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1
Bignall, Simone. "Changing the system : constructivism and critique in poststructuralist theory /." Title page, abstract and contents only, 1997. http://web4.library.adelaide.edu.au/theses/09AR/09arb5933.pdf.
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Street, David Alan. "Allegories of listening : poststructuralist readings in the theory and analysis of music." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489256.
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The seven pieces of published work gathered together here aim collectively to re-evaluate some of the established concepts and techniques operative within the domains of music theory and analysis. This process of reassessment is conducted in the broad interests of developing an interpretative orientation more responsive to the interdisciplinary consequences of contemporary critical thought.
3
Dwight, James Scutt III. "Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11132.
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Hyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogies (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced.Ph. D.
4
Gordo, Ivor. "How might poststructuralist ideas influence the teaching of 10 year olds?" Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/14322/.
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This action research project examines my development as a philosophy teacher and the impact my lessons have had on a class of 10-11 year old pupils. My wish was to develop a style of philosophy that best fitted my epistemological outlook – an outlook informed by poststructuralism. This thesis chronicles my second year of philosophy teaching, during which I attempted to move beyond teaching philosophical thinking skills toward a philosophy that was inspired by my thoughts on post-structuralism. During the academic year 2009-2010, I took a Year 6 class (pupils aged between 10-11 year olds) for a series of weekly philosophy lessons. I did not have a clear idea of the direction the post-structuralist philosophy lessons would take, so I decided an action research project would help me to me make incremental improvements as the cycle progressed. The action research project consisted of three cycles with each cycle concluding in an action plan to further improve the poststructural dimension of lessons. A distinctive approach to teaching a post-structural influenced philosophy was developed. The findings of the study show that a poststructuralist influenced philosophy has much to offer practitioners who wish to explore the practical application of poststructuralism in a classroom.
5
Leonard, Pauline. "Gender/organization/representation : a critical and poststructuralist approach to gender and organizational theory." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295052.
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Yamashita, Miyo. "United controversies of Benetton : rethinking race in light of French poststructuralist theory and postmodernism." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69530.
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Postmodernist texts by non-white authors consistently challenge accepted theoretical discourses with some notion of race or ethnicity. Until recently however, race as a unique category for theoretical investigation has remained largely unexplored. The author here outlines how both a variety of theoretical disscussions about race and ethnicity, about difference, and about experience, have formed the basis of how race is currently talked about in postmodernist discourse and how these various postmodernist discussions about race and difference may both enrich and be enriched by a theoretical examination of French poststructuralist theory. Employing the popular Benetton ads as a vehicle for theorizing a common ground between postmodernist and poststructuralist theory, the author argues that current theoretical discourse must reconceptualize not so much the multiple and varied definitions of "race" by which it has tried to account for the experiences of non-white subjects worldwide, but the very grounds upon which those definitions have been constructed. Race can no longer be thought of as a collective identity predicated on biological similarities but must be re-thought in terms of a transformational metaphor, a multivocal sign for political solidarity and alliance among dispersed groups of people sharing common historical experiences of discrimination and oppression. On this note, the author will herein argue that the naturalized connotations of race must be disarticulated out of racial discourse and rearticulated in such a way as to emphasize race as a contingent, multi-accentual signifier constructed out of varying social and political practices.
7
Lynch, Ingrid. "South African bisexual women’s accounts of their gendered and sexualized identities : a feminist poststructuralist analysis." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25631.
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This feminist poststructuralist study explores discourses of gendered and sexualized subjectivity of South African women who self‐identify as bisexual. The discipline of psychology has typically upheld a monosexual binary, where heterosexuality and homosexuality are positioned as the only legitimate categories of sexual identification. Within such a structure bisexuality is not considered a viable sexual identity. In broader public discourses female bisexuality is generally constructed in delegitimising ways, such as through constructions that necessarily equate bisexuality with promiscuity or describe it as an eroticized male fantasy, as a threat to lesbian politics, or as a strategy to retain heterosexual privilege. Data collection entailed conducting individual interviews with thirteen bisexual women and the transcribed texts were analysed using discourse analysis. The analysis focused on how bisexuality is Constructed in the interview texts, how the various constructions of bisexuality function and how Gendered subjectivity intersects with participants’ identity as bisexual. The analysis identifies a number of discourses that impact on, in varied and contradictory ways, participants’ positioning as bisexual. In a post‐apartheid context, participants regard fixing their Identity along strictly defined lines of difference as oppressive and resist bisexuality as being primary To their identity. Participants challenge the traditional gender binary through unsettling the automatic Linking of sex, gender and sexuality in discourses of sexual desire. However, participants also demonstrate the coercive effects of dominant discourse in the gendered positioning of subjects, with Heterosexuality in particular functioning as a normative sexual category with implications for participants’ gendered subjectivity. It then appears that parallel to its ability to disrupt the gender binary, bisexual discourse also acts in ways to support it. The analysis further indicates that in claiming a bisexual identity, participants risk marginalization in The face of delegitimising discourses that construct them in negative terms of promiscuity, hypersexuality and decadence. Powerful silencing discourses further construct same‐sex attraction As un-African and as sinful. The analysis concludes with a discussion of participants’ strategies to Normalize bisexuality. This study contributes to research accounts that explore diversity in sexual identification and creates Greater visibility of bisexual women in South African discourses of sexuality. It also contributes to theories of female sexual identities and adds to theoretical debates around the challenge to dominant gender and sexuality binaries posed by bisexuality.Thesis (PhD)--University of Pretoria, 2012.
Psychology
unrestricted
8
Levin, Julia Sullivan Shannon. "Bodies and subjects in merleau-ponty and foucault towards a phenomenological/poststructuralist feminist theory of embodied subjectivity." [University Park, Pa.] : Pennsylvania State University, 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2511/index.html.
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Leith, Rena Margaret. "The voice of the book and the voice of the child: Whole language as poststructuralist literary theory." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186406.
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This dissertation explores the characteristics of a literary theory that recognizes the difference between children's and adult culture, the consequent youthism, and the need for ecological validity within the context of children's culture. I have developed a general theory that combines elements of whole language that are not currently included in leading literary theories with a focus on ecological validity and culture and applied this theory to examples of children's and adolescent literature in order to validate the theory and to have a basis for comparison with extant literary theories. My proposed theory is based on the existence of children's culture, children's and adolescent literature as full-fledged members of the literary family, poststructuralism, and whole language. The ecological system of criticism I'm proposing gives both the reader and the author a place. Just as the reader comes to each text anew every time s/he reads it, so the author revisits ideas in later versions of his/her own writing as well as encountering his/her text from a different perspective upon reading it after time has passed. In an ecological system of criticism, symbiosis between the author and the reader on the meeting ground of the text is the desired result. The base of the system is text, the thing all have in common although it is never replicated (shifting base). The text is a unit that has/had meaning for its author and is usually perceived of as intending to communicate meaning; it is capable of being approached for the purpose of transacting meaning within time and space. The analysis suggests that adding the cultural context to literary theory equalizes the factors that previously led to children's and adolescent literature being considered substandard within the literary community, as children are considered substandard within the adult community. Ecological theory reveals more about the reader than the text, and meaning relies on intertextuality and interexperientiality.
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Fine, Hunter Hawkins. "UNDERNEATH THE STREETS, THE BEACH: DRIFTING TOWARD/FROM A PROTO-POSTSTRUCTURALIST PERFORMANCE OF EVERYDAY SPATIAL SUBJECTIVITY." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/652.
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This dissertation maps a proto-poststructuralist tradition and fuses a subsequent methodology with/in a practice derived from performance studies to uncover a spatially informed corporeal notion of subjectivity. Combining the cultural and historically radical motility of the street skateboard and precursory surfboard with an ambulatory interpretation of radical political philosophy and subjectivity this work explores, through the lens of a drifting practitioner, a quotidian routine in The Commute, and a distinctly urban practice, in The Skateboard Dérive. Functioning as case situations these performance events are used to elaborate, produce, and apply a drifting approach to critical spatial inquiry through the recognition of four elemental notions: drifting, situating, becoming, and fragmenting.
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Gallant, Monica. "Five case studies of Emirati working women in Dubai - their personal experiences and insights." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00001425/.
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This ethnographic case study explored the insights and experiences of a small selection of working graduates from Dubai Women's College. Based on a literature review and a preliminary study, the following themes were identified and employed as stimuli for discussion: the balance between work and family responsibilities, gender issues in the workplace, issues of power relationships for women, coping with restrictions in an Arabic Islamic environment, reasons for work, and sources of influence and satisfaction. The research utilized feminist post-structural theory to collect the data and then analyze and interpret the comments made by the women. Self-reflexivity and transparency of the positionality of the researcher were critical in this research that relied on an unstructured personal interview approach. The research resulted in a rich description of the thoughts and concerns of five diverse women. Through discourse analysis, the dominant socio-cultural discourses in the areas of gender, marriage, kinship, ethnicity, meritocracy, materialism and religion that women interact with in this cultural environment were identified. The extent to which the women take up, disrupt and challenge these discourses was also explored with a view to suggest ways to 'better' women's lives. Implications of this study include an agenda for increased emancipation of women by greater freedom of choice through self awareness and the development of potential strategies to support empowerment.
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Mitander, Tomas. "Regio ex machina : Om det regionala medborgarskapets villkor." Doctoral thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35226.
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Departing from the ongoing regionalization processes in Europe and other parts of the world, this thesis aims to study the premises and conditions of regional citizenship in contemporary state restructuring. As globalization is viewed to challenge the sovereignty and capacity of nation states, subnational regions have gained authority and interest as key actors to compete on globalized markets of capital in order to ensure future development. This alteration in the balance between the regional and the national raises questions on how aspects of citizenship become negotiated in relation to regions as emphasized political communities. The study therefore develops and applies a productive analysis of regional citizenship based on citizenship theory and poststructuralist discourse theory. The attempts to reform the administrative region of Värmland, Sweden, between the years 2007 and 2011 functions as a case study in the dissertation. In relation to this process a variety of materials has been collected in order to shed light on articulatory practices related to the reform: media material, public documents and assessment reports, observations of public dialog meetings and focus groups. Through a discourse analysis of the material the study focuses on the discursive production of regional communities and regional citizens in relation to regional reform. Three different but related articulations of the region emerge in the analysis: the region as a cultural landscape, as a welfare system and as a growth machine. The study shows how the understanding of the region as a growth machine holds a hegemonic position in relation to the other articulations. The growth machine is based on a neoliberal notion of development, where competiveness and commodification function as premises to the intrinsic understanding of regional citizens – as well as welfare and culture - as capital that can, and should, be used to facilitate economic growth.Runt om i världen byggs större och starkare regioner. Regioner betraktas som i delar en arvtagare till uppgifter som nationalstaterna inte längre anses kunna hantera i en globaliserad värld. Därför har regionerna fått större grad av självständighet från de nationella staterna, frisläppta för att på bästa sätt hitta sätt att locka till sig olika former av globalt rörligt kapital. Kapital som anses utgöra grunden för att kunna bygga ett gott samhälle. I den här avhandlingen studeras samtida regionalisering ur ett medborgarskapsperspektiv. Vad innebär det för relationen mellan människor och gemenskap att regionen intar en framskjuten position i samhällsbyggandet? Vilka band knyts mellan regionen och regionmedborgaren i en tid som kännetecknas av globalisering och konkurrens? Hur fördelas rättigheter och skyldigheter mellan regionen och medborgarna, och vad innebär det att vara en god regionmedborgare? Genom en svensk fallstudie analyseras hur regionen och regionala medborgare görs meningsfulla i anslutning till att regionens framtid förhandlas. Materialet består av pressmaterial, utredningsmaterial, observerade offentliga möten samt fokusgrupper med regionmedborgare. Studien visar hur myten om regionen som en tillväxtmaskin intar en dominerande ställning och hur globala marknadslogiker fungerar som villkor för det regionala medborgarskapet.
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Peck, Amiena. "A Discourse Analysis of Narratives of Identities and Integration at the University of the Western Cape." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9229_1276548060.
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In the thesis, I endeavour to create a platform on which to construct an understanding of &lsquo
integration&rsquo
in a multilingual and multicultural setting, post-apartheid. I have selected UWC as the research site as it is an institution of higher education and an inherently South African one which houses a large number of diverse ethnicities, cultures and languages. I appeal to the poststructuralist approach as it is one that explores the possible sociopolitical, economic and historical influences on which I argue and which forms the backdrop to understanding integration amongst the various groups. I am especially drawn to the topic of integration as there is to date no well-defined definition of what that means in the &lsquo
new&rsquo
South Africa. Different identities are explored in relation to how students identify themselves within their social networks, across various cultures and through language choices. In particular, I look at the three dominant &lsquo
South African&rsquo
groups, namely: Indians, Blacks and Coloureds and also two international student groups, the Batswanas and Chinese. use a qualitative approach and undertake focus groups and one-to-one interviews as well as participant observations and analyzing documentation. Data analysis is achieved through Discourse Analysis of transcribed interviews. One of the conclusions is that integration will not occur overnight. However, the broadening and exercising of linguistic options could be seen as a step in right direction to integration across the various ethnic groups. The study ends with recommendations and gives an overall view of integration at UWC. One of the recommendations is that UWC needs to give students more opportunities to practice their multilinguality and thereby broaden their linguistic repertoire which could in turn facilitate integration.
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Ers, Agnes. "I mänsklighetens namn : En etnologisk studie av ett svenskt biståndsprojekt i Rumänien." Doctoral thesis, Stockholms universitet, Institutionen för etnologi, religionshistoria och genusstudier, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1269.
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This dissertation is an analysis of observations among, and interviews with, Romanian and Swedish employees at a Swedish development aid project in Romania. The aim has been to study the categories of ‘humanity’: how the notions of the ‘human(e)’ and the ‘inhuman(e)’ were created in the context of the project. Further, the aim of the thesis has been to connect the relations in everyday life as it develops in an aid project to the social and societal processes of change in today’s Europe. Chapter 1 introduces the theoretical and methodological frameworks of the study. Chapter 2 analyses media representations of institutionalized children in Romania, and describes the development aid in Romania. Chapter 3 describes and analyses the practical work with the children in the everyday life of the project. Chapter 4 focuses on the locally employed project staff, and their adoption of a ‘more human(e)’ identity through working with the Swedish NGO. Chapter 5 analyses how the construction of difference took place in the everyday life of the development aid project. Chapter 6 analyses the development aid as exchange of gifts and applies models of analysis of social work with the so-called deserving and undeserving clients. Chapter 7 is a concluding chapter. The construction of the ‘human(e)’ and its opposite, the ‘inhuman(e)’, could be found on three levels. These categories were used in reference to: (1) the children, the sick elderly and the poor families that were the clients of the aid project and were expected to be ‘humanized’ in the course of project implementation; (2) the Romanians who were employed by the Swedish organization and who were to be humanized through their work and through learning Western views on what the human being is; and (3) by implication, the whole Romanian society and all the Romanians who were also to be ‘humanized’ through the intervention of the Western NGOs.
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Anderson, Kristi S. "Post-poststructuralism : gender, race, class and literary theory /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034175898.
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Betzer-Tayar, Moran. "The role of women in decision-making positions : the case of Israeli sport organisations." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/12089.
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This thesis analyses discourses about the roles and barriers to access for women to decision-making positions in Israeli sport organisations. In particular it focuses on the exploration of discourses of masculinity and femininity that underpin the relatively recent construction of Israel society and the institutions of sport within it. It is observed that for the most part, Israeli sport organisations are governed by men and have served the interests of forms of hegemonic masculinity. In order to understand and explore the social construction of these gendered discourses in Israeli sport, two innovative and significant policy initiatives toward gender equity in sport were explored through the perceptions and discourses of key actors. These include the establishment of a Volleyball Academy for Young Talented Girls (VAYTG) and the creation of the National Project for Women and Sport (NPWS). The theoretical framework for this thesis is informed by poststructuralist feminism, which provided an alternative way to understand and analyse voices of the (predominantly female) 'other' and thus to explore the historical contextual construction of current discourses of masculinity within Israeli sport organisations and society as a whole. The process of narrative revisions and production of gendered knowledge revealed how discourses produce and reinforce gender inequities in Israeli society, such as the discourse of militarisation or the unique political affiliation system in the sporting arena which continue to implicitly exclude women (and some men) from gaining access to leadership positions in sport organisations. Within this theoretical frame, Critical Discourse Analysis was employed as a methodological approach to analyse how female and male interviewees, all considered to be 'insiders' within their organisations, explained the process of the construction of gendered roles and barriers. Included in the interview data was also the auto-ethnographical accounts of the author, who was a primary actor in the process of developing policy in the two case study initiatives addressed. Dominant discourses of femininity (such as the discourse of sisterhood and of the processes of mentoring), and of masculinity (and how these promote uniformity) were identified as mechanisms for reproducing the gendered reality of sport leadership in Israel. The implication of a critical theoretical approach is that it should be emancipatory in its ambitions and impact, and the study is intended to contribute to enhancing the understanding of how discourse not only reflects but also creates barriers and opportunities so that the construction of such barriers can be challenged in progressive policy discourses.
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Welsh, Sasha. "Imagining what it means to be ''human'' through the fiction of J.M. Coetzee's Life & Times of Michael K and Cormac McCarthy's The Road." University of the Western Cape, 2018. http://hdl.handle.net/11394/6205.
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Magister Artium - MAThrough a literary analysis of two contemporary novels, J.M. Coetzee's Life & Times of Michael K (1983) and Cormac McCarthy's The Road (2006), in which a common concern seems to be an exploration of what it means to be human, the thesis seeks to explore the relationship between human consciousness and language. This dissertation considers the development of a conception of the human based on rationality, and which begins in the Italian Renaissance and gains momentum in the Enlightenment. This conception models the human as a stable knowable self. This is drawn in contrast to the novels, which figure the absence of a stable knowable self in the representation of their protagonists. The thesis thus interrogates language's capacity to provide definitional meanings of the ''human.'' On the other hand, although language's capacity to provide essential meanings is questioned, its abundant expressive forms give voice to the experience of human being. Drawing on a range of fields of enquiry, both philosophical, linguistic, and bio-ethical, this thesis seeks to explore the connection between human consciousness and the medium of language. It considers how the two novels in question play with the concept of language to produce or imagine other ways of thinking about human existence, and other ways of creating meaning to human existence through the representation of their novels.
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Cupo, Dimitra. "Toward a Theory of Female Subjectivity." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1219.
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Poststructuralist accounts of gender provide a useful theoretical space to unpack the workings of power and domination as they structure the organization of our language, representations, concepts, and discourse in general. One significant flaw of this theory is a failure to adequately account for the social realm of embodied individuals, social interactions, and interpretive moments. In this paper, I offer conventional femininity as a particular type of gendered habitus that highlights this theoretical flaw as it necessarily links what is promising and useful about poststructuralist accounts of gender with the physical, social, interactive, and interpretive everyday lives of women.
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Francis, Mary Anne. "The artist as a multifarious agent : an artist's theory of the origin of meaning." Thesis, Goldsmiths College (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325914.
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This thesis is presented as a written text and an exhibition. 1 Both parts result from interdisciplinary research in writing and visual art. Its problematic is the origin of meaning as addressed by recent textual theory, and how that represents an artist's experience of this. Here, 'recent theory' designates 'postmodernism', which includes 'poststructuralism' and refers, too, to 'modernism'. This is reviewed and compared to an artist's experience, using my empirical encounter with art, as an artist, as a possible example. As the comparison occurs in writing and visual art, the latter is, at once, the research data, and a site of its investigation. And writing is a site for exploring art practice (via a case study), and the source for further art. Finding that an artist experiences the origin of meaning as far more multifarious than it appears in recent theory, the comparison additionally proposes a role for the expressive self in art's meaning, in contradistinction to much of postmodernist theory. The typicality of an artist is discussed via a deconstructive notion of exemplarity. And Derrida's deconstruction, which explores diverse features of the textual process, infonns the theoretical method throughout. However, it is not just an artist's experience that proposes a critique of postmodernism's version of the origin of meaning. This is proposed, too, via Richard Rorty's pragmatism, when that opposes 'realism' (which includes empiricism) and idealism (which includes deconstruction). This thesis concludes that it is useful (in Rorty's sense) for the artist to believe in a multifarious agency including the expressive self - experience notwithstanding. In moving from postmodernism's notion of the origin of meaning to the artist's, and beyond, to pragmatism's, this thesis attempts to recognise its reflexive dimension. So its voice (as the ambiguous index of its origins) diversifies postmodernism's voice, tending towards a cacophony, without abandoning a conclusion.
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O'Loughlin, Antony. "Overcoming poststructuralism : Rawls, Kratochwil and the structure of normative reasoning in international relations." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/43961/.
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Theorising about international relations has progressed in recent years, and dialogue between the concurrent disciplines of International Relations, political theory and international law has started to emerge. There is, however, work still to be done in fostering a genuine ‘International Theory’ containing the potential to truly transcend arbitrary disciplinary and methodological boundaries, particularly where the subject matter of the respective disciplines – namely, an inquiry into the means by which a true understanding of the nature and conditions of international relations may be realised – is trans-disciplinary in nature. My thesis seeks to reanalyse the poststructuralist critique of the discipline of International Relations from a contemporary perspective, made possible by the trans-disciplinary progress alluded to above. I choose poststructuralism as a means of considering the most radical attack on the foundations and methodological commitments of traditional IR as I believe the responses which originated from within the discipline – social constructivism in particular – did not go far enough in grounding a robust yet legitimate means by which to construct an understanding of international relations capable of transcending the challenge of poststructuralism. I consider such positions and the constitutive theory of Mervyn Frost in detail before examining the potential of a theoretical amalgamation of the philosophical constructivism of John Rawls with a holistic social constructivist conception of the nature of practical reasoning with norms, as expounded by Friedrich Kratochwil, to ground a ‘completed’ account of normative reasoning capable of overcoming the poststructuralist critique. Finally, I defend the Rawlsian conception of reasonableness (through an analysis of the interpretation afforded such by Peri Roberts) from the charge of overdemandingness levelled at it by Catriona McKinnon. I conclude by claiming that the Rawlsian ideas of reasonableness and public reason can, when combined with Kratochwil’s conception of practical reason, ground a valid response to the challenge of poststructuralism.
21
Skinner, Katharine Virginia. "The Castle/Nikki Heat Phenomenon: A Detailed Examination of Female Representation in Entertainment Media." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955124/.
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As entertainment reflects a culture's ideology, it is important for researchers to study its messages and subsequently its potential meanings. Entertainment has the power to inform and persuade, creating models for behavior with which the public interacts. The entertainment texts for the purpose of this study are the Castle television series and the Nikki Heat novels. Together, they create a unique multi-layer fictional world. By using postmodern, feminist, communication, and entertainment theories, the results of this study provide a tightly focused lens which views a narrow aspect of entertainment media. Each text was thoroughly examined using textual analysis, Feminist Poststructuralist Discourse Analysis, and conversation analysis. Contrary to expectations, the results indicated that the Castle and Nikki Heat texts support hegemonic ideology, particularly through the use of exaggerated stereotypes, strict gender roles, imagery, and narrative choices that help perpetuate rape culture. The discussion outlines how these results can be interpreted through the dominant messages presented in the texts. This research is intended to serve as a foundation for future research regarding entertainment media.
22
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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Gough, Noel Patrick, and noelg@deakin edu au. "Intertextual turns in curriculum inquiry: fictions, diffractions and deconstructions." Deakin University. School of Social and Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040517.163306.
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This thesis is based primarily on work published in academic refereed journals between 1994 and 2003. Taken as a whole, the thesis explores and enacts an evolving methodology for curriculum inquiry which foregrounds the generativity of fiction in reading, writing and representing curriculum problems and issues. This methodology is informed by the narrative and textual 'turns' in the humanities and social sciences - especially poststructuralist and deconstructive approaches to literary and cultural criticism - and is performed as a series of narrative experiments and 'intertextual turns'. Narrative theory suggests that we can think of all discourse as taking the form of a story, and poststructuralist theorising invites us to think of all discourse as taking the form of a text; this thesis argues that intertextual and deconstructive readings of the stories and texts that constitute curriculum work can produce new meanings and understandings. The thesis places particular emphasis on the uses of fiction and fictional modes of representation in curriculum inquiry and suggests that our purposes might sometimes be better served by (re)presenting the texts we produce as deliberate fictions rather than as 'factual' stories. The thesis also demonstrates that some modes and genres of fiction can help us to move our research efforts beyond 'reflection' (an optical metaphor for displacing an image) by producing texts that 'diffract' the normative storylines of curriculum inquiry (diffraction is an optical metaphor for transformation). The thesis begins with an introduction that situates (autobiographically and historically) the narrative experiments and intertextual turns performed in the thesis as both advancements in, and transgressions of, deliberative and critical reconceptualist curriculum theorising. Several of the chapters that follow examine textual continuities and discontinuities between the various objects and methods of curriculum inquiry and particular fictional genres (such as crime stories and science fiction) and/or particular fictional works (including Bram Stoker's Dracula, J.M. Coetzee's Disgrace, and Ursula Le Guin's The Telling). Other chapters demonstrate how intertextual and deconstructive reading strategies can inform inquiries focused on specific subject matters (with particular reference to environmental education) and illuminate contemporary issues and debates in curriculum (especially the internationalisation and globalisation of curriculum work). The thesis concludes with suggestions for further refinement of methodologies that privilege narrative and fiction in curriculum inquiry.
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Hamman, J. N. (Johannes Nicolaas). "Poststructural ethics and the possibility of a general ethical theory." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51883.
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Thesis (MPhil)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: This study is concerned with the possibility and characterisation of poststructural ethics and the ethics of general theories. It contains a review of selected readings on Modernity and provides a "snapshot" of an ethical system that is essentially rule based and privileges rationality. Some of the problems with such a system, such as inflexibility, tolerance based on superiority and force and the privileging of male gender is explored. It proceeds by perusing some literature on postmodernity as an open ethical system in which values are free floating and lists of rules are constantly produced and disregarded in a dizzying ethical free for all in which "anything goes". No value is considered more worthwhile than personal survival. As a starting point for reading Modernity and postmodernity together, Levinas introduces a radical perspective on ethics that can be read as a condemnation of postmodern morality. He relates an ethics in which the survival of the "other" is more important than the survival of the self. However, he does not ground the metaphysics of such a privilege in rationality or knowledge and hence does not turn it into an ethical rule, but rather, subtly shifts the responsibility for the other person to an ultimate responsibility for the Other as God. This radical responsibility is rejected by deconstruction which does not reject either postmodernity or Modernity but is an attempt to think through the limits of rule-orientated rationality, free-play and mystical metaphysics to produce an ethical awareness that has a sensitivity for the complexity of context. Through the notion of "writing", the peculiarities it displays and the objections it attracts, Derrida seeks to establish a uniquely ethical writing that is both a stable manifestation of ethics and a dynamic engagement with those subject to it. With these readings in the background the thesis attempts to provide a framework for poststructural ethics. It is an ethics based in the notion of friendship but does not ground itself in any guarantees. It re-evaluates rationality in terms of a sublime struggle for meaning and truth. This sublime struggle offers a unique perspective on political debates that strive towards responsible development for multicultural societies and also on a sociological approach to law and the ability to dispense justice without undue prejudice. The main contention of the thesis is that although poststructuralism does not suppose a grounding metaphysics in either rationality or responsibility towards God it cannot be satisfied with the self-indulgent nihilism of an "anything goes" postmodernism. Thus, it depends on the notion of a "complex system" that "self-organises" and produces limits through spontaneous connections. Through the working of deconstruction complex systems can take on a more human manifestation as friendships flourish and decay through the interaction of faces.
AFRIKAANSE OPSOMMING: Hierdie studie is gemoeid met die moontlikheid en karakterisering van poststrukturele etiek en die etiek van algemene teorië. Dit bevat In geselekteerde oorsig van Moderniteit en verskaf In "kiekie" van In etiese sisteem wat essentieël op reëls gebasseer is en rationaliteit privilegieer. Sommige probleme met so In sisteem, soos byvoorbeeld onbuigsaamheid, verdraagsaamheid gegrond in superioriteit, geweld en die privilegieering van manlikheid, word ondersoek. Die studie sit voort deur sommige literatuur oor postmoderniteit as In oop etiese sisteem onder oë te neem. So In sisteem veronderstel vryvloeiende waardes en lyste van reëls wat gedurig geproduseer en geabandoneer word in In duisligwekkende etiese vryspel wat beskryf kan word as "anything goes". Geen waarde word hoër geag as persoonlike oorlewing nie. As die beginpunt van In lesing wat Moderniteit en postmoderniteit met mekaar in verband bring verskaf Levinas In radikale perspektief op etiek wat verdoemend staan teenoor die moraliteit van postmoderniteit. Hy beskryf In etiek waarin die oorlewing van die "ander" meer belangrik geag word as die oorlewing van die self. Hy grond egter nie die metafisieka van so In voorreg in rationaliteit of kennis nie, en lê dit dus nie neer as In etiese reël nie, maar verskuif eerder op subtitle wyse verantwoordelikheid vir die ander persoon na In uiteindelike verantwoordelikheid vir die Ander as God. Laasgenoemde radikale verantwoordelikheid word deur dekonstruksie verwerp in In poging om postmoderniteit en Moderniteit saam te snoer en die limiete van reël-georiënteerde rationaliteit, vry-spel en mistiese metafisieka deur te dink. Hierdeur word 'n etiese gewaarwording geproduseer wat sensitiviteit vir die kompleksiteite van konteks vertoon. Deur die nosie van "skryf', die eienaardighede en teenkanting daaraan verbonde, is Derrida op soek na die neerlegging van In unike etiese skryf wat beide In stabille manifestasie van etiek is en 'n dinamiese betrokkenheid by die wat daaraan onderhewig staan. Met hierdie leeswerk in die agtergrond poog die tesis om 'n raamwerk vir poststrukturele etiek daar te stel. Dit is In etiek wat as basis die nosie van vriendskap aanvaar sonder om enige waarborge uit te deel. Rationaliteit word gere-evalueer in terme van In sublime stryd vir betekenis en waarheid. Hierdie sublime stryd bring 'n unieke perspektief na politieke debatte wat volhoubare ontwikkeling in multikulturele samelewings ten doel het en vir In sosiologiese benadering tot die reg en regsvaardigheid. Alhoewel poststrukturele etiek nie In metanarratief veronderstel, soos die etiek van Moderniteit, nie kan dit egter ook nie tevrede wees met die destabiliserende nihilisme van 'n "anything goes" postmodernisme nie. Poststrukturele etiek steun dus swaar op die idee van 'n "komplekse sisteem" wat self-organiseer en llrniette stel deur middel van spontane konneksievorming. Deur die werking van dekonstruksie kan so In komplekse sisteem ook in meer menslike terme verwoord word as vriendskappe wat groei en vergaan in die interaksie tussen "gesigte".
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San, Juan Maribel. "Teoria y Practica del Neobarroco en Severo Sarduy." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/503.
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This dissertation analyzes the theory and practice of the Cuban postmodern writer Severo Sarduy (1937-1993) from his early adult years in Cuba to his exile period in Paris, France, where he lived until his death. By studying his narrative through the light of his theoretical essays, this paper demonstrates that the author created his own type of reading model –from and for Sarduy. His literary work is influenced by three major elements: (post)structuralism, psychoanalysis, and Buddhism, which combined form what Sarduy himself called the Neobarroque style. The Sarduyan writing is a transgressive exercise expressed through his concept of simulación. This style breaks with the traditional art concept of mimesis (the representation of reality in the western world), and therefore with the correspondence between the signifier and the signified. Sarduy does not intend to represent reality but to go beyond it, achieving, by his technique of signifying exhaustion, to represent absence itself. The Neobarroque of Severo Sarduy is an aesthetic of the empty signifier based on the reckless expenditure, and ultimately exhaustion, of the artifices of language that precipitates in a signifier chain towards the infinite. His language does not transmit a message but it signifies itself, that is, a means without an end. Paradoxically, this signifier chain produces an excess of metaphors beyond the material limits of language and its support, the page. The space beyond language is the hipertelic technique inherited by Sarduy from his literary master, José Lezama Lima. This is also the empty space of no signification or nonsense in which occurs the depersonalization of the speaking subject; in Buddhist terminology this becomes the dissolution of the ego. The Sarduyan language is determined by a Lacanian psychoanalytic erotic drive (pulsion) known as the Barroquean desire, a death drive which directly relates to the exile condition of the author. But the genesis of this desire lies in a primordial desire of encounter with his origin: mother, maternal language, paradise, God. That is the reason why Sarduy not only poses an aesthetic question but also an ontological one. This other dimension of the Sarduyan writing is based on a liberating drive that permeates all his work –an ontological liberation expressed through language. The empty space created in the text provides the subject with the possibility of fusion with the all. Ultimately, Sarduy strives for a language that goes beyond the symbolic limits towards a place of constant dissolution, evanesce, and death –horror vacui.
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Geal, Robert. "Writing formations in Shakespearean films." Thesis, University of Wolverhampton, 2017. http://hdl.handle.net/2436/620540.
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This thesis addresses a methodological impasse within film studies which is of ongoing concern because of the way that it demonstrates the discipline’s conflicting approaches to ideology. This impasse arises because proponents of poststructuralism and cognitivism utilise methodologies which not only make internally consistent interpretations of films, but are also able to discount the theoretical criticisms of the rival paradigm. Attempts to debate and transcend these divisions have been unsuccessful. This thesis contributes to this gap in knowledge by arguing that both academic theories (such as poststructuralism and cognitivism) and filmmaking practice are influenced by the same historically contingent socio-cultural determinants. Academic claims about film’s effects can then be conceptualised as aggregates of thought which are analogous to the dramatic manipulations that filmmakers unconsciously work into their films, with both forms of cultural activity (academic theorising and filmmaking practice) influenced by the same diachronic socio-cultural contexts. The term that I use for these specific forms of filmmaking practice is writing formations. A filmic writing formation is a form of filmmaking practice influenced by the same cultural ideas which also inform academic hermeneutics. The thesis does not undertake a conventional extended literature review as a means to identify the gap in the literature. This is because contested theoretical discourses are part of the thesis’ subject matter. I analyse academic literature in the same way that I analyse film, conceptualising both 3 activities as being determined by the same specific historical and socio-cultural contexts. The thesis analyses Shakespearean films because they offer multiple diachronic texts which are foregrounded as interpretations, and in which different approaches to filmmaking can be clearly compared and contrasted across time. They clarify the complex and often unconscious relationships between academic theorising and filmic writing formations by facilitating an investigation of how the historic development of academic discourse relates to the historic development of filmmaking practice. The corpus of texts for analysis has been confined to Anglo-American realist film adaptations, and European and American debates about, and criticism of, realist film from the advent of poststructuralism in the late 1960s to the present day. The thesis is structured as an investigation into the current theoretical impasse and the unsatisfactory attempts to transcend it, the articulation of a new methodology relating to filmic writing formations, the elaboration of how different filmic writing formations operate within realist film adaptation, and a close case study of the unfolding historical processes whereby academic theory and filmmaking practice relate to the same socio-cultural determinants using four adaptations of Hamlet from different time periods. It concludes by explaining how filmmakers exploit and manipulate forms of filmic grammar which correspond to academic theories about those forms of filmic grammar, with both activities influenced by the same underlying diachronic culture. The thesis argues, then, that academic poststructuralism and cognitivism can be 4 conceptualised as explanations for different but contiguous aspects of filmmaking practice, rather than as mutually exclusive claims about film’s effects.
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Ashlee, Aeriel A. "Neither, Nor, Both, Between: Understanding Transracial Asian American Adoptees' Racialized Experiences in College Using Border Theory." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556291981659086.
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Happel, Alison A. "Practicing Gender: A Feminist Ethnography of an All Girls' After-School Club." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/91.
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The institution of schooling is one of the most formative spaces in which young people learn about gender norms and expectations. Rather than being a biological given, gender identity is achieved through gender practices and gender achievements (Butler, 1990/1999; Nayak & Kehily, 2008). This study was a year-long ethnography during which I observed an all girls’ after-school club. The club included 15 girls who were in sixth, seventh, and eighth grade. The majority of the club’s participants were African American girls. This ethnography utilized participant observation and interviews. Club documents were also analyzed during data analysis. My primary research question was: How was girlness conceptualized, perpetuated, and performed in an after-school club for middle school girls? Using critical theory and feminist poststructuralism, I investigated the work that goes into creating and maintaining current binary gender formations, and how this is related to race, class, and sexuality.
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Wicomb, Wilmien. "The complexity of identity : the Afrikaner in a changing South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1712.
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Thesis (MA (Philosophy))--University of Stellenbosch, 2008.This thesis sets out to model the notion of group identity in terms of the theory of complexity. It is an attempt to speak meaningfully about a concept that needs to have a sense of stability in order to constitute an ‘identity’, but at the same time has to be able to change in order to adapt to changing circumstances – and indeed does change. This tension between stability and change is seen as a manifestation of the philosophical endeavour of ‘thinking the difference’ which, in this context, is understood to mean that if we are committed to thinking the difference (and thereby undermining the philosophy of the same) for ethical reasons, we have to speak of group identity itself in terms that preserve difference. That entails keeping the tensions inherent to the notion intact, rather than choosing to emphasise one end of the tension, thereby reducing the other. As such, identity is understood as being relational. While modelling group identity as a complex system two important tensions are identified: that of the inside-outside divide that is a function of the boundary-formation of the system and the traditional tension between agency and structure in the formation of identity. The emphasis on difference as constitutive of identity places the argument within poststructuralism as a school of thought. More specifically, the links that have been established between complexity theory and the work of Jacques Derrida is explored to unpack the implications these links would have for group identity. This application is done within the framework of time: first the issues of the past and the memory of the group are investigated to explore whether identity as a complex system can cope with its own tensions. The work of Derrida is employed to show how the memory of a complex system can be understood as the inheritance of the system. This is an ethical understanding which entails responsibility. Understanding the past in this way, it is argued, allows the future to be thought. This is the case, it is argued, because the future must be understood as a Derridean ‘new beginning’ which entails engaging with and deconstructing the past. Finally, this notion of the future as a new beginning is unpacked. It is defined as the group’s singular opportunity to allow for ‘real’ change, change that is only possible if the system is disrupted by its outside. It is argued that the complex system as a very particular open system can accommodate the possibility of the ‘new beginning’. This understanding of the system and its outside is brought in relation to Derrida’s understanding of the economy of the system and the future as a ‘new kind of writing’. The implications of this theory for the notion of autonomy are briefly addressed. In order to test the theory, the argument is applied throughout to the example of the Afrikaner as a group identity. In conclusion, suggestions are made as to how the Afrikaner could understand itself and its memories in order for the group identity to survive meaningfully and – more importantly – ethically.
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Quinlan, Margaret M. "Narrating Lives and Raising Consciousness Through Dance: The Performance of (Dis)Ability at Dancing Wheels." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371581.
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HARRISON, LYN MARGARET, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "(RE)PRODUCING POWER-KNOWLEDGE-DESIRE: YOUNG WOMEN AND DISCOURSES OF IDENTITY." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.103936.
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This study focuses on three young women in their final year of school using data gathered during a year-long process of individual conversational interviews, the contents of which were largely determined by their interests. Three themes arise from critical incidents during this year - the debutante ball, teenage pregnancy and dieting. These themes are used to focus wide ranging explorations of what it is to be a young woman at this particular time. The broader cultural production of discursive positions available to, and developed by, these young women as part of their identity formation is discussed. Methodological issues concerning power relationships between research participants are also the focus of critical attention.
It is considered that young women's bodies and bodily practices are central to understanding the processes involved in their identity formation. It is in this context that the focus turns to bodies that matter. In contemporary Western cultures 'adolescent bodies' could be said to matter 'too much' in the sense that they are increasingly the focus for disciplinary practices in institutions such as schooling, the church, the family, health care, health promotion and the media. This disciplining is legitimised because adolescence is socially constructed as a 'becoming'. In this case it is a matter of 'becoming woman'; a sort of apprenticeship which allows for knowledgeable others to provide not only guidance and nurturance, but discipline. Using insights gained from feminist poststructuralist theory and cultural feminism this thesis argues that the discourses and practices generated within and across institutions, which are normalised by their institutional base, are gender differentiated. The focus is on young women's embodied subjectivity and how the discourses and practices they engage with and in work to construct an ideal feminine body-subject.
The discursive production of a gendered identity has a considerable impact on young women's health and their health-related behaviours. This is explored specifically in the thesis in relation to sexuality and the cultural production of the 'ideal' female body. It is argued that health education and health promotion strategies which are designed to influence young women's health related behaviours, need to consider the forms of power, knowledge and desire produced through young women's active engagement with institutionalised discourses of identity if they are to have an ongoing impact
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Farhat, Dima. "Becoming a doctor in Syria : learning and identity in English for specific purposes at a Syrian university." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3633.
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This thesis explores the teaching and learning of English for Medical Purposes (EMP) in a Syrian Arab university (Tishreen University). It investigates the inherent contradictions in the position of EMP in an Arab-medium university by drawing on the socio-political and economic factors shaping English language education policy in Syria. It also critiques “mainstream” ESP through examining the “purpose” in English for Medical Purposes. Rather than viewing learning as an end product, this study suggests that learning English is part of a dynamic process of learning to become a doctor in Syria and as part of constructing the 21st Century Syrian “doctor” identity. I draw on aspects of poststructuralism and complexity theory to take the analysis of English for Specific Purposes beyond issues of needs analysis, content, and materials development. ESP, from its outset, has been proposed for decades as a commodity that meets students’ linguistic and communicative needs. However important these concerns are for the development of the discipline, as I argue in this thesis, ESP seems to adopt a “mechanistic” approach by predetermining “needs” and “purposes” which fails to account for the complexity of human beings’ behaviours and responses in educational contexts. The deterministic conceptualisation of ESP places rigid boundaries between ESP and the reality of the medicine profession, therefore, fails to meet students’ needs which transcend boundaries of classroom in aspiration for recognition by the medical community worldwide. English for Medical Purposes, in this study, goes beyond “specific purposes” to account for the role of English as a foreign language in constructing doctor identity and in the process of becoming a doctor. Data in this qualitative research were collected through focus groups with students of medicine in Tishreen University, semi-structured interviews with medical tutors and management officials in the Faculty of Medicine and the Higher Institute of Languages, as well as ESP teachers. Policy documents were analysed, and field notes were taken in classroom and hospital observations. Based on the analysis of these sources, a deeper understanding of EMP at Tishreen University is reached through the lens of poststructuralism and complexity theory. Finally, this thesis ends by drawing an ESP/Applied Linguistics relationship among the implications the findings have for policy makers, teachers and medical students, alongside recommendations for future ESP research directions.
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Elander, Astrid. "Att tala utan språk : Om kön och trauma i Ingeborg Bachmanns roman Malina." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-42587.
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This essay analyzes the Austrian author Ingeborg Bachmann’s novel Malina (1971) from two theoretical perspectives: Freudian trauma theory and poststructuralist feminism, as formulated by Julia Kristeva in Revolution in Poetic Language (1974). Both of these standpoints manages to explain one of the main issues in Malina, that is, how to give voice to that which escapes language. By arguing that the nameless narrator, Ich (I), has been traumatized by patriarchal structures, I show how these perspectives complement rather than exclude each other. Together they manage to give a new and more complete picture of the struggle for language depicted in the novel.Godkänt datum 2021-06-01
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Hardes, Jennifer Jane. "SPORT, POLITICS, AND THE 2008 BEIJING OLYMPIC GAMES: SYNTHESIZING IDENTITY POLITICS AND GLOBAL EMANCIPATION THROUGH NEO-PRAGMATIC RADICAL DEMOCRATIC THEORY." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1210586293.
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Blazer, Alex E. ""I am otherwise": the romance between poetry and theory after the death of the subject /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1053631716.
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Thesis (Ph. D.)--Ohio State University, 2003.Document formatted into pages; contains 386 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 May 26.
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Heinze, Franziska. "Postkoloniale Theorie." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-220194.
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Postkoloniale Theorie bezeichnet ein breites Spektrum theoretischer Zugänge zu und kritischer Auseinandersetzungen mit historischen und gegenwärtigen Machtverhältnissen, die im Zusammenhang mit dem europäischen Kolonialismus und seinen bis heute währenden Fortschreibungen stehen. Als Gründungsdokument postkolonialer Theorie gilt Edward Saids Studie „Orientalism“ (1978). Postkoloniale feministische Theorie fokussiert auf die Situation von Frauen bzw. auf vergeschlechtlichte Identitäten in (neo-)kolonialen Settings. Neben der Konstruktion von Gender und Geschlechterrollen sind Sexualität und Begehren wichtige Topoi postkolonialer Theorie. Ein weiteres Themenfeld stellt die Dekonstruktion eurozentrischen / westlichen Wissens dar.
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Berggren, Kalle. "Reading Rap : Feminist Interventions in Men and Masculinity Research." Doctoral thesis, Uppsala universitet, Sociologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-229518.
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The present thesis explores how masculinity is constructed and negotiated in relation to race, class and sexuality in hip hop in Sweden. Theoretically, the study contributes to the increasing use of contemporary feminist theory in men and masculinity research. In so doing, it brings into dialogue poststructuralist feminism, feminist phenomenology, intersectionality and queer theory. These theoretical perspectives are put to use in a discourse analysis of rap lyrics by 38 rap artists in Sweden from the period 1991-2011. The thesis is based on the following four articles: Sticky masculinity: Post-structuralism, phenomenology and subjectivity in critical studies on men explores how poststructuralist feminism and feminist phenomenology can advance the understanding of subjectivity within men and masculinity research. Drawing on Sara Ahmed, and offering re-readings of John Stoltenberg and Victor Seidler, the article develops the notion of “sticky masculinity”. Degrees of intersectionality: Male rap artists in Sweden negotiating class, race and gender analyzes how class, race, gender, and to some extent sexuality, intersect in rap lyrics by male artists. It shows how critiques of class and race inequalities in these lyrics intersect with normative notions of gender and sexuality. Drawing on this empirical analysis, the article suggests that the notion of “degrees of intersectionality” can be helpful in thinking about masculinity from an intersectional perspective. ‘No homo’: Straight inoculations and the queering of masculinity in Swedish hip hop explores the boundary work performed by male artists regarding sexuality categories. In particular, it analyzes how heterosexuality is sustained, given the affection expressed among male peers. To this end, the article develops the notion of “straight inoculations” to account for the rhetorical means by which heterosexual identities are sustained in a contested terrain. Hip hop feminism in Sweden: Intersectionality, feminist critique and female masculinity investigates lyrics by female artists in the male-dominated hip hop genre. The analysis shows how critique of gender inequality is a central theme in these lyrics, ranging from the hip hop scene to politics and men’s violence against women. The article also analyzes how female rappers both critique and perform masculinity.
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Ferguson, Graeme William. "'I don't want to be a freak!' An Interrogation of the Negotiation of Masculinities in Two Aotearoa New Zealand Primary Schools." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9650.
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Increasingly since the 1990s those of us who are interested in gender issues in education have heard the question: What about the boys? A discourse has emerged in New Zealand, as in other countries including Australia, Canada, the United States and the United Kingdom, that attention spent on addressing issues related to the educational needs of girls has resulted in the neglect of boys and problems related to their schooling. Positioned within this discourse, boys are depicted as disadvantaged, victims of feminism, underachieving or failing within the alienating feminised schooling environment and their struggles at school are seen as a symptom of a wider ‘crisis of masculinity'. This anxiety about boys has generated much debate and a number of explanations for the school performance of boys. One concern, that has remained largely unexamined in the Aotearoa New Zealand context, is that the dominant discourse of masculinity is characterised by a restless physicality, anti-intellectualism, misbehaviour and opposition to authority all of which are construed as antithetical to success at school. This thesis explores how masculinities are played out in the schooling experiences of a small group of 5, 6 and 7 year old boys in two New Zealand primary schools as they construct, embody and enact their gendered subjectivities both as boys and as pupils.
This study of how the lived realities of schooling for these boys are discursively constituted is informed by feminist poststructuralism, aspects of queer theory and, in particular, draws on the works of Michel Foucault. The research design involved employing an innovative mix of data generating strategies. The discursive analysis of the data generated in focus group discussions, classroom and playground observations, children’s drawings and video and audio recording of the normal classroom literacy programmes is initially organised around these sites of learning in order to explore how gender is produced discursively, embodied and enacted as children go about their work and their play.
The research shows that although considerable diversity was apparent as the boys fashioned their masculinities in these different sites, ‘doing boy’ is not inimical to ‘doing schoolboy’ as all the boys, when required to, were able to constitute themselves as ‘intelligible’ pupils (Youdell, 2006). The research findings challenge the notion of school as a feminised and alienating environment for them. In particular, instances of some of the boys disrupting the established classroom norms, as recorded by feminist researchers more than two decades ago, are documented. Concerns then, that “classroom practices reinforced a notion of male importance and superiority while diminishing the interests and status of girls” (Allen, 2009, p. 124) appear to still be relevant, and the postfeminist discourse “that gender equity has now been achieved for girls and women in education” (Ringrose, 2013, p. 1) is called into question. Amid the greater emphasis on measuring easily quantifiable aspects of pupils’ educational achievement, what this analysis does is to recognize the processes of schooling as highly complex and to offer a more nuanced response to the question of boys and their schooling than that offered by, for example, men’s rights advocates. It suggests that if we are committed to improving education for all children, the question needs to be re/framed so as not to lose sight of educational issues related to girls and needs to ask just which particular groups of boys and which particular groups of girls are currently being disadvantaged in our schools.
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Slodov, Dustin A. "Nostalgia and World of Warcraft myth and individual resistance /." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1212088472.
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Heinze, Franziska. "Postkoloniale Theorie." Universität Leipzig, 2015. https://ul.qucosa.de/id/qucosa%3A15382.
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Postkoloniale Theorie bezeichnet ein breites Spektrum theoretischer Zugänge zu und kritischer Auseinandersetzungen mit historischen und gegenwärtigen Machtverhältnissen, die im Zusammenhang mit dem europäischen Kolonialismus und seinen bis heute währenden Fortschreibungen stehen. Als Gründungsdokument postkolonialer Theorie gilt Edward Saids Studie „Orientalism“ (1978). Postkoloniale feministische Theorie fokussiert auf die Situation von Frauen bzw. auf vergeschlechtlichte Identitäten in (neo-)kolonialen Settings. Neben der Konstruktion von Gender und Geschlechterrollen sind Sexualität und Begehren wichtige Topoi postkolonialer Theorie. Ein weiteres Themenfeld stellt die Dekonstruktion eurozentrischen / westlichen Wissens dar.
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Olson, Travis Heath. "The Governmentalities of Globalism: A Foucauldian Discourse Analysis of Study Abroad Practices." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436909222.
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Westman, Anders. "DDC:s avdelning 150 : en analys av psykologins klassifikation under perioden 1932-2011." Thesis, Uppsala universitet, Institutionen för ABM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-182905.
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This master’s thesis focus on Dewey Decimal Classification during the period 1932 to 2011, where the classification of the psychological knowledge domain is analyzed and discussed. In the light of the recent swedish switch from the swedish classification system SAB to DDC, this research area deserves prominence. The aim of this study is to investigate how DDC represents the historical development of the psychology subject with its underlying epistemology, to identify and analyze values and prejudice, and to analyze problems with DDC’s classification of psychology in relation to three other classification systems. The theoretical framework consists of Birger Hjørland’s Domain Analysis and Critical Classification represented by Hope A. Olson among others. The results show that DDC is updating slowly in relation to subject developments, and that the multidisciplinary character of the psychological field causes problematic spreading of its disciplines in the system. These problems are to a certain degree due to the fact that DDC is a universal classification system, leading to the creation of compromise solutions, that are to a large degree avoided in specialized systems, like Birger Hjørland’s. Moreover, results show that the system’s choice of terms indicates certain values and prejudice occurring at certain times, thereby marking the system’s non objective character. The findings are also discussed in relation to postmodernism and poststructuralism, showing that the universal classification system DDC isn’t compatible with these viewpoints.
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Macfarlane, Kym Majella. "An analysis of parental engagement in contemporary Queensland schooling." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16322/.
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This thesis examines an instance of the failure of a parent-led bid for a new local school in Queensland at the end of the last millennium. This parent-led and school-endorsed initiative failed despite a policy climate that appeared actively to encourage such initiatives from government funded school communities. The work shows that the parents of Sunnyvale College, (a pseudonym), were both encouraged by the policy environment and discouraged by the response given to their new schooling initiative, from being full educational partners in the process of the schooling of their children. The unanticipated failure is investigated as a case study of parent engagement set against a background of relationships between government and particular educational stakeholders in that time and place. It examines how these relationships are played out in this context and what the implications of this are for contemporary relationships of this type. Because the approach to the case study is not based on any assumption that the " failure" was the outcome of a pernicious state, the investigation acknowledges the discontinuous nature of such educational relationships and thus, refuses notions of linearity and continuity. The case study approach draws on poststructuralist scholarship, in particular the work of Michel Foucault (1979-84), who is the key theorist informing the investigation. Foucault's theories relating to truth, power and governmentality, are of particular interest and are used as a basis for argument and analysis. The case study is conducted in three key parts. First, the study brings together an overarching framework of interpretive and theoretical bricolage, which works to allow multiple theoretical perspectives and understandings to inform the process of investigation. Second, there is an acknowledgement of the importance of history and also, of historical contingency, in the production of events such as this failure. Thus, there is an historical account of the establishment of schools in Queensland, particularly in the 1990s, and an exploration of the differences in the establishment process across this decade. This exploration is undertaken by working backwards through relevant archival documents and other data in order to highlight the discontinuous nature of such processes. This means that parent/school relationships are historicised, using a macro and micro analysis to understand how such relationships have been produced over time. The case in question is situated within this historicising, allowing for an exploration of its nature and setting, its historical background, the roles of particular individuals, and the processes and procedures that were important in the development of the case. The third part of the study involves re-theorising parent/school relationships in contemporary contexts. The main argument of the case study is that there was a shift in the discursive constitution of schooling that was taking place at the very time that the initiative was undertaken in 1997. It is argued that the school community in question was working out of a set of assumptions about school partnerships, which had already been substantially reinscribed by a new discursive system. This new system reframed " choice" and " community" in terms of the " performative" rather than the " democratic" school. The main arguments and findings in the case study are then used to re-theorise parent/school relationships in post-millennial Queensland, particularly in relation to policy reform. This re-theorising is conducted in the form of a discourse analysis of current federal and state government policy and other types of data, which are relevant to schooling in contemporary contexts. Various interpretive and theoretical perspectives are used in this process of re-theorising, including notions of performativity (Ball, 2003a, 2003b, 2004), responsibilisation (Rose, 1990, 1999, 2000) and pedagogicalisation (Popkewitz, 2003). Such notions are employed to build on the lines of inquiry that develop as a consequence of the use of Foucauldian theory in the earlier part of the study. These concepts are also used to develop new epistemological understanding of parent/school relationships in contemporary contexts. The work of Pierre Bourdieu (1984, 2001) further assists in the conceptualisation of parent engagement in schooling as a game played on the field of schooling. As a consequence of this re-theorising, it is argued that parent engagement in schooling is a focus of increased attention on the part of educational stakeholders and is increasingly demanded by way of increased levels of responsibilised participation. This trend raises questions about the levels of fatigue and anxiety that could result for parents as a consequence of such demanding levels of performance. Additionally, an argument is presented that " performative" parenting is a prescribed set of activities, not an open invitation to leadership and high-level decision-making. Thus, as previously mentioned, choice is always already framed, as " proper" parents make " informed" choices with regard to their children's schooling. This thesis concludes that " performative" schools offer new and problematic subject positions for " performative" parents, which are inviting more engagement but constraining the type of partnership that is possible between parents and schools.
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Nascimento, Kamila Lima do. "Os sentidos da noção de democracia na obra de Ernesto Laclau." Universidade Federal de Pelotas, 2015. http://repositorio.ufpel.edu.br:8080/handle/prefix/3111.
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Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul - FAPERGS
O problema da democracia é um dos mais antigos da política e continua a ser central nos dias atuais. Nosso trabalho intenta ser uma contribuição para esta discussão através da análise do desenvolvimento da noção de democracia radical e plural na obra do filósofo argentino Ernesto Laclau, em sua fase pós-estruturalista, que compreende o intervalo entre 1985 e 2014, ano da sua morte. A abordagem teórica do autor vem ganhando destaque no campo das discussões teóricas sobre a democracia e motivado a construção de diversos outros conceitos que tomam por base a radicalidade e a pluralidade propostas em seu projeto. Entretanto, em geral os autores partem da noção construída por Laclau 30 anos atrás como se esta fosse uma fotografia final e desconsideram o seu movimento durante todos esses anos. Nosso trabalho intenta justamente esclarecer os sentidos da noção de democracia radical e plural e mostrar seu desenvolvimento na obra do autor, pois acreditamos que sua compreensão adequada é central para sua utilização no campo de pesquisa.
The problem of democracy is one of the oldest problems in politics and continues to be central today. Our work tries to give a contribution to this discussion by examining the development of the concept of radical and plural democracy in the work of the Argentine philosopher Ernesto Laclau, in his post-structuralist moment, covering the range from 1985 to 2014, the year of his death. The theoretical approach of the author is gaining prominence in the field of theoretical discussions on democracy and motivates the construction of several other concepts based on the radical and the plurality proposals in your project. However, in general, the authors begin with the notion constructed by Laclau 30 years ago as if it were the last photograph, disregarding its movement over the years. Our work tries to clarify precisely the meanings of the notion of radical democracy and to show its development in his works, as we believe its proper understanding as central to its use in the search field.
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Wilshere, Andrew Thomas Hugh. "The rights of the other : Emmanuel Levinas' meta-phenomenology as a critique of Hillel Steiner's 'An Essay on Rights'." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/the-rights-of-the-other-emmanuel-levinas-metaphenomenology-as-a-critique-of-hillel-steiners-an-essay-on-rights(a85fdbcc-e135-4e29-8229-1899c80182cc).html.
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In contemporary philosophy about justice, a contrast between empirical and transcendental approaches can be identified. Hillel Steiner represents an empirical approach: he argues for building an account of justice-as-rights out of the minimal inductive material of psychological linguistic and moral intuitions. From this opening, he ultimately concludes that persons have original rights to self-ownership and to an initially equal share of natural resources. Emmanuel Levinas represents a transcendental approach: he argues that justice arises from a transcendent ethical relation of responsibility-for-the-Other. This relation underpins all subjective cognition, and makes rationality, reasoning, and rights possible. Analysis of each of these positions reveals certain problems. On the one hand, Steiner’s argument contains a number of latent methodological, conceptual, and structural presuppositions. These include the pretheoretical concepts of “person”, “equality”, and “consistency”. These presuppositions prefigure and condition the conclusions which Steiner reaches. On the other hand, Levinas fails to provide a convincing account of how the self comes to be an object of my own deliberations about morality and justice. This amounts to an annihilation of the subject which undermines his argument for the subject as a site of responsible action. As Steiner identifies, justice encompasses equal moral agents. Levinas’s hyperbolic description of the ethical relation’s asymmetry must therefore be revised. Nevertheless, what remains is the strength of Levinas’s argument for the priority of the ethical relation over thematization, rationality, and consciousness. The hidden presuppositions supporting Steiner’s work are evidence of Levinas’s plausibility in this respect. Steiner’s account of justice-as-rights requires a prior ethical relation in which we recognise one another as separate persons, each possessing an ethical status of their own; an attitude of justice motivates Steiner’s description of justice. This attitude is evident in language, which is communication before it is thought. In that individual rights can be conceived only on the basis of a relation of responsibility, rights are primordially the rights of the Other.
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Åhman, Henrik. "Interaction as existential practice : An explorative study of Mark C. Taylor’s philosophical project and its potential consequences for Human-Computer Interaction." Doctoral thesis, KTH, Medieteknik och interaktionsdesign, MID, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-191500.
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This thesis discusses the potential consequences of applying the philosophy of Mark C. Taylor to the field of Human-Computer Interaction (HCI). The first part of the thesis comprises a study focusing on two discursive trends in contemporary HCI, materiality and the self, and how these discourses describe interaction. Through a qualitative, inductive content analysis of 171 HCI research articles, a number of themes are identified in the literature and, it is argued, construct a dominant perspective of materiality, the self, and interaction. Examples that differ from the dominant discourse are also discussed as alternative perspectives for each of the three focal areas. The second part of the thesis comprises an analysis of Mark C. Taylor’s philosophical project which enables a number of philosophical positions on materiality, the self, and interaction to be identified. These positions are suggested to be variations and rereadings of themes found in Friedrich Nietzsche’s philosophy. These variations emerge as Taylor approaches Nietzsche through poststructuralism and complexity theory, and it is argued that the apparent heterogeneity of Taylor’s project can be understood as a more coherent position when interpreted in relation to Nietzsche’s philosophy. Based on the findings of the two literature studies, the thesis then discusses the possible consequences for HCI, if Taylor’s philosophy were to be applied as a theoretical framework. The thesis argues that Taylor’s philosophy describes the interaction between humans and computers as an existential process, which contrasts with the dominant HCI discourse; that this view can be related to and provide a theoretical foundation for the alternative discourses in HCI; and that it can contribute to developing HCI.Denna avhandling syftar till att diskutera de möjliga konsekvenserna av att applicera Mark C. Taylors filosofi inom fältet Människa-Datorinteraktion (MDI). Den första delen av avhandlingen utgörs av en studie som fokuserar på två diskursiva trender inom MDI, materialitet och självet, och hur dessa diskurser beskriver interaktion. Genom en kvalitativ, induktiv innehållsanalys av 171 forskningsartiklar inom MDI-fältet identifieras ett antal teman som kan sägas utgöra dominerande perspektiv i framställningen av de tre fokusområdena. Studien identifierar också exempel på alternativa perspektiv som kontrasterar mot den vedertagna bilden av materialitet, självet samt interaktion inom MDI. Den andra delen av avhandlingen utgörs av en analys där Mark C. Taylors filosofiska projekt utforskas med syfte att identifiera filosofiska positioner som kan fungera som teoretiska resurser för en fördjupad förståelse av de tre fokusområdena. Genom en jämförelse mellan dessa positioner och filosofiska teman hos Friedrich Nietzsche framträder en bild där Taylors positioner kan sägas utgöra variationer och omläsningar av Nietzsches texter i relation till mer sentida teoretiska ansatser. Analysen syftar till att påvisa att Taylors projekt, som vid första anblicken kan tyckas utgöras av en rad skiftande och ibland motsägelsefulla filosofiska framställningar utan inre sammanhang, i själva verket kan förstås som en mer sammanhängande teoretisk position om den läses i relation till Nietzsches filosofi. Med utgångspunkt i de två litteraturstudierna diskuteras slutligen möjliga konsekvenser av att använda Taylors filosofi som teoretiskt ramverk inom MDI och följande slutsatser presenteras: att Taylors filosofi erbjuder ett perspektiv på interaktionen mellan människor och datorer som betonar interaktion som en identitetsskapande, existentiell process vilket skiljer sig från det dominerande perspektivet inom MDI; att Taylors filosofi kan relateras till och utgöra ett teoretiskt fundament för de alternativa MDI-diskurser som tidigare identifierats, samt att en sådan process kan bidra till en vidareutveckling av teoribildningen inom MDI.
QC 20160831
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Shintani, Joyce. "Gendertronics : toward a "lecture féminine" of emerging musical technologies and their aesthetics : gerhard Stäbler, Terre Thaemlitz, Miss Kittin." Thesis, Paris Est, 2008. http://www.theses.fr/2008PEST0256.
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Depuis les années 80, le développement rapide des nouvelles technologies microélectroniques a donné naissance à une nouvelle génération d’oeuvres d’art musicales. Souvent, ces oeuvres profitent d’une approche analytique provenant de la théorie des médias. En même temps, de nouveaux courants dans la philosophie ainsi que dans les études culturelles ont engendré une nouvelle notion de genre (anglais : gender), qui vient s’établir dans la musicologie anglo-américaine et, de manière plus conscrite, dans la musicologie allemande ; jusqu’ici, elle ne s’établit guère dans la musicologie française. Cette thèse entreprend une investigation théorique d’oeuvres d’art électroniques, tout en utilisant la notion de gender : gender + electronic = gendertronics. Pour cette investigation, des notions sont employées dérivant de la lecture féminine : une approche pluridisciplinaire associée à l’écriture féminine d’Hélène Cixous (* 1937), écrivain et théoricienne poststructuraliste. Puisque ni la lecture féminine ni la théorie des médias ne prend en compte des éléments musicaux, cette investigation incorpore également des aspects de l’analyse musicale. Trois artistes sont considérées : Gerhard Stäbler (*1943), Terre Thaemlitz (*1968) et Miss Kittin (*1973). L’investigation trace le développement des notions de « sujet » et de « matériau musical » depuis la théorie poststructuraliste et la musique contemporaine jusqu’à des notions philosophiques émergentes du « corps ». Une considération particulière est le genre musical electronica, repérant ses antécédents dans la musique électronique expérimentale en Europe du vingtième siècle et dans les musiques populaires de danse aux Etats-Unis dans les années 80 et 90. L’investigation cherche à joindre les recherches récentes dans ces domaines. Elle ouvre de nouvelles pistes et propose des nouveaux outils pour explorer plus profondément le domaine émergent des gendertronicsSince the 1980s, rapid development of new micro-electronic technologies has spawned a new generation of musical art works employing electronic means. These artworks are often theoretically approached using media theory. Contemporaneously, new developments in philosophy and in cultural studies have given rise to the new notion of gender, which has since found its way into Anglo-American musicological and, to a more limited degree, into German musicology, though not at all into French. The present work undertakes a gendered theoretical investigation of electronic art works – gender + electronics = ‘gendertronics’. For the investigation, notions stemming from lecture féminine are employed, a pluralistic reading approach associated with écriture féminine of the poststructuralist theorist/writer Hélène Cixous (born 1937). Since neither lecture féminine nor abovementioned media theory takes musical elements into account, this investigation also draws on music analysis. Aspects of the works of three artists are considered: Gerhard Stäbler (born 1943), Terre Thaemlitz (born 1968), and DJ Miss Kittin (born 1973). The investigation traces the development of the topics ‘Subject’ and ‘musical material’ from poststructuralist and New Music theory of the 20th century to emerging new philosophical notions of the body. Particular attention is given to the development of the musical genre ‘electronica’, tracing its antecedents from European experimental electronic music of the 20th century and from American popular dance music of the 80s and 90s; subgenres treated include rave, glitch, clicks-and-cuts, electroclash, techno, electro, ambient, and house. The investigation complements recent research addressing lacunae in these areas and offers new paths and tools for future investigation in the emerging area of gendertronics
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McFarlane, Kate. "Corporeal tracings visuality, power and culture /." Phd thesis, Australia : Macquarie University, 2005. http://hdl.handle.net/1959.14/45968.
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"2004".Thesis (PhD)--Macquarie University, Division of Society, Culture, Media & Philosophy, Department of Critical and Cultural Studies, 2005.
Bibliography: p. 315-327.
Introduction -- Aporias and openings in the architecture of the mind's eye: deconstructing pure visuality in Descartes -- Visuality, universal flesh and phenomenal circularity: visio-corporeal generality with Merleau-Ponty -- Corporeal envisionings as power-knowledge: Foucault and diffuse visio-governmentality -- The grammatology of visuality: visio-corporealising Derrida's "science" of the trace -- Conclusion.
The conception of visuality within what Jacques Derrida understands as the 'metaphysical epoch' demands revision in order to produce a fully post-metaphysical theory of visuality. Drawing upon the corporeal phenomenology of perception in Maurice Merleau-Ponty, the politico-cultural conception of visuality in Michel Foucault and the trace philosophy of vision in Jacques Derrida, visualities are theorised here as dynamic 'corporeal tracings' immanently bearing politico-cultural forces. Elements of these three major thinkers are here brought into generative dialogue and welding which, for instance, relocates the corporealism of Merleau-Ponty in terms of the trace dynamics conceived by Derrida and which in turn insists upon the visio-corporeality of general writing that Derrida largely elides. A rereading of Rene Descartes on vision is advanced in the light of this theory that deploys Derrida's deconstructive method to detect the aporias and self-deconstructions within a characteristic metaphysical discourse of pure visuality that overtly elides both corporeality and the trace (understood in the theory of corporeal tracings as inseparable). -- Merleau-Ponty is critiqued from a post-dualist position on the role of the mind and the body in the experience of visuality, Foucault's ideas on bodies, visualities and diffuse powers are developed through the notion of'visio-govemmentality' and Derrida's conceptions of grammatology and the trace are redefined in terms of an emphasis on visiocorporeality. New terms and concepts emerge from these engagements that extend and elaborate visuality theory in terms of fully post-metaphysical domains of understanding. There is a commitment throughout to three theoretical positions: corporealism, culturalism and holism or what is termed here 'total contextualism'. These positions enable the fully post-metaphysical theorisation of visualities as dynamic and complex corporeal tracings encompassing both human bodies and total visio-corporeal contexts.
Mode of access: World Wide Web.
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Van, Niekerk Marthinus Christoffel. "Shakespearian play deconstructive readings of The merchant of Venice, the tempest, Measure for measure and Hamlet /." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-11092004-115656/.
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Vácha, Ondřej. "Filosofický kontext sociálního konstruktivismu jako teorie mezinárodních vztahů." Master's thesis, Vysoká škola ekonomická v Praze, 2014. http://www.nusl.cz/ntk/nusl-201584.
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The present thesis interpretes Nicholas Onuf´s fundamental book World of Our Making. This text tries to evaluate Maja Zehfuss´ and Charlotte Epstein´s poststructuralist arguments against constructivist IR theory and tries to resolve the problem within a broader philosophical context. In the end it seeks to consider their argument against the inherent tension of Onuf´s constructivism and consequently suggest a possible solution.