Dissertations / Theses on the topic 'Schooling spaces'

Alternate programs within schools are spaces born of alternate views and the recognition that mainstream schooling does not fully engage all students. Such programs harbour students who have come to be known as “marginalized,” among a plethora of other labels, such as: at-risk, disenfranchised, drop-out, handicapped, not meeting expectations, falling between the cracks, impoverished, disadvantaged, remedial, delinquent. Rather than becoming a place of deficit, the site of alternate settings can be a space of transformation where students begin to find their voice. In this study, former alternate school students engage in dialogue with their former teacher to (re)-explore their path within the alternate setting in writing and narrative within the methodological frames of critical pedagogy and narrative inquiry. Whispers from the margin appear as students enter alternate settings and begin to reflect upon their stories of pain and healing. In line with Hannah Arendt’s concept of primary natality, students within this educative alternate space are able to exercise their natality through self-reflection before entering the political world. As students confront their belatedness and natality in an old world, inquiry into their narrative shapes their interpretation of the world and their role within it. As student voices grow louder in the grip of narrative inquiry as a microphone for their story, transformation of Self leads to the responsibility of Arendt’s political natality and Paulo Freire’s praxis and obligation towards humanity. On this transformative platform, students stand at the intersections of social, political, and educative tensions and begin to hold a megaphone to a narrative that can continue to reflect the imaginings of alternate views from the margin.
Education, Faculty of
Graduate

Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.

This international research set out to exemplify the pedagogical practices of 11 teachers from Christchurch/Ōtautahi, New Zealand (Aotearoa) and Saskatoon, Canada. It explores their resistance to the various colonial and neocolonizing constructs central to contemporary mainstream schooling in both cities (due to forces such as neoliberalism). These acts of resistance were the result of contesting ideologies of time, space, curriculum and assessment. The research, therefore, describes some of the pedagogical practises of these teachers. It also considers their narratives about their usage of place-based education (PBE) approaches and their commitment to the adoption of critical pedagogies of place (CPP) to meet the real needs of their students (both Indigenous and non-Indigenous). An interpretive paradigm was employed within a qualitative framework to underpin this research. A case study approach was also adopted and informed by a bricolage methodological framework. Primary and secondary data were collected from a number of storage sites (libraries) in both countries and through a questionnaire, interview and observation of each teacher’s classroom space. The data was analysed by coding key information while drawing out any recurring themes and points of difference. The findings reveal that certain aspects of PBE and CPP are accessible to teachers despite their feelings of being confined in terms of their ability to use time, space, curriculum and assessment within their traditional school institutions. Although their abilities to engage with PBE and CPP were limited, those teachers that had more control over time, space, curriculum and assessment were able to dive deeper into PBE and especially CPP. A key finding of this research was the extent of awareness and engagement that the teachers had in transforming controlled, static, spaces found in the classrooms, communities and natural environments into meaningful places with students. This finding also suggests that teachers with more control over time, space, curriculum and assessment have an easier time in creating this change. The findings also indicate that these teachers first needed to have the courage to challenge traditional systems of schooling, because teachers can become marginalized by other teachers and administrators when seen to be attempting to transform entrenched institutional (schooling) cultures. Flexibility and trust were two of the other recurring themes that emerged from the data collected. Teachers possessing more flexibility (with regards to time, space, curriculum and assessment design procedures) were most able to enact PBE and CPP. They were also the best-positioned participants to create meaningful professional relationships with their students and local community members. Issues of trust were clearly evident in recurring discussions around the increased amount of trust teachers needed to have with students for the students to be able to engage with space and place. There was also an increased amount of trust that school administrators (principals) needed to have in their teachers who were engaging with PBE and CPP. The research participants in this study demonstrated that, in different ways, they were striving to resist the ideologies underpinning traditional mainstream schooling, and that they were able to enact change regardless of the challenges they experienced. Their perseverance to ground their teaching in PBE and CPP approaches testifies to their love of education and their acceptance of it as a legitimate process for change and growth.

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Problematizar o uso do tempo-espaço no currículo escolar na formação de sujeitos Modernos é a proposta desta dissertação. O material empírico foi organizado a partir da inserção em uma escola de tempo integral – CIEP, localizada na cidade de Santo Ângelo, Rio Grande do Sul. Objetivando analisar enunciados produzidos sobre a escolarização de tempo integral, compus o material analítico de 22 registros fotográficos justificando sua escolha. Das recorrências dos enunciados foi definido o problema de pesquisa, assim como as três categorias de análises. A pergunta de pesquisa – “Como categorias de tempo e espaço estão implicadas em práticas curriculares que se voltam para a constituição de sujeitos escolares desejáveis dentro de uma dada ordem social em uma escola de tempo integral?”. E, por conseguinte, as categorias de análise que permitiram fazer percursos interpretativos: 1) espaço e tempo como elementos para a constituição dos alunos nas práticas curriculares; 2) práticas curriculares como envolvimento de todo
To question the use of time-space in school curriculum in the formation of Modern subjects is the aim of this thesis. The empirical data was organized from the researcher insertion in a full-day school – CIEP, located in Santo Ângelo, Rio Grande do Sul. In order to analyze statements produced regarding full-day school-based, I assembled an analytic data of 22 photographic records justifying its choice. From the recurrence of statements it was defined the research question, as well as the three categories of analysis. The research question – “How time and space categories are implicated in curriculum practices concerned with the constitution of a desired school body inside certain social order in a full-day school?”. And, thereafter, the categories of analysis which allowed undergoing the interpretative paths: 1) time and space as elements for the constitution of the students in the curriculum practices; 2) curriculum practices as a collective involvement in school’s time-space; 3) pedagogical practices that r

Meu propósito é o de convidar os que me leem a pensarem comigo sobre a pesquisa que desenvolvo acerca dos espaços comumente chamados de pátios das Instituições de Educação Infantil. Ao mesmo tempo em que se relega aos pátios uma condição secundária, que os mantém longe de estudos sobre suas configurações, pouco a pouco, em muitas escolas estão sendo suprimidos. Seguindo instrumentalizada pela perspectiva pós-estruturalista no processo de escrita da Dissertação não me volto empiricamente aos tantos pátios escolares, mas ao estudo de suas normatizações, ou ainda, aos discursos presentes em documentos ou publicações editoriais selecionados e que tratam dos pátios. Assim, o material empírico desta análise é composto então por dois documentos recentes disponibilizados pelo Ministério de Educação e Cultura (MEC) e duas publicações editoriais das décadas passadas: - Parâmetros Básicos de Infra-Estrutura para Instituições de EI – volume (MEC, 2008a) e encarte (MEC, 2008b); - Paisagismo no Pátio Escolar (FEDRIZZI, 1999); - A Cidade e a Criança (LIMA, 1989). A partir deles trato dos acontecimentos históricos que culminaram com a edificação das IEI tal como as conhecemos; focalizo os pátios em meio à discursividade que constitui a infância escolarizada; abordo a formação dos campos discursivos que, de algum modo, são autorizados ou legitimados como referenciais teóricos dos espaços escolares, sobretudo, referindo-se aos documentos analisados e aos pátios das IEI e dedico-me à questão que considero central ao tratar deste tema, tanto para as pesquisas relacionadas às infâncias, quanto às arquiteturas escolares. Surgidas no percurso desta investigação, as tantas indagações que destaquei acima me levaram a um pátio que me é diferente, um pátio que se mostra em diferentes aspectos. Um lugar que tem história, que se inventou tal qual se constituiu a própria institucionalização/escolarização de crianças pequenas. Um espaço que convida as crianças à nele permanecer. E, neste sentido, um ambiente com determinada função na escolarização e que significa muito às crianças que nas Escolas Infantis permanecem. Um espaço destinado ao contato com „a rua‟, a fantasia, a brincadeira, a natureza, a aprendizagens, ao prazer. Tudo isso dentro dos limites da escola. Limites não apenas no sentido físico, mas de um ambiente calculado e controlado para tanto. Um lugar governado. Destaco, contudo, que as arquiteturas escolares – e/ou o governo das infâncias através de tais arquiteturas – não pertencem a um único discurso, no caso o pedagógico. Ao contrário, pertencem a um conjunto de práticas ou um campo de discursividades em torno deste espaço – a escola.
My purpose is to invite those who read me to think with me about my research concerning spaces of Childhood Education Institutions commonly called schoolyards. At the same time it is being relegate to them a secondary condition that takes them away from studies of their settings, step by step, in many schools they are being suppressed. Following the post-structuralist perspective on the writing process of my dissertation, I do not turn myself to so many existing schoolyards empirically, but to the study of their norms and speeches presented on documents and selected editorial publications that analyze schoolyards. Therefore, the empiric material of this analysis is composed by two recent documents released by the Ministry of Education and Culture (MEC) and two editorial publications released in the past decades: Infrastructure Basic Parameters for Childhood Education Institutions – volume (MEC, 2008a) and booklet (MEC, 2008b) - School Yard Landscaping (Fedrizzi, 1999) - The City and the Child (LIMA, 1989). Starting from them, I write about historical events that culminated with the construction of the Childhood Education Institutions as we know; I focus on the schoolyards amid the discourse that constitutes childhood education; I aboard the formation of discursive areas that, somehow, are authorized or legitimized as theoretical benchmarks for school spaces, especially referring to the examined documents and the childhood education institutions schoolyards and I dedicate myself to the question I consider central to this theme both for research related to childhood, as to school architecture. Those many highlighted questions above, aroused in the course of this investigation, led me to not well-known schoolyard, one that shows itself in different aspects. It is a place that contains a history and that constituted itself just like the own young children institutionalization/schooling. It is a place that invites children to stay in it. And, in this sense, a space with a particular role in schooling and that means a lot to children who remain in the Childhood Schools. A space destined to connect to the street, fantasy, fun, nature, learning, pleasure. All of this within school limits, not only in a physical sense, but an environment calculated and controlled to this purpose. A governed place. I remark, withal, that school architecture - and/or government of childhood using that architecture – does not belong to just one speech, in this case the pedagogical one. It belongs to a set of practices or discursivities areas around this site: the school.

O presente trabalho parte do pressuposto de que há uma divergência entre a historicidade da escola, seus objetivos e a juventude contemporânea e suas demandas. Diante disso, o objetivo dessa pesquisa foi analisar a relação entre juventude e a organização do espaço escolar, mais especificamente, investigou-se a seguinte problemática: Que sentidos e perspectivas os jovens constroem sobre o espaço escolar? Como se configura o espaço escolar e como este é ocupado/vivido/transformado pelos jovens? Que expectativas os jovens evidenciam em relação à transformação do espaço escolar? Como o espaço escolar deveria ser organizado na visão dos jovens estudantes? O lócus da pesquisa é uma escola pública que atende jovens do Ensino Médio e está localizada em uma cidade de médio porte do Estado de Minas Gerais. A organização metodológica da pesquisa combinou quatro procedimentos para coleta e análise dos dados: i) a observação, a produção de um caderno de campo e o registro imagético (a produção de imagens fotográficas) do espaço escolar, ii) a análise de produção de textos elaborados pelos jovens estudantes do ensino médio, iii) os relatos dos jovens capturados por meio de entrevistas. Identificamos que a juventude gestada na contemporaneidade produz conflitos com o espaço escolar moderno e coloca a educação escolar sob suspeita. A organização do espaço escolar é, nesse compasso, colocada em cheque. À medida que a escola não condiz com as expectativas do universo juvenil, há um desajustamento entre o ser jovem e o papel de aluno. A partir da análise do espaço escolar, percebemos que a escola não reconhece o jovem que há no aluno, como se ao entrar pelo portão, esse sujeito fosse capaz de abandonar, por algumas horas, suas expectativas, experiências, necessidades e a identidade sociocultural. Contudo, percebemos que a juventude vivencia e ocupa o espaço escolar lhe conferindo significados e usos diversos, deixando suas marcas inscritas na organização do espaço, seja nas transgressões, nas fugas, na indisciplina, no tipo de sociabilidade construída, nos conflitos, nos rabiscos, nos corpos. Por isso, eles falam sobre imposições, estratégias e resistências que implicam a necessidade de se identificar, expressar, de tornar a escola um lugar de pertencimento.
This paper is based on the assumption that there’s a divergence between the historicity of the school and its objectives and the contemporary youth and their requests. Therefore the objective of this research is to analyze the relation between the youth and the organization of the schooling space, more specifically, the following problematic was investigated: Which sense and perspectives, youngsters build over the schooling space? How is the schooling space configured and how it’s occupied/lived/transformed by youngsters? What expectations do youngsters evidence in relation to the transformation of the schooling space? How should the schooling space be organized according to young students’ point of view? The localization of the research is a public school which attends youngsters of Middle School and it’s located in a medium-sized city in the state of Minas Gerais. The methodological organization of the research combined four procedures to collection and analysis of data: i) the observation, the production of a notebook and field and the image registration (the production of photographic images) of the schooling space; ii) the analysis of text productions elaborated by young students of middle school, iii) the youngsters’ reports captured through interviews. We identified that the youth raised in the contemporary world produces conflicts with the modern schooling space and places the schooling education under suspicion. The organization of the schooling space is, in this context, put in check. As the school doesn’t meet the expectations of the youth universe, there’s a maladjustment between being young the role of a student. From the analysis of the schooling space we realize that the school doesn’t know the youngster that lies on the student, as if entering the gate this subject was able to abandon, for a few hours, one’s expectations, experiences, necessities, socio-cultural identity. However the youth lives and occupies the schooling space giving it meaning and diverse uses, letting their trademarks in the space organization, as in transgressions, escapes, indiscipline, type of sociability build, conflicts, scratches, bodies. Therefore they speak about impositions, strategies and resistance which imply the necessity of identifying, expressing, making the school a place of belonging.
Dissertação (Mestrado)

A partir do construto de mediação simbólica de Vigotski, entendida como intrínseca ao processo de desenvolvimento psíquico e cultural humano, esta pesquisa, de cunho qualitativo, investigou o espaço escolar enquanto mediador de significados e sentidos sobre a escola, tanto pelo que propõe sua configuração arquitetônica quanto pelas experiências e usos que possibilita ou que se faz desse espaço, com especial atenção para a sua ressignificação pelos usuários das escolas, principalmente os alunos. A pesquisa foi desenvolvida em duas dimensões: análise do referencial teórico e pesquisa empírica. A pesquisa teórica percorreu autores de diversas áreas do conhecimento (Educação, Arquitetura, Psicologia, Filosofia e Geografia) que trouxeram importantes contribuições para esta reflexão. A pesquisa empírica foi realizada numa escola pública estadual da cidade de São Paulo, construída no período da Primeira República e com 104 anos de existência e tombada pelo CONDEPHAAT (Conselho de Defesa do Patrimônio Histórico, Arqueológico, Artístico e Turístico da Secretaria da Cultura do Governo do Estado de São Paulo) pelo valor histórico, cultural e arquitetônico de seu prédio. Foram utilizados como procedimentos de coleta de dados a observação em campo e o registro iconográfico (fotografias e desenhos), entrevistas livres e registro de depoimentos espontâneos dos funcionários da escola e uma entrevista semiestruturada e em grupo com alunos do 8º ano do Ensino Fundamental todos com o objetivo de identificar e compreender a constituição, organização, uso, vivências cotidianas, apropriações e significados do espaço escolar. Desta forma, compôs-se uma reflexão que traz contribuições para o entendimento do espaço como construção humana e, como tal, lugar que carrega significações não aleatórias, mas passíveis de serem transformadas e recriadas por meio da diversidade de apropriações que pessoas reais fazem dele; lugar que impõe constrangimentos (conformando corporeidades e mentalidades) e impinge controle e disciplina ou que pode estar aberto à experimentação criativa; lugar impregnado pela(s) cultura(s), mas que também é habitado por percepções e vivências pessoais; e, no caso da escola, materialidade que propõe, ainda, sentidos sobre a escola e o conhecimento e sobre sua função em nossa sociedade.
From Vygotskys construct of symbolic mediation, understood as intrinsic to the human psychological and cultural development, this qualitative study has investigated the school environment as a mediator of meanings and senses of school, both by means of what the schools architectural configuration proposes and by the experience and uses that it allows, and has focused on the schools resignification by its users, especially students. The study included two dimensions: an analysis of the theoretical framework and empirical research. The theoretical research included authors from different areas of knowledge education, architecture, psychology, philosophy and geography , who brought important contributions to this discussion. The empirical research was conducted in a state public school in Sao Paulo city. Built 104 years ago, during the First Republic, such school was listed by Conselho de Defesa do Patrimônio Histórico, Arqueológico, Artístico e Turístico (CONDEPHAAT Council for the Defense of Historical, Archaeological, Artistic and Touristic Heritage) of São Paulo State Department of Culture, for the historical, cultural and architectural value of its building. As for data collection, I used field observation and iconographic records (photographs and drawings), free interviews and recording of spontaneous comments from school officials and a semi-structured group interview with 8th grade students, aiming to identify and understand the constitution, organization, use, and daily experience and meanings of the school space. Thus, I have written a reflection that brings contributions to the understanding of space as a human construction and, as such, as a place that carries meanings that are not random and can be transformed and recreated through the diversity of appropriations by real people; a place that imposes constraints (conforming mentalities and corporealities) and enforces control and discipline or that may be open to creative experimentation; a place impregnated with culture(s), but also inhabited by our personal perceptions and experiences; and, in the case of school, materiality which also proposes senses of school and knowledge and about its role in our society.

Abstract This thesis acknowledges the social and cultural importance of education and the role the institution plays in the construction of knowledge – in this case of young Nunga males. It also recognizes that education is a contested field. I have disrupted constructions of knowledge about young Nunga males in mainstream education by mapping and rapping - or mappin and rappin Aboriginal English - the theories of race, masculinity, performance, cultural capital, body and desire and space and place through the use of Nunga time-space pathways. Through disruption I have shown how the theories of race and masculinity underpin ways in which Blackness and Indignity are played out within the racialisation of education and how the process of racialisation informs young Nunga males’ experiences of schooling. The cultural capital that young Nunga males bring to the classroom and schooling environment must be acknowledged to enable performance of agency in contested time, space and knowledge paradigms. Agency privileges their understanding and desire for change and encourages them to apply strategies that contribute to their own journeys home through time-space pathways that are (at least in part) of their own choosing.

This thesis explores the transformative potential of art education. In particular, it argues that art education can be a productive site to explore the multiplicities of subjectivities and to adopt the transformative principles of feminist poststructuralism. To illustrate this notion, I researched a number of key spaces and texts related to art education. Firstly, I documented the art that was created by senior art students in three Queensland secondary schools. In addition to students' art, I documented their visual journals as a way of constructing meanings around their art. Secondly, I conducted interviews with three senior art teachers, which were aimed at exploring their personal philosophies to teaching and art education and their attitudes towards subjectivity in art. Finally, as a means of providing a context for these texts, I also undertook observations of the school and classroom spaces. From these data, I used the poststructuralist tool of discourse analysis to explore how schools, teachers and students take up, mobilise and occupy transformative spaces and discourses.

In adopting a feminist poststructuralist framework, this thesis opens by stressing the importance of writing from my body, subjectivity and lived experiences. I do so by exploring my own art and how I have used this space to explore my lived experiences and subjectivity. I also situate my methodology, research sites and participants. From this discussion, in Chapter Two, I discursively position my research within the literature. As such, in Chapter Two I focus on three key texts that allow my review to move between educational discourses, the gendering of art education and the transformative potential of art education. In Chapter Three, I explore in more detail poststructuralism's notion of subjectivity and the politics of transformation. As I argue, this perspective enables my research to adopt a productive way of seeing and understanding subjectivity and provides strategies of transformation. In Chapter Four, I outline how this lens has influenced the way I have constructed, designed and approached my research. After establishing the theoretical premise and design of my research, the next four chapters focus on the analysis of my research data. In Chapter Five, I analyse how students create art that resonates with the transformative principles of feminist poststructuralism. In doing so, I highlight how students use the potential of art education to explore their multiple subjectivities, embodiment and lived experiences. However, I believe this tells only part of the transgressive story, as the transformative potential of art education is a multi-layered and complex issue. Therefore, in the following three data analysis chapters, I explore some of the complexity surrounding art education and outline some of the possible factors or reasons that may contribute to students creating transformative art. In Chapter Six, I argue that the curriculum documents that relate to art education (such as the Visual Art Senior Syllabus and the teachers' work programs) provide spaces for students to explore their subjectivity and equip them with strategies of transformation. In Chapter Seven, I outline some of the differences that art education embodies and, by doing so, I suggest that these differences may contribute to the transformative possibilities of art education. In Chapter Eight, I discuss how art education can provide a space for students to explore and express emotions that have been traditionally edited out of the school environment. In the final chapter, I summarise my findings and suggest spaces for further research. Through this process this thesis advocates for art's importance in education. As such, it contributes to the ways in which teachers and schools recognise, accommodate and celebrate the role art has in the ongoing construction and negotiation of subjectivity.

This dissertation explores how rural young people imagine their futures in neo-liberal times. The analysis is based upon three months of ethnographic research with grade 7/8 students in ‘Fieldsville,’ a predominantly white and working-class rural community in Southeastern Ontario. I examine students' participation in a widely-used career-education program called The Real Game, in which they are encouraged to become entrepreneurial subjects capable of crafting productive futures in an uncertain world. My study asks: How do these young people produce and perform their imagined future selves, and what does this suggest about the opportunities and constraints that shape their current identities? Integrating insights from feminist poststructural theory and cultural geography, the project extends and challenges studies of the neo-liberal subject by integrating an analysis of place. The thesis builds upon, and contributes to, critical scholarship theorizing young lives as socially, spatially and temporally situated by exploring processes of location within subjectivity formation. Integrating classroom and playground observations with focus groups and interviews, the analysis reveals that young people draw upon diverse discourses in order to envision the person they hope to become. In addition to the subject positions on offer in The Real Game, popular culture provides a key resource in practices of self-making, as students invest in middle-class ideals of the “good life,” and distinguish their own rural location from racialized mappings of urban and global others. Although Fieldsville students are deeply invested in their rural community, tensions emerge where local attachments meet dominant narratives of mobility that encourage them to locate their futures elsewhere. These place-based tensions present particular challenges for girls, who must negotiate the gendered dynamics of rural social space alongside popular discourses of “girl power” that proffer unlimited possibilities for today's young women. Teasing apart the intersections of gender, race, class and space within students' narratives, I argue that studies of neo-liberal subjectivity must examine how dominant discourses are negotiated from particular social and geographical locations. Methodologically, the analysis demonstrates how school-based ethnography can shed light on broader socio-historical processes as they are lived in specific geographical and cultural spaces.

The body's tale traces the genealogy of my educated body. I used postcolonial autoethnographic methods in field research at sites of my schooling, combined with selfwriting, to come to "know myself through askesis. The Tale uses poetry, narratives, academic prose and visuals, as well as liberal doses of irony; it is set in the temporal frame of an academic Book of Hours. A feminist and Foucaultian counterhistory, the Tale re-presents my education, in parodic and dis-associative ways, as a discursive and a colonizing practice which resulted in the (frequently willing) subjectification of myself as female, heterosexual, upper middle class, white and Imperial. My subjectification began at Home, was perfected at school, and reinforced in university education. Capacitive and communicative power was literally applied to me/my body to induce a self-understanding of an essentially flawed interior with a "natural" sexual identity. My counter-memories illustrate how I internalized the effects of pastoral power, learned to interpellate liminality, and to police the spatialized ingestion and abjection of identity creating substances. Profound early training limits my body's ability to consciously subvert some subjectivities, like gender and race, even though I understand these to be performative. Where power relations existed in educational settings, then, as an active agent, "fields of possibilities" for reworking subjectivities opened up to me, and especially in heterotopic and "liminai" places/contact zones like toilets, bathrooms, cemeteries, and hallways. I tell stories of frequently futile resistance struggles against dominating power, yet, as this power needs to be constantly applied to subjects, iteration contains the potential for its failure. Resistance to communicative power is possible through re-writing the self, and in correspondence with others; the Tale chronicles a parallel (largely unconscious and unplanned) body project, which successfully re-inscribed some subjectivities, simultaneously with the writing of the academic Tale, thus demonstrating the productivity of power relations. University adult educators can become aware of: how we use power in education; the possibilities for change inherent in finding out and then resisting what "we are"; how subjectivities shift across spaces; and, how to counter our learned tendency to "swarm" out as colonizers/disciplinary mechanisms. We can practice an ethics of caring for the self, rather than caring for others—a discourse which cloaks pastoral power—where our aim is self-knowledge through writing and counter remembering.

abstract: Human experience exists within space; it is the studio for the stories of our lives. Bounded by time, location and personal experience we assign our own meanings and feelings to them, and they become personal, symbolic places: some are unique to us, imagined places where we act out stories or dreams; most are part of the natural world. Most spaces, though, are built or controlled by others; these constructed environments can become places where we may, or may not, like to be. This research examined spaces and places of children's lives through the material worlds of their neighborhoods and schools, focusing on the visible environment outside of the school building. The intersection of school and community, it is a material embodiment of, and evidence toward, how a community's resources are apportioned to important aspects of children's developmental years. These visible representations speak of that society's values and goals for the children for whom they (we) are responsible. This examination used multiple research tools, primarily using visual approaches such as current photographs, archival images and data, descriptive census materials and maps. Historical documents, (many of which are now digitized), as well as other academic literature, local journalistic efforts and school district publications added important materials for analysis. Findings lead to deeper understanding of ways that visible, material worlds of schools and neighborhoods -- past and present - can reflect, and direct the experiences of childhood today, and often mirror those of children past. These visual and narrative approaches contributed to understanding the importance of material evidence in revealing inequity and class differences in ways that children, then, must &ldquodo school &rdquo
Dissertation/Thesis
Doctoral Dissertation Educational Psychology 2014

South Tyrol is an autonomous province, which belongs to the Italian Republic. Its territory is specific for several reasons. This is caused by the historical development and also by the fact that South Tyrol is a crossroad where the Germanic culture and language meets the Romanesque one. The citizens are usually bilingual. The language issue offers a large number of topics, which can be further examined. This thesis is focused on language use in the public sector nowadays. First, the historical context of the South Tyrolean question will be explained with focus on language because the current state results from past events. Second, I will explore three following areas of the public sector: communication with public administration, politicians and at school. The main emphasis will be again placed on language. Next, I will deal with the language model of South Tyrol. My goal is to try to answer this question: Is the described model functional, stable and possibly transferable?

The Castle of Education and the Nation is a work concerning secondary segment of schooling system in the political district of Sušice. The time scope of the work is framed by two school reforms from years 1869 and 1953. The work is divided into four topic areas. The opening part dedicates its attention to crucial literature regarding secondary schools, based on it the development of the secondary schooling in the inquired period is outlined, also the formation and evolution of secondary schooling in the political district of Sušice. Second part founded on the primary source research. All secondary schools in the political district of Sušice are analysed in detail with the emphasis put on changes in numbers of students in particular class, their gender and language composition and their geographical and socio-professional background. Emphasis is also laid on the percentage of the studying, who completed particular school successfully. The third part of this work builds on the second part. It sums up and generalises the results of the analysis and manipulates with it further using some theories from the field of history, sociology and the theory of nationalism. Especially the idea of social reproduction, social rise through secondary school education and the specific relationship of men and women to...