, and supervising teachers of student teachers seriously consider issues that will help improve English education in Japan as well as lead to better teacher education programs to prepare EFL pre-service teachers for the rather harsh conditions in the teaching profession in Japan.
Temple University--Theses
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Anderson, John. "Different Bodies, Different Selves: The Role of Physical Disability in the Formation of Personal Identity." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1203.
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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
Arts and Sciences
Philosophy
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Na, Nongkhai Angsu-orn. "An investigation into English language motivation of Thai university students : understanding students' motivation over time, and their visions of future L2 selves, through narrative inquiry." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19828/.
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This qualitative study explores 16 Thai university students’ motivation to learn the English language over time through narrative inquiry. The students’ general attitude and orientation towards the English language, their motivational trajectories during their past English learning experiences, and their visions of their future second language (L2) selves were investigated. This study adopted a holistic approach to explore student motivation, with research methods dedicated to exploring the students’ past experiences (through Language Learning Histories), and the students’ concepts of their present and possible future selves (through semi-structured interviews). Adopting non-linear and socio-dynamic perspectives in understanding motivation, this study employed various theoretical frameworks, including self-determination theory (Deci and Ryan, 1985), the person-in-context relational view (Ushioda, 2009), the complex dynamic systems perspective (Dörnyei, 2009b), and the L2 Motivational Self System (Dörnyei, 2005, 2009a), to help conceptualise students’ motivation. The findings reveal that the instrumentality or utilitarian value of the English language played a significant role in fostering Thai students’ positive attitudes towards English. International posture (Yashima, 2009), personal interests, and a combination of different motivations were also found to associate with the students’ positive attitudes towards English. The results also show that the students’ motivation was complex and dynamic. Three broad patterns of motivational trajectories were identified among the students. The findings indicate that motivational changes across time was strongly related to their situated or immediate learning environment, critical incidents, and their cultural capital (Bourdieu, 1986). The data suggest that while the students’ sense of ‘ought-to L2 self’ was associated with a fear of being unemployed and the pressure of Thailand’s integration into the ASEAN Economic Community in 2015, their sense of ‘ideal L2 self’ was strongly triggered by their imagined future careers, desires to go abroad, and international posture. Through examining dynamic changes in the students’ motivation, as well as exploring the ways in which the students identified themselves with the language in the future, this study adds to the knowledge base, aiding both L2 students and practitioners to understand and be aware of students’ different dispositions in language learning. This study also suggests pedagogical improvements in English language teaching in the context of Thailand.
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Hancock, Dorothea Wilhelmina. "An exploration of The Virtues Project: Ontological, educational and cross-cultural inquiries into a moral education program within a Mongolian school setting." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/86530/1/Dorothea_Hancock_Thesis.pdf.
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This thesis explores The Virtues Project's ontological, educational and cross-cultural dimensions taking Charles Taylor's philosophical perspective of an anthropological account of the self and a phenomenological account of moral life and engagement. The experience of Mongolian schoolteachers implementing this moral education program is analyzed using a narrative inquiry method. The globally attractive project appears in moral education and virtues ethics research and surveys, yet no critical evaluation has been undertaken. Its conceptual features are appraised from a Taylorean perspective. The Listening Guide analysis of teacher experiences is presented in two narratives. The first is about the teachers' implementation experiences of moral flourishing as selves, in relationships and in community. The second is about their experience of becoming Mongolian in their modern day context. In conclusion, the project is coherent, constructive and potentially suitable cross-culturally.
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Cullum, Linda Kathleen. "Fashioning selves and identities, contested narratives, disputed subjects." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ49994.pdf.
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Lutovac, S. (Sonja). "From memories of the past to anticipations of the future:pre-service elementary teachers’ mathematical identity work." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526205540.
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Abstract This study explored mathematical identity work by drawing on the cases of Finnish and Slovenian pre-service elementary teachers. All cases reported having had negative experiences with mathematics during their school years. These experiences were shown to have a central meaning for pre-service teachers’ mathematical identities. However, identity also extends to the future. For this reason, pre-service teachers’ anticipations of the future were also explored. The concepts of narrative identity (Ricoeur, 1992) and possible selves (Markus & Nurius, 1989) were applied in the context of mathematics education. The overall narrative perspective of the study enabled a psycho-social understanding of identity. The special interest of the study was confined to an understanding of the role that educational contexts play in pre-service teachers’ mathematical identity work. Narrative inquiry was applied as a research methodology. In-depth interviews invited pre-service teachers to construct narratives of their mathematics-related experiences. These narratives were analysed holistically and categorically, as well as in terms of content and form. The findings showed striking similarities in pre-service teachers’ school-time memories. The cases in question felt like victims of their own mathematical experiences. The anticipations of mathematics teaching were also underlined by the challenges rooted in their school-time experiences. However, a surprising finding was that the identity work in which the Finnish and Slovenian cases engaged during their teacher education differed substantially. The main reasons for the differences in identity work seemed to stem from different emphases and pedagogical practices in mathematics education courses within the Finnish and Slovenian teacher education settings. The study argued that identity work can be facilitated during teacher education. To begin such a process, it would be central to focus on pre-service teachers’ biographical context through narrative pedagogical tools. The findings also showed that neglecting issues from school-time experiences might engender further challenges for pre-service teachers’ future mathematics teaching. Finally, the study argued for the need to openly address identity during teacher education. The significant theoretical contribution of the study is the conceptualisation of ‘mathematical identity work’Tiivistelmä Tutkimuksessa tarkasteltiin matemaattista identiteettityötä suomalaisten ja slovenialaisten luokanopettajaopiskelijoiden kokemusten kautta. Opiskelijoiden mukaan heillä oli ollut omana kouluaikanaan kielteisiä matematiikan opintoihin liittyviä kokemuksia, joilla osoitettiin olevan negatiivisia vaikutuksia opiskelijoiden matemaattisiin identiteetteihin. Koska tutkimuksessa korostuu identiteetin tulevaisuusaspekti, tarkastelun kohteina olivat opiskelijoiden tulevaisuuteen liittyvät toiveet ja odotukset. Tutkimuksessa sovellettiin narratiivisen identiteetin (Ricoeur, 1992) ja mahdollisten minuuksien (Markus & Nurius, 1989) käsitteitä matematiikan opetuksen kontekstissa. Identiteetin ymmärtämisen psyko-sosiaalisena ilmiönä mahdollisti narratiivinen näkökulma. Erityinen huomio kohdistettiin siihen, millainen merkitys kasvatuksellisilla konteksteilla on luokanopettajaopiskelijoiden matemaattisessa identiteettityössä. Tutkimusmetodologiana käytettiin narratiivista tutkimusta. Opiskelijat kertoivat syvähaastatteluissa matematiikkaan liittyvistä kokemuksistaan. Nämä narratiivit analysoitiin holistisesti ja kategorisesti ottaen huomioon myös niiden sisältö ja muoto. Tuloksista ilmenee merkittävää samankaltaisuutta luokanopettajaopiskelijoiden omaan kouluaikaan liittyvissä muistoissa. Monet esimerkiksi kuvailivat itsensä uhreiksi. Myös tulevaan matematiikan opetukseen liittyvät ennakko-odotukset olivat värittyneet opettajaopiskelijoiden omaan kouluaikaan liittyvien haasteellisten kokemusten kautta. Yllättävä tulos oli se, että suomalaisten ja slovenialaisten opiskelijoiden luokanopettajakoulutuksen aikainen identiteettityö erosi huomattavasti toisistaan. Erojen pääsyynä ovat nähtävästi erilaiset painotukset ja käytänteet opettajankoulutuksen matematiikan pedagogisissa opinnoissa. Tutkimus osoittaa, että identiteettityötä voidaan pyrkiä edistämään opettajankoulutuksen aikana. Prosessin aloittamiseksi olisi tärkeää kohdentaa huomio opettajaopiskelijoiden elämäkerrallisiin konteksteihin soveltamalla narratiivisia pedagogisia työkaluja. Sillä että omaan kouluaikaan liittyviä kokemuksia ei oteta huomioon, voi olla kielteisiä heijastuksia opettajaopiskelijoiden tulevaan matematiikan opetukseen. Tutkimuksen mukaan identiteetti on syytä ottaa avoimesti tarkasteluun opettajankoulutuksen aikana. Tutkimuksen teorian kannalta merkittävä anti on termin matemaattinen identiteettityö käsitteellistäminen
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Henderson, Jennifer. "Conducting selves, race and government in Canadian settler women's narratives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ56234.pdf.
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Oliveira, Marta Ramos. "Weaving life stories : healing selves in native american autobiographical narratives." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/16452.
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No presente trabalho faz-se uma reflexão sobre as narrativas de vida indígenas a partir da hipótese de que, em contraposição ao modelo canônico ocidental, elas apresentam uma concepção de self marcada por uma posicionalidade social diversa tanto a nível de experiência histórica quanto da visão epistemológica e ontológica. Meu objetivo é mostrar como os escritores indígenas se apropriam de um modelo ocidental que, na sua configuração canônica, servia para sustentar narrativas de individuação e o utilizam para curar feridas históricas resultantes da violência do processo colonizatório e suas conseqüências e, com isso, criar possibilidades de sobrevivência coletivas. Com esse propósito, faço uma breve revisão de dois momentos fundamentais do desenvolvimento do gênero no ocidente que, num primeiro momento, confundem a história da autobiografia com a confissão cristã e, num momento posterior, com o processo de individuação. Numa perspectiva mais contemporânea, discute-se a impossibilidade lingüística de se falar do eu sem se deparar com uma série de descontinuidades e becos sem saída que parecem impor uma fragmentação total do eu, a ponto de se pensar ser impossível dizer o dêitico "eu." A esta visão canônica da história do gênero, contraponho as narrativas indígenas que se valem das histórias de vida como forma de buscar as experiências que lhes dão sustentação tanto como forma de reavaliação do vivido quanto como abertura para novas possibilidades no futuro. Num segundo momento, reviso a noção de tempo ocidental mostrando como, apesar da concomitância de várias cronosofias que definem o tempo como cíclico, linear ou a-direcional, nossas sociedades se estruturam a partir do modelo de progresso, que fundamenta o binômio modernidade/colonialidade. Em outras palavras, a visão linear do tempo aliado ao processo histórico de subjugação dos povos e conquista de territórios, estabeleceu um modelo que se auto-define como inovador, ou de ponta, relegando todas as outras formas de organização humanas a estágios mais atrasados do mesmo processo. Baseando-me no paradigma de co-existência, discuto outras visões epistemológicas, contrapondo esta visão do tempo linear e progressivo à forma como os indígenas concebem o espaço como catalisador das histórias que sustentam as relações indígenas com o Outro. Importante ressaltar que a noção de Outro usada aqui abrange tudo aquilo que está em relação com o eu, incluindo, além dos seres humanos, animais, plantas, rios, a terra, o sol, e mesmo entidades não físicas. Finalmente, analiso em Storyteller de Leslie Marmon como os escritos de vida indígena manifestam este modo de ser e seu potencial curativo.In this dissertation, I reflect upon Native American life stories building on the hypothesis that, in opposition to Western canonical autobiographies, they present a different conception of self derived from a social positionality marked by different historical experiences and different epistemological and ontological views. My aim is to show how indigenous writers have appropriated a Western model which, in its canonical configuration, was used to sustain narratives of individuation and how they use it to heal historical wounds resulting from the violent colonization process and its consequences so as to envision collective survival. To do that, I briefly revise two foundational moments in the Western development of the genre which, in a first moment, mingle the history of autobiography with Christian confession and then with the process of individuation. From a contemporary perspective, much has been discussed about the linguistic impossibility of saying "I" without bumping into a series of discontinuities and dead ends, which seems to impose the total fragmentation of self to the point where it may seem impossible to utter the deictic pronoun "I" I contrast this canonical history of the genre with indigenous narratives which use life stories to rescue experiences to sustain themselves both as a reevaluation of the past and as an opening to future possibilities. In a second moment, I revise the Western conception of time showing how, despite the fact that several chronosophies that define time as linear, cyclical or non-directional coexist, our societies are structured on the idea of progress, which sustains the binomial modernity/coloniality. In other words, the linear view of time allied to a historical process of subjugation of peoples and territorial conquest has established a model that defines itself as innovative, or state of the art, classifying all other human forms of organization as primitive stages of the same process. Using the paradigm of co-existence, I present other epistemological views, contrasting this linear and progressive time to the ways Native Americans discuss space as a catalyst of the stories that sustain indigenous relationships to the Other. It is important to emphasize that the concept of Other used here encompasses everything which is in relation with the self, including besides other human beings animals, plants, rivers, the land, the sun, and nonphysical entities. Finally, I analyze how indigenous life writing manifests this way of being and its healing potential in Leslie Marmon Silko's Storyteller.
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Gazetas, Aristides. "Imagining selves : the politics of representation, film narratives and adult education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25053.pdf.
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Grey, Leslee. "Multiple Selves, Fragmented (Un)learnings: The Pedagogical Significance of Drag Kings' Narratives." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/59.
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This dissertation features the stories of drag king performers. Through life story interviews coupled with participant observations, and informed by gender performance, poststructuralist, and psychoanalytic theories, this project examines the ways in which drag performers construct, take up and perform multiple subjectivities and how they benefit from multiple knowledges in their learnings and unlearnings. Through an examination of the creation and circulation of these drag king pedagogies, I suggest ways in which drag performers create and sustain gendered knowledge, while navigating difference and working with multiple discourses of identity, oppression, and power in a socially and economically diverse city. Participants’ perceptions of their gender identities point to the ways in which identity categories are insufficient. Each participant uses an existing identity label (e.g., transgender, tranny, boi) or a combination of existing labels, to understand their gender identities, even as their narratives point to the failures of fixed categories. It is my contention that the narratives of these particular performers highlight the multiplicity of all selves, and the ways in which all learnings and unlearnings are fragmented. Thus, drag king narratives have significant pedagogical value in examining the relationships between subjectivities and knowledge.
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Jardine, Kathryn Frances. "Transitions of women counsellors-in-training, self-defining memories, narratives, and possible selves." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0017/NQ32711.pdf.
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Sirino, Tallyssa Izabella Machado. "Narrativa e resistência em Selva Trágica, de Hernâni Donato." Universidade Estadual do Oeste do Parana, 2013. http://tede.unioeste.br:8080/tede/handle/tede/2343.
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Previous issue date: 2013-03-15This research aims to reflect about narrative and resistance as themes, represented on the novel Selva Trágica (2011),written by Hernâni Donato. The study of relations regarding space and literary representation of characters that, in the literary narrative of Selva Trágica, live under labor conflicts in a borderline space (Brazil-Paraguay) becomes the point from which and to which the reviews and interpretations of this study will converge. From the narrative s study, the inner structure is revealed as built by means of the representation of individuals explored by a Company, well-known as Companhia Mate Laranjeira, an argentine company of yerba mate processing, as external elements for the literary narrative. It is considered that the representation of herbals, on the narrative, in a borderline localization, in which characters live under constant shifts, regarding geographical, identity, cultural and linguistic changes, motivated by the labor fronts, becomes an structuring element of the narrative. Thus, the structural aspects such as the space and the characters are studied from the theoretical and methodological assumptions of the dialectic constitution of literature, based, particularly, on theoretical and analytical studies of Antonio Candido (2010), about the inherent relationship between internal and external elements in preparing aesthetics of the literary text. The studies on transiting identities, or in the context of boundary identities and alterity, are based on theoretical assumptions of Homi K. Bhabha (1998) and Stuart Hall (2009 and 2011). The saga of exploitation of yerba mate is understood as a metaphor for the strength of the ruling power, because through such exploitation, the oppression is exerted on the man, subjugating the characters and enslaving them in the herbal space - degraded space - degrading, thereby, characters. Therefore in Selva Tragica, it is observed that resistance consists in bringing such degrading and oppressive situations afloat by the aesthetic-ideological choice inherent to the narrative construction of the author, and it is perceived that this strategy can be approximated to the reflections of novel construction by Adorno (2003), Benjamin (1987), Goldmann (1989) and Santiago (2002), as well as the notion of degraded hero of Lukacs (1965). Hence, this study enables the reflection on represented spatiality, as well as the relationships between space, theme, characters, identities, resistance and territoriality in the literary work Selva Tragica as representative of a borderline literature corpus.
A presente pesquisa propõe uma reflexão sobre o tema da narrativa e resistência, problemática representada na obra literária Selva Trágica (2011), de Hernâni Donato. O estudo das relações entre espaço e representação das personagens que, na narrativa de Selva Trágica, vivem conflitos trabalhistas e existenciais em uma região de fronteira (Brasil-Paraguai) torna-se o ponto para onde e de onde convergem as análises e interpretações aqui desenvolvidas. A partir do estudo da narrativa, desvela-se a estrutura interna construída por meio da representação de indivíduos subjugados por uma metrópole econômica exploradora, a saber, a Companhia Mate Laranjeira, empresa argentina de beneficiamento da erva-mate colhida nos ervais brasileiros, elementos externos. Entende-se que a representação do espaço dos ervais, situado na narrativa, em uma localização de fronteira, no qual se apresentam personagens em constantes deslocamentos, seja da ordem do geográfico, identitário, seja da ordem cultural e linguística, motivadas pela mobilidade das frentes de trabalho constitui-se em um elemento estruturante da narrativa. Dessa forma, os aspectos estruturantes a exemplo do espaço e das personagens são estudados a partir dos pressupostos teórico-metodológicos da constituição dialética do texto artístico, tomando como base teórico-analítica, especialmente, os estudos de Antonio Cândido (2010), sobre a relação intrínseca entre os elementos internos e externos no processo de elaboração estética da obra de arte. Já os estudos sobre identidades em trânsito, ou identidades em contexto de fronteira e alteridade se fundamentam nos pressupostos teóricos de Homi K. Bhabha (1998) e Stuart Hall (2009 e 2011). Compreende-se a saga da exploração da erva-mate como uma metáfora da força do poder dominante, pois, por meio de tal exploração, é exercida a opressão sobre o homem, subjugando-o e escravizando-o, no espaço do erval espaço degradado degradando, assim, as personagens. Portanto, em Selva Trágica, constata-se que a resistência consiste em trazer tal situação degradante e opressiva à tona, pela escolha estético-ideológica inerente à construção narrativa do autor, percebe-se que este utiliza de estratégias de linguagem que podem ser aproximadas às concepções acerca da construção romanesca de Adorno (2003), Benjamin (1987), Goldmann (1967) e Santiago (2002), bem como da noção de herói degradado de Lukács (1965). Sendo assim, tal estudo possibilita a reflexão sobre a espacialidade representada, bem como as relações entre espaço, tema, personagens, identidades, resistência e territorialidade na obra Selva Trágica, representativa de um corpus de literatura e fronteiras.
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Currie, Sean E. "Sacred Selves: An Ethnographic Study of Narratives and Community Practices at a Spiritual Center." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002799.
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Zuo, Yijia. "Narratives of complementarity and transformation : Chinese young people constructing selves in a transcultural context (UK)." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/17582/.
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Adopting two Chinese Taoist philosophical principles - complementarity and transformation - this thesis aims to explore the process of individuals’ constructions and transformations of selves in a transcultural context, via looking at the second generation Chinese immigrant young people’s narratives regarding their life experiences in the UK. The principle of complementarity is utilized within a pluralist theoretical framework – social constructionist approaches, object relations theory, and Chinese Taoist philosophy. Empirical data are represented within two narrative case studies. The principle of transformation is operationalized within the theoretical and methodological framework, the setting of research questions, and in the interpreting the data, all of which have undergone a process of constant change. Narrative from four participants (Jerry, Sara and their mothers) about their life experiences are collected via free-association interviews as research data. The data are analysed within social constructionist and object relations theories, while the research outcomes arising from data analysis are interpreted within Taoist philosophy. The originality of this research is that it provides a possible approach to conduct a transcultural research via engaging with pluralist but complementary theories regarding both Western and Chinese cultures.
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REIS, CLAUDIA MARIA BOKEL. "LANGUAGE, EVIDENTIALITY, AND TEACHERNULLS POSITIONING: THE CONSTRUCTION OF THE COHERENCE OF SELVES IN NARRATIVES OF EXPERIENCE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6696@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROA tese Linguagem, evidencialidade e posicionamentos de professor: A construção da coerência dos selves em narrativas de experiência discute a construção das identidades profissionais de duas professoras de Língua Portuguesa e Lingüística através de suas histórias de trajetória profissional. As narrativas das professoras são analisadas, discursivamente, através uma postura teórica e metodológica que articula evidencialidade, posicionamento e narrativa. O trabalho assume uma perspectiva interdisciplinar que inclui a Pragmática, a Sociolingüística Interacional, Teorias Socioconstrucionistas, a Psicologia Social e a Psicologia Cultural. Buscamos demonstrar que a construção das identidades profissionais, como posicionamentos, perpassa não somente por questões da biografia pessoal e profissional, mas também pela construção e interpretação que as professoras fazem de horizontes de contextualização interdependentes: o contexto interacional, as comunidades de prática e o contexto macro social de mudanças, incluindo a nova ordem do trabalho. Na construção da coerência narrativa, as narradoras colocam em ação não apenas posicionamentos profissionais, mas também posicionamentos pessoais, posicionamentos de outros e posicionamentos interacionais. Os resultados apontam para a construção diferenciada da coerência dos selves nas narrativas, a partir de escolhas que alternam entre o foco na ação, nos eventos relatados, e o centramento na avaliação e/ou explicação dos eventos, conduzindo a posicionamentos morais. A proposta teórica de articular a evidencialidade com posicionamentos em narrativas de experiência mostrou-se extremamente produtiva, resultando em contribuições relevantes para essas teorias e para o estudo das identidades do profissional de Letras.
The dissertation Language, evidentiality, and teacher´s positioning: The construction of the coherence of selves in narratives of experience discusses the construction of professional identities of two Portuguese Language and Linguistics teachers through their stories of professional trajectory. The narratives produced by the teachers are discursively analyzed from a theoretical and methodological tenet which articulates evidentiality, positioning, and narrative. We assume an interdisciplinary approach which includes Pragmatics, Interactional Sociolinguistics, Socioconstructionist Theories, and Social and Cultural Psychologies. We demonstrate that the construction of professional identities, as positioning, encompasses not only issues of our personal and professional biographies but also the teachers´ construction and interpretation of three horizons of interdependent contextualization, namely, the interaction context, the communities of practice, and the macro-social context of changes, including therein the New Work Order. In the construction of narrative coherence, the narrators not only enact professional positionings, but personal positionings, positionings of others, and interactional positioning. The results point towards a differentiated construction of coherence for the selves in the narratives, aimed at choices that alternate between the focus on action, and on reported events, and the focus on evaluation and/or explanation of events, which conducts to moral positionings. The theoretical proposal of articulating evidentiality with positioning in narratives of experience has shown extremely productive, resulting in relevant contributions for these theories, and for the study of identities of language professionals.
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MENDES, TALITA ROSETTI SOUZA. "NARRATIVES OF DYSLEXIC UNDERGRADUATE STUDENTS EXPERIENCES: CONSTRUCTION OF SELVES AND OTHERNESS IN SCHOOL AND FAMILY CONTEXTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23254@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O presente estudo investiga como são construídas identidades de si e do outro nos contextos da escola e da família em narrativas de dois jovens universitários com dislexia, junto à pesquisadora-professora, em entrevistas de pesquisa. As bases teóricas e metodológicas situam-se no campo dos estudos da narrativa e identidade com foco em experiências com a dislexia, envolvendo relações de alteridade, processos de estigmatização e de manipulação de informação, a partir de uma abordagem qualitativa e interpretativista. Os mecanismos norteadores da análise das construções identitárias de si e do outro se constituem na noção de dêixis, de self, de polifonia e de discurso relatado. Os resultados da análise das narrativas construídas pelos jovens universitários com dislexia apontam não só relações harmônicas e desarmônicas no ambiente escolar, mas também conflitos e entendimentos no contexto familiar, com performances elaboradas e emergência de estigmas. As narrativas destacam também inteligibilidades sobre o distúrbio de aprendizagem, sobre as necessidades pessoais e possibilidades de superação através de uma postura reflexiva, engajada e, por vezes, emotiva. A pesquisa busca contribuir com e para estudos sobre a relação existente entre dislexia, família e escola, ressaltando, do ponto de vista teórico e metodológico, a importância da narrativa em entrevista de pesquisa como forma de propiciar reflexão, ação e mudança.
This study investigates how self and other identities are construed in school and family contexts in the narratives of two dyslexic undergraduate students during research interviews granted to the professor-researcher. The theoretical and methodological frameworks belong to the fields of narrative and identity, involving otherness, processes of stigmatization and information manipulation, from a qualitative and interpretativist approach. The procedures that orient the analysis of the construction of self and other are based on constructs such as deixis, self, polyphony and reported discourse. The results of the analysis of the narratives constructed by dyslexic undergraduate students point to not only harmonious and disharmonious relationships within the university environment, but also to conflicts and understandings in the family context, with stigma performances and display. The narratives also highlight intelligibilities on learning disorders, personal needs, and possible ways of overcoming challenges through a reflective, committed and, sometimes, emotional attitude. The purpose of this research is to enrich the studies concerning the relationship among dyslexia, family and school, highlighting the importance of narrative in the research interview as a way of raising reflection, action, changes, from a theoretical and methodological point of view.
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Jackets, Kristina. "An exploration of the perceptions of future 'eminence' among high-achieving secondary schoolgirls, through 'possible selves' narratives." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/an-exploration-of-the-perceptions-of-future-eminence-among-highachieving-secondary-schoolgirls-through-possible-selves-narratives(7b4fa64a-d70b-4cc3-bfe3-218133d27437).html.
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In the UK, girls perform highly at secondary school; they have been the success story of education in recent times. However, they also make up only 17% of ‘top jobs’ in the FTSE 100 in the UK (Martinson, 2012); are completely outnumbered in Westminster (22% of UK MPs) and constitute only 13.6% of senior judiciary positions in Law (Fawcett Society, 2013). There remains a considerable mismatch between girls’ academic success and subsequent levels of career achievement. This research project explores the perceptions of future eminence held by high-achieving secondary schoolgirls. A ‘possible selves’ story-writing methodology was used: 10 Year 10 (age 14 and 15) participants were asked to imagine themselves and write about a day in their possible future as an eminent woman in their chosen field. This data was analysed using ‘multiple textual analytic frames’ (Wickens, 2011), which involved a constant comparative analysis (Glaser and Strauss, 1967); textual discursive analysis (Fairclough, 2003) and literary analysis (Vandergrift, 1990). This study concludes that high-achieving secondary schoolgirls hold ambivalent perceptions of future eminence. They foresee a range of the difficulties and strains detailed by the real experiences of the women in the ‘Opt-Out’ literature e.g. long working hours, exhaustion. They also foresee the potential for exciting careers and creativity. And where they do foresee future challenges in an eminent career, they do not position these as ‘external’ barriers e.g. they do not see gender as a barrier, nor do they imagine limiting social structures or workplace inequalities. For the participants in this study, barriers to future eminence have been internalised, echoing the conclusions of Ringrose (2007), Pomerantz and Raby (2011), Beck (2001) and Bauman (2008) regarding the neo-liberal transformation of the ‘social’ into the ‘individual.’
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Woodiwiss, Joanna. "Stories to live by, selves to live with : constructing the self through narratives of childhood sexual abuse." Thesis, University of York, 2004. http://etheses.whiterose.ac.uk/14153/.
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Bresnahan, Krystal M. "From Portraits to Selfies: Family Photo-making Rituals." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6472.
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From family-style portraits to selfies, who is photographer and/or photographed varies as families engage, stage, and interpret the visual. How families participate in photo-making changes how individual family members feel about and relate to not only their photographs, but also each other. In this dissertation, I examine photographs as visual and material objects, and include the communication processes and ritual practices of producing, consuming, curating, viewing, and circulating these photos. By framing family photo-making as ritual, I explore how families do photo-making in everyday life, and identify the patterns of choice embedded in the genre of family photography, which symbolically and socially construct family.
My methodological approach moves from analyzing images to the lives of photos and spaces in which photos are represented and shared, observing visible practices and the traces – photographs and photo displays – they produce. I ask questions about communicative acts of performing rituals and negotiating family memory in the public space of the Easter Bunny Photo Hut, the personal and domestic space of a mother’s home, and the digital space of the social media app Snapchat. Each site provides a unique access point to study family photo-making ethnographically. Combining my ethnographic observations with photo elicitation interviews, I study the symbolic value of photographs negotiated by and between family members.
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Abdi, Muna. "Storying selves in turbulent times : exploring four young Somali men's experiences of identity and belonging through self-representing narratives." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19410/.
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Lucas, Jeane. "A subversão do gênero em Leopardso de Kafka." Universidade Presbiteriana Mackenzie, 2010. http://tede.mackenzie.br/jspui/handle/tede/2322.
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Previous issue date: 2010-12-06Literary production of the nineties and the early years of the twenty-first century is characterized the release of some literary genres, specifically what Literary Theory defined as being a novel, which do not fit the standards of Classical Literature or the peculiarities of the so-called Best Sellers. Therefore, this thesis has as its object of study the book Leopardos de Kafka, by Moacyr Scliar, which is part of the collection of detective novels Literature and Death, released by the publisher Companhia das Letras. This study aims to show the narrative resources and how they were used in the novel aforementioned, so that we can show that they break the existing boundaries between Classical Literature and Best Sellers and the standards of the traditional detective novel. For this objective to be achieved, the theoretical foundation of this thesis was based, mainly, on studies of the detective novel, done by Boileau and Narcejac (1991), Albuquerque (1979), Reimão (1983, 2005) and others; in researches on Best Sellers, done by Sodré (1978), Caldas (2000) among others and on studies of Historiographic Metafiction, postmodernism and narcissistic narrative, made by Hutcheon (1984, 2002).
O panorama da produção literária da década de noventa e dos primeiros anos do século XXI é marcado pelo lançamento de alguns gêneros literários, especificamente o que a Teoria Literária definiu como sendo romance, que não se ajustam nem às regras da Literatura Culta nem às peculiaridades do que se convencionou chamar de Literatura de Massa. Por isso, esta tese tem como objeto de estudo o livro Leopardos de Kafka, de Moacyr Scliar, pertencente à coleção de romances policiais Literatura ou Morte, lançada pela editora Companhia das Letras. O presente estudo objetiva mostrar os recursos narrativos e o modo como estes foram empregados, no romance citado, a fim de que se possa evidenciar que eles rompem com as fronteiras existentes entre a Literatura Culta e a Literatura de Massa e com as regras do romance policial tradicional. Para que esse objetivo fosse alcançado, a fundamentação teórica desta tese foi baseada, principalmente, nos estudos sobre o romance policial, feitos por Narcejac (1991), Albuquerque (1979), Reimão (1983, 2005) e outros; nas pesquisas sobre Literatura de Massa, realizadas por Sodré (1978), Caldas (2000) e outros e nos estudos sobre Metaficção Historiográfica, pós-modernismo e narrativa narcísica, realizados por Hutcheon (1984, 2002).
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Paiani, Flavia Renata Machado. "A hist?ria como best-seller : aspectos narrativos dos livros de divulga??o hist?rica no Brasil." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2017. http://tede2.pucrs.br/tede2/handle/tede/7644.
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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
This dissertation is a critical evaluation of seven popular history books concerning nineteenth-century Brazil, published between 2006 and 2013: Condessa de Barral, O Pr?ncipe Maldito, A Carne e o Sangue, and O Castelo de Papel by Mary Del Priore, and 1808 [in English, The Flight of the Emperor: How a Weak Prince, a Mad Queen, and the British Navy tricked Napoleon and changed the New World], 1822, and 1889 by Laurentino Gomes. Priore is a Brazilian historian with academic affiliation, specialized in historical biographies in which she constructs quasi-literary historical characters. Instead, Gomes is a Brazilian journalist, best known for the great commercial success of his three books, featuring picturesque characters in a fragmented storytelling format. Thus this study aims to investigate the relationship of their works with historiography as well as the role assigned to their readership, by analyzing the text structure and its narrative elements. In this regard, the analysis develops a theoretical and historiographical discussion, in order to understand the aesthetic realm of popular history books and its epistemological implications.
Esta tese ? uma an?lise cr?tica de sete livros de divulga??o hist?rica, publicados entre 2006 e 2013, que versam sobre o Brasil do s?culo XIX: Condessa de Barral, O Pr?ncipe Maldito, A Carne e o Sangue e O Castelo de Papel, de Mary Del Priore, e 1808, 1822 e 1889, de Laurentino Gomes. Priore ? uma historiadora brasileira com filia??o acad?mica, especializada em biografias hist?ricas, nas quais ela constr?i personagens hist?ricos romanceados. Gomes, por seu turno, ? um jornalista brasileiro, mais conhecido pelo grande sucesso comercial de seus tr?s livros, nos quais ele apresenta personagens pitorescos em um formato fragmentado de contar hist?ria. Este estudo pretende, pois, investigar a rela??o das obras desses autores com a historiografia, bem como o papel atribu?do ao seu p?blico leitor a partir da an?lise da estrutura do texto e de seus aspectos narrativos. Nesse sentido, uma discuss?o te?rica e historiogr?fica ? desenvolvida na an?lise, de modo a compreender a dimens?o est?tica dos livros de divulga??o hist?rica e suas implica??es epistemol?gicas.
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Lunde-Whitler, Joshua Harrison. "Making Disciples, Constructing Selves: A Narratival-Developmental Approach to Identity and its Implications for the Theology, Pedagogy, and Praxis of the Present-Day Church in the United States." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108090.
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Thesis advisor: Jane E. ReganThis project explores the concept of identity through the lens of narrativity, a multifaceted concept that describes the way the consciousness makes meaning about life, throughout life. Narrativity depicts meaning-making as both an intensely personal and communal endeavor, epitomized in the way people tell and listen to life stories together. Narrativity is endemic to who we are as humans; yet it dramatically evolves over time. Indeed, it must continuously evolve, so that we might continue to learn, love, and maintain hope amidst the myriad circumstances and exigencies we face. And so when theologians and researchers in the social sciences alike speak of an “identity crisis” at work in the United States today, they are speaking directly to a deficiency in the way people make meaning together—a deficiency that, in the present view, is indelibly linked to the country’s history of hegemonic, colonizing practices of exclusion and domination by those in power. This history, which is also our present, has profoundly shaped the capacities of people from every walk of life to co-create meaning. Understood in this way, identity formation must be seen as a pivotal task for Christian religious educators in the United States. Of course, such educators are typically interested in the formation of a “Christian identity,” and rightly so. But this work makes the case that nurturing narrativity—that is, personhood and personal identity-development—is part and parcel to Christian identity formation, which in turn is inseparable from social and political engagement. In this view, narrativity is actually ingrained into the very pedagogy and praxis of the discipling community that Jesus cultivated through his ministry. Present-day Christian communities should likewise consider themselves as discipling communities, who embody this collective (or communal) identity precisely to the extent that they cultivate narrativity through their missional-pedagogical practices. This will require most US churches to radically re-imagine their structure and aims. The primary tasks of this work are threefold: (1) It defines identity in terms of the psychosocial and spiritual notion of narrativity—and Christian identity in terms of discipleship, which awakens and restores narrativity. These definitions inform a holistic philosophy of narratival meaning-making, and a practical and liberationist approach to theological anthropology, ethics, and ecclesial mission. (2) It attempts to depict narrativity as it evolves through the lifespan, with the help of current research in neuroscience and narrative developmental psychology. This is articulated in terms of a “narratival-developmental” perspective. (3) Guided by these definitions, it suggests ways that churches in the present-day United States might begin to re-orient their missional and teaching practices around these notions of narrativity and narratival-development. Chief among these suggestions are four hypothesized principles for teaching for narrativity, which emerge at project’s end
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
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Mbachu, Innocent. "Transition Towards Entrepreneurship : An Exploratory Study about African Immigrants' Entrepreneurial Identity Generation Process: Evidence from West African Immigrants Entrepreneurs in Sweden." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-77811.
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Paper title: Transition towards entrepreneurship Purpose: This paper explores and creates understanding regarding the identity transition of West Africa immigrants towards entrepreneurship. Methodology: This study applied a qualitative research method that was exploratory and descriptive in nature. Primary and secondary data were collected and used as sources of information. Primary data were obtained through multiple in-depth interviews strategy; the interviews were designed in a semi-structured format. In total, seven African immigrant entrepreneurs were respondents in this study. Secondary data utilized in this study comprised of information obtained via scientific materials and organizational websites. A convenience sampling method was determined as the appropriate method for selection of entrepreneurs’ sample that was utilized in this study. Key findings: This study found immigrant entrepreneurs to have a tendency to expose themselves to new practices and knowledge within their new environments. West Africa immigrants’ entrepreneurs are tenacious about valuable information in their new environment, they have a tendency to integrate new information to align with their previous work experiences. In the quest for channels to test business ideas acquired or perceived, immigrant entrepreneurs often try out their new ideas on a smaller scale. This study uncovered that a successful trial process tends to persuade immigrants towards entrepreneurship once an opportunity is well established. Immigrant entrepreneurs construct latent attitudes regarding potential new business prospects in order to solidify an entrepreneurial identity. Implication for practice: This study challenges the assertion made in past literatures which expressly concluded that people considered entrepreneurship as a highly professionalized occupation and stated that only few percentage of persons devotedly take the necessary steps to start a business. This study rejects the above argument by offering guidelines to anyone who may have entrepreneurial ideas or objectives but hesitates to make the identity change that is substantial to help create a transition. Furthermore, revelations in this research showed that setting up a new business venture from scratch is conceivable, this study highlighted some extensive development processes that are essential in generating entrepreneurial identity. Future research direction: Adequate attention and recognition have not been awarded to West African entrepreneurs in western society, and as well as in previous academic research. In western societies, people still view West African entrepreneurs as second-hand business minded traders. Hence, this study encourages upcoming academia to explore and create emphasis regarding the impact businesses owned by West Africa immigrants’ entrepreneurs produce in our today’s society. In conjunction to the above suggestion, it should be important to highlight useful channels through which our society (especially non-migrants) can support in encouraging and empowering various immigrant entrepreneurs towards growing their businesses in their various communities.
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Fresquet, Roso Maria. "Estudio sobre el género, las funciones y la calidad literaria del best seller. Los best seller híbridos en España y estudio comparativo con los autores más vendidos en Francia." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/403875.
Full textAbstract:
En esta tesis se aborda el corpus poco estudiado de los best seller. Se ofrece una visión panoràmica desde su primer boom en España y se identifica el tipo de obras que venden más que, como veremos, son las de naturaleza híbrida. La selección que realizamos de las obras se da desde el punto de vista del lector, es decir, las obras que estan a su alcance, ya sean de autores nacionales o bien traducciones. Adems, hemos contrastado los resultados del anàlisis con los superventas en Francia en el mismo periodo de tiempo para poder ofrecer a nuestro estudio un término de comparación y que no resten unos resultados aislados, y así poder dar un alcance más amplio a nuestras conclusiones.
La delimitación de género ha respondido a una creación nuestra de un tipo de subgénero dentro del best seller, que sería el que creemos que tiene mas éxito: el best seller híbrido. Y dentro de este best seller híbrido (que concentra distintas características de distintos géneros literarios), aquellos que se basan en los géneros que mas éxito tienen: la novela histórica y la novela negra. Hemos dejado de lado los géneros de nicho, que tienen un tipo de público mas definido, como la novela erótica, la ciencia ficción o la novela juvenil.
El best seller híbrido -una herencia del folletín del siglo diecinueve- es el que tiene ahora éxito junto a las novelas de género. Este best seller híbrido se caracteriza por una pretensión literaria y, de hecho, su hibridismo responde a una unión muy conveniente entre la herencia del folletín -en el que la aventura es el núcleo esencial y se complementa con elementos de todos los géneros populares- y dicha pretensión literaria, que surge cuando la obra no se identifica con ningún género en concreto. Esta pretensión también se alimenta de elementos que hemos ido viendo a lo largo de los anàlisis, elementos que hacen que se eleve en nivel cultural de la lectura, tales como la aportación de información de forma explícita o el retoricismo sensacionalista y superficial, que responde a una voluntad de dignificación de la literatura de consumo.
También tratamos la sociación de best seller con mala calidad literaria. A nivel literario, hemos visto que la calidad literaria no tiene por qué contraponerse con el hecho de vender mucho.
Así mismo, hemos contrastado diferentes formes de enfocar el fenómeno para ofrecer una perspectiva global de éste y hemos ofrecido tres tipus de definicions del fenómeno: econòmica, sociològica y literaria. En cuanto al enfoque literario, que es el nuestro, hemos optado por considerar el best seller como un genero literario en tanto que el lector así lo considera. Lo cual nos lleva al objectivo principal de la tesis, que es reforzar la teoria literaria del best seller como genero, esbozar sus características discursives más representatives y ver qué necesidades lectores están cubriendo, que denominaremos funciones.
Tras el anàlisis del corpus, hemos detectado tres funciones características del genero best-seller: la contemporaneidad, la transversalidad y la conservación. También hemos detectado trss elementos que, a nivel de trama, se articulan para canalitzar estas funciones, como son: el secreto, el abuso o la injustícia y la mujer como nuevo héroe. Estos tres elementos se entrelazan en la trama a través de nexos, que son técnicas de suspense, y que ameniza la aventura: “cliffhangers”, diálogos para que se entienda todo lo expuesto, un narrador omnisciente y, en general, técnicas narratives del XIX.This dissertation addresses a corpus that has not yet been studied in depth. The purpose is to provide an overview of best sellers since their first great impact in Spain and identify the most successful type of works which, as we will later see, are those with a hybrid nature. The works have been selected from the reader's point of view, that is, the works selected are those readers can have access to, whether the authors are national or have been translated. The results of the analysis have been compared to best sellers in France during the same period of time so that they will not be examined in absolute and isolated terms and the conclusions can have a larger scope. Firstly, for the purposes of this dissertation I have created a new subgenre within best sellers, which serves to identify the most successful works: hybrid best sellers. And then, within hybrid best sellers (books that have the characteristics of different literary genres), those that are based on the most successful genres: historical and crime novels. I have not considered niche genres, such as erotic novels, science fiction or children's and young adults literature, as these have a more specific audience. Hybrid best sellers and genre novels are currently the most successful books and their origin dates back to 19th century serialised novels. The main characteristic of this type of hybrids is their literary ambition. This hybridism comes from a very convenient combination of the legacy of serialised novels (in which adventure is the main core, together with other elements taken from all popular genres) and literary ambition, which appears when the work is not identified with a specific genre. The literary ambition also feeds from the elements that I have identified in the analysis of these works, which raise the cultural level, such as giving information in an explicit way or superficial and sensationalist rhetoric, which is caused by the will to dignify consumer literature. Secondly, I have examined the reasons why best sellers are associated with poor literary quality. On a literary basis, I have come to the conclusion that there is no direct relationship between literary quality and high sales. Thirdly, I have compared different ways of approaching this phenomenon in order to provide both a global perspective and economic, sociological and literary definitions. As to the literary approach, I have considered the best seller as a genre itself, as that is what readers consider them. This leads us to the main purpose of this dissertation, which is to reinforce the literary theory of the best seller as a genre, to outline its most important discourse characteristics, and to find out what reading needs it covers. I shall refer to these needs as functions. After analysing the corpus, I have noticed three elements that work on the plot level to channel these functions: secrets, abuse or injustice, and woman as the new heroine. These three elements intertwine in the plot by means of links that work as suspense techniques and make the adventures more enjoyable: cliff-hangers, dialogues that help readers to understand every bit of the plot, an omniscient narrator and, generally speaking, 19th century narrative techniques.
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Huntly, Alyson C. "In Parables: The Narrative Selves of Adolescent Girls." Thesis, 2009. http://hdl.handle.net/1974/5374.
Full textAbstract:
I began with an interest in what makes a difference for girls who face challenging circumstances: What helps them to develop sturdy, resilient, and resistant selves? What role does narrative play in this process?
I set in motion a process of storytelling and reflecting by inviting girls and women to share stories together—their own stories, fictional narratives, and myths. The participants had faced particular challenges in adolescence, including economic hardship; disrupted social or family circumstances; mental health; abuse; or trauma. The girls and women had differing racialized, class, cultural, social, religious, and ethnic backgrounds.
Drawing on the work of biblical scholars who understand Jesus’ parables as poetic metaphor, I identified 11 aspects of parables that helped me to hear and interpret girls’ stories: participation, difficulty, metaphor, fractals, truth, emergence, performance, possibility, power, wisdom, and beauty. Listening with a parabolic ear, I came to experience girls’ storytelling selves as participatory, metaphorical, fractal, truthful, and emergent; I observed girls’ selves as artistic practices that are embodied performances of their wisdom, power, and beauty. And I discovered how such performances of the self create enlarged spaces of possibility for girls in the face of life’s difficulty.
I discovered that storytelling selves are girls’ power—power realized as storytelling, participation, mutual relation, meaning-making, enlarging spaces of possibility, disidentification, and embodiment.
I identified six elements that seemed to be important in nurturing girls’ parabolic imagination. These are community participation, experienced observation, complexity, care, interpretation, and artmaking. These elements provide a framework for considering how educators might support girls’ selves but they do not provide a methodology. Taken together, they are more like a parable—an opening onto a particular worldview that invites participation in the world of a girl.
These six elements may be signs that point to places where parables of the self are already being told. They become questions that make sense only to those who already understand: Is this community? Is anyone listening? Is it complex? Is this a place of compassion and care? Is meaning being shaped and questioned and reimagined here? Is there art? Is there play?Thesis (Ph.D, Education) -- Queen's University, 2009-12-18 17:19:42.63
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Agger, Helen. "Anishinaabewaajimodaa sa: re-siting our selves home through narrative." 2017. http://hdl.handle.net/1993/32136.
Full textAbstract:
This thesis examines the processes of discursive erasure, denial, and displacement of Namegosibii Anishinaabe historical presence on and connection to the Namegosibiing Trout Lake homelands as their heritage. Four major themes that emerge from the narratives of eight Namegosibiing community member participants clearly articulate Anishinaabe identity. These are Anishinaabemowin, Anishinaabewaadiziwin, wemitigoozhii-aadiziwin, and the noopimakamig aki boreal traditional territories. Participants’ dadibaajimowin narrative explains how the ingression of wemitigoozhi European (descended) settlers and the forces of wemitigoozhii-aadiziwin colonialism affected the ability of Namegosibii Anishinaabeg to maintain ancestral practices. Spanning several generational groups, these dadibaajimowin narratives demonstrate the need to revitalize Anishinaabe knowledge about how the aanikoobidaaganag ancestors expressed self-identity through life in the homeland territories. A critical Indigenous methodological component of this research is the extensive use of Anishinaabemowin throughout the text. Four sources of archival material, the Hudson’s Bay Company (HBC) records, treaty annuity pay lists (1876-1897, 1910), Canada’s 1901census, and the Butikofer Papers (2009), provide historical information about names, dates, and events that is not always a part of the Anishinaabe dadibaajimowin identity narrative. With the need for written documentation as supporting evidence, this thesis provides the kind of information that clearly demonstrates the Namegosibii Anishinaabe people’s claim to their history, identity, and inherent entitlement to the care, use, and occupation of the Namegosibiing Trout Lake homelands.February 2017
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PAN, TSAI-YI, and 潘采儀. "Becoming a Self--A Narrative Study on Social Interaction between Inner Selves in Schooldays." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/u3grr9.
Full textAbstract:
碩士南華大學
生死學系碩士班
105
This research thesis aims to explore the process of social interaction in my schooldays. It refers to Goffman's theory of dramaturgy and is conducted with self-narrative analysis to construct the story of the researcher's life. Then it is understood that people are all playing their own roles on the stage of their daily lives. The qualitative research analysis involves texts of my story, kinds of notes in my schooldays and relative research literature. This study also refers to Goffman's theoretical concepts in his book, The Presentation of Self in Everyday Life. Herein, all the self, teachers, and classmates in my schooldays appear as actors on the stage of everyday life and their process of interaction resembles the process of acting in a play.
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Sheppard, Janet. "Emergent selves, emergent lives: the role of curriculum in the identity development of undergraduate students : a narrative phenomenological study." Thesis, 2010. http://hdl.handle.net/1828/2733.
Full textAbstract:
The present study examined the self-learning experiences of 12 university students nearing graduation in order to understand the role of curriculum in the development of identity. This inquiry was conducted as a narrative study within a systems theory framework to examine the factors influencing higher education. The study used two rounds of open-ended interviews, separated by a researcher-created interpretation of participants‘ stories so that students could confirm their experiences and contextual influences. These included familial, cultural, and social factors. Phenomenological analysis revealed a process of repeating cycles of Disorientation and Reorientation in participants‘ self-learning experiences. Sites of learning included predominantly Expectations/Experiences and Learning to Manage Relationships. A directional theme of Seeking/Finding Fit appeared in areas such as Discipline, Program Fit, and Career. This trajectory showed distinct patterns of engagement, both in learning and social and community settings. Findings suggest that experiences outside the classroom contributed most powerfully to self-learning. Results indicate a lack of awareness of personal values or their role in finding disciplinary or career preference, and a lack of understanding of the ways students could apply their academic and self-learning to the world beyond post-secondary education. Opportunities for critical self-reflection appeared to contribute to the development of insight and self-awareness, but few opportunities occurred in classroom learning experiences. While all participants could be described as academically successful, a strong relationship between academic performance and self-knowledge was not apparent. The findings suggest that certain curriculum strategies encourage identity
development in undergraduate students. These strategies use integrated, experiential learning with opportunities for self-reflection, and include interdisciplinary approaches to teaching and learning.
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Liccardo, Sabrina. "Re-imagining scientific communities in post-apartheid South Africa : a dialectical narrative of black women’s relational selves and intersectional bodies." Thesis, 2016. http://hdl.handle.net/10539/19428.
Full textAbstract:
The focus of this research study is on black South African women’s experiences of
being science students, becoming graduates and professionals, and the ways in which
they navigate institutional and disciplinary spaces that have historically been
dominated by white masculinities. Women scientists are living in a critical era as the
socio-cultural and political-economic landscape is transforming rapidly, affecting
changes in aspects of identity and processes of identification. The individual life
histories of black South African women scientists provide a telling story of a society
in transformation because they experience the world as an outlier group;
paradoxically positioned within an interstitial space between their dual sense of
belonging to and alienation from a marginal and an elite group. The racialised gender
gap in STEM (Science, Technology, Engineering and Mathematics) disciplines raises
critical concerns around the political nature of scientific enquiry and whether black
women will achieve equity in society and economic empowerment if they continue to
be marginalised from society’s power structures. Little is known about their journeys
into becoming the new generation of scientists in post-apartheid South Africa. Using a
narrative method to enquire into the lives of 14 young women, the aim of the study
was to critically examine questions of discursive, material and symbolic elements that
emerge within their narratives across temporal shifts, and how these new meanings
reflect specific subjectivities, reconfigure their dynamic social identities and
transform time into ‘other spaces’ of belonging beyond categories of social divisions.
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Allen, Ayana Ma-El. "Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions." 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029.
Full textAbstract:
A narrative analysis of the lived experiences of seven undergraduate African
American females at Predominately White Institutions (PWIs) is presented in this study.
The purpose of the study was to explore the ways the seven women constructed their
identity and self-concept in the context of their PWI environment. Other key purposes
of the study included strategies in which the women successfully negotiated their PWI
environments and the influence of the intersection of race, gender, and class on the
collegiate and life experiences of these African American undergraduate females. The
framework which was conceptualized from previous literature portrayed the historical
context of the African American woman’s struggle for educational access as both Black
and female, her life on campus, tools for success, and the identity development of
African American women. Critical Race and Black Feminist theoretical frameworks,
were the foundation for the study. Through these theoretical lenses, the study looked
closely at the academic, social, and cultural climate on PWI campuses and the impact of
these factors on the identity development and self-concept of the women in this study.
The research methodology of narrative analysis was used and resulted in the emergence
of three key findings in this study. The findings indicate that African American
undergraduate females at PWIs engage in negotiating worlds, managing subjectivities,
and redefining selves as they make meaning and walk out their individual lived
experiences as students on Predominately White campuses.
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Nel, An-Mareé. "Differentiation: a journey to a repertoire of selves." Diss., 2006. http://hdl.handle.net/10500/1513.
Full textAbstract:
In this dissertation the author embarks on a journey of storying and re-storying her life. Autoethnographic evocative personal narratives are used as the method of presentation. Congruent with a postmodern stance, the text repositions the reader as a co-participant in dialogue.
In this journey there is a move from a reductionistic understanding of "self" to an understanding of "self" as socially constructed, multiple and changing processes. The author's process of differentiation is embodied and informed by this changing view of "self" as part of, being informed by, shaping and being shaped by the conversations she co-creates in dialogical contexts. This means taking a double-sided, reflexive view of relationships and systems, opens a space for a flexible way of being and imparts sensitivity to the discourses she co-creates. This journey entails taking action that keeps a self-reflexive dialogue going, allowing for different voices to emerge and various encounters to become possible.Psychology
M.A. (Clinical Psychology)
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Shih, En-Hui, and 施恩惠. "Recollecting Selves: Rereading the Narrating Self in Paul Auster’s Three Novels." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/63wj29.
Full textAbstract:
博士國立臺灣大學
外國語文學研究所
101
This dissertation aims to probe into the interrelation between memory, recollection and the self. Contrary to traditional memory studies which conceives memory as a storehouse of personal lived experiences, this dissertation will explore the issue in terms of Bergson and Deleuze’s concept of pure memory to see how the self is dissolved and recreated in an act of recollection. Bergson-Deleuze’s pure memory reorganizes the image of time—time as undivided duration--- and rejects the image of the self as an agent representing memory via recollection. This concept provides us with a theoretical base to reinvestigate the relations between the self and memory in Paul Auster’s three novels in which the narrators attempt to find out who they are by means of recording their recollections but find no anchorage for their selves. Actually, they are becomers who are recreated by their recollections. This dissertation is divided into five parts. In chapter one, “A Diagram of Memory: From Plato to Deleuze,” I will offer a comprehensive overview of the concept of memory developed from the image of a storehouse to that of the ontological plane. In chapter two, “The Dissolution of the Recollecting Self in The Invention of Solitude,” the focus will be placed on how the narrator’s self is dissolved from the self as the subject to the self as the other via recollection. In chapter three, “Expressing Senses of the Self in Recollection in Invisible,” I try to connect sense and memory to discover the narrator’s real inner desire and how he recreates new senses of his self via recollecting narratives. In chapter four, “Voices beyond the Narrating Self: Forgetting in Travels in the Scriptorium,” the issue of forgetting will be dealt with. Here, I argue that forgetting is a necessary condition of creativity and the forgotten belongs to part of memory. Forgetting is used as a strategy by Auster which enables him to rethink his position as a writer.
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Gilmour, R. J. "'Imagined bodies and imagined selves' : cultural transgression, 'unredeemed' captives and the development of American identity in colonial North America 1520-1763 /." 2004. http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99176.
Full textAbstract:
Thesis (Ph.D.)--York University, 2004. Graduate Programme in History.Typescript. Includes bibliographical references (leaves [386]-425). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99176
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Van, Wyk Vicki Alexandra Ross. "Performativity in art as reconstructions of the self in addressing conditions of depression." Thesis, 2014. http://hdl.handle.net/10321/1433.
Full textAbstract:
Submitted in partial fulfillment of the requirements for the degree of Master of Technology : Fine Arts, Durban University of Technology, Durban, South Africa, 2014.The motivation for this research results from the notion that art-making is a regenerative enriching process that can counteract the sense of dislocation that one suffers as a consequence of depression. The study has two objectives: to open a discourse around the transformative function of art for a person suffering depression; and challenge notions of dominant constructed ideals of normality by presenting alternative realities of the performative mind. From the earliest memories of my life, I knew I did not fit in, I was not part of the crowd. Depression has been my companion ever since I can remember. The intention for this self-study is to interrogate the ways in which art can become a self-actualising process in coping with depression. The content for this research deals with narratives of the mind, that is, my understanding of who I am. I have therefore, positioned myself as the pivot for this research, drawing on authentic personal experiential knowledge. This autobiographical phenomenological study is thus a self-reflexive exploration addressing concepts of difference and belonging in relation to social constructs of acceptability. The study looks at contemporary concepts of multiple selves, relationality and the application of therapeutic methodologies within art practice. Art-making becomes games of truth, mind games that offer alternative realities and possibilities for the construction of complex, multi-faceted narratives as dialogues between the self and the inner critic. Of importance is the concept that self is not a fixed conclusive notion but one that continues to unfold, shift and become a multi-layered construct. These new narratives examine how creativity enables or creates a sense of belonging or re-positioning of one’s states of mind. The overall intention of the art-making process is its potential for transformative self-recovery processes – the re-construction of who we are, rather than how we are perceived. This research thus examines the notion of belonging in this world through body/land enactments of ritualised behaviour. The body as metaphor investigates rites of passage as the re-tellings of one’s story within specific body/site/space relationships. The ideal of connection to site is central as a means of renewal and recovery – these performative relationships become the creative meaning-making processes of locating or positionality. In support of these ideas and concepts, the work of Ana Mendieta, Magdalena Abakanowicz and Suzanne Lacy are considered in relation to ideals of positionality and as reflecting each artist’s ethics or paradigms of equality. Artworks are examined against the notion of locating oneself within social contexts. The aim is to question the intention and outcomes of art-making as social function in dealing with issues of marginalisation and stigma. Performativity, personal writings/reflections and memory drawings are the quintessential tools of my art-making. The written psychological renderings and unravellings of my mind, questionings that are both reflexive and critical, are intentionally presented in dialogical, conversational and direct modes. This personal tone aims to allow a scope into my mind – it is my perspective from the inside, my voice, my personal understanding of the potential of art as a metaphorical process of transformation. Lacy asserts that the artist becomes a witness, reporter and analyst for socio-culturally biased concerns; a performance gives public articulation and permission to speak out loud, gives voice to internal dialogues, reveal information that requires questioning and that personal individual experience has profound social implications. Lacy believes that it is an innate human need to reflect on the meaning of one’s life and one’s work (2010:176-177). Central to the findings of this study, are both the transgressive and transformative functions of art.
M
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Tsai, Yi-Hsiu, and 蔡宜秀. "What a Fantastic World: A Self-Narrative Inquiry on the Essentail Self’s Transforming Experience of Spirituality." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/50408159337351331632.
Full textAbstract:
碩士南華大學
生死學系
102
This dissertation described my findings of the essential self’s through spirituality. It was a journey of self-awareness. From each moment and each event, I learned to observe myself, realized myself, and accepted all my greed, anger and ignorance. I was aware of my life-context deeply from my experiences of spirituality. If I hadn’t taken this journey in self, I wouldn’t have had a chance to encounter my deep personality. Therefore, I couldn’t have finished this thesis of self-narrative inquiry which mentioned the experiences of how I could encounter my past lives, accept myself of this life, and try to achieve my unfinished business of many lives. “Holistic-content” analysis method was adopted in this research. Based on the process of reading, realizing, meta-reading and meta-realizing, I analyzed and researched the context data. This study mentioned about my life experiences on spirituality process. The motivation of my writing about self-narrative inquiry was that I noted all events and reviews of my spirituality process on my blog from 2008. I recorded not only all my experiences but also the self-growth and self-transforming of inner self. This study stated from the hurt of spirit as well as the awareness of spirit to the healing and transforming of it. This research not only described the experiences of spirituality and the phenomena of spiritual world, but also told how I developed my brand-new meaning of life and my self-affirmation. Through the experiences, I learned how to face myself, accept myself, and let go of myself. I gained a different view of seeing this world: a view without “right” and “wrong”, a view of the neutral position. In terms of this neutral position, I realized that as I became accepting, loving and affirming myself, I began accepting, loving and affirming others. I grew up from a person who chased after the perfect future or was brought up in the traumatic and regretful past gradually. I realized that I ought to cherish what I am and what I have owned in the course of living in the real moments.