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1
Simpson, Nigel. "Post-structuralism and history." Thesis, University of Sussex, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282616.
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2
Allan, Neil Peter. "Kafka : phenomenology and post-structuralism." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/59472/.
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This study seeks to identify a coalition of philosophy and literature in the work of Franz Kafka, and begins with a grounding of his output in the philosophical context from which it emerged. This relatively under-researched philosophical backdrop consists in Kafka's study, at university and in a discussion group, of philosophical positions derived from the "descriptive psychology" of Franz Brentano. Kafka was hence conversant with several philosophical agendas, notably those of logic, Gestalt psychology, and a nascent form of phenomenology, which all derived their impetus from Brentano's work. The initial issue, therefore, is that of assessing the extent of a purported influence of such theories on Kafka's texts. What emerges as a "strategy" of Kafka's work is the aesthetic exploitation of such positions; a tactic which constitutes an almost parodistic subversion of these early forms of phenomenological thought. Thus on the one hand it is implied that the narrative technique of Kafka's work, and in particular the representation of consciousness and its "world", is derived from Brentanian thought, and on the other that this influence is modulated in a specific direction, which renders these texts so singularly amenable to post-structuralist thought. My project consequently proceeds to examine the post-structuralist response to Kafka while juxtaposing this analysis with the grounding of his work in proto-phenomenology. Central to this stage of the study are Blanchot, Derrida, Foucault, and Deleuze and Guattari, and the scrutiny of their perspectives will be organized by the themes of authorship, interpretation, power, and desire. The exploration of the "deconstructive" standpoint, represented primarily through Blanchot and Derrida, will be guided by an account of why such a stance seems to be accommodated so readily by Kafka's work, and also of the extent to which his texts could be said, on the basis of the influence of Brentanian thought, to resist such appropriation.
3
Khan, Gulshan Ara. "The subject and politics in Habermas and post-structuralism." Thesis, Nottingham Trent University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424110.
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In this thesis I undertake a critical examination of the work Hirgen Habermas and the poststructuralist thinkers William Connolly, Ernesto Laclau, and Chantal Mouffe and I compare their respective notions of the 'subject' and politics. The objective of my thesis is to use the conceptual distinction between contradictions, dialectical oppositions, and paradoxes to demonstrate three central hypotheses. First, I show that Habermas's charge of 'performative contradiction' levelled against the post-structuralists' supposedly 'totalising' critiques of reason does not hold up to scrutiny, because the post-structuralists acknowledge the paradoxical nature of their ontological foundations. Second, I demonstrate that a simple dichotomy cannot be drawn between the work of Habermas and post-structuralism with him on one side as a rationalist and them on the other as 'anti-rationalists' or 'relativists'. Instead, what I elaborate in this thesis is a complex map of similarities and differences between Habermas and the post-structuralists. For example, I show that on a more straightforwardly political level Habermas shares a number of distinct similarities with the post-structuralist theorists and especially with Mouffe. Indeed, I make the case that Habermas's work cannot be reduced to a form of 'Kantian proceduralism' as it is often said to be. There are in fact distinctly 'Hegelian' elements in Habermas's conception of 'reason' and 'rationality'. Habermas's conception of rationality shares important parallels with the work of Michael Oakeshott, who is a significant influence on Mouffe. Third, I make the case that Habermas's founding principles - despite his claims to contrary - appear to be masking a paradox. I argue that paradoxes have an important place in the in the history of Western philosophy. I show that the acknowledgement of paradoxes has existed alongside the law of noncontradiction, and reconciliation since the ancient Greeks. I conclude the thesis with the suggestion that an 'agonistic' style of democracy is especially conducive to the idea of paradox because it is predicated upon the idea that there is no objective ontological truth or 'complete' identity. Finally, I suggest that it is essential to maintain the distinction between a performative contradiction, a reconciliatory logic, and a paradox, because it is potentially an injustice when a paradox is 'declared' to be resolved and beyond argumentation or contestation.
4
Beran, David. "In the wake of failed revolution : romanticism, critical theory, and post-structuralism /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901217.
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Curtis, Neal. "Heteronomous anarchy : Lyotard, justice and the idea." Thesis, Nottingham Trent University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245633.
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Jones, Beverley. "The rhetoric of research in social science : a post-structuralist consideration of world views." Thesis, Keele University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368976.
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Fletcher, Paul Andrew. "The broken body and the fragmented self : theological anthropology after Girard." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/1527/.
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Wenman, Mark Anthony. "The many and the one in twentieth century political pluralism : the contribution of post-structuralism." Thesis, University of Essex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415941.
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Smith, Claude. "Déplacements post-structuraux." Thesis, Paris 10, 2015. http://www.theses.fr/2015PA100165/document.
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Ce travail tente de prendre la mesure de certaines des évolutions les plus significatives qui, sous le nom de «post-structuralisme», ont pu affecter la philosophie et la culture contemporaine dans son ensemble. Pour surmonter les difficultés liées à la trop grande généralité de la dénomination, on a choisi de privilégier des lectures suivies d'oeuvres de Deleuze, Derrida et Lyotard, qui servent de fil directeur tout au long de l'étude. Non que nous pensions que ces auteurs suffisent à résumer entièrement le mouvement de pensée dans lequel ils s'inscrivent. Mais ils présentent du moins l'avantage de le traverser très largement, et d'en avoir réfléchi la plupart des composantes. Suivre leurs trajectoires permet donc aussi de revenir sur ces composantes, de la réception post-phénoménologique du structuralisme «méthodologique» aux principaux travaux philosophiques qui en assument un certain héritage (particulièrement dans les oeuvres d'Althusser, Foucault et Lacan), et jusqu'aux gestes de démarcations par lesquels Deleuze, Derrida et Lyotard eux-mêmes en viennent à déterminer ce qu'on pourrait appeler l'originalité «supplémentaire» de leurs orientations. Dans la mesure où ce mouvement de pensée est communément caractérisé comme «français», ce travail tente aussi de rendre compte de la situation d'échanges philosophiques internationaux dans laquelle il s'élabore, et de la position singulière qu'il y occupe, qui conduit souvent à souligner son potentiel critique, sur les terrains de l'art, des moeurs ou de la politiqueThis work tries to report and estimate some of the most significant evolutions that, under the name of «post-structuralism», have affected contemporary philosophy and culture. But, as the «post-structuralist» appellation seems obviously too general, Deleuze's, Derrida's ans Lyotard's texts are actually, all along this work, more specifically studied. Those texts don't indeed sum up by themselves the whole cultural mouvement. But they widely pass through it, and reflect on most of its components.Consequently, following their trajectories can be a way to come back to those components, from the post-phenomenological receipt of «methodological structuralism», to the most important philosophical works that assume a portion of its inheritance (especially Althusser, Foucault and Lacan), up to the assertion of Deleuze's, Derrida's and Lyotard's own originalities. As this mouvement is frequently said «french», this work also tries to report the international cultural and philosophical context in which it spreads out, and the particular position that it holds. This can lead to underline and estimate the value of its critical dimensions, in the spheres of art, morals or politics
10
Nilsson-Tysklind, Emma. ""I'm still here. Sort of." : Constructed Identities in Paul Auster's City of Glass." Thesis, Högskolan Dalarna, Engelska, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:du-3355.
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Paul Auster’s City of Glass contains a jumble of identities. In fact, the identities are more numerous than the characters, and consequently, characters have several different identities. Some of these identities are obvious constructs, but with others the degree of construction is less evident. Poststructuralist theory, however, puts forward the idea that these seemingly original identities are in fact constructs to the same level as all others. Thus, this essay argues that there are no original identities; identities are constructed by outer factors. This essay discusses three outer factors contributing to the construction of identities, factors commonly discussed in poststructuralist criticism, these three being language, cultural codes and chance.
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Byrne, Bridget. "White lives : gender, class and 'race' in contemporary London." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340831.
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Okuroglu, Sule. "An Analysis Of Metafictional Self-reflexivity In Laurence Sterne." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606560/index.pdf.
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This thesis evaluates metafictional self-reflexivity, and presents it within the scope of certain structuralist and post-structuralist approaches especially by referring to William Gass&rsquodefinition of metafiction and Raymond Federman&rsquo
s theories on the devices of metafiction. Then aspects of the works of William Gass&rsquo
Willie Master&rsquo
s Lonesome Wife and Laurence Sterne&rsquo
s The Life and Opinions of Tristram Shandy are discussed within this framework.
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Doney, Jonathan. "'That would be an Ecumenical matter' : contextualizing the adoption of the study of world religions in English religious education using 'statement archaeology', a systematic operationalization of Foucault's historical method." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18518.
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It is claimed that during the 1960s and 1970s a new chapter in the history of English Religious Education (hereafter RE) began. Christian Confessionalism, whereby children were introduced to, nurtured in, and encouraged to adopt, the Christian faith, was swept aside and replaced by a non-confessional, phenomenological, multi-faith model, in which children were introduced to a variety of World Religions, with the aim that they would become more understanding of and tolerant towards others. Subsequently the study of World Religions (hereafter SWR) was adopted at all phases of the school system. Whilst this transition has been subjected to a wealth of historical analysis, existing accounts concentrate on narrative reconstructions of what happened, rather than investigating the complex interaction of discourses that created circumstances in which the change became possible. By framing analysis within national boundaries these reconstructions also overlook supranational influences. Thus, the supranational ecumenical movement (concerned with achieving greater unity and co-operation between denominationally separated Christian groups) has hitherto been largely overlooked. Drawing on Michel Foucault’s historical methods, I have developed a critical methodology, which examines how certain practices become possible. This method, Statement Archaeology, follows Foucault in emphasizing ‘discontinuities’, ‘statements’, and the search for the ‘relative beginnings’ of particular practices. Deploying the method entailed a detailed forensic exploration of relevant primary, unutilized, sources drawn from relevant domains of ecumenical discourses at both supranational (World Council of Churches) and national (British Council of Churches) levels. These sources were identified by tracing the provenance, and origin, of ecumenical statements repeated within Schools Council Working Paper 36 (1971). A ‘compound’ framework of understanding, combining the notions of Governmentality and Normalization, has been used. The thesis presents a number of original contributions to knowledge. By focusing on the multiple intersections of supranational and national domains of ecumenical discourse, Statement Archaeology reveals a much greater level of complexity than has hitherto been described and exposes a more nuanced understanding of how it became possible for SWR to be adopted, suggesting that the ‘relative beginnings’ of the practice are located—to some extent—in national ecumenical discourses. Further, supranational issues that affected these processes are unearthed, and motivations behind them are exposed, thus highlighting the importance of incorporating ecumenical discourses into the historiography of RE. The research also problematizes some assertions that have become characteristic of the existing historical narrative. Amongst other things, it disputes the existing positioning of Working Paper 36, highlights the problematic positioning of ‘mass immigration’ as a causal factor in adoption of SWR, and exposes a complexity of terminology, none of which appear to have been examined previously. These findings have application both in England and elsewhere, and are briefly discussed in relation to two other national contexts where approaches akin to SWR have been adopted. Finally, the limitations of the study are discussed and recommendations made for further work.
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Goldingay, Sophie Jennifer Elizabeth. "Separation or mixing: issues for young women prisoners in Aotearoa New Zealand prisons." Thesis, University of Canterbury. Social Work and Human Services, 2009. http://hdl.handle.net/10092/3740.
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Young women who serve time in adult prisons in New Zealand mix with adult prisoners, unless it is not considered safe to do so. If they do not mix, they serve their sentence in relative isolation, unable to participate in programs, recreation or other aspects of prison life. This is in contrast to male youth in prison who are placed in have specialised youth units to mitigate against the perceived negative effects of mixing with adult prisoners. Using discursive strategies to analyse texts from semi-structured interviews with young women in Aotearoa New Zealand (NZ) prisons and focus group interviews with iwi representatives, this study offers a challenge to dominant framings of both young and adult women prisoners. The study has shown that young women prisoners’ resilience is likely to be strengthened, and opportunities for health and well-being improved, within stable relationships with adults with whom they relate. Whanau-type structures in prison are in keeping with indigenous values and have the potential to provide mentoring relationships which may broaden the current limited subjectivities experienced by young women prisoners.
15
Cullifer, Julie Diana. "The Sovereign State as Political Community: A Revisiting of the Post-Structuralist Critique of the Neorealist State." Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/31202.
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The continued commitment to and assertion of the primacy of the sovereign state within international relations theory has resulted in a discourse which theorizes and examines only those issues and conflicts of international politics which can be made to fit neatly within the prism of the neorealist discourse. As such, there exists a void in the examination of such issues as the nature and possibilities of alternative forms of political community, or into the political and economic effects these alternative forms of political community (such as social, economic, religious and environmental) pose to the traditional state and the envisioning of a global society. The aim of this thesis is two-fold: first, to renew interest and inquiry into the discursive limitations of the neorealist discourse of difference and negation; and secondly, to call attention to how the practical and discursive constraints of the neorealist conception of the state as political community effects the ability of international relations theory to address current conflicts and issues on the international stage. The intent of this analysis is to spark a renewed interest in exploring not only the emergence of new forms of political community but the possibility of being able to speak about these new forms within a discourse of international relations. Only through a commitment to the critical examination of its discourse can international relations theory uncover new ways to re-envision such concepts as political community and international politics.Master of Arts
16
Landefeld, Ronnelle Rae. "Becoming Light: Releasing Woolf from the Modernists Through the Theories of Giles Deleuze and Félix Guattari." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/32497.
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Critics of Virginia Woolf's fiction have tended to focus their arguments on one of the following five cruxes: Woolf's personal biography, the role of art, the nature of reality, the structure of her novels, or they focus their arguments on gender-based criticism. Often, when critics attempt to explain Woolf through any of these categories, they succeed in constructing borders around her writing that minimize the multiplicities outside them.
Post-structuralist theory helps to open up difference in Woolf's writing, specifically, the theories of Giles Deleuze and Félix Guattari. Their book, A Thousand Plateaus, allows readers of Woolf's novel, To the Lighthouse, outside the confines some past critics have put around it. I apply select Deleuze and Guattarian metaphors to Woolf's To the Lighthouse in order that multiplicities of the novel stand out. The Deleuze and Guattarian metaphors that are most successful in opening up difference in To the Lighthouse are strata; the Body without Organs; becoming; milieu and rhythm; and smooth and striated spaces.Master of Arts
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Tulloch, Rowan Christopher English Media & Performing Arts Faculty of Arts & Social Sciences UNSW. "Powerplay: video games, subjectivity and culture." Publisher:University of New South Wales. English, Media, & Performing Arts, 2009. http://handle.unsw.edu.au/1959.4/43519.
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This thesis examines single-player video gaming. It is an analysis of video game play: what it is, how it functions, and what it means. It is an account of how players learn to play. This is done through a set of close readings of significant video games and key academic texts. My focus is on the mechanisms and forces that shape gameplay practices. Building on the existing fields of ludology and media-studies video-game analysis, I outline a model of video game play as a cultural construction which builds upon the player's existing knowledge of real world and fictional objects, scenarios and conventions. I argue that the relationship between the video game player and the software is best understood as embodying a precise configuration of power. I demonstrate that the single-player video game is in fact what Michel Foucault terms a 'disciplinary apparatus'. It functions to shape players' subjectivities in order to have them behave in easily predicted and managed ways. To do this, video games reuse and repurpose conventions from existing media forms and everyday practices. By this mobilisation of familiar elements, which already have established practices of use, and by a careful process of surveillance, examination and the correction of play practices, video games encourage players to take on and perform the logics of the game system. This relationship between organic player and technological game, I suggest, is best understood through the theoretical figure of the 'Cyborg'. It is a point of intersection between human and computer logics. Far from the ludological assumption that play and culture are separate and that play is shaped entirely by rules, I show video game play to be produced by an array of complex cultural and technological forces that act upon the player. My model of video game play differs from others currently in circulation in that it foregrounds the role of culture in play, while not denying the technological specificity of the video gaming apparatus. My central focus on power and the construction of player subjectivities offers a way to move beyond the simplistic reliance on the notion that rules are the primary shaping mechanism of play that has, to date, dominated much of video game studies.
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Widding, Göran. ""Det ska funka" : Om genus betydelse i relationen hem och skola." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-82969.
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This compilation thesis examines parents' and teachers' approaches to curriculum objectives that involve shared responsibility between home and school regarding the children's upbringing and education. On the basis of four articles, the meanings of good teachers, good parents, and a good cooperation practice along with the meaning of gender in home-school relationships were examined. Questions were asked from both a teacher and a parent perspective about concrete practices and constructs with respect to this cooperation. The overall aim was to conduct an exploratory study on the importance of gender in the home-school relationship. The first article explores the use of gender and diversity in research on home and school relationships. In the second article, access to the research field of “home and school relationships” was problematized. Article 3 analyzes teachers´ and parents´ experiences regarding parents’ being resources in the primary school setting. The article focuses on what teachers expect from "ideal" mothers and fathers as well as what parents expect from "ideal" teachers. Article 4 analyzes the experiences that teachers and parents have with regard to the practical consequences of home and school cooperation. The theoretical starting point includes feminist poststructuralist theories and discourse analysis. Inductive qualitative interviews were executed in a mainstream district in Sweden with an increasing immigrant population; the interviewees included 25 parents and the eight teachers who taught their children. In order to interpret and to understand the meanings of the interviews, two context analyses were conducted. One involved the mapping of the local context and preconditions that surrounded the study's informants with respect to the socio-economic context, local school plans, action plans, and management of the educational activities. The second involved analyzing the rhetoric of governance and policy in the longer term, regarding the importance of gender in the home-school relationship with respect to the former Swedish elementary school and the current nine-year compulsory school. The thesis’ main results show that gender has great importance in homeschool relationships: Women/mothers bear the overall responsibility for engaging in cooperation, while this responsibility is largely made invisible in the research. In concrete home and school practices, the responsibility is also mostly not problematized. The study analyzes the construction of a cooperation practice that operates in two versions and affects performative practices at both home and school. Through a “mother responsibility” discourse in regard to home and school practices, mothers are expected to become teachers´ servants based on teachers´demands. The result indicates that both parents and teachers express attitudes that may raise questions regarding whether they, despite the curriculum mission to counteract traditional gender patterns, are truly dependent and reliant on a cooperation practice in which mothers are made particularly responsible and thus contribute to asymmetric gender patterns. The study’s results are surprising, given all government interventions in the Swedish compulsory school, which, since the 1960s, have focused on gender equality through education, training, and research. Both parents and teachers viewed the cooperation practice as a practical aid in their efforts to manage their own professional roles. The conditions for cooperation are based on the fact that the dominant discourse that emphasizes female care and responsibility is never challenged. Instead, the cooperation practice focuses on supporting those processes in which women are key leaders and where male teachers and fathers have only a limited responsibility for specific activities. In order to change this gendered situation, both the structural factors on the outside as well as the gender-blind approaches on the inside must be challenged in parallel so that sufficient strength can be mobilized to counter a normalization process that is reinforced by intersecting effects.
19
Wheat, Christopher A. "Derrida's Objection To The Metaphysical Tradition." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1188.
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Derrida’s deconstruction of the philosophic tradition shows us not only the importance of pursuit of knowledge, but also the importance of questioning the assumptions on which such a pursuit is based. He argues that the metaphysical tradition is built from the privileging of the logos (speech, thought, and logic,) over it’s opposite, and while Derrida does not object to the societal results of such a privileging, he questions why we allow ourselves to make such an assumption in the investigation of the origin event, and in the nature of reality.
I chose to study deconstruction because through the course of my studies at Claremont I found myself raising similar objections to the philosophic tradition, and have a great interest in the arts and culture resulting from deconstructionist philosophy. Through my study I’ve learned to better examine not only the reasons for my own interest in philosophy and the arts, but the importance (or un-importance) of such a pursuit. I believe Derrida’s work could be important in teaching us the absurdity of sacred pursuit, and the importance of finding said sacredness in everything.
20
Silva, de Souza Rodrigo. "The construction of risk : how 'actors' construct the concept of 'risk' in practice in a Brazilian development bank." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/the-construction-of-risk(f367a456-7c73-4011-969b-891159af98b5).html.
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The ‘technology’ of risk structures social relationships within and outside of organisations, even though risk tends to be perceived externally as objective, neutral and apolitical. In adopting a poststructuralist perspective, this research investigates the impact of ‘calculating’ risk and how cultural, economic, social, psychological and political aspects influence the concept of risk and risk management practices. Hence, it provides a contextualized understanding of how risk and risk management are constructed intra-organisationally. This is a study of risk based on immersion. After six months of critical ethnographic fieldwork in a Brazilian development bank, called BrazBank, and applying the Discourse Theory of Laclau and Mouffe as well as the Logic of Critical Explanation of Glynos and Howarth, this research contextualises and challenges the universal logic of the discourse of ‘risk’, from a regulatory point of view. This research links macro- and micro-discourses of risk to reveal its ‘hidden power’ and to provide a glimpse into the fundamental contingencies in this discourse of control. It considers that the potential multiple interpretations of risk allows the construction of a hegemonic discourse, with boundaries that constitute and subvert certain claims in a rhetorical historic (re-)articulation of power. By doing so, it exposes how a technology that was supposed to simplify and enable, creates miscommunication in an organisation. ‘Risk’ became a battleground as controlling the understanding of risk, meant control of the organisation. Therefore, reflecting shifts in the international macro-context of risk regulation, the power of risk shifted between departments and their managers over political mandates and empowered and constructed experts and non-experts. This research illustrates different articulations of risk in the BrazBank context, how different individuals and groups developed competing interpellations of risk and, by examining the role of ideology, how and why certain conceptions of risk management practice were conserved, even as an illusion or secret, to maintain hierarchical positions and power imbalances.
21
Nail, Thomas. "Returning to Revolution: Deleuze, Guattari, and Zapatismo." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12569.
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249 pagesWe are witnessing today the beginning of a return to and renewal of the theory and practice of political revolution. This return to revolution, however, takes none of the traditional forms: the capture of the state, the political representation of the party, the centrality of the proletariat, or the leadership of the vanguard. Rather, given the failure of such tactics over the last century, coupled with the socio-economic changes brought by neoliberalism in the 1980s, revolutionary strategy has developed in a more heterogenous and non-representational direction. The aim of this dissertation is to map an outline of this new direction by drawing on the theory and practice of two of its main inspirations: French political philosophers Gilles Deleuze and Félix Guattari and, what the New York Times has called “the first post-modern revolution,” the 1994 Zapatista Uprising in Chiapas, Mexico. The aim of this dissertation is thus threefold. First, I provide a philosophical clarification and outline of a revolutionary strategy that both describes and advances the process of constructing real alternatives to state-capitalism. Second, I focus on three influential and emblematic figures of revolutionary history, mutually disclosive of one another, as well as this larger revolutionary return: Deleuze, Guattari, and the Zapatistas. Third, and more specifically, I propose four novel theoretical practices that characterize this return to revolution: (1) a multi-centered diagnostic of political power; (2) a prefigurative theory of political transformation; (3) a participatory theory of the body politic; and (4) a theory of political belonging based on mutual global solidarity.
22
Taddei, Renzo Romano. "Conhecimento, discurso e educação: contribuições para a análise da educação sem a metafísica do racionalismo." Universidade de São Paulo, 2000. http://www.teses.usp.br/teses/disponiveis/48/48133/tde-27022002-121434/.
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O objetivo é analisar as implicações da teorização pós-estruturalista para o pensamento educacional, especialmente no que se refere ao relativismo decorrente desta teorização, assunto que ganhou destaque nas discussões acadêmicas não só apenas de filosofia da educação como também nas relacionadas à filosofia da ciência e do pensamento social. Não se objetivou uma análise extensiva das possibilidades da filosofia pós-moderna para a educação, uma vez que a multiplicidade dos discursos, autores e idéias tornaria esta tarefa irrealizável e inadequada no que se refere ao escopo deste trabalho. Antes, o foco é estabelecido sobre a idéia da deposição das fundamentações realistas, racionalistas e naturalistas do discurso educacional, e sobre as críticas mais representativas que este movimento suscita na comunidade de pensadores da educação.
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Mayo, H. Elaine. "Toward collective praxis in teacher education: Complexity, pragmatism and practice." Thesis, University of Canterbury. Education, 2003. http://hdl.handle.net/10092/1054.
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In this thesis I claim that dominant realist, interpretive and postmodern research methodologies, taken together, provide necessary but not sufficient tools for use within educational research. Understandings of material, social and linguistic worlds do not, in themselves, cater for teachers' pragmatic needs to consider (a) the social consequences of educational practices, both their own and those of the institutions within which they work, and (b) the complexity of teaching in a postmodern world. I draw on ideas from pragmatism, post-structuralism, critical pedagogy, complexity theory, reflective practice, and personal experience in order to invite the emergence (or social construction) of new phenomena: these I hope, may enable teachers and other educationalists to take a vibrant part in ongoing debates and actions concerning educational policy and practice. I argue that the assumption that educational theory can be applied in practice is flawed and needs to be replaced by theory which recognises the dynamic nature of theory-in-practice: all theory is data within practice. This is a late-career thesis written by a practitioner with an unusually broad experience of the New Zealand educational system. I argue that the purpose of theory is to guide practice, that practice must drive theory, and that theory and practice need to join together to focus on the consequences of planned actions. This is neo-pragmatism, but, as stated thus far, it is not enough for my purposes because it does not include a commitment to social justice. Praxis is a term which ties emancipatory political goals to theory-and-practice. I invite the construction of the understandings of praxitioner activities where collective praxis and individual praxis might co-emerge in the interests of social justice. I promote the expansion of fresh discourses through research into collective praxis within teaching and teacher education.
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Burgess, Frances Anne. "Narratives of women music teachers in Northern Ireland : beyond identity." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24328.
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This study examined the narratives of three women music teachers’ professional practice, drawing on the research question: Through examining processes of subjectification: (a) How do mid-career women music teachers construct narratives of their professional and musical practice? (b) What are the implications for women music teachers’ professional and musical sustenance? Participants Hayley, Becky and Lynne, all with 12 years teaching experience, told stories of diverse musical participation within and beyond their schools and within a range of social groups and institutional settings. Taking a post-structural feminist theoretical perspective, these narratives were viewed as 'technologies of the female self' (Foucault, 1988; Tamboukou, 2008, 2010). The research question was shaped and answered through the concept of subjectifcation and considered how these women constructed a portrait of ‘self-in-practice.’ This questioned how they fashioned their personal pedagogical approach, how they created and projected a music departmental identity within the school, and how they conceptualised their musical and teaching selves. Data collection took place over a seven-month engagement with three participants and involved: a narrative/biographical interview; the compilation of a ‘memory box’ in which participants gathered artefacts related to the theme, ‘My music, my teaching’; and a follow-up conversational interview. In the final interview participants presented their artefacts and told stories related to their gendered experiences in music and teaching. Narratives showed the ‘woman music teacher’ is a site of struggle, where material roles within different discursive fields such as the home, the community as well as the school, pulled at other subjectivities. Through an analysis of processes of gendered subjectification, these women music teachers presented a complex narrative of their professional lives, within discursive fields of competing and complementary institutional discourses. While individually teachers conceptualised their musical and teaching subjectivities in personal, biographically-shaped ways, collectively they used similar discursive strategies to create a music subject department identity. They all told stories of their practice sustained by moments of ‘musical space’ and enabling others. Extra-curricular music provided valued moments of musical and aesthetic gratification and professional autonomy, functioning as a way to project the standing of the music subject department in the school and the local community, but this also added to an already burdensome workload. The education system in Northern Ireland is undergoing a prolonged yet stilted process of reform, and with the increase in the collaborative sharing of curriculum with other schools, it is likely that in the future secondary music teachers will be teaching in very different circumstances. This may be particularly challenging for established music teachers who have worked to create musical worlds in their subject departments drawing on personal and affective biographical resources. It is suggested that identity work with teachers’ narrative understandings of their self-in-practice, as a form of professional development, may allow space for teachers to imagine and negotiate alternative personal/professional identities, values and beliefs within new managerial and collaborative structures.
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Donahue, Connor Patrick. "Mare Imperium: the Evolution of Freedom of the Seas Discourse in U.S. Foreign Policy." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/100305.
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This dissertation conducts a genealogy of freedom of the seas discourse in United States foreign policy in order to problematize the contemporary representation lying at the heart of American political-military strategy in the Western Pacific. This project aims to accomplish two goals. First, this project aims to show that freedom of the seas is not an enduring historical principle consistently championed by the United States, as is often claimed in contemporary governmental publications. Rather, it shows that the current understanding is a recent phenomenon that emerged after the Second World War. By highlighting the contingency of the contemporary understanding of freedom of the seas, this work seeks to show that such discourse is not a necessary foundation on which to place American political-military strategy. The second objective of this genealogical analysis is to show that the contemporary freedom of the seas discourse in U.S. foreign policy is not an altruistic principle championed on behalf of the global community, but rather facilitates American control over the global ocean space. By showing that freedom of the seas is a mechanism of sea control, this work aims to show that in an era of maritime great power competition, strategies predicated upon the discourse are more dangerous than would otherwise appear. Together, this genealogical analysis, and the two goals that are made possible by it, will make a substantive contribution to the critical strategic studies literature, in conjunction with the wider critical security studies literature, by showing that American political-military strategy in the South China Sea can and should be reconceptualized.Doctor of Philosophy
Currently, the United States is locked in a fierce competition with China in the South China Sea. The United States believes that Chinese actions in the region, such as claiming large swaths of maritime territory, constructing militarized artificial islands, and deploying weaponry designed to endanger American forces operating in the region, violates the principle of freedom of the seas. The United States asserts that it has consistently championed the principle freedom of the seas because it is the essential foundation of international peace and prosperity. Due to this, the U.S. claims that it will continue to defend the principle of freedom of the seas against Chinese depredations. However, this dissertation argues that the United States' political-military strategy in the Western Pacific is misrepresenting the concept of freedom of the seas and therefore failing to see the dangers at stake in the regional confrontation. To show this, this work writes a history of how the concept of freedom of the seas has been used in U.S. foreign policy over the course of American history. Such a history shows that the concept of freedom of the seas has not been consistently championed by the United States and is not an altruistic principle defended on behalf of international peace and prosperity. Instead, this project shows that the concept of freedom of the seas is used by the United States to facilitate control over the world's oceans on behalf of U.S. interests. It is problematic to portray the pursuit of American national interests as a universal altruistic good because it does not leave room open for compromise. In a time where China is rapidly developing their military forces to control sea themselves, basing American political-military strategy on the concept of freedom of the seas is increasingly dangerous.
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Maher, Henry. "Abandoning the Free Market to Save the Free Market: A Discursive Analysis of Neoliberalism in the Global Financial Crisis." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/27720.
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Despite repeated predictions of its demise in the previous decades, neoliberalism continues to dominate our understandings of economic and political reality. Focusing on the most dramatic crisis of neoliberalism, the Global Financial Crisis of 2008, this thesis uses the tools of Lacanian discourse analysis to explain the ongoing dominance of neoliberalism in spite of its repeated failures. Conceptualising neoliberalism as a dominant discourse, I argue that neoliberal dominance should be located both in its affective potency as discourse, and in the pervasiveness of neoliberal ontological presumptions, which predominate even in accounts that attempt to critique neoliberalism. Part I consists of a history of neoliberal thought, utilising concepts from Lacanian theory to understand the appeal of the neoliberal discourse. I theorise the free market as the master signifier of neoliberal ideology, and using Lacan’s theory of the four discourses, highlight the synergies between the ‘master’ and ‘university’ accounts of neoliberalism. Part II examines the moment of discursive rupture that emerged with the GFC, utilising a corpus comprised of newspaper articles, world leaders’ speeches, thinktank output and G20 documents. Though neoliberalism was challenged during the onset of the crisis, I suggest that critical accounts were largely constructed according to the logic of the hysteric’s discourse, implicitly accepting the validity of neoliberal categories of analysis – most notably, the state/market binary – thereby terminally constraining their ability to offer an alternative. Conversely, by drawing on the ‘master’ and ‘university’ logics, neoliberal accounts were able to reshape the ‘facts’ of the crisis to fit the fantasy of free market infallibility, and therefore demand the intensification of free market policies. In concluding, I use Lacan’s discourse of the analyst to consider future possibilities for thinking beyond the neoliberal horizon.
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Bäcktorp, Ann-Louise. "When the first-world-north goes local : Education and gender in post-revolution Laos." Doctoral thesis, Umeå universitet, Pedagogik, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1417.
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This thesis is a study of three global issues – development cooperation, education and gender - and their transformation to local circumstances in Lao People’s Democratic Republic (PDR), a landlocked country in Southeast Asia. Combining post-colonial and post-structural perspectives, it sets out to understand how discourses of education and gender in Laos intersect with discourses of education and gender within development cooperation represented by organisations such as the World Bank and the Swedish International Development Cooperation Agency (Sida). Through field observations, analysis of national and donor policies on education and gender, and interviews with Lao educationalists, this thesis offers an analysis that shows the complexities arising at the intersection where the first-world-north meets the local in the context of development cooperation. Foucault’s notion of the production and reproduction of discourses through different power-knowledge relations is used to show that the meanings accorded to education and gender within development cooperation, indeed are historically, culturally and contextually constructed. Within development cooperation policy, first-world-north discourses appear to have a hegemonic status in defining education and gender. Thus ‘Education for All’ and ‘Gender Mainstreaming’ become privileged discourses that also take root in Lao national policy-making. Development cooperation further brings with it discourses defining the cooperation itself. Partnership is one such privileged donor discourse. These policy discourses are however interpreted by Lao educationalists that are not influenced by policy alone; rather, contextual discourses also affect how policies are understood and negotiated. It is when these discourses intersect that structures of power and preferential rights of interpretation become visible. The analysis points to how the perspectives of international development cooperation organisations representing the first-world-north are in positions to set the agenda for development cooperation within policy. This position of power can, from a post-colonial perspective, be traced back to how former colonial structures created a privileged position for first-world-north knowledge that still prevails. This is to some extent acknowledged by development cooperation organisations through the emphasis on partnership. However, in the local context, partnership is not experienced as a discourse which has the effects of redistributing power. Partnership is rather transformed into a discourse of superiority and subordination where development cooperation organisations monitor and evaluate and local actors adjust and implement. Lao education officials however express alternative interpretations of partnership that are based on face-to-face collaboration and collective effort. These strategies have closer links to local practices and also reflect contextual discourse-power-knowledge relations which the education officials are well aware of. These strategies of negotiation also extend to the issues of education and gender. Discourses of ‘Education for All’ and ‘Gender Mainstreaming’ are acknowledged among the education officials as policy goals which to some extent also extend into practice. These discourses are however renegotiated to accommodate local circumstances. ‘Education for All’ is thus replaced by the ‘5-pointed star’ which serves as an operationalisation of the concept of ‘learner-centred education’. ‘Gender Mainstreaming’ has to co-exist with local discourses that on the one hand build on patriarchal organisations of society and on the other hand build on local strategies for access which weaken patriarchal structures. The analysis ultimately stresses the importance of incorporating local, contextual knowledge in educational development cooperation processes, both among international and national stakeholders. This process can be supported by a willingness to deconstruct taken-for-granted understandings and value systems; and in doing so, recognising the normative aspects operating both in the areas of education and gender.
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Dias, Susana Oliveira 1973. "Papelar o pedagogico... : escrita, tempo e vida por entre imprensas e ciencias." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251817.
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Orientador: Antonio Carlos Rodrigues de AmorimTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-11T18:23:12Z (GMT). No. of bitstreams: 1 Dias_SusanaOliveira_D.pdf: 60227914 bytes, checksum: bed9ebe47d966828ebc0d7412cc468db (MD5) Previous issue date: 2008
Resumo: Seres. Objetos. Conteúdos. Corpos. Palavras. Imagens. Discursos. Proposições. Linguagens. Recusar a parada no ser dos corpos, desviar sucessivamente da observação dos corpos. Recusar a parada no ser das linguagens, desviar das interpretações subjetivas daquele que vê, relata, aproveita, experimenta. Resistir a separar corpos e linguagens e escolher a articulação corpo-linguagem. Essas escolhas movimentam o papelar deste papel-pesquisa por entre ciências, imprensas e educação. Traz à tona a violência do mundo dos signos do papel imprensa: velocidade, atualidade, veracidade, objetividade. Signos que fixam identidades do papel imprensa e mantêm a educação submetida à comunicação-recognição, à política representacional, à incorporação do tempo cronológico. Papel-máquina. No encontro com imagens as mais diversas, e produzidas pelos papéis-mídias, emerge uma violência de outra natureza: a violência afirmativa de que o papel não é nada, não significa nada, não representa nada. Uma força de esvaziamento que abre para um devir-qualquer-coisa do papel. A possibilidade de que o papel imprensa possa, além de repetir a vida, gerar uma vida nova, além do visível, além do vivido. Uma repetição distinta, capaz de extravasar a diferença. Suspendendo a sentença de morte que atravessa as passagens dos seres-objetos do mundo ao papel. Abertura para um tempo-acontecimento, incorporal que se efetua numa experimentação de uma fabulosa Escrita-vida, desde dentro do papel-máquina, que possa fazer com que ciências, imprensas e educação sofram os abalos sísmicos da criação, e das forças que sob ela se agitam. Fazer do papel algo novo: objeto de liberdade. Lançar a tese neste vento foi um convite que os esvoaçantes encontros-sopros com Gilles Deleuze, Félix Guattari, Antonio Carlos Amorim e o grupo do Humor Aquoso movimentaram. Vento que invadiu a escrita e arrastou outros encontros: Kleist, Verbos, Ossos, Artigos, Lewis Carrol, Corra Lola, Corra, Substantivos, Manoel de Barros, Gatos, Borges, Relógios, Remedios Varo, Conectivos, Gritos, Clarice Lispector, Walmor Corrêa, Pássaros, Marli Wunder, Marguerite Youcenar, Ricardo Aleixo, Dinossauros, Papéis
Abstract: Beings. Objects. Contents. Corpus. Words. Images. Speeches. Propositions. Languages. To refuse being stopped at the being of the corpus, successively veering off from the observation of the corpus. To refuse being stopped at the being of the languages, veering off from the subjective interpretations from whom sees, reports, takes advantage, tries. Resisting separating corpus and languages and choosing the articulation corpus-language. Those choices compel the papering of this paper-research among sciences, presses and education. It brings to the surface the violence of the world of the signs in the role of the press: speed, present time, truthfulness, objectivity. Signs that fasten identities of the paper press and maintain the education submitted to the communication-recognition, to the representational politics, to the chronological time incorporation. Paper-machine. In the meeting with the most several images, and produced by the paper-media, a violence of another nature emerges: an affirmative violence that the paper is not anything, it doesn't mean anything, it doesn't represent anything. An emptying force that opens for a devir-any-thing of the paper. The possibility that the paper press can generate a new life, beyond being a repetition of life. A new life beyond the visible, the already lived. A distinctive repetition, capable to extravasate the difference. Suspending the death sentence that crosses the transit of the beings-objects from the world to the paper. Opening for an in corporal time-event, that takes place in an experimentation of a fabulous Writing-life, from inside of the papermachine, that can make sciences, presses and education suffer the earth quakes of the creation and of the forces that are swaying under it. To do something new to the paper: object of freedom. To launch the thesis into this wind was an invitation that the billowing meetings-blows with Gilles Deleuze, Félix Guattari, Antonio Carlos Amorim and the group of the Aqueous Humor had moved. Wind that invaded the writing and dragged other meetings: Kleist, Verbs, Bones, Goods, Lewis Carrol, Run Lola, Run, Nouns, Manoel of Barros, Cats, Borges, Clocks, Medicines Pierce, Conectivos, Screams, Clarice Lispector, Walmor Corrêa, Birds, Marli Wunder, Marguerite Youcenar, Ricardo Aleixo, Dinosaurs, Papers
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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Grow, Anne E. "The Meaning of Sexuality: A Critique of Foucault's History of Sexuality Volume 1." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6744.
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Michel Foucault is a celebrated post-structuralist theorist that has helped shape gender and sexual theory. In A History of Sexuality Volume 1 Foucault dismantles many longstanding sexual traditions and morals by exposing them as societal constructs. According to Foucault, anonymous yet fully invasive power sources have shaped and continue to shape sexual culture and more importantly, individual beliefs about sexuality. However, Foucault's obsession with the influence of power limits his sexual theory in three particular ways. First, he disregards the female sexual experience; second, he undermines individual agency; and third, he undermines the innate desire for love and family. The first half of the paper focuses on his dismissal of the female experience and individual agency. This section of the thesis relies heavily on other feminist scholars, social studies, and the work of historians. The second half of the paper focuses on the human desire for love and family and looks to dystopian literature to help critique Foucault. Dystopian literature has often been paired with modern cultural criticism, including psychoanalysis and post-strucutralism as both act as critiques of the permeating effects of societal control at a community and individual level. However, even dystopian literature leaves some room for individual agency and explores the innate desire for love and family.
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Airiian, Elina. "The retreat of multiculturalism in the Netherlands: A post-structural policy analysis." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22754.
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Since the 1990’s, the retreat of multiculturalism has been described as an integration policy trend across European states. There is however much disagreement among scholars on how this phenomenon should be understood and whether it actually exists. As previous research suggests that the Netherlands is perceived as an extreme example of the withdrawal of multiculturalism, this thesis seeks to critically examine integration in a Dutch governmental context. This is being done by making use of a post-structural policy analysis, which is aimed at understanding the discursive construction of a policy document. More specifically, it has been chosen to utilize Bacchi’s “What is the problem represented to be?” approach, as it focuses on how problems are being represented and understood instead of solely focusing on solving problems. Thus, the theoreotical framework is based on Bacchi’s WPR methodology in combination with previous literature on multiculturalism and assimilationism. The object for analysis is the official Dutch integration policy document of 2007 “Make sure you belong”. By critically examining this document, it can be concluded that Dutch integration is indeed withdrawing from multiculturalism and showing strong features of assimilationism. It can additionally be concluded that the government has a powerful role in constructing meanings.
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Dezuanni, Michael L. "Boys 'doing' and 'undoing' media education : new possibilities for theory and practice." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/29137/1/Michael_Dezuanni_Thesis.pdf.
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The purpose of this study is to investigate how secondary school media educators might best meet the needs of students who prefer practical production work to ‘theory’ work in media studies classrooms. This is a significant problem for a curriculum area that claims to develop students’ media literacies by providing them with critical frameworks and a metalanguage for thinking about the media. It is a problem that seems to have become more urgent with the availability of new media technologies and forms like video games. The study is located in the field of media education, which tends to draw on structuralist understandings of the relationships between young people and media and suggests that students can be empowered to resist media’s persuasive discourses. Recent theoretical developments suggest too little emphasis has been placed on the participatory aspects of young people playing with, creating and gaining pleasure from media. This study contributes to this ‘participatory’ approach by bringing post structuralist perspectives to the field, which have been absent from studies of secondary school media education. I suggest theories of media learning must take account of the ongoing formation of students’ subjectivities as they negotiate social, cultural and educational norms. Michel Foucault’s theory of ‘technologies of the self’ and Judith Butler’s theories of performativity and recognition are used to develop an argument that media learning occurs in the context of students negotiating various ‘ethical systems’ as they establish their social viability through achieving recognition within communities of practice. The concept of ‘ethical systems’ has been developed for this study by drawing on Foucault’s theories of discourse and ‘truth regimes’ and Butler’s updating of Althusser’s theory of interpellation. This post structuralist approach makes it possible to investigate the ways in which students productively repeat and vary norms to creatively ‘do’ and ‘undo’ the various media learning activities with which they are required to engage. The study focuses on a group of year ten students in an all boys’ Catholic urban school in Australia who undertook learning about video games in a three-week intensive ‘immersion’ program. The analysis examines the ethical systems operating in the classroom, including formal systems of schooling, informal systems of popular cultural practice and systems of masculinity. It also examines the students’ use of semiotic resources to repeat and/or vary norms while reflecting on, discussing, designing and producing video games. The key findings of the study are that students are motivated to learn technology skills and production processes rather than ‘theory’ work. This motivation stems from the students’ desire to become recognisable in communities of technological and masculine practice. However, student agency is not only possible through critical responses to media, but through performative variation of norms through creative ethical practices as students participate with new media technologies. Therefore, the opportunities exist for media educators to create the conditions for variation of norms through production activities. The study offers several implications for media education theory and practice including: the productive possibilities of post structuralism for informing ways of doing media education; the importance of media teachers having the autonomy to creatively plan curriculum; the advantages of media and technology teachers collaborating to draw on a broad range of resources to develop curriculum; the benefits of placing more emphasis on students’ creative uses of media; and the advantages of blending formal classroom approaches to media education with less formal out of school experiences.
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Dezuanni, Michael L. "Boys 'doing' and 'undoing' media education : new possibilities for theory and practice." Queensland University of Technology, 2008. http://eprints.qut.edu.au/29137/.
Full textAbstract:
The purpose of this study is to investigate how secondary school media educators might best meet the needs of students who prefer practical production work to ‘theory’ work in media studies classrooms. This is a significant problem for a curriculum area that claims to develop students’ media literacies by providing them with critical frameworks and a metalanguage for thinking about the media. It is a problem that seems to have become more urgent with the availability of new media technologies and forms like video games. The study is located in the field of media education, which tends to draw on structuralist understandings of the relationships between young people and media and suggests that students can be empowered to resist media’s persuasive discourses. Recent theoretical developments suggest too little emphasis has been placed on the participatory aspects of young people playing with, creating and gaining pleasure from media. This study contributes to this ‘participatory’ approach by bringing post structuralist perspectives to the field, which have been absent from studies of secondary school media education. I suggest theories of media learning must take account of the ongoing formation of students’ subjectivities as they negotiate social, cultural and educational norms. Michel Foucault’s theory of ‘technologies of the self’ and Judith Butler’s theories of performativity and recognition are used to develop an argument that media learning occurs in the context of students negotiating various ‘ethical systems’ as they establish their social viability through achieving recognition within communities of practice. The concept of ‘ethical systems’ has been developed for this study by drawing on Foucault’s theories of discourse and ‘truth regimes’ and Butler’s updating of Althusser’s theory of interpellation. This post structuralist approach makes it possible to investigate the ways in which students productively repeat and vary norms to creatively ‘do’ and ‘undo’ the various media learning activities with which they are required to engage. The study focuses on a group of year ten students in an all boys’ Catholic urban school in Australia who undertook learning about video games in a three-week intensive ‘immersion’ program. The analysis examines the ethical systems operating in the classroom, including formal systems of schooling, informal systems of popular cultural practice and systems of masculinity. It also examines the students’ use of semiotic resources to repeat and/or vary norms while reflecting on, discussing, designing and producing video games. The key findings of the study are that students are motivated to learn technology skills and production processes rather than ‘theory’ work. This motivation stems from the students’ desire to become recognisable in communities of technological and masculine practice. However, student agency is not only possible through critical responses to media, but through performative variation of norms through creative ethical practices as students participate with new media technologies. Therefore, the opportunities exist for media educators to create the conditions for variation of norms through production activities. The study offers several implications for media education theory and practice including: the productive possibilities of post structuralism for informing ways of doing media education; the importance of media teachers having the autonomy to creatively plan curriculum; the advantages of media and technology teachers collaborating to draw on a broad range of resources to develop curriculum; the benefits of placing more emphasis on students’ creative uses of media; and the advantages of blending formal classroom approaches to media education with less formal out of school experiences.
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Pohl, Imke Johanna. "Deutsche Einheit and Europäische Einigung: A Post-Structuralist Account of German National Identity Construction through Foreign Policy." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21012.
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This thesis examines national identity in the context of the empirical case of German foreign policy. In this way, the relationship between identity and foreign policy is analyzed. The thesis does not focus on a specific scenario but rather aims at illustrating the development of the relationship by comparing the time periods of 1990-1994 and 2017-2019. Therefore, the purpose of this thesis is to answer the presiding question of how we can understand the relationship between German foreign policy-making and the formation of national identity seen within the context of its evolution since 1990. Subsequently, this thesis will take on the discursive approach of post-structuralism as well as its non-fixed conceptualization of identity. Furthermore, it will put forward the argument that identity is relational and discursive by demonstrating its constitutive and discursively constructed relationship to foreign policy. As a result, this paper presents the underlying structures of German foreign policy discourse that do not only indicate shifts but also construct German national identity. At the same time, the identity perception influences the country’s discourse on foreign policy by legitimizing specific objectives as well as general directions. While the discourse shows shifts in cases such as Othering, new framings of leadership and the ideas towards Europe, a certain continuity in regard to the German conceptualization of identity can be observed.
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Gómez, Villar Antonio. "Hacia una conceptualización filosófica del postfordismo y la precariedad: elementos de teoría y método (post)operaista." Doctoral thesis, Universitat Pompeu Fabra, 2014. http://hdl.handle.net/10803/285782.
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Esta tesis doctoral tiene por objetivo proponer una conceptualización filosófica del postfordismo y la precariedad, a partir de la metodología (post)operaista y de sus aportaciones teóricas. Nuestro trabajo de investigación consiste, fundamentalmente, en la elaboración de una cartografía de los diferentes debates que han tenido lugar en el interior de esta corriente de pensamiento. La cartografía propuesta no es un fin en sí misma. Su elaboración se justifica en tanto abre una perspectiva para el análisis de las transformaciones en la composición de la fuerza de trabajo. Por un lado, el concepto de postfordismo aporta claves fundamentales para la comprensión de las dinámicas de valorización capitalista, de las líneas de conflicto y de los procesos de constitución de subjetividades; y, por otro, el concepto de precariedad, tal y como lo delineamos, se propone como el plano de inmanencia sobre el que el capital articula sus estrategias de expropiación, subordinación y captura de la nueva composición del trabajo.Based on a theoretical and methodological Post-Operaist approach, this Ph.D. dissertation poses a philosophical conceptualization of precarity and Post-Fordism. The fundamental focus of our research is the development of a cartography compiling the multiple debates that have taken place within this strand of thought. However, this cartography is not an end in itself; rather it aims to open a new perspective for the analysis of transformations in workforce composition. On the one hand, the concept of Post-Fordism provides not only fundamental elements for the comprehension of different dynamics of capitalist valorization, but also it is key to understand the lines of conflict as well the processes of subjectivation. On the other hand, the concept of precarity –as we outline it in this research– emerges as a plane of immanence upon which capital articulates its strategies of expropriation, subordination and capture within the new composition of labor.
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Tormey, Jane. "The photographic portrait : directions of meaning and the ineffable (1970-2005)." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/7961.
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This thesis uses the photographic portrait as an example of contemporary art practice to examine developments in aesthetic sensibility and constructions of meaning with particular address to ineffable qualities in both the subject and in the photograph. It examines the contribution of practice to a wider cultural debate, predominantly described as poststructural. Thomas Ruff's contention that it is impossible to photographically depict an individual, establishes a methodology that interrogates assumptions and directs examination toward reconfiguring issues of theory and practice. In the photographic portrait, what is `essential' equates with the expectation of visual statements that are definitive and what is 'ineffable' is that which transcends words. The persistent premise of capturing the 'essence' is dependant on the notion of 'presence', the certainty of pure perception or essential meaning, now undermined by poststructuralism in terms of conceptions of meaning and authorship. If essential depiction is problematic, how might a correlative adjustment to conceiving and validating photographic meaning be framed? How are essential or ineffable qualities displaced, formed and manifested? What constitutes the contemporary 'meaningful' portrait? Realigned as 'depictions of people', the 'portrait' serves a complex function, adjusted in the light of psychoanalysis and poststructuralism and visibly manifested as metaphor for contemporary consciousness. With particular reference to texts by Julia Kristeva, Emmanuel Levinas, Jacques Derrida and Jean Baudrillard, this thesis demonstrates photographic practice as a form of discourse that visualises implicit truth-values, and participates in debate. It asserts figural interpretations to photographs over literary systems like narrative, and immanent property over aspirations to 'transcendence' or 'essence' and proposes reconfigurations of psychological, critical or poetic 'fiction' as alternatives. It repositions the ineffable as a conceptual domain of possibility that assimilates the dynamic of differance as its poststructural equivalent and proposes a conceptual aesthetic that celebrates aspects of poststructuralism and is rooted in what the photograph provokes rather than what it depicts.
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Santos, Éderson Costa dos. "Um jeito masculino de dançar : pensando a produção das masculinidades de dançarinos de hip-hop." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/21854.
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Esta dissertação, de cunho qualitativo, está situada no campo dos Estudos Culturais e de Gênero em Educação a partir das contribuições teóricas pós-estruturalistas de Michel Foucault. Proponho pensar as pedagogias de masculinidade que se instalam na prática do hip-hop, imprimindo no corpo modos hegemônicos de viver o masculino, no cenário das danças contemporâneas. Minhas indagações centrais estão centradas na forma como se estruturam as estratégias e negociações utilizadas pelos garotos dançarinos de hiphop na produção, constituição e manutenção de representações de masculinidades. Quais são as pedagogias que se instalam nesta prática e operam como produtoras de um corpo masculino no contexto da dança? Como questões de gênero e sexualidade se atravessam na produção dessas representações? Este estudo tematiza as questões de corpo, gênero e sexualidade dentro de um campo específico das culturas corporais: a dança hip-hop. Entendendo a dança como uma prática corporal produzida pela/na cultura, que marca os corpos e narra diferentes formas de constituição do sujeito, se constitui com as relações de gênero e sexualidade. Em nossa cultura ocidental contemporânea, a dança é marcada pelo universo feminino, ou seja, é significada como uma prática corporal feminina nos contextos sociais. A delicadeza/leveza do gesto e o andar suave e ereto são padrões de movimentos promovidos por discursos trazidos pela primazia da dança clássica e diluída nos diferentes espaços. O hip-hop, entendido como um espaço de trocas e aprendizagens múltiplas na produção de identidades juvenis, produz posições de sujeito ‘confortáveis’ e/ou ‘seguras’ para os meninos dançarinos, apresentando-se como um terreno masculino no universo das danças competitivas. Para isso, analisei as narrativas trazidas por dez jovens dançarinos de hip-hop que transitam em um terreno comum: o hip-hop espetacularizado na cidade de Canoas. As entrevistas foram gravadas e, posteriormente, transcritas, permitindo, assim, a recorrência de determinados relatos no qual procuro analisar ao longo dos capítulos dessa pesquisa.This piece of work, using a qualitative approach, is situated in the field of Cultural and Gender Studies in Education based on the post-structuralism theoretical contributions of Michel Foucault. I propose to reflect the masculinity pedagogies that are set up within the practice of hip-hop, printing hegemonic ways of living the masculinity on the body, in the scenario of contemporary dances. My central questions are about how to structure the negotiations and strategies used by the male dancers on the production, creation and maintenance of masculinity representations. What are the pedagogies that are set up within this practice operating as a male body producer in the context of dance? How do gender and sexuality issues get through the production of these representations? This study addresses the body, gender and sexuality issues within a particular field of corporal culture: the hip-hop dance. Understanding dance as a body practice produced by/in the culture, which marks the bodies and tells different forms of the subject constitution, it is constituted by gender relations and sexuality. In our western culture, dance is marked by the feminine universe, that is, it is meant as a female body practice in social contexts. The gracefulness/smoothness of gesture, the upright and smooth walking are outline movements promoted by speeches brought from the primacy of classical dance and diluted in different spaces. The hip-hop, understood as an exchange and multiple-learning space in the production of juvenile identities, produces ‘comfortable’ and ‘secure’ subject positions for male dancers, being as a male environment in the world of competitive dances. To goal it, I analyzed the narratives brought by ten young dancers of hip-hop living in a common environment: the spectacled hip-hop in the city of Canoas. The interviews were recorded and later transcribed, allowing, thus, the return of certain accounts in which I try to analyze throughout the chapters of this research.
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Zago, Luiz Felipe. "Masculinidades disponíveis.com : sobre como dizer-se homem gay na internet." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/16865.
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Esta pesquisa está situada no campo dos Estudos Culturais em Educação, desde uma perspectiva feminista e pós-estruturalista. Tomo como objeto de pesquisa o sítio de relacionamentos para homens gays www.disponivel.com. Através dele os internautas podem criar pequenas narrativas de si e apelidos para serem identificados online, bem como elaborar títulos para suas páginas pessoais, definir seus hobbies, selecionar fotografias e vídeos e publicá-los na internet. No estudo que faço, existe um conjunto de estranhamentos que me movem a pensar: por que aquelas páginas, por que motivo aqueles perfis - e não outros - são os "favoritos"? Como mapear as descrições de corpo e gênero mais "preferidas" do disponivel.com? Quais são os traços marcantes dos modos de ser homem gay postos nos perfis favoritos? Como se produzem aí as representações de corpo? Quais são as tensões presentes nas afirmações sobre identidade sexual (gay) e identidade de gênero (masculinidade)? Nos perfis analisados, os internautas aderem a um projeto mostrar-sombrear de partes específicas de seus corpos, o que produz um adensamento de significado em algumas zonas corpóreas. O pênis torna-se o rosto do corpo, subscrevendo o pertencimento ao gênero masculino e criando um modo pornográfico de ver o corpo e de dizer da sua masculinidade e sexualidade.This research was made in the field of Cultural Studies in Education, in a feminist and post-structuralism perspective. I take as object for my research the www.disponivel.com, a website for gay men. On this website, its users can create short self-text and nicknames to be identified online, as well as create titles for their personal profiles, define their hobbies, select photographs and videos to be published on the internet. In this study there is a variety of questions I formulate: why do these profiles - and not other ones - are the favorites? How to describe the descriptions of body and gender published on the favorite profiles? What are the most impressive ways of being gay men shown on the favorite profiles? How does appear the representations of body? What are the tensions between sexual identities (gay) and gender identities (masculinities)? I take body as a cultural product of political and historical contexts. I also use a social, historical and political perspective of the gender concept, its ways of constructing among relations of power inside the culture, which institute subject-positions.
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Gillespie, Jethro D. "The Portable Art Gallery: Facilitating Student Autonomy and Ownership through Exhibiting Artwork." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2848.
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In an attempt to help a class of high school AP Studio Art students find a more authentic sense of autonomy and ownership with their own art projects, the author has constructed a portable art gallery space designated for the exhibition of student artwork. Through a theoretical framework of post-structuralism, as well as a hybrid methodological approach, including tenets of both action research and grounded theory, he was able to explore how de-centralizing traditional, pedagogical notions of power in the classroom and utilizing contemporary art education practices affected AP Studio Art students' experience in the art classroom. By placing an emphasis on student exhibitions, the author was able to foster an environment of greater student autonomy and meaningful art making in the classroom.
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Hohendorf, Martin, and Daniele Alessandra Pucci. "Discourse of Gender : How language creates reality." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34623.
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This master thesis deals with the gender perception in leaderships positions. Starting from our awareness of a gendered leadership gap, this thesis aims to show our development towards our understanding of reality as socially constructed. We apply the Discourse in order to see how oppression works on women. In the course of our master thesis, we came across poststructuralists, like Foucault, Derrida and Lacan, philosopher and psychoanalysts, like Freud, Beauvoir, Irigaray, Kristeva and Butler, as well as sociolinguists, like Cameron, Miller, Baxter and Tannen. Their ideas have enriched our gendered Discourses. Furthermore, by dealing with their ideas, we were able to understand how powerful words can be. Words have the power to create identities, our reality and oppress certain groups of people. The group of people we have focussed on are women. Although the category “women” is fragmented and gender is one of many features of persons, there is something that all women share – oppression through language. Thus, women are less likely to move in the corporate ladder and lead. In two Discourse Analysis based on job advertisements for leadership positions offered in Germany and Italy, we see how language-in-use may cause a reason for a gendered leadership gap. The Discourses available to us influence how we understand the reality around us, construct our identities and negotiate our roles. With this thesis, we hope contribute to today’s Discourses and raise people’s awareness of how our language keeps women from entering leadership positions.
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Ballardini, Anny. "Ghost Dance in 31 Movements." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/826.
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A kind of poetry that tries to understand contemporary social and philosophical issues as much as behaviors by rewriting in a poetic language the video artwork of some of the main representatives of modernism and postmodernism. Such poetry is deprived of confessional hues, any personal reference has to be ascribed to a mirroring effect by which the single person empathically absorbs and projects what is conveyed, be it stemming directly from the historical time of the artwork's making and inherited, or alive at the time of its actual viewing. By following a restructuring process started at the beginning of the twentieth century, the writing analyzes possible ways to outline developments or to underline breaking points. Poetry is seen as an active medium within the formation of societies characterized as it is by its highly introspective power, not restricted to the individual but open to all beings perceived as members of one entity.
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Webb, Mark. "Inscriptions : marks in the web of space and time." Thesis, Queensland University of Technology, 1996. https://eprints.qut.edu.au/35877/1/35877_Webb_1996.pdf.
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The theory, criticism and practice of contemporary art are
subject to an increasingly intertextual, interdiscursive
environment. Traditional notions of being and
representation, history and language, space and time are
challenged by structuralist and post-structuralist concepts. Possibilities for the meaningful production of art are developed from these concepts.
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Rodgers, Johns Adam. "The enigmatic black bird’s poem and its performance in William Mkufya’s Ziraili na Zirani." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-220436.
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This paper applies a post-structuralist literary framework when looking at the philosophical implications of William’s Mkufya’s novel Ziraili na Zirani. The analysis focuses on a free-verse poem per-formed by a black bird in hell. Moreover, there is a focus on the different genre forms at play, such as free-verse poetry and the novel, and an acknowledgement that an understanding of the text relies upon a consideration of these different genre conventions. Ultimately the paper shows how a reading of the text as it is presented in the novel, as a performance, demonstrates a realisation of the different genre conventions at play, thus taking their significance onto a different plain of analysis. Furthermore, attention is drawn to the application of a post-structuralist framework and the various contributions this theoretical model can make to a reading of the poem, notably an emphasis on the resistance to fixed meaning in favour of instability. This results in an exposition of the relevance of a post-structuralist literary framework to Mkufya’s critical reflection upon epistemology as it is portrayed in the black bird’s enigmatic performance, and the novel as a whole.
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Zander, Niclas. "Viljan att veta : en analys av Mona Hatoums verk Corps étranger via bio-politik och science fiction." Thesis, Södertörn University College, The School of Culture and Communication, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-976.
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In this paper Mona Hatoums installation Corps étranger is discussed via a post structuralized method based on associative and semiotic comparisons with vanitas, a post-modern self-portrait, and as a representative for modern visual art. The analyze touches upon pornography, science fiction and the quest for scientific conquest in outer and inner space. Theoretical references are Foucault, Freud, Lacan, Barthes, Dolar, Said and Virilio. Hatoum makes the observer a voyageur with the aid of the latest medical technology, endoscope, which gives her the opportunity to make an introvert self-portrait when she films her own throat and rectum. But at the same time she makes the portrait of us all. I interpret this as a fictious science with postcolonial ideas, and the reference to science fiction is close at range. Hatoum takes the role as the other, the woman or the stranger and might flirt with Jülich interpretation of Corps étranger as a sign of the visual cultures colonisation of the human body’s inside, that is a conscious reference to sexuality, ethics and the search for knowledge and power.
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Zeegers, Margaret, and bhoughton@deakin edu au. "A Mercantilist Cinderella: Deakin University and the Distance Education Student in the Postmodern World." Deakin University. Faculty of Education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20030404.161615.
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This is a thesis presented on the position of the distance education student at a distance education university in the present era. Traditionally, the distance education student has been a sort of Cinderella: marginalised, being constructed as some form of lesser version of the on campus one. A largely invisible part of the higher education system in Australia since 1911, the distance education student has really only come to be foregrounded in university education discourses from 1983 onwards. It was not until then that the distance education student emerged from hidden pools identified by Karmel (1975), and since then the construction of this student has undergone a number of modifications, mapped in this thesis. At the same time university education itself has undergone a series of modifications, not least of which has been its taking on mercantilist overtones as investments made by students in their own careers and professional development. The modifications, also mapped in this thesis, have progressed to the stage where the construction of the old distance education student is now one of a flexible learner in a mercantilist system of university education. The notion of distance education and the distance education student has undergone significant shifts, redefinitions and constructions, which are tracked in this thesis. My research has focussed on a number of pertinent questions, based on a study of Deakin University and its practice since its establishment.
The thesis draws on a number of works which have been informed by those of Foucault, and I have framed my research questions accordingly. I have asked why and how Deakin University came into being as a distance education provider at tertiary level. What were the conditions of its establishment and progression in relation to the political events, economic practices and communication technology in use over time?
To consider such questions, I needed to analyse the changes that I had seen occurring in the context of wider restructurings in university education. These had occurred in the context of government forging a closer interconnectedness between education and national economic aims and objectives at the same time as it demanded greater productivity in the face of commercial and industrial sector pushes for applied knowledge.
Poststructuralist philosophical developments offer tools to explore not only questions of power, but the practical outcomes of questions of power, and how the complicity of individuals is established. This thesis explores ways in which such considerations helped to shape the changing constructions of the distance education student from a marginalised, disadvantaged and under-represented participant in higher education to a privileged, well catered for and advantaged learner. These same considerations are used to explore ways in which they have helped to shape university distance education courses from a perceived second-rate form of higher education to a prototype that better captures the essential elements of learning for what has been styled in a postmodern world as the Information Age. Overlaid on these considerations is a changing view of the economics of such provision of higher education.
It is anticipated that this thesis will contribute to developing new understandings of the construction of subjectivities in relation to the distance education university student specifically, and to the university student generally, in the postmodern world. The implications of this examination are not inconsiderable for students and academics in a self-styled Information Society.
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Vieira, Júnior Roberto. "Pós-estruturalismo e pós-anarquismo: conexões." Universidade Federal de Pelotas, 2012. http://repositorio.ufpel.edu.br/handle/ri/1541.
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Previous issue date: 2012-12-14The Post-structuralism has occupied a prominent place among the political theories that aim to explain and analyze the political relations of the post-modern world, not only for the richness of its concepts but also for the depth of their analyzes. In the same field of political theory, another "school" theoretical search space and gaining recognition in academic space: postanarchism. This dissertation aims to analyze and compare poststructuralism and post-anarchism seeks to identify and point out elements that connect both. To achieve this goal, this paper uses discursive corpus as the works of Ernesto Laclau, Jacques Rancière, Saul Newman and Lewis Call to analyze the meanings given by these authors for categories such as freedom, equality, and subject, as well as identify the influences of each building one of these directions
O Pós-estruturalismo tem ocupado um lugar de destaque entre as teorias políticas que pretendem analisar e explicar as relações políticas do mundo pós-moderno, não somente pela riqueza de seus conceitos como também pela profundidade de suas análises. No mesmo campo da teoria política, uma outra escola teórica busca ganhar espaço e reconhecimento no espaço acadêmico: o pós-anarquismo. A presente dissertação de mestrado objetiva analisar e comparar pós-estruturalismo e pós-anarquismo em busca de identificar e apontar elementos que conectem ambos. Para alcançar este objetivo, este trabalho utiliza como corpus discursivo as obras de Ernesto Laclau, Jacques Rancière, Saul Newman e Lewis Call, para analisar os sentidos dados por estes autores para categorias como liberdade, igualdade e sujeito, bem como identificar as influências de cada um na construção destes sentidos
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Söderberg, Forslund Monica. "Slaget om femininiteten : Skolledarskap som könsskapande praktik." Doctoral thesis, Stockholms universitet, Pedagogiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-30761.
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The aim of the dissertation is to highlight how different ideas about gender and gender discourses have created varying conditions for the formation of school leadership in different eras. The empirical material consists of historically documented material in a text-based study and interview material comprising interviews with a total of 18 comprehensive school principals from two interview studies. The period covered by the material is 1830–2006. The theoretical point of departure is post-structural theory formation, where Joan W. Scott’s and Judith Butler’s theoretical line of reasoning constitutes the basis of the dissertation’s gender and discourse analyses. The analyses highlight active gender discourses throughout the history of school leadership and which gender discourses regulate principals’ everyday work in the 21st century, how different gender discourses intervene and gain ground among principals and have significance for which gender and professional positions are possible for today’s principals to adopt and allocate to teachers and students. The dissertation highlights four active gender discourses: the essential sexual difference discourse, the sameness discourse, the difference discourse and a transgressive gender discourse. The results indicate the survival force of the essential sexual difference discourse, where femininity is always subordinate to masculinity. The greatest gender battle has been around femininity. Throughout its history school leadership has mainly been focused on and talked about in terms of female/feminine and male/masculine, but where femininity has always been questioned and subjected to constant definition and redefinition. Thus far in the 21st century the difference discourse’s femininity affirming dimension has been normalised and takes shape in a new and transgressive gender discourse where both femininity and masculinity are available for both female and male principals’ identifications and materialisations. However, at the same time as principals have related to new and transgressive gender ideals in certain situations they defer to the essential sexual difference discourse’s gender stereotyped and hierarchical divisions and expectations. The dissertation shows how the transgressive gender discourse contributes to the dissolution of gender polarity, with optional identities. Parallel with this and contrary to what in terms of gender could be described as the basis for a more democratic and equal school, the dissertation also shows how female principals and female teachers, together with certain groups of girls, sometimes find themselves in continued subordinate and vulnerable positions in accordance with a very old essential sexual difference definition.
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Arizmendi, Wayne Clinton, and arizmendi@fastmail fm. "Relative truths regarding childrens learning difficulties in a Queensland regional primary school: Adult stakeholders positions." Central Queensland University. School of Education, 2005. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20060510.112803.
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This study explored the discursive subject positions that 18 parents, teachers and administrators involved with children identified as experiencing learning difficulties in a Queensland regional primary school between September 2003 and August 2004 drew upon to explain the causes of those childrens learning difficulties. The study used a post-structuralist adaptation of positioning theory and social constructionism and a discourse analytic method to analyse relevant policy documents and participants semi-structured interview transcripts to interrogate what models were being used to explain a student's inability to access the curriculum. Despite the existence of alternative explanatory frameworks that functioned as relatively undeveloped resistant counternarratives, the study demonstrated the medical models overwhelming dominance in both Education Queensland policy statements and the participants subject positions. This dominance shapes and informs the adult stakeholders subjectivities and renders the child docile and potentially irrational.
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Loord, Lisa. ""De där två hade verkligen en sexuell läggning!" : om heteronormativitet i förskolan." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27953.
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Den här uppsatsen har till syfte att belysa hur heteronormativitet kan ta sig uttryck i förskolan, och vad några femåringar säger om hur de ser på familjebildning och kärleksrelationer. Undersökningen bygger på intervjuer om familjeformer med åtta femåringar. Intervjuerna genomfördes med utgångspunkt i ett antal bilder föreställande människor i olika familjekonstellationer. Den teoretiska utgångspunkten för uppsatsen är en normkritisk pedagogik, med rötter i feministisk poststrukturalism och queerteori. Resultatet av undersökningen visar att barnen i studien hade ett starkt heteronormativt sätt att prata om familjebildning. I ljuset av den tidigare forskning som redovisas i uppsatsen, blir det tydligt att förskolans sätt att arbeta med frågor om sexuell läggning inte lever upp till de krav som läroplanen ställer.
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Jönsson, Chatrin. "”Jag är ingen pojke, jag är en flicka!” : en studie om hur pedagoger beskriver könsnormer, könsnormkritiskt arbete och barn som bryter mot könsnormer." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27596.
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The subject of this study is gender norms in the preschool and children who oppose those norms. The aim is to investigate how the discourses are linked with the way in which preschool teachers and teaching assistants talk about children’s gender identity. This study is founded in feminist post-structuralist discourse analysis, which was a basis for the interpretation of the results. My research questions are: • How do educators express themselves concerning gender norms? • What do educators need to work with a gender critical agenda? • How do the educators describe their work concerning gender, gender norms and children who oppose those norms? • For educators who have experience with children who do not identify with the gender they was given at birth, how do educators describe their own treatment of said children, and how would they describe the treatment from the other members of the teaching team? The study consists of qualitative interviews with five educators who were asked questions relevant to: norms, gender, gender criticism and how they work with those topics. I found both positive and negative aspects of gender work in preschool. Generally norms are seen as something you have to adapt to. Sometimes there are collisions between the different approaches from younger and older educators gender work, and sometimes this collision takes place between educators and parents. I found that the educators I interviewed generally want to question the heteronorm, only they sometimes dont realise how affected they are by it themselves.
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Bonetto, Pedro Xavier Russo. "A \"escrita-currículo\" da perspectiva cultural de educação física: entre aproximações, diferenciações, laissez-faire e fórmula." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-06102016-143514/.
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Apresento como peça central do estudo o currículo cultural de Educação Física, uma proposta alinhada às preocupações do Multiculturalismo Crítico e dos Estudos Culturais com inspirações pós-estruturalistas e que se arranja numa sociedade pós-moderna e pós-colonizada. Enquanto artefatos culturais, as danças, lutas, esportes, brincadeiras e ginásticas transmitem certos significados e representações de mundo, sujeitos e sociedade, sendo então, função social da Educação Física nesta perspectiva, a tematização destas práticas corporais de modo que os estudantes possam travar contato com as representações que veiculam, a fim de ampliar, aprofundar e ressignificar seus saberes sobre esta parcela da cultura. Sem pretender finalizar a questão, muito menos estruturar ou gerar modelos para um currículo artistado, investigamos o modo como os professores constroem seus currículos a partir do conceito de escrita-currículo. Para isso, mapeamos os elementos, componentes, linhas de força e intensidades da escrita curricular registrada por professores parceiros, buscando a relação entre os enunciados pedagógicos sobre procedimentos didáticos (mapeamento, ressignificação, aprofundamento, ampliação, registro e avaliação) e princípios (reconhecimento da cultura corporal da comunidade, justiça curricular, evitar o daltonismo cultural, descolonizar o currículo e ancoragem social dos conhecimentos). Como forma de produção de dados, empregamos o Diário de Bordo Digital, o Grupo de Discussão e recolhemos relatos de experiência. A forma de análise baseou-se na teoria pós-estruturalista deleuze-guattariana, a partir da geofilosofia e do roubo de conceitos. De modo geral, a quantidade de elementos que se aproximaram nas escritas curriculares dos professores parceiros foi maior do que os elementos que se diferenciaram, a ponto de suspeitarmos de que a escrita curricular estivesse se tornando uma fórmula. Entendemos que, se isso está acontecendo, pode ser por desatenção aos agenciamentos maquínicos uma vez que estes são os grandes responsáveis pelas diferenciações. Sobre o papel do professor na elaboração da escrita-currículo, percebemos que ele não é um mero aplicador de um conjunto de enunciados aos quais se submete e replica, pois, atua dentro dos agenciamentos, como mais uma, dentre outras forças lá atuantes. No tocante as linhas de força, vimos que a escrita-currículo não pode ser constituída apenas de linhas de fuga, muito menos, somente por linhas duras. Ela é produzida no entrecruzar de infinitas linhas, algumas molares (duras), tais como: as leis educacionais, as regras e normas do regimento escolar, o Projeto Político Pedagógico, a concepção cultural e seus procedimentos didáticos; outras moleculares (flexíveis): a cultura dos alunos, seus desejos, atitudes, falas, as disposições espaciais, temporais e os princípios pedagógicos; e por fim, por linhas de fuga, que por tão efêmeras não se territorializam em enunciados pedagógicos, passam pela escrita-currículo como acontecimentos e agenciamentos inesperados, desrruptivos e criadores.I present as a central part of the study of the cultural curriculum of Physical Education, a proposal in line with the concerns of Critical Multiculturalism and Cultural Studies with post-structuralism inspiration and that is arranged in a post-modern society and post-colonized. While cultural artefacts, the dances, fights, sports, playing and gymnastics transmits certain meanings and representations of the world, subject and society, being so, social function of Physical Education in this perspective, the theme of these embodied practices so that students can lock up contactwith the representations that convey, in order to broaden your knowledge, deepen and resign over this portion of culture. Without wishing to end the matter, much less structure or generating templates for a curriculum \"artistado\", we investigated how teachers build their curriculum from the concept of \"writing-curriculum\". For this, we map the elements, components, power lines and intensities of the curriculum written recorded by partner teachers, seeking the relationship between educational statements about teaching procedures (mapping, reinterpretation, deepening, expansion, registration and evaluation) and principles (recognition of body culture of the community, curricular justice, avoid cultural blindness, decolonizing the curriculum and social anchoring of knowledge). As a way of data production, we used the Digital Diary, the focus group and collect experience reports. The shape analysis was based on deleuze-guattarian poststructuralist theory, from geophilosophy and theft concepts. In general, the amount of items that came in the curriculum written partner teachers was higher than the elements that differed as to suspect that the writing-curriculum was becoming a formula. We understand that if this is happening, it may be inattention to machinic assemblages since these are largely responsible for the differences. About the teacher\'s role in developing the \"writing-curriculum\" we realized that he is not a mere applier of a set of statements to which subjects and replicates therefore acts within the assemblages, as another, among other forces there acting. Regarding the power lines, which saw the \"writing-curriculum\" can not consist only of lines of flight, much less, only by hardliners. It is produced in endless lines intersect, some molars (hard), such as: educational laws, rules and regulations of the school regulations, the Pedagogical Political Project, cultural design and its teaching procedures; other molecular (flexible): the culture of the students, their desires, attitudes, speech, spatial arrangements, timing and pedagogical principles; and finally, by lines of flight, which as ephemeral not territorializam in pedagogical statements, pass through \"writing-curriculum\" as unexpected events and assemblages, disruptive and creators.