Dissertations / Theses on the topic 'Narratives'
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Tessaro, Annye Cristiny. "Narrativas e games: um olhar do design literário-artístico." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21522.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Humanity has always used narratives to communicate. Over the years, theorists have realized that there was a common basic structure and formulation in the narratives that allowed stories to perpetuate and adapt in order to form new stories. The contributions of Aristotle, Vladimir Propp and Jung, based on the observation of a varied corpus of tales and fables, enabled the scholar Joseph Campbell to elaborate a narrative structure called “Hero’s Journey”, an elliptical and evolutionary cycle in which the central axis is the hero (and also its variations, such as the anti-hero). This structure is widely used in the construction of contemporary narratives which paved the way for writers such as Vogler and Mckee allowing them to propose it’s adaptation centered on the protagonist-hero for literature and cinema. From the 1970s, with the evolution towards an interactive possibility, the entertainment industry began to incorporate, although modestly, the narrative as a possibility to improve the immersion in games using, most of the time, the Writer’s Journey (structure adapted by Vogler) as a parameter for the construction of narratives in games. However, it is essential to realize that games have specific peculiarities, besides a high content of interaction differing from other media and, therefore, its structure can not be conceived in the same way as it was proposed by Vogler, requiring an adaptation which addresses such particularities. In addition, usually professionals who engage in storytelling for games are screenwriters (which does not seem to be the most appropriate because the art of narrative goes beyond the script), or are writers (who mostly lack specific knowledge and qualification in the games area). Considering what was stated above, we argue for the adoption of a Narrative Designer (term created in 2006 by Game Designer Stephen Dinehart) to designate this professional whose knowledge involves multiple skills – such as programming, art and writing – combining the areas of Narratology, Ludology, and Game Design. Thus, the purpose of this thesis is to investigate conventional narrative structures and how they are presented in games, which are the elements and tools that can help the narrative designer in the creative process
A humanidade sempre se utilizou de narrativas para se comunicar. Ao longo dos anos, os teóricos perceberam haver nas narrativas uma estrutura e uma formulação básica comum que propiciava que as histórias se perpetuassem e se adaptassem formando novas histórias. As contribuições de Aristóteles, Vladimir Propp e Jung, fundamentadas com base na observação de um corpus variado de contos e de fábulas, possibilitaram ao estudioso Joseph Campbell elaborar uma estrutura narrativa denominada “Jornada do Herói”, um ciclo elíptico e evolutivo no qual o eixo central é o herói (e também suas variações, tal como o anti-herói). Essa estrutura é amplamente utilizada na construção de narrativas contemporâneas e abriu o caminho para que roteiristas como Vogler e Mckee propusessem sua adaptação centrada no protagonista-herói para a literatura e o cinema, Com a evolução das possibilidades interativas, a indústria de entretenimento passou a incorporar, a partir da década de 1970, ainda que modestamente, a narrativa como possibilidade de refinar a imersão nos games utilizando, na maioria das vezes, a Jornada do Escritor (estrutura adaptada por Vogler) como parâmetro para construção das narrativas em games. No entanto, é essencial que se perceba que os games possuem particularidades específicas, além de um alto teor de interação diferenciando-se das outras mídias e, portanto, sua estrutura não pode ser concebida da mesma forma como foi proposto por Vogler, requerendo uma adaptação que contemple tais particularidades. Além disso, geralmente os profissionais que se dedicam à arte narrativa para games ou são roteiristas (que não parece ser o mais adequado, pois a arte narrativa vai além do roteiro), ou são escritores (que em sua maioria não possuem conhecimento e qualificações específicas na área de games). Diante do exposto, defende-se a adoção de Designer de Narrativas (termo criado, em 2006, pelo Game Designer Stephen Dinehart) para designar esse profissional cujo conhecimento envolve múltiplas habilidades – como programação, arte e escrita – combinando as áreas da narratologia, da ludologia e do Game Design. Sendo assim, a proposta desta tese é investigar as estruturas narrativas convencionais e como elas se apresentam nos games, quais são os elementos e as ferramentas que podem auxiliar o designer de narrativas no processo criativo
Skoufias, Emmanouil. "Narratives in landscape photography : the narrative potential of transitional landscapes." Thesis, University of Westminster, 2006. https://westminsterresearch.westminster.ac.uk/item/92756/narratives-in-landscape-photography-the-narrative.
Full textCamargo, Thais Medina Coeli Rochel de. "Narrativas de políticas sobre aborto no Brasil: uma análise a partir do narrative policy framework." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8131/tde-31072018-162747/.
Full textframework (NPF) through an analysis of pro-abortion rights narratives in Brazil. It also sought to test possible applications of text mining techniques to policy narrative analyses. I analyzed pro-abortion rights documents from feminist activists from 1976 to 1988 and documents from feminist organizations, law proposals and policy documents regarding abortion from 1989 to 2016. I carried out a content analysis of these documents using the OpenLogos software. Results show that feminists strategically opted for a public health narrative so as to expand the pro-abortion rights advocacy coalition through the inclusion of actors from the health field. The alliance with health sectors led to victories for the coalition, with the creation of legal abortion services and the inclusion of anencephaly among the exceptions to the abortion ban. The public health narrative thus became institutionalized: it became both the main narrative used by the coalition and the main narrative contained in policy documents. Coalitions seek to have narratives institutionalized, but this also constrains future action: abandoning an institutionalized narrative may threaten the coalition, while any future demands must be formulated within the framework of exiting policies. This dissertation further reveals that feminists, in response to perceived losses, sought to contract the scope of the dispute surrounding abortion, restricting it to technical health areas and to the Supreme Court. This contradicts NPF hypotheses. Finally, the dissertation also presents possible applications of text mining techniques to policy narrative analyses.
Karlsson, Axel, and Alexander Kores. "Forging a narrative : Political narratives in Swedish parties." Thesis, Högskolan Väst, Avd för juridik, ekonomi, statistik och politik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-9704.
Full textLee, Jung-Bog. "Preaching biblical narratives in a narrative sermon form." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
Full textGaspar, Elisangela Teixeira Bálico. "Narrativas do cancro: Uma análise autobiográfica." Master's thesis, ISPA - Instituto Universitário, 2013. http://hdl.handle.net/10400.12/2556.
Full textO diagnóstico do cancro e todo o processo da doença são vividos, não só pelo doente como também pela sua família, como um momento de grande sofrimento, ansiedade, tristeza e angústia. Assim como, transformação de aspetos positivo e negativo, constatadas nas narrativas de revisão de literatura, e nas vivências subjetivas dos indivíduos com a experiência do cancro que aceitaram colaborar neste estudo. Neste sentido, o presente estudo objetivou a compreensão das narrativas pessoais, incluindo o modo transformativo e o impacto do cancro, desenvolvido no processo da doença. A Metodologia do presente trabalho foi desenvolvida numa abordagem qualitativa como um estudo narrativo, tendo-se recolhido cinco narrativas da biografia pessoal de um grupo de quatro indivíduos com experiência do cancro, a partir de entrevista aberta semiestruturada, em duas fases. Estas estórias pessoais foram depois analisadas, à luz da análise de Teoria Narrativa, tendo-se numa primeira fase criado temáticas a partir do conteúdo narrativo das entrevistas, e posteriormente adequando-os com os conteúdos mais abordados. As conclusões que se pode tirar deste estudo, de acordo com a literatura consultada revelam a relevância da abordagem narrativa, podendo propiciar na deteção, prevenção, adaptação emocional e social do indivíduo às várias etapas do tratamento oncológico, bem como na reabilitação e no manuseamento do indivíduo numa fase terminal.
ABSTRACT: The cancer diagnosis and throughout the disease process are experienced not only the patient but also for their family, as a time of great sorrow, anxiety, sadness and distress. As well as processing of positive and negative aspects, found in the narratives of literature review, and the subjective experiences of individuals with cancer experience who cooperated in this study. In this sense, the present study aimed to understand the personal narratives, including mode and transformative impact of cancer developed in the disease process. The methodology of this study was developed in a qualitative study as a narrative, having collected five narratives of personal biography of a group of four individuals with cancer experience, from open semistructured interview, in two phases. These personal stories were then analyzed in the light of the analysis of Narrative Theory, having initially created themes from the narrative content of the interviews, and then matching them with the most discussed content The conclusions that can be drawn from this study, according to the literature reveal the relevance of narrative approach, can provide the detection, prevention, emotional and social adjustment of the individual to the various stages of cancer treatment as well as rehabilitation and handling terminally ill patient.
Milnes, Kate. "Dominant cultural narratives, community narratives and past experience : their impact on 'young' mothers' personal narrative accounts of experience." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289416.
Full textOliveira, Alessandro Eleutério de [UNESP]. "Narrativas orais contemporâneas por alunos e alunas: rascunhos para a obtenção de pistas para a apreensão de novas formas de experiência no século XXI?" Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/90357.
Full textNosso trabalho objetiva a apreensão e o entendimento das características de narrativas orais de alunos e de alunas observadas nas salas de aula de uma escola pública do interior paulista de Ensino Fundamental regular e de Ensino Médio supletivo. Nesse sentido, utilizamos o referencial teórico obtido a partir de idéias do filósofo alemão Walter Benjamin correlacionado com uma metodologia de abordagem qualitativa. Por essa razão, usamos os conceitos de Erfarhung, que diz respeito à experiência humana construída pela tradição nas sociedades artesanais, e que era transmitida por meio das narrativas orais associadas ao modo de produção pré-capitalista e o de Erlebnis, que se refere à experiência humana moldada pela Indústria Cultural e pelo modo de produção capitalista. A partir dessa premissa teórica, observamos aulas das disciplinas de Língua Portuguesa e História, estratégia metodológica que permitiu a obtenção de exemplos de seis manifestações orais a partir das quais abstraímos elementos que podem contribuir para a compreensão sobre as formas que as experiências dos sujeitos são constituídas em nosso tempo.
Our paper aims to apprehend and to understand male and female pupils' oral narratives observed in classrooms of a public school, which offers ordinary Elementary School and Adult High School, located in São Paulo state's countryside. Therefore, we used Walter Benjamin's theoretical reference correlated with a methodology of qualitative inspiration. For that reason, we employed the concepts of Erfahrung which refers to the human experience built by tradition in artisan societies that was communicated through oral narratives associated with the pre-capitalist production mode, and Erlebnis, which is the human experience shaped by the Cultural Industry and the capitalist production mode. From that theoretical premise, we observed classes of Portuguese and History, methodological strategy that allowed us to get examples of six oral expressions that composed the founts of elements that are able to help us to understand how people's experiences are formed in present days.
Pynchon, Susan Reynolds. "Resisting humiliation in schooling : narratives and counter-narratives /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7766.
Full textBrems, Makella. "Islamic State Online Recruitment: Narratives and Counter-Narratives." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1708.
Full textTurbuck, Christopher James. "Personal Narratives." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/turbuck/TurbuckC0508.pdf.
Full textCallaghan, Joanna. "Ontological narratives." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/75134/.
Full textWeilein, Lucia. "Transforming Narratives." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3079.
Full textQueiroz, Daniela de Almeida. "A influência das narrativas cotidianas como (des)estímulo para a participação política." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-28012014-091841/.
Full textThe democratic practice and effective political participation is still a theme very polemic in Brazilian society. Even with a democratic constitution and series of participatory tools, Brazil still seems quite far from reaching a consolidated democracy. There are many theories that talk about the factors that may motivate or discourage involvement and political participation, such as culture, trust, social capital and recognition. In this dissertation, we seek to understand the real reasons that lead a citizen to choose to get involved or not in politics, taking an active role or a passive position in relation to these issues. The proposal was to conduct a review of the theories on motivation to participate, a study of the democratic situation in the country, studying the role of political history and public memory in the context of participation, as well as the influence of narratives that circulates in the world of politics, with special emphasis on daily narratives, which are nothing more than those that occur in the private sphere of individuals in their daily lives, with family, friends and acquaintances. It is in this context that this dissertation intends to add, introducing in the participation discussion the question of the life context of individuals, the experiences that they live or they have known through narratives and their influence as stimulus or discourage on the motivation of citizens to engage with political issues. Therefore, in addition to the literature review, we conducted an empirical research based on interviews with active and not active citizens in the political scene in São Paulo, seeking to understand political behavior and their motivations for doing so.
Barrull, Melcior Francesc Xavier. "L'emprenedor persuasiu. Retòrica i narratives en l'entrepreneurship." Doctoral thesis, Universitat Ramon Llull, 2010. http://hdl.handle.net/10803/9172.
Full textEls resultats ens mostren diferents tipologies d'emprenedors, vocacionals i oportunistes en la fase prèvia a la constitució de la societat i aventurers i creadors en la posterior. Els vocacionals entenen la creació d'una empresa pròpia com un projecte vital. Els oportunistes actuen perquè creuen que una determinada idea de negoci representa una oportunitat que cal aprofitar. Els aventurers posen èmfasi en l'empresa com a font d'experiències i reptes i els creadors viuen l'empresa com una creació personal.
Pel que fa a les narratives, en tots els casos observats els emprenedors relaten una narrativa èpica del seu procés, en el que van superant els diferents reptes. Utilitzen dos tipus fonamentals de micro-narratives: les motivacionals, en les que realcen aquells valors que donen sentit a les seves accions i les d'assoliment, en les que destaquen els valors que consideren fonamentals per a que funcioni la seva empresa.
També s'observa com utilitzen la retòrica per a persuadir i persuadir-se a ells mateixos i que no prenen decisions racionals, sinó que a partir d'una intuïció heurística van configurant una idea plausible - molts cops en forma de narrativa - construïda a partir d'arguments que els porta a prendre decisions raonables. Els arguments d'ethos i per exemples són les principals fonts que els persuadeixen que cal realitzar una acció, mentre que els arguments de logos resulten decisius per a descartar-la.
Els resultats ens permeten destacar el rol persuasiu dels emprenedors, tant en la seva activitat quotidiana com en la seva funció social i econòmica. La idea d'un emprenedor persuasiu permet comprendre millor el seu comportament, ofereix eines per a millorar la seva tasca, reforça la idea del llenguatge i especialment dels arguments com a creadors de valor econòmic i facilita encabir l'emprenedor en la teoria econòmica.
La rigidez de la teoría económica, especialmente en su asunción de la racionalidad de los agentes económicos i en el trato objetivo de la información han dificultado introducir el emprendedor en sus modelos. La tesis profundiza en el estudio del aprendizaje emprendedor como medio para superar éste problema. A partir de la información obtenida a través de la observación directa, las entrevistas en profundidad i el examen de documentos, se describen 3 casos para analizar como los emprendedores dan sentido a sus acciones y utilizan las narrativas y la retórica.
Los resultados nos muestran diferentes topologías de emprendedores, vocacionales y oportunistas en la fase previa a la constitución de la sociedad y aventureros y creadores en la posterior. Los vocacionales entienden la creación de una empresa propia como un proyecto vital. Los oportunistas actúan porque creen que una determinada idea de negocio representa una oportunidad que hay que aprovechar. Los aventureros ponen énfasis en la empresa como fuente de experiencias y retos, y los creadores viven la empresa como una creación personal.
En referencia a las narrativas, en todos los casos observados, los emprendedores relatan una narrativa épica de su proceso, en el que van superando los distintos retos. Utilizan dos tipos de micro-narrativas: las motivacionales, en las que subrayan los valores que dan sentido a sus acciones y las de logro, en las que destacan los valores que consideran fundamentales para el buen funcionamiento de su empresa.
También se observa como utilizan la retórica para persuadir y persuadirse a si mismos y que no toman decisiones racionales, si no que a partir de una intuición heurística van configurando una idea plausible - muchas veces en forma de narrativa - construida a partir de argumentos que les lleva a tomar decisiones razonables. Los argumentos de ethos y por ejemplos son las principales fuentes que los persuaden para que realicen una determinada acción, mientras que los de logos resultan decisivos para descartarlas.
Los resultados nos permiten destacar el rol persuasivo del emprendedor, tanto en su actividad cuotidiana como en su función social y económica. La idea de un emprendedor persuasivo permite comprender mejor su comportamiento, ofrece herramientas para mejorar sus labores, refuerza la idea del lenguaje y especialmente de los argumentos como creadores de valor económico y facilita incorporar el emprendedor en la teoría económica.
Stiffness of economic theory, when it assumes economic agents' rationality and objective information, has obstructed to fit entrepreneurs in its models. This thesis extends the study of entrepreneurial learning as a way to solve the indicated problems. It describes three case studies built on gathered information from direct observation, deep-interviews and documents examination. They allow us to analyze how entrepreneurs give meaning to their actions and how they use narratives and rhetoric.
Results show different typologies of entrepreneurs, vocational and opportunists in the stage prior to the creation of the company and adventurers and creators in the subsequent one. Vocational entrepreneurs understand the creation of a company as a vital project. Opportunists try to take profit of what they believe is a good idea. The adventurers emphasize the idea of the company as a source of experiences and challenges, while creators conceive it as a personal creation.
Referring to narratives, in all the observed cases, respondents expounded an epic narrative of their process, where they overcome challenges. They use two kinds of micro-narratives: motivational narratives, where they highlight values let them give sense to their actions and achievement narratives, where they emphasize values that consider essential for the proper performance of their company.
We also observe that entrepreneurs use rhetoric to convince others and persuade themselves. They do not take rational decisions, but starting form a heuristic intuition, they build with arguments a plausible idea - usually in a narrative way - that leads them to take reasonable decisions. Ethos and arguments by examples usually convince them to act in a certain way, while they generally use logos arguments to refuse some action.
Results allow us to highlight the persuasive role of entrepreneurs, both in their daily activity and in their social and economic function. The idea of a persuasive entrepreneur brings us a better understanding of their behavior, offers us tools to improve their performance, enhances the idea of language and arguments as economic value creators and facilitates to fit entrepreneurs in the economic theory.
Khanna, Savitri. "Resisting Bullying: Narratives of Victims and Their Families." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24070.
Full textCassucci, Milena de Mello. "Entre leões e tigres, entre chacais e raposos: aproximações entre poder e saber em fabulários." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8159/tde-11042016-130351/.
Full textThis dissertation aims to analyze four collections of fables, choosing as the central work from which further analysis will stem the Kalla and Dimna, an Arab collection of fables dating from the VIII century A.D. From this starting point, these studies were furthered by revisiting its origins in the Panchatantra, an Indian compilation of fables from the I century A.D. that left its marks on the Arab world, as well as its developments in the books that directly follow its legacy, the Livro do tigre e do raposo and O leão e o chacal Mergulhador, two arab collections of fables dating, respectively, to the IX century A.D. and the XI and XII century A.D. which had, however, far less dissemination than the last two works here cited. The first two collections develop around a variety of subjects relating to rules regulating manners in a broader sense, to the point that the Panchatantra has been classified as a treatise on manners in Sanskrit literature manuals. Between the diversity of subjects broached, the privileged attention given to political relations and their formalities is readily noticeable. The two other works, though part of the same literary tradition, set aside more general or day-to-day aspects of good manners to focus exclusively on political relations and political conduct. Regarding this shared thematic, a number of recurring elements can be identified, one of many being the fact that all of them deal with the specifics of the relationship stabilished between power and knowledge, personified in character types that alternate between approaching and distancing themselves from one another, but that are always attached to a structure that moulds them according to the results it desires. Beyond that, the narrative structures of the works were studied they usually make use of frame narratives or frame prologues from which further subnarratives are developed along with other elements that made it possible, at the end of this study, to point towards the particularities of the universality that the collections of fables undertake as their purpose.
Dharamraj, Havilah. "A prophet like Moses? : a narrative-theological reading of the Elijah narratives." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2666/.
Full textAnthias, Louise. "Constructing personal and couple narratives in late stage cancer : a narrative analysis." Thesis, University of East London, 2015. http://roar.uel.ac.uk/5179/.
Full textCarthy, Nikki. "Deconstructing offenders' narratives." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/20354/.
Full textPope, Gerald. "Reading suburban narratives." Thesis, London Metropolitan University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555144.
Full textRuth, Lars. "Battle of Narratives." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/7409.
Full textLovett, Andrew. "Making musical narratives." Thesis, City University London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266300.
Full textDugan, Moi. "Narratives on clay /." Online version of thesis, 1993. http://hdl.handle.net/1850/11769.
Full textSmith, William Clay Kinchen. "Revising captivity narratives." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE0000611.
Full textTaylor, Michael Rupert. "Young people and written narrative : a study of narratives written by young people and of connections between particular features of the narratives and gender." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019714/.
Full textMoretti, Regina Celia Batista 1965. "Integração curricular no ensino médio : histórias narradas por professores a partir do Projeto PIBID Ciências da Natureza." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/319160.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho de pesquisa aponta para possibilidades de integração curricular do Ensino Médio, em uma perspectiva interdisciplinar, a partir de experiências vividas e narradas por professores das disciplinas, Biologia, Química e Física, no contexto de um projeto, do Programa Institucional de Bolsas de Iniciação à Docência (PIBID), Ciências da Natureza: Integração Curricular no Ensino Médio. A questão formulada para essa pesquisa, a qual se constituiu em um referencial em torno do qual o trabalho se configurou, foi: Como uma experiência de um projeto de integração curricular interdisciplinar, no Ensino Médio, mobiliza identidades docentes ligadas às comunidades disciplinares? Foram fontes para este estudo, além das narrativas docentes, alguns textos de documentos oficiais e outros textos acadêmicos, analisados no intuito de perceber como professores podem ser interpelados sobre interdisciplinaridade e entendendo que tais textos, embora sejam significativamente marcados por intenções vindas de macro contextos, permeiam e são permeados por vozes vindas do micro contexto do cotidiano escolar. O andamento para produção desse trabalho, entre histórias e textos, foi realizado, metaforicamente, com olhar de um flâneur, um solitário que anda pela cidade em meio à multidão, sem se preocupar com as intencionalidades modernas do cenário urbano, consome o caminho a sua maneira, no seu tempo, vivendo experiências. As narrativas dos professores foram utilizadas como princípio, em uma perspectiva que privilegia a memória, inspirada em Walter Benjamim. Essas histórias contadas são adensadas em mônadas, compreendidas como uma forma de comunicação que ressignifica no presente, o papel das narrativas do passado, de comunicar experiências vividas. Nelas estão presentes marcas de conflitos nas identidades docentes e desafios, indicando as disciplinas como lugares de pertencimento e a interdisciplinaridade como objeto de choque. Esses professores especializados e que trabalham em um espaço-tempo distribuído em grades de horários, de acordo com cada uma das disciplinas, tiveram que, concomitantemente, se mobilizarem no sentido de inventarem outro espaço-tempo que possibilitasse um currículo integrado, para produção do projeto interdisciplinar. Em outras palavras, professores, como membros pertencentes às comunidades disciplinares, ao se chocarem com a interdisciplinaridade, experienciaram um momento de paralisação do que vinha acontecendo, rotineiramente, e tiveram oportunidade de mudar suas percepções sobre esse momento e sobre acontecimentos seguintes
Abstract: This research points to opportunities for curricular integration of high school in an interdisciplinary perspective from experiences narrated by teachers of disciplines, Biology, Chemistry and Physics in the context of a project, the Scholarship Program Initiation to Teaching (PIBID), Natural Sciences: Curriculum Integration in High School. The question formulated for this research was: As an experiment of a project of interdisciplinary curriculum integration, in high school, mobilizes teacher identities linked to disciplinary communities? It constituted a framework around which the work is set. We sought to also examine how teachers are challenged on interdisciplinarity in some texts of official documents and academic, understanding that such texts although significantly marked by welcoming intentions macro contexts, permeate and are permeated by voices from the micro context of everyday school life. The walk to produce this work, between stories and texts, was performed, metaphorically, with the look of a flâneur, a loner who walks the city in crowds without worrying about the intentions of the modern urban setting consumes the way your way, in his time, living experiences. The narratives of the teachers were used as a principle, in a perspective that prioritizes memory, inspired by Walter Benjamin. These stories are densified in monads, understood as a form of communication that rescues at present, the role of narratives of the past, to communicate experiences. In these markings are present conflict in the identities of teachers and challenges, indicating the disciplines as their places of belonging and interdisciplinarity as an object of shock. These specialized teachers and working in a space-time distributed scheduling in grids, according to each discipline, who had concomitantly mobilize in order to invent another space-time that would enable an integrated curriculum for production design interdisciplinary. In other words, teachers as members belonging to the disciplinary communities, to collide with interdisciplinary, experienced a moment of stoppage of what was happening routinely and had the opportunity to change their perceptions about this moment and on the following events
Mestrado
Ensino e Práticas Culturais
Mestra em Educação
Bragheto-Pires, Ana Cristina Magazoni. "Narrativas de mulheres mães infectadas pelo HIV." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/22/22131/tde-07012014-163657/.
Full textThe spread of HIV infection has been suffering several modifications in its profile, signaling a process to feminize of the infection, denuding the condition of female vulnerability to HIV. Women with reproductive age and infected with HIV is confronted, often with some difficult situations and that weakens. So, motherhood that in our culture seems to be an expected and valued social role may become threatened by serological condition. In addition, the HIV infection is something that can change the whole design of herself, since the person, her identity it is essentially defined by how things have meaning to her and, in this sense, the HIV can give a new sense of identity. This study seeks to know how the HIV illness in narratives of women who are mothers is. They were invited to tell about their lives, specially, on the condition to be mothers and infected by the HIV. The study is qualitative in nature, carried out in a teaching hospital in the interior of São Paulo state with fifteen women mothers infected by HIV, in which only ten interviews were analyzed. The technique used for collecting data was the narrative interview and analysis was made on the basis of studies of Schütze (1977, 1983). Among the steps proposed by Schütze (1977, 1983), is a thematic analysis, in which there are categories for each narrative interview, ordered in a coherent general categorization system for all interviews. In the structuralist analysis, it was focused the formal elements of narrative. The analysis operates via a system of combinations that includes two dimensions: one in formed by the repertoire of possible stories, from which any story happened is a selection, and the other refers to the particular combinations of the elements of the narrative. In this study, we used the identification of structural elements of narratives and categories concerning the reaction of the content of the narrative excerpt transcribed. (adapted from MISHLER, 1986; WELLER, 2007; GERMANO; SERPA, 2008). The interviews were transcribed and were extracted the elements that made up a story with beginning, middle and end, seeking to understand the meaning that each participant attached to their story while mothers and infected with HIV. It was noticed that motherhood, the main theme of their stories, brought a new meaning to their lives and repercussions to their identities. The reports are permeated by moments of sadness, difficulties and joys. The result reveals this ambivalence of feelings, but also a positive movement to life, especially with regard to child care. The opportunity to develop these feelings, in the narrative, can help the woman doing a reorganization of life itself and provide signs to the professional of the service type that she needs to receive
Romero, Talita Raquel Luz. "Modelos e explicações: a apropriação e o uso de entidades científicas pelos alunos." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-26022013-094957/.
Full textThis research, linked to the granting of the CNPQ scholarship and entitled \"Models and explanations: the appropriation of scientific entities and students\' use of it\", assumes the importance of models in both science and education, highlights that the production of explanations is given by models and proposes to investigate the relationship between the construction of models in science and science education through entities. While effective representations of the physical world, the scientific models need to pass the didactics transposition in order to constitute itselves as teaching objects. Thereby this research has also as a target to comprehend which aspects of models\' construction in science may/must be transposed to the educational context. We will proceed the idea that a suitable model definition, both in science as in its teaching, is related with the need to explain and permits a satisfactory description of the procedures applied by people searching an explanation of a physical system. Therefore, to this research, we add two important questions to the investigation: how do students use the models of science in producing explanations and how do the entities present in the everyday world and in the world of science participate in the construction of these explanations? This investigation is supported by the philosopher Mario Bunge (1974; 1985) and justifies the discussion of models and modeling in his perspective by the fact that he considers that the fundamental role of science is the construction of models and its main objective is to produce explanations to real facts. The process of construction of models and explanations presuppose that explanations produced by science belong to a predefined scenario, in which each entity perform roles that attend the expectation and the demands delimited by its context. Therefore, it continues to look for an approximation between the idea of entities and model-objects defined by Bunge. To do so, we present two methodological strategies that concentrates in elaborate, implement and analyze activities of teaching-learning about two Physical entities chosen: charge and field.
Geminiano, Rilane Silva Reverdito. "Narrativas Nambikwara Katitaurlu : vivências transformadoras /." Marília, 2019. http://hdl.handle.net/11449/191361.
Full textResumo: O estudo busca conhecer as narrativas da comunidade indígena Nambikwara Katitaurlu no estado do Mato Grosso, local onde se faz presente uma escola em seu território imemorial. Essa escola foi conquistada por meio da luta do povo indígena, que conseguiu a implementação de três salas de aulas anexas da rede estadual na área Vale do Guaporé, Terra Indígena Sararé, aldeia Central. A ideia desse trabalho é conhecer as narrativas e propor métodos e técnicas de aprendizagem e ensino a partir do conhecimento das necessidades dos escolares bem como da comunidade, dialogando, assim, os conhecimentos científicos que fazem parte da vida cotidiana da comunidade ao qual essa etnia está inserida. Os primeiros resultados possibilitaram observar que o processo de educação escolar indígena ainda pouco pesquisado, considera a realidade sociocultural dos indígenas, a falta de conhecimento das narrativas, a utilização do livro didático em escolas e salas de aulas indígenas denota esse processo de distanciamento da cultura escolar das necessidades da comunidade. O percurso metodológico se sustenta em Willis (1991) que buscou atrelar os conhecimentos científicos à realidade social e cultural dos escolares. Desse modo, tendo como ferramentas a análise documental, levantamento bibliográfico, etnografia e as narrativas, faremos um mapeamento que permita compreender a cultura, isso possibilita que os alunos indígenas reconheçam suas realizações pela interação dos conhecimentos da sua história, aos quai... (Resumo completo, clicar acesso eletrônico abaixo)
Mestre
Oliveira, Alessandro Eleutério de. "Narrativas orais contemporâneas por alunos e alunas : rascunhos para a obtenção de pistas para a apreensão de novas formas de experiência no século XXI? /." Araraquara : [s.n.], 2006. http://hdl.handle.net/11449/90357.
Full textBanca: Jaime Francisco Parreira Cordeiro
Banca: Denis Domeneghetti Badia
Resumo: Nosso trabalho objetiva a apreensão e o entendimento das características de narrativas orais de alunos e de alunas observadas nas salas de aula de uma escola pública do interior paulista de Ensino Fundamental regular e de Ensino Médio supletivo. Nesse sentido, utilizamos o referencial teórico obtido a partir de idéias do filósofo alemão Walter Benjamin correlacionado com uma metodologia de abordagem qualitativa. Por essa razão, usamos os conceitos de Erfarhung, que diz respeito à experiência humana construída pela tradição nas sociedades artesanais, e que era transmitida por meio das narrativas orais associadas ao modo de produção pré-capitalista e o de Erlebnis, que se refere à experiência humana moldada pela Indústria Cultural e pelo modo de produção capitalista. A partir dessa premissa teórica, observamos aulas das disciplinas de Língua Portuguesa e História, estratégia metodológica que permitiu a obtenção de exemplos de seis manifestações orais a partir das quais abstraímos elementos que podem contribuir para a compreensão sobre as formas que as experiências dos sujeitos são constituídas em nosso tempo.
Abstract: Our paper aims to apprehend and to understand male and female pupils' oral narratives observed in classrooms of a public school, which offers ordinary Elementary School and Adult High School, located in São Paulo state's countryside. Therefore, we used Walter Benjamin's theoretical reference correlated with a methodology of qualitative inspiration. For that reason, we employed the concepts of Erfahrung which refers to the human experience built by tradition in artisan societies that was communicated through oral narratives associated with the pre-capitalist production mode, and Erlebnis, which is the human experience shaped by the Cultural Industry and the capitalist production mode. From that theoretical premise, we observed classes of Portuguese and History, methodological strategy that allowed us to get examples of six oral expressions that composed the founts of elements that are able to help us to understand how people's experiences are formed in present days.
Mestre
Custódio, Regiane Cristina. "Memórias da migração, memórias da profissão : narrativas de professoras sobre suas vivências nas décadas de 1960 a 1980 (Tangará da Serra – MT)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/102317.
Full textThis is a research on narratives of retired teachers‟ memories in the early years of elementary school, who lived in Mato Grosso during the historical process of formation and consolidation of Tangara da Serra, the town in which they had their professional experiences. It falls within the field of studies of the History of Education and it is inspired by the Cultural History. The attention is focused, among other aspects, on the analysis of the relation between work experience and the forms of representation of the teachers‟ social world/environment expressed in their narratives about the experience of migration and the different aspects of the teaching practice in their specific historical context. The research problem is placed on how this process is narrated by the interviewees, after almost half a century, considering the 1960‟s, in the twentieth century (arrival time of the first families of the interviewed teachers). Together with the town which was being constituted, the teachers were also constituted. For the Cultural History it is about thinking modes by which a reality is historically constructed, designed, narrated. The methodology of oral history allowed the production of research data, and demanded the clarification of the concept of memory and understanding how teachers reconstruct their reminiscences encouraged by the enunciation event interview, time in which they developed their narratives, traversed by the experiences of present. Narratives are conceived as an exercise in producing past and present identities and express representations of reality, the ways teachers narrate themselves and how they are narrated by others. In terms of migration and colonization topics include authors such as John Carlos Barrozo, Regina Beatriz Guimarães Neto and Octavio Ianni. Cultural history, authors such as Roger Chartier and Sandra Pesavento were central. Thinking about the memory, Alistair Thomson, Antonio Torres Montenegro, Alessandro Portelli, Maria Stephanou and Maria Helena Bastos are highlighted. With regard to the history of education in regions of recent settlement thesis drew on the studies of Charles E. Oliveira and Josiane B. Rohden. The empirical research corpus consists of narratives of the teachers‟ memories, designed as oral documents. Five teachers were interviewed and fourteen statements were collected, that comprise the Collection of Memories of Teachers Living Memory of Tangara da Serra. UFMT / Cuiabá - Collection of photographs of the Living Memory of Tangara da Serra and newspaper articles appearing in the Collection of Documentation Center of Documentation and Historical Regional Information were also used. The narrating teachers, after the experience of migration, settled in Tangara da Serra. They attended the Teaching Course (Teaching Degree), married, formed their own families and, together with the place which was transforming, they were also being transformed to occupy a multitude of “places”: daughters, sisters, wives, mothers, professionals, teachers, defined and identified by multiple identities. The memories reconstructed in the present are presented as composition.
Morrissey, Dorothy. "A performance-centred narrative inquiry into the gender narratives of postgraduate student teachers." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686415.
Full textGarcía, Fernández Nagore. "Difracciones amorosas: deseo, poder y resistencia en las narrativas de mujeres feministas." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/457570.
Full textFrom a situated knowledge perspective, this thesis provides a contribution to feminist critical approaches of love drawing upon the generation of narratives with feminist women. In dialogue with different feminist authors, the naturalization of emotions and love is challenged, and "amorous thought" and "love as a dispositif" are proposed as non-dualistic theoretical tools. Narrative Production is presented as a methodology which enables the articulation between the researcher and ten feminist women. On this basis, nine texts which gather these women's views on love are included, and these form part of the body of thesis. These texts, as amorous diffractions, offer both a critique of the amorous dispositif as well as of hegemonic ways in which scientific knowledge is produced. Finally, these articulations enable us to explore various questions which relate to subjectivation and meaning creation processes in which hegemonic and counter-hegemonic love discourses are intertwined. Moreover, different resistances to the hegemonic love model and the possibilities of feminist political action in this field are discussed.
BROGLIA, LUDOVICA. "Narrazione autobiografica e infanzia: le visual narratives." Doctoral thesis, Università degli studi di Modena e Reggio Emilia, 2022. http://hdl.handle.net/11380/1278099.
Full textAutobiographical memory and autobiographical narratives develop gradually during childhood: studies of narrative psychology ‒ such as those of Robyn Fivush, Katherine Nelson and Dan P. McAdams ‒ analyze their evolution from preschool years to adolescence and the main characteristics of the autobiographical self. According to the socio-cultural approach, the formation of the Self and the emergence of autobiographical memory are dynamics connected with the cultural context: narrative meanings are constructed within the process of Reminiscing, or shared memory. Positive events and negative events, for example, are remembered and analyzed in opposite ways: if the former consider the spatial-temporal and objective details of the experience, the latter integrate the emotional aspects and refer to an interpretative approach. Already in the first years of life, we act according to the values shared by the culture, which proposes different standards also depending on the gender. The way we perceive ourselves as men or women is linked to different social orientations, cognitive styles and autobiographical stories: in agreement with Carol Gilligan, we know that girls focus on interdependence (belonginess), while boys focus on achieving goals, on the aspects that make them distinct from the world (autonomy). Specifically, this thesis aims to analyze the main characteristics of autobiographical narratives, collected in educational contexts for early childhood. The focus is particularly on visual narratives: we ask children to reconstruct the event in multiple panels starting from specific choices related to visual and verbal design. In agreement with the schema theory and with Neil Cohn's recent discoveries concerning the grammar of visual narratives, sequential drawing seems to be closely linked to design and mind reading skills as it asks children to segment their experiences in frames and scripts, which must be meaningfully linked to each other. The collected materials are analyzed from two different approaches: studies of narrative psychology allow to evaluate the stories at a content level (which details of the event are reported?), while the studies focused on visual grammar allow to build reflections on the strategies adopted at the narrative level (for example, which links are built and how characters are introduced?). In this regard, it is possible to summarize some general reflections: on a content level, the narrative differences ‒ related to the emotional value of the event and to the gender of the child ‒ are evident. In the case of positive events, for example, children provide a detailed description of the spatial-temporal reference coordinates, while the narratives of negative events emphasize a perceptual encoding focused on the search for personal interpretations. On a structural level, however, the links built between frames are evaluated in detail: participants seem to follow a temporal progression and at the same time, are able to build complex causal dynamics. A particular reflection, finally, is dedicated to visual literacy, or the ability to build meaning starting from the choices related to visual design: children seem to pay attention in a conscious way to color choices, to shapes / sizes of the panels and to typography.
Gibson, Shona. "Narratives of preservice teachers." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050330.124302/index.html.
Full textTypescript. Narratives are based on experiences of prospective teachers enrolled at the University of Wollongong in the Knowledge Building Community (KBC) program, which is an alternative model of teacher training. Includes bibliographical references: leaf 264-283.
Lee, Shung-wai, and 李崇偉. "Mixing narratives and commentaries." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4269453X.
Full textMarshall, David Evelyn. "The Qur'anic punishment-narratives." Thesis, University of Birmingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560563.
Full textCRUZ, GABRIEL FILIPE SANTIAGO. "DESIGNING EDUCATIONAL ANIMATED NARRATIVES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22172@1.
Full textCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O presente estudo propõe uma metodologia interdisciplinar para a criação de narrativa animada, que possa ser utilizada tanto como material didático em sala de aula, como também entretenimento. Com o advento de novas tecnologias e o consequente avanço de métodos de ensino como a Educação a Distância, por exemplo, surgiram também outras possibilidades e formas de se pensar a criação de materiais didáticos visando despertar no aluno o interesse pelos conteúdos a serem trabalhados em aula. No entanto, muitos são os desafios para que o novo material seja criado a partir de uma metodologia colaborativa recente, sem se caracterizar como apenas uma nova roupagem para antigos modelos. Fundamentada em conceitos como aprendizagem significativa e educação como introdução a realidade total, esta dissertação traz relatos e analisa situações de ensino aprendizagem utilizando recursos didáticos de natureza tecnológica e de narrativa, como Podcasts, redes sociais e histórias em quadrinhos dentre outros. Uma análise desses recursos e uma discussão e aprofundamento em questões como narrativa, experiência elementar, interdisciplinaridade e cinema de animação são apresentadas. Um estudo de caso, de produção interdisciplinar de uma narrativa animada para ser utilizada por professores em sala de aula, foi realizado.
An interdisciplinary methodology for the creation of animated narratives, which can be used either in the classroom or as entertainment, is the focus of this dissertation. The advent of recent technologies and subsequent teaching methods, as Distance Education, brought new possibilities and ways of thinking about how to catch students’ interest in class content through the creation of new teaching materials. However, many challenges have to be faced, in order to ensure that this new material will be created from recent collaborative methodologies and avoid being only a new look for old models. This dissertation is based on concepts of meaningful learning and teaching as introduction to total reality. It presents reports and analysis on learning-teaching situations, through the use of technological didactic resources and narrative, such as Podcasts, social networks, and comics among others. An analysis of these resources is presented, as well as a discussion on narrative, elementary experience, interdisciplinary issues and film animation. A case study of an animated narrative, created by an interdisciplinary team to be used in classes by teachers, is also reported.
Krehbiel, Beth Ann. "Narratives of Wounded Knee." Kansas State University, 2016. http://hdl.handle.net/2097/32870.
Full textDepartment of Landscape Architecture/Regional and Community Planning
Laurence A. Clement
Research suggests that Native Americans, Chicanos, and African Americans are groups underrepresented in the North American memorial landscape. The fluid nature of a group and individual’s identity (and the memory that shapes it) contributes to the underrepresentation in commemoration and memorials. As communities and the associated identities continue to blend and overlap moments of positive cultural exchange can take place, but at times the outcomes are in the realm of contention and conflict. The collaborative nature of landscape architecture together with the profession’s ability to understand and interpret complex systems and narratives can fully engage and bring form to the morally imaginative, creative act of peacebuilding. The concept of shifting and variant meaning led to this study that considered the question- How might memorials be designed as reconciliatory agents in cultural landscapes with conflicting histories? This study engaged the concept of memory and identity with Oglala Lakota, on the Pine Ridge Reservation, regarding the tragedy of Wounded Knee, through adapted ethnographic approaches in interviewing, site visits, extensive literature review, mapping and design inquiry. The design inquiry responds to social, economic, and ecological narratives to inform the design of the reconciliatory-minded memorial. The initial premise of the project was situated in the understanding that events with contested meaning are difficult to memorialize because there are so many differing voices; irreconcilable in the built form. While that is true in some contexts, initial findings suggests these groups are underrepresented because it is difficult to memorialize that which is a contemporary social justice or inter-demographic issue. In light of this and further research, the author believes that memorials seeking to honor demographics or events that directly affect contemporary groups might be contextually more appropriate, and act as mediators, if they focus forward rather than solely and solemnly reflect the past. Conceptual sketches conclude this study, offering possibilities for design expression, which might be realized with community participation.
Kelly, Noreen Elizabeth. "Gendered narratives of depression." Thesis, University of Bristol, 2009. http://hdl.handle.net/1983/29e979c6-704f-46a1-85f1-d39c4271e2ba.
Full textRodriguez, Alfonso Mauricio. "Marchés comme constructions narratives." Thesis, Reims, 2019. http://www.theses.fr/2019REIME007.
Full textThis dissertation investigates the market shaping for smart city technologies, understanding market shaping as a process that embeds market practices in which the narrative permits their assemblage as a coherent and logical construction that allows to make sense of the actors' actions, granting the entrance of new products or services into the market. The case in point, the smart city technology market depicts the multiple roles of the narratives in the shaping of markets. Thus, narratives are used to create market representations that explain how the market operates and interrelations between actors and technologies, those representations are later re-created in commercial exchanges by adding new elements that resonate with the customer the narrative becomes a tool to persuade, convince, show expertise, reduce uncertainty and develop trust bonds. New re-creations of the narrative fulfill a role in normalisation practices that allow the creation of norms, policies, habits and routines. Thus, the narrative is present throughout the market shaping process acting as an assemblage tool. This research contributes to provides an alternative perspective into the market shaping process, presenting how this process is developed for emerging technology markets and by bringing narratives as a pivotal tool in the assemblage of market practices and demonstrating the narrative agency in the market shaping process
Photius, Brown Malcolm Kenneth. "The Narratives of Konon /." München : Saur, 2002. http://www.loc.gov/catdir/toc/fy051/2002545926.html.
Full textEpitome of Conon's Narrationes (a collection of 50 stories now lost except for 42 lines containing parts of two stories) from Photius' Bibliotheca. Includes bibliographical references (p. [353]-368) and indexes.
Sjöström, Johan. "Morphology of a digital narrative : prototyping digital narratives using the theories of Vladimir Propp." Thesis, Högskolan på Gotland, Institutionen för speldesign, teknik och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-1929.
Full textWright, Michelle. "Time, consciousness and narrative play in late medieval secular dream poetry and framed narratives." Thesis, University of South Wales, 2017. https://pure.southwales.ac.uk/en/studentthesis/time-consciousness-and-narrative-play-in-late-medieval-secular-dream-poetry-and-framed-narratives(7cbf5e12-c655-4177-84f8-1445f1ffef85).html.
Full textBennett, Bonita. "Temporal representation in narratives of forced removals : a narrative analysis of life story texts." Thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/6716.
Full textRosenblum, Rena S. Festa Lindsay Levenson Chloe M. "Narratives of bicultural Individuals a narrative approach to the development of bicultural identity integration /." Diss., Connect to the thesis, 2009. http://hdl.handle.net/10066/3600.
Full textMartin, Cathlena Anna. "Breaking narrative bounds the use of multiple visual narratives in Caldecott Medal Award books /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004867.
Full textEvans, Sasha. "Justificational narratives : what is the role of fear in Israeli narratives of war?" Thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6745.
Full textThe body of this thesis contains two main parts. The first (section 3) is a critical linguistic analysis of a selection of political speeches (which I have called 'policy narratives') delivered by Israeli Prime Minister Ariel Sharon in the period February 2002 - October 2003. I have sought, with reference to Aristotle and other writers on persuasion, to delineate the rhetorical devices employed by Sharon and his speechwriters, and to demonstrate that one of their most important functions is to contribute to and enhance the overall climate of fear among the Israeli people, for the furtherance of Sharon's own political goals. I focus primarily on the speeches surrounding and leading up to the March 2002 announcement of 'Operation Defensive Shield', which was described by Palestinians and international aid workers as the harshest military assault on the WBGS since the June 1967 Arab-Israeli war. After examining the policy narratives I provide another representation of the 'reality on the ground' experienced by the Palestinian population at the receiving end of Sharon's 'operations'. The second (section 4) is a linguistic analysis of the 'narrative of personal experience' of a civilian reservist - Moshe Nissim - who was recruited in April 2002, at the height of 'Defensive Shield', to drive a D-9 bulldozer through the West Bank's Jenin refugee camp. Nissim, who seems motivated by his own personal fears and failures, apparently sees in Jenin the long-awaited opportunity to redeem himself. Although he does not appear to have been inspired by the arguments and themes of Sharon's narratives, the overall atmosphere of fear and hatred that is legitimised and given weight by Sharon in his speeches, sets the stage for Nissim to act on his darkest urges and later to be considered by himself and others as a hero for having done so. I contend that Israeli right wing hegemony both feeds and is fed by fear.
Kuzawa, Deborah Marie. "Queering Composition, Queering Archives: Personal Narratives and the Digital Archive of Literacy Narratives." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429704823.
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