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Dissertations / Theses on the topic 'Symbolic reading'
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Ehsan, Arooj [Verfasser]. "Disrupting the Symbolic Hamlet: A Semiotic Reading / Arooj Ehsan." Berlin : Freie Universität Berlin, 2020. http://d-nb.info/1224884000/34.
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Nalyahaka, Nadia. "Reading as a symbolic bridge for the cultural and spiritual heritage." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15343.
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Collins, Melissa Anne. "The Roles of Symbolic Mapping and Relational Thinking in Early Reading and Mathematics." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:105071.
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Thesis advisor: Elida V. LaskiThis research explored the roles of symbolic mapping and relational thinking in early reading and mathematics learning. It examined whether symbolic mapping and relational thinking were predictive of children’s reading and mathematics knowledge; the extent to which these domain-general cognitive scores explained correlations between the two domains; and whether these cognitive scores mediated relations between verbal intelligence and reading and mathematics. Furthermore, the present research explored whether home learning experiences were predictive of children’s symbolic, relational, reading, and mathematics scores. Participants in Study 1 were 86 preschool children from the Boston area. Children completed an assessment of verbal intelligence and a range of symbolic, relational, reading, and mathematics measures. Results showed that reading and mathematics scores were highly correlated; symbolic and relational scores were predictive of domain-specific performance; and symbolic and relational thinking mediated relations between verbal intelligence and reading and mathematics knowledge. These findings suggest that symbolic mapping and relational thinking may provide foundational cognitive skills that support early learning. Study 2 investigated whether home learning experiences were related to children’s symbolic, relational, reading, and mathematics scores. Participants were the 86 parents of children from Study 1. Parents reported the frequency with which they and their child engaged in various activities. Findings showed a significant relation between symbolic learning experiences and children’s reading and mathematics scores, but no relations between learning experiences and children’s symbolic or relational scores. There was a strong association between parents’ beliefs about the importance of mathematics for kindergarten readiness and children’s reading and mathematics scores. The results suggest that homes rich in symbolic learning experiences may best support children’s early learning, but parental beliefs about mathematics may differentiate highly effective and less effective learning environments. Taken together, these two studies contribute to our understanding of the constructs of symbolic and relational thinking as foundations for early learning in reading and mathematics. Findings are discussed in terms of their implications for improving school readiness via increased intentionality in early educational activities
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Cardoso, Zylbersztajn Pedro. "Negotiating with the II && ! : reading codes and their symbolic structures of control." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118657.
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Thesis: S.M. in Art, Culture and Technology, Massachusetts Institute of Technology, Department of Architecture, 2018.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 93-96).
This thesis investigates software as a textual and aesthetic object through research- based artistic practice and arts-based research. Its main particular interest is in how codes (computer codes, more specifically, but positioned in relation to other linguistic codes) exercise control. It engages Pierre Bourdieu's framework of language and symbolic power, Stuart Hall's encoding/decoding model, and Wendy Chun's notion of programability, aiming to discuss how to read codes in ways that create possible semantic and pragmatic negotiations with their imperatives. This document draws a model of reading that accounts for the sociological distribution of authority contained in software. It accepts ambiguity in face of invisibility, examines what is the ontological proximity of the code with the performative effect it generates, and how shifts and manipulations of this relational axis may work to oppose or divert prescriptive command structures. The goal of the project is to reflect upon how art practice can provide different modes of reading codes that may prove themselves pertinent to a less passive engagement with this subtle layer of control of everyday life.
by Pedro Cardoso Zylbersztajn.
S.M. in Art, Culture and Technology
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Landry, Oriane. "Orienting of visual attention among persons with autism spectrum disorders : reading versus responding to symbolic cues." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102668.
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Persons with autism spectrum disorders (ASD) appear to be slower to interpret the meaning of symbolic cues. This could be because they are slower to read the symbolic cue, or because they are slower to select a response to the symbolic cue. Groups of participants with autism (n=11), participants with Asperger syndrome (n=9), and typically developing children (n=16) completed four forced-choice reaction time tasks to examine whether persons with ASD are slower to process the symbolic cue or slower to prepare a response to the cue. The participants completed two control conditions and two orienting conditions using non-predictive central arrow cues. In the Target and Cue conditions, participants gave a speeded response to the appearance of either a target (x) or a central arrow. In the Variable Cue Exposure (VCE) condition, the exposure time to the cue varied (100, 300, 600, or 1000 ms) and was followed by a 100 ms blank screen before the presentation of the target. In the Constant Cue Exposure (CCE) condition, all cues were presented for 100 ms and were followed by blank screens that varied in presentation length (100, 300, 600, or 1000 ms) before the presentation of the target. The results indicated that each group showed a unique pattern of responding. In both the Target and Cue conditions, participants with autism were slower than both Asperger syndrome and typically developing children. In both the VCE and CCE conditions, behavioural effects of the cue were found for participants with autism at longer SOAs than for Asperger syndrome, and at longer SOAs for Asperger syndrome than for typically developing children. These findings support the notion that persons with ASDs are impaired in their preparation of responses as opposed to impaired in reading the meaning of the cue. Further, both the ASD groups showed stronger facilitation effects at longer SOAs than typically developing children, indicating that they were less able to use cue predictability to mediate responding. The differences found between autism and Asperger syndrome are discussed in terms of developmental and clinical distinctions between the groups, and implications for theory and research design.
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Svensson, Andreas. "Forsake Thy Art, Forsake Thyself : A Lacanian Reading of Oscar Wilde's The Picture of Dorian Gray." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32531.
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This essay argues, with the help of Lacanian psychoanalysis, that Dorian Gray, the protagonist in Oscar Wilde’s novel, fails to abide by the rules governed by the culture of society. It is argued that Lacan’s theories about the mirror stage develop Dorian’s character and his realizations of his true self as part of the culture which shapes him. The mirror is represented by the four characters Basil Hallward, Lord Henry Wotton, Sibyl Vane, and Sibyl’s brother James. Basil, Henry, and Sibyl are all representations of different aspects of the mirror explained by Lacan’s theories, and these three characters help Dorian realize his true identity and self.
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Olterman, Hillevi, and Janina Kingstedt. "Läsvänlig litteratur som skildrar utanförskap : En studie om oavsiktliga konsekvenser och symboliskt våld i skolan." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29244.
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Denna uppsats belyser oavsiktliga konsekvenser som kan uppstå när skolpersonal rekommenderar läsvänliga böcker som skildrar utanförskap. Uppsatsen ämnar söka svar på om skolans pedagogiska åtgärd att rekommendera läsvänliga böcker kan ses som en oavsiktlig symbolisk våldföring samt undersöka vilka etiska dilemman som kan uppstå på grund av att böckerna skildrar utanförskap. Pierre Bourdieu och Jean-Claude Passerons teori om symboliskt våld och Donald Broadys teori om ”Den dolda läroplanen” visar att det finns en maktutövning mellan elever och lärare. Robert K. Mertons teori om oavsiktliga konsekvenser visar vilka konsekvenser som kan uppstå till följd av målmedvetna sociala handlingar. Den tidigare forskning som presenteras i uppsatsen pekar bland annat på att ungdomar ser ett samband mellan skolmisslyckanden och socialt utanförskap. Efter textanalys av Kim Olins bokserie samt blogginlägg skrivna av lärare och skolbibliotekarier har resultaten visat att tillhandahållandet av denna typ av läsvänlig litteratur kan ses som en form av symbolisk våldföring samt att det finns ett etiskt dilemma i böckernas innehåll i relation till den tänkta läsaren.The aim of this essay is to seek an answer to if a schools educational measures in their recommendation of reader-friendly books can be seen as an utterance of symbolic violence and to examine what kind of ethical dilemmas can arise from a book that portrays social exclusion. Pierre Bourdieu and Jean-Claude Passeron’s theories of symbolic violence and Donald Broady’s theory of the hidden curriculum show that teachers wield and exercise a kind of power against and in relation to their students. Robert K. Merton’s theory about unintended consequences exemplifies the kinds of consequences that purposive social action can have. Previous research presented in this essay show that young people often see a correlation between academic failures and social exclusion. After a textual analysis of Kim Olin’s book series about Simon, and blog posts written by teachers and school librarians, our results show that a provision of this type of reader-friendly literature can be seen as an action of symbolic violence against the reciever, and that there is an ethical dilemma to be found in the books subject matter in relation to the intended reader.
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Lavenus, Marielle. "Lecture renouvelée des miniatures du Maître de Wavrin : l'Histoire de Gérard de Nevers du manuscrit Bruxelles, KBR, ms. 9631." Electronic Thesis or Diss., Université de Lille (2018-2021), 2021. http://www.theses.fr/2021LILUH034.
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La présente thèse propose une lecture renouvelée des miniatures du manuscrit Bruxelles, KBR, ms. 9631, contenant l’Histoire de Gérard de Nevers probablement enluminée par le Maître de Wavrin dans les années 1460 pour le duc de Bourgogne Philippe le Bon. Cette lecture renouvelée prend appui sur le symbolisme élargi du répertoire plastique et iconographique du Maître de Wavrin. En effet, l’enlumineur use de nombreux procédés pour doter les images de sens. Jeux sur la composition, sur les couleurs, mais aussi sur les mots, provoquent le lecteur-spectateur et l’invitent à faire une lecture dialoguée et ludique. Par le biais de l’équivoque, des pratiques sociales de lecture qui lui sont associées et dont la cour de Bourgogne était férue, l’œuvre s’inscrit naturellement dans le contexte artistique, littéraire et intellectuel de sa production. Selon le prisme d’une lecture oblique reposant sur la parole que suggèrent les images sous la forme d’énoncés prévisibles, l’analyse du cycle iconographique de Gérard de Nevers met au jour la lecture personnelle que l’enlumineur a faite du récit. L’humour et la grivoiserie deviennent des thématiques centrales. En effet, dans les images, le parcours initiatique du jeune chevalier est autant érotique que curial ou guerrier. En conséquence, les rapports de genres et la manière dont ils sont donnés à voir sont au cœur de la lecture que nous proposons et qui démontre que les miniatures du Maître de Wavrin ne reflètent pas les discours dominants ou la misogynie ambiante de l’époqueThis dissertation offers a new interpretation of the manuscript Brussels, KBR, 9631 containing the Master of Wavrin’s miniatures of Gérard de Nevers. Probably produced in the 1460’s for the Duke of Burgundy Philip the Good, the images rely on symbolism in the very broad meaning of the term. The Master of Wavrin’s repertoire, based on both plastic and iconographic mechanisms, allows the artist to endow the images with meanings. Playing on compositions, colours and even on the meanings of words, he provokes the spectator and invites him to produce a voiced and dialogical reading of the iconographic cycle. Such an understanding of the manuscript’s function as a game is in keeping with the artistic, literary and intellectual context of the time and the well-know taste of the court for ambiguity and equivocality. A renewed - and oblique - reading of the miniatures, based on the utterances they suggest, allows us to perceive the personal reading the artist made of the text. Since the young knight’s wandering is, in the images, not only a courtly or warlike initiation but also an erotic one, humour and bawdiness become essential themes. As a consequence, the question of gender turns out to be central. And, as this dissertation demonstrates it, the Master of Wavrin’s images do not reflect the dominant discourses or misogynistic views of the time
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Poole, Mark William. "Hitchcock's films on the couch: Freudian and Lacanian readings of symbolic space." Doctoral thesis, Universidade de Aveiro, 2017. http://hdl.handle.net/10773/18003.
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Doutoramento em Estudos CulturaisAlfred Hitchcock realizou cinquenta e três filmes num período de cinquenta anos. Perante um corpus tão vasto e um interesse, popular e académico, contínuo na sua obra, um dos objetivos desta tese é tentar descobrir quais as componentes dos seus filmes que conduziram a este fascínio. Consequentemente, esta tese pretende refletir, através de uma análise que utiliza metodologias psicanalíticas, sobre dezanove destes filmes e elementos que neles se repetem. A abordagem psicanalítica foi escolhida para perceber se existe um uso coerente de certos elementos que cria um significado simbólico nos filmes em discussão. Haverá elementos usados de forma consistente, com um significado simbólico estável que podem ser interpretados simbolicamente da mesma forma em dois ou mais filmes? E, caso contrário, que diferenças de significado se nos põem? Esta análise é baseada em elementos estruturais repetidos na mise-en-scène dos filmes, tais como escadarias ou quartos de dormir, que foram usados como termos gerais com o intuito de facilitar a investigação dos méritos simbólicos que estes, e outras componentes relacionadas, possuem. As metodologias psicanalíticas usadas incluem conceitos-chave de Sigmund Freud, como o Ego, o Superego e o Id, e de Jacques Lacan, como o Imaginário, o Simbólico e o Real. Ao usar os conceitos que estes dois pensadores psicanalíticos desenvolveram, é esperado que certos padrões simbólicos e temáticos nos filmes de Hitchcock que foram no passado sub-explorados, surjam para uma discussão mais alargada
Alfred Hitchcock made fifty-three feature films over a fifty-year period. In view of such a large corpus and continued popular and academic interest in his work, one of the aims of this thesis is to attempt to discover what components in his films have led to such an interest. As a result, this thesis considers, through an analysis using psychoanalytic methodologies, nineteen of these films and elements which are repeated across these films. This psychoanalytic approach has been chosen to examine if there is a coherent use of certain elements to create symbolic meaning in the films under discussion. Namely, are there elements that can be interpreted symbolically being used consistently with the same stable symbolic meaning in two or more films? And if not, what differences in meaning are there? To aid with this analysis, repeated structural elements in the films’ mise-enscène, such as staircases or bedrooms, have been explored to investigate the symbolic readings they and other related components might offer. The psychoanalytic methodologies being used include key concepts of Sigmund Freud and Jacques Lacan, such the former’s Ego, Superego and Id and the latter’s Imaginary, Symbolic and Real. By using these, and other concepts these two psychoanalytic thinkers developed, it is hoped that certain symbolic and thematic patterns in Hitchcock’s films that have previously been underexplored can be brought to light and discussed.
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Taylor, Colin F. "Reading Plains Indian artefacts : their symbolism as cultural and historical documents." Thesis, University of Essex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279160.
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Mitchell, Mary Louise. "A reading of the imagery of Lamentations /." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85022.
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This dissertation interprets the poems of the book of Lamentations through the study of their imagery and of the themes expressed through that imagery. The introduction places the study in the context of literary studies of biblical texts and of recent scholarship on Lamentations. The book is read in its canonical order, identifying the images and patterns of imagery which occur in each poem. Major images are compared with similar images in other biblical poetry and interpreted as to the themes which they express. Comparison of imagery which appears in several poems illustrates how the experience of the fall of Jerusalem is variously understood and expressed within the book as a whole. The poems depict the suffering and losses of the community during the siege and its aftermath, while attempting to understand what these events mean for the community's relationship with its god. The speaker of Lam 3, however, reflects on human suffering from the perspective of an individual man. The poems and the book as a whole express vividly the experience of loss and suffering. The religious meaning of the disaster remains unanswered throughout the book, with the possible exception of the first chapter, where the balance of imagery of sin and suffering suggests that the sufferers receive what they have deserved for their sins. The book as a whole both expresses loss and suffering and inquires without final resolution as to the religious meaning of the communal disaster.
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Churchill, Christina. "The Muse of Secrecy: A Qabalistic Examination of Symbolist Poetry and the Music of Claude Debussy." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/394685.
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The Qabalah played an important role to a number of esoteric and cultural groups in Paris from the 1840s through to the end of the 19th century. This Qabalistic brand of esotericism was spearheaded by Eliphas Lévi who combined facets of the Cabala of the Renaissance that held a Christian view of ancient Jewish Kabbalah, with Gnostic, Hermetic, Pythagorean, and Neoplatonic sources. Initiates sought the hidden and cryptographic meaning of Qabalistic texts and were attracted to the concept of a Divine language and its evocatory potential. This thesis shows how esoteric ideas were circulated though networks and clubs, including Le Chat Noir, Librairie de l'Art indépendant, and Mallarmé’s Tuesday salons. It argues that the Qabalah was especially important in these circles through the influence of Lévi, Gérard Encausse (Papus), and Joséphin Péladan. Baudelaire, Mallarmé, Verlaine, and Debussy, along with other Symbolist poets and composers such as Villiers de l’Isle Adam, J.-K. Huysmans, André Gide, Pierre Louys, Paul Adam, and Erik Satie, frequented these clubs and were confidants of Levi, Péladan, and Papus. While their interests in the Qabalah have been well documented, its doctrine and symbolic systems have not been used as the basis for the analysis of their poetry or music. This thesis offers the first detailed and extended analysis of poetry by Charles Baudelaire, Stéphane Mallarmé, and Paul Verlaine, and music by Claude Debussy, based on their deep immersion in Qabalistic knowledge.
The Qabalah assigns numerical and symbolic value to the letters of the Hebrew alphabet and employs cryptographic methods in order to both encrypt and decipher its wisdom in texts. The thesis develops a methodology for reading poetry in this Qabalistic context by transliterating French letters into Hebrew and their designated numbers. For example, the Latin script letter u translates to the Hebrew letter vav with a numerical value of 6. Similarly, a method for transliterating Debussy’s music is developed according to the ouroboros, an esoteric symbol customary to 19th-century esotericists. Using methods employed by Qabalists, the thesis then calculates the Qabalistic “meaning” of words, lines, and poems, in three Symbolist poems, and in the music notation and structural components in two of Debussy’s works. The thesis then illustrates how each work’s “Qabalistic signature” relates to the broad symbolic meaning of the poetry and music as interpreted by critics. In demonstrating this, it takes up the Symbolist argument about the correspondence between language and the Divine and shows how this actually works in terms of the Qabalistic themes.
The poems examined are Baudelaire’s “Correspondances”, Verlaine’s “Clair de lune”, and Mallarmé’s L'après-midi d'un faune; the music scores are Debussy’s “Clair de lune” and Prélude à l'après-midi d'un faune. Baudelaire’s poem was chosen given his determinative influence on later Symbolists, and both Debussy’s “Clair de lune” and Prélude were selected as they were composed following his awareness of Verlaine and Mallarmé’s poems. The thesis illustrates how the language itself “manifests” the themes, once it is understood in Qabalistic terms. The results reveal symbolic and synchronistic consistencies among the numerical calculations and thematic content that go beyond the realm of coincidence. Although no archival evidence has yet come to light to show that the poets and composers actually wrote according to the principles of the Qabalah, the textual evidence revealed by the thesis indicates that such a possibility needs to be explored in further research.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Gomes, Camila Graciella Santos. "Aprendizagem relacional, comportamento simbólico e ensino de leitura a pessoas com transtornos do espectro do autismo." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/2903.
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The overall aim of this thesis was to investigate relevant variables to relational learning and the emergence of symbolic behavior in people with autism, in the teaching of reading. Were conducted three studies that are independent and yet complementary. Chapter 1 describes a study that evaluated the performance of forty participants with autism and forty with intellectual disabilities in identity matching-to-sample task, in the typical organization (one model and three comparisons) and in the organization with more than one model (three models and three comparisons), in two forms of presentation that needed different response modes: on tabletop and by computer. The general results of the participants indicated better performance in the organization with more than one model, in paper and in computer. Chapter 2 presents a study that aimed to teach basic reading skills to five participants with autism (four speakers and one nonspeaker), from the teaching of arbitrary relations among pictures and printed words, using adapted matching-to-sample task. Participants learned basic reading skills, but not showed combinatorial reading. Chapter 3 presents a study designed to teach combinatorial reading with comprehension for three participants with autism, from the teaching of naming syllables, words, pictures, and the formation of stimulus equivalence classes. Participants learned combinatorial reading with comprehension, with few training sessions and low numbers of errors during the teaching. The set of studies indicate the possibility of symbolic learning by people with autism since appropriate teaching procedures are used.
O objetivo geral dessa tese foi investigar variáveis relevantes para a aprendizagem relacional e para a emergência de comportamento simbólico em pessoas com autismo, no âmbito do ensino de leitura. Foram realizados três estudos que são independes e ao mesmo tempo complementares. O Capitulo 1 descreve um estudo que avaliou o desempenho de quarenta participantes com autismo e quarenta com deficiência intelectual em tentativas de emparelhamento com modelo por identidade, na organização típica (um modelo e três comparações) e na multimodelo (três modelos e três comparações), em duas formas de apresentação que requeriam modos de resposta diferentes: em papel e por computador. Os dados gerais dos participantes indicaram melhores desempenhos nas tentativas multimodelo, em papel e no computador. O Capitulo 2 apresenta um estudo que pretendeu ensinar habilidades básicas de leitura a cinco participantes com autismo (quatro falantes e um não falante), a partir do ensino de relações arbitrárias entre figuras e palavras impressas, por meio de tentativas de emparelhamento com o modelo multimodelo. Os participantes aprenderam habilidades básicas e iniciais de leitura, porém não demonstraram leitura recombinativa com compreensão. O Capítulo 3 apresenta um estudo planejado para ensinar leitura combinatória com compreensão a três participantes com autismo, a partir do ensino da nomeação de sílabas, palavras, figuras e da formação de classes de estímulos equivalentes. Os participantes aprenderam leitura combinatória com compreensão, com poucas sessões de treino e com baixo número de erros durante o ensino. O conjunto de estudos indica a possibilidade da aprendizagem simbólica por pessoas com autismo desde que procedimentos de ensino adequados sejam utilizados.
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Etolia-Ekaterini, Martinis. "The Sphinx in Symbolist art : the metamorphosis of the myth and its intertextual reading." Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442516.
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Dascal, Elana. "Reading Midrash as graphic artistic activity : the compilation of Midrash Rabbah as possible influences on early Jewish and Christian art." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28257.
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Midrash is a genre of rabbinic Bible exegesis, composed by various authors and compiled in anthologies during the first seven centuries of the Common Era. This thesis explores the reading of Midrash and its possible influence on early artistic activity. Examples of early Jewish and Christian biblical representations that display some degree of midrashic impact, are presented in order to establish the existence of a relationship between Midrash and art. Finally, by a systematic reading of the corpus of midrashic literature found in Midrash Rabbah, Midrashim that suggest graphic representation, but which have not yet to been found among early art forms, are categorized and analyzed.
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Berg, Wayne Carl Jr. "Images in the labyrinth a reading of symbol and archetype in four quartets /." Thesis, Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/berg/BergW0507.pdf.
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Grelz, Karin. "Beyond the noise of time : readings of Marina Tsvetaeva’s memories of childhood." Doctoral thesis, Stockholms universitet, Slaviska institutionen, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-46.
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Although quite a few researchers have pointed to the significance of the childhood theme in Tsvetaeva’s work, no systematic analysis of her work has been done from this perspective. Nor have her childhood reminiscences been treated as a thematically consistent whole, but have rather been read as instances of the poet’s prose in general. The present study examines Marina Tsvetaeva’s memories of childhood in the context of her work and in the context of the cultural and political reality to which these reminiscences refer and in which they were written—i.e., Russia around the turn of the century and the Russian émigré world of 1930–1937. In the introductory investigation of the presence of the childhood theme in Tsvetaeva’s oeuvre, it is found that idealization of the naive, innocent state is a relatively constant feature and that the childhood memories can be read as a culmination of this set of motives. It is also stated that Tsvetaeva’s continuous striving in her poetry away from the world, out of time, is an integral part of the childhood thematics. This tendency is traced, in connection with the childhood theme, to the influence of writers of the late Russian Symbolist movement as well as to Boris Pasternak and Rainer Maria Rilke—all with roots in literary Romanticism. Childhood is moreover found to be something of a key theme that reveals fundamental differences in the relation to memory and language among the authors of Russian modernism. In Tsvetaeva' s case it is shown that her childhood memories contain the romantic essence of her aesthetics. The study also touches upon the symbolic and allegorical dimension of the texts—Tsvetaeva’s “otherspeak” in her prose. It is shown that the central scenes of these texts can be read as illustrations of an artistic and linguistic experience. In this regard the author’s narrative of childhood also appears to have been a suitable medium for articulating controversial aesthetic statements and taking a stand for an historical past and literary tradition that at the time seemed doomed to oblivion.
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Lundström, Lars. "Reading Difficulties and the Twofold Character of Language : How to Understand Dyslexia." Doctoral thesis, Uppsala University, Department of Psychology, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4679.
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The present longitudinal study, which comprised 125 children from Grade 2 (typal age: 8) to Grade 6 (typal age: 13), examines and interprets the results of several decoding and reading comprehension tests. A point of departure is the proposition that there may be a lack of concepts about central questions that help interpret the results of an expanding test practice in the educational system. To construct the central questions the typologies and hypothetical causes of reading problems ought to be constrained in relation to explanatory constructs combining reading acquisition and reading difficulties.
First, the field of research on reading acquisition and reading difficulties was surveyed as a background to the presentation of the model, which is heavily indebted to and basically molded on the balance model but which also takes advantage of the proposition of combining the double-route and connectionist approaches.
Second, the following themes were investigated empirically:
– The predictive power of the tests: Generally, there seem to be almost as accurate predictions from Grade 2 as from Grade 3. A combined decoding-comprehension prediction was not shown to be more powerful as a product than as a linear combination.
– The possibility of an image/symbol transition in early reading acquisition: A weak image/letter decoding correlation distinguished boys weak in reading comprehension from all others in Grade 3; a weak letter/word decoding correlation distinguished those weak from those strong in reading comprehension regardless of gender in Grades 2 and 3; and a weak image/word decoding correlation distinguished boys from girls in Grade 2.
– Indications of stages in the development of reading: The conclusion is that orthographic decoding is more strongly related to reading comprehension than is phonologic decoding but there appears to be a parallel development of phonologic and orthographic decoding between Grades 3 and 6. This pattern seems to be the same for boys and girls and for those with low and high reading comprehension.
– Comparing subtypes: The surface/phonologic dyslexia distinctions were tentatively related to the linguistic/perceptual dyslexia distinctions and the letter/word-decoding screening instrument. The compensatory concept is questioned.
– Dimensions in reading acquisition and reading difficulties: A conclusive proposition of the study is that the hypothetical twofold metaphor/metonym character of language may be instrumental in analysing the complex interaction between the characteristic traits of the learning brain and the construction of meaning through script.
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Anderson, Kelly King. "Pretend Play at Home: Creating An Educationally Enriched Environment for Emergent Literacy Among Preschool-Aged Children." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd962.pdf.
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Waddell, Heather. "Reading with thought and effort : Philip Pullman's His Dark Materials trilogy, and its connections to the works of John Milton and William Blake /." Connect to online version, 2007. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2007/245.pdf.
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Klevskog, Emma. "Robert Langdon's Hero's Journey : Reading the Novels of Dan Brown with the perspective of the Monomyth." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-48079.
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This essay investigates the characteristics of Robert Langdon and his female helpers in Dan Brown’s novels Angels and Demons, The Da Vinci Code, The Lost symbol and Inferno. In each of these novels, the quests are always solved by a male-female team. This essay is therefore going to focus on the character of Robert Langdon and his female helpers with the perspective of the Monomyth by Joseph Campbell. The protagonist Robert Langdon is a Harvard University professor specialised in religious iconology and symbology, but in these four novels he is thrown into breath-taking adventures with dangerous situations, however, with the help of several females he always manages to survive. The aim of this essay is to show how Langdon and his female helpers have the characteristics of a contemporary hero and helper, with the perspective of Campbell’s the Monomyth. Keywords: Character Analysis, Robert Langdon, Hero, Female Helper, the Monomyth, Angels and Demons, The Da Vinci Code, The Lost Symbol, Inferno.
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Lailach, Michael. ""Der Gelehrten Symbola" - Studien zu den "Emblematum Tyrocinia" von Mathias Holtzwart (Straßburg 1581)." Doctoral thesis, [S.l. : s.n.], 2000. http://dochost.rz.hu-berlin.de/dissertationen/lailach-michael-2000-07-05/.
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Svensson, Ringbo Sara. "Notvärde : Strategier för rytmisk notläsning med barn runt förskoleklassåldern." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2681.
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I denna studie undersöks och jämförs hur rytmisk notläsning med barn, 5–8 år, framställs i vetenskapliga texter under 2000-talet. Fokus för studien är vilka strategier som skildras men även forskning om vilka effekter notläsning kan ha på läs- och skrivutveckling refereras. För att besvara studiens syfte och frågeställning används metoden allmän litteraturstudie med systematisk ansats samt en informell intervju med tre forskare inom neurologi. Fyra vetenskapliga artiklar är inkluderade i studien. Alla har granskats kvalitets- och kunskapskritiskt. Den vetenskapsteoretiska ansatsen för studien är kulturhistorisk men min långa bakgrund som rytmikpedagog, skolad och erfaren i Dalcroze-metodik, är den vinkel jag oundvikligen betraktar resultatet ur. Ett av studiens resultat är att ämnet inte ägnats någon större uppmärksamhet från forskare under 2000-talet och det därför finns mycket att göra för att utveckla praxis. De huvudsakliga resultaten i de studerade artiklarna är att a) barn tenderar att prioritera tonhöjd framför rytm i notbilden, b) underliggande puls på rytmens minsta värde, snarare än puls som motsvarar taktens värde, förenklar för notläsningsförmågans utveckling, c) god notläsning kräver tidigt utformade strategier snarare än övning och d) rytmisk notläsning kan utvecklas på ett likartat sätt som läs- och skrivförmåga och bör stödjas ur det perspektivet med aktiviteter som innefattar ljuda, skriva och läsa. I intervjudelen framkommer bland annat att rytmisk träning kan främja tal- och skriftspråklig utveckling men att det inte förekommer några direkta transfereffekter mellan läsning och notläsning.In this study, the 21st century scientific literature addressing rhythmic music reading in children aged 5–8 is explored and compared. The described strategies are the main focus of the study but research on music reading´s effect on the development of reading and writing skills is also discussed. In order to meet the purpose of this study and answer the scientific question, the methods general literature study with systematic approach together with informal interviews with three neurology-scientists, are applied. Four scientific articles are included in the study. They were all thoroughly reviewed from a quality- and knowledge perspective. The scientific theory used for this study is Vygotskij´s cultural-historical psychology but my own background as a teacher of eurythmics, educated and experienced in Dalcroze´s methodology, is inevitably the light in which I view the results of this study. One of the study´s results, is that this subject did not yet render much attention from researchers during the 21st century, leaving a lot of room for further development of practice. The main results of the studied articles are that a) children tend to prioritize tone before rhythm when reading notated music, b) underlying beat on the shortest note-duration in the rhythm, rather than beat that corresponds to the “worth” of the bar, simplifies the development of music reading skills, c) accomplished music reading demands early developed strategies rather than practice and d) rhythmic music reading may develop in a trajectory similar to that of language and literacy acquisition and should be fostered within that perspective through all of the following: oral and aural exercises, writing and reading. The interview-section shows, amongst other things, that rhythmic training may promote the development of articulation and writing, but there are no direct transfer effects between reading and music reading.
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Tonsing, Kerstin Monika. "Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25518.
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Children with limited speech using graphic symbols for communication often express themselves predominantly through single symbols rather than symbol combinations. This study aimed to investigate the effect of an intervention strategy that was incorporated into shared storybook reading on the production of graphic symbol combinations. Three children between the ages of 7;9 (years;months) and 10;8 with limited speech and physical impairments participated in the study. A multiple probe design across behaviours (3 different types of semantic symbol combinations) was used, replicated across the 3 participants. Intervention entailed prompting the production of strategic symbol combinations (generated from a matrix) during shared storybook reading by using a prompting hierarchy. The participants’ production of combinations targeted during intervention as well as their ability to generalize to nontarget combinations from the matrix was monitored using a probe test (picture description task). All 3 participants showed some gains in acquiring the combinations and generalizing to nontarget combinations, as measured by the probe test. While 1 participant showed convincing effects, the other 2 showed lower effects. Lower effects may be partly ascribed to participant characteristics as well as to the discrepancies between the intervention and probe contexts. All participants performed better within the shared storybook reading context. Results suggest that the production of symbol combinations can be facilitated during shared storybook reading and that the matrix strategy promotes generalization to untrained semantic combinations. However, participant gains may not reflect immediately in formal testing situations.Thesis (PhD)--University of Pretoria, 2012.
Centre for Augmentative and Alternative Communication (CAAC)
unrestricted
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Burns, Ruth Barbara. "Reading race in Western Christian visual culture : tracing a delirium from Renaissance art to the Chris Ofili affair and contemporary religious cinema." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98915.
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This thesis examines the role of the Manichean dualism, the pervasive colour symbolism of white as good and black as evil. It looks at the manifestation of this symbolism in representations of Christianity, and the subsequent implications for race and racism in Western society. Through images of Jesus Christ and the Virgin Mary, I posit that the Western conflation of holiness with whiteness is a primary means through which whiteness retains hegemony. I argue that Renaissance painting has had a pivotal role in privileging the white body through its hyper-whitening of both Jesus and Mary. Both figures emerge as improbable ideals of male and female whiteness, demonstrating the anxiety around the intersection of race, gender and religion. I am primarily interested in Mary and how the canon of Western art has didactically laid out the terms of her representation as a means of controlling the female body, dependant on the disavowal and whitening of her body. The privileging of religious Renaissance art results in the continued infection of the construction and reception of the Virgin's image as an ideal figure of feminine whiteness. As such, I analyze the lasting effects of the whitening of her image in the controversy surrounding the display of Chris Ofili's The Holy Virgin Mary (1996) at the Brooklyn Museum of Art, as well as her representation in Hail Mary (1985) and The Passion of the Christ (2004). These readings attempt to draw out the specious nature of the Manichean dualism of black and white, aiming to help in the creation of a space for alternative readings of race through the eyes of hegemonic society.
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Fiore, Adriano Alves. "Iconografia, simbolismo e a cultura contemporânea do Heavy Metal." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/4765.
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It has been approximately 45 years since heavy metal began attracting multitudes of faithful followers in Brazil and the rest of the world. This study centers on the postulation that the genre s sound combined with its grotesque and baroque iconography is able to produce a contemporary world culture and that it requires continuous research to find its most precise description. The phenomenon is analyzed principally in light of the Bakthinian theory of carnivalization, which has received the addition of the methodological path traced by means of exploratory studies, as well as the author s direct in situ participation in festivals such as Rock in Rio, Wacken Open Air and Monsters of Rock. Both documental and bibliographic researches centered on the reading of images. The corpus includes images from photographs, newspapers, websites, blogs, paintings, t-shirts, posters, comic books, books, encyclopedias, movies, documentaries, animation and LP, CD, DVD, Blu-ray and VHS covers, as well as dress, makeup and hairstyle in short, the complete heavy metal imaginarium. The focus is of a diachronic-synchronic nature and features in the history of the heavy metal genre. The problematization involves the following question: What are the main pictorial and symbolic elements produced by the music industry that provoke such intense, notoriously impassioned devotion in heavy metal dilettantes and how do they achieve their purpose with such efficacy? It is further postulated that the intense sound of heavy metal emanates an interior sensation of force and superhuman power in its fans that transforms into a type of unlimited love and exacerbated fidelity (i.e. an almost absolute dependency), which is commensurate with a group, collective or social demand for protection. Results allow for the conclusion that by being conscious of this idiosyncrasy, illustrators, designers and advertisers have striven to perpetuate an iconographic and symbolic universe equally intense, robust and intimidating in which Bakhtin s key carnivalizing motifs can be found (Death, masquerade, good/evil dualism, hyperbolism, the grotesque, Hell, the laugh, hybridization, metamorphosis, the banquet, insanity and antithesis)
Há 45 anos, aproximadamente, o heavy metal vem atraindo multidões de seguidores fiéis em todo o mundo, e esse é também um fenômeno contínuo no Brasil. O estudo empreendido neste trabalho assenta-se no pressuposto de que o som do heavy metal aliado à sua iconografia grotesca e barroquizante é capaz de produzir uma cultura contemporânea de abrangência mundial, cuja configuração demanda contínua pesquisa para se encontrarem elementos capazes de fornecer sua mais nítida descrição. O conceito bakhtiniano de carnavalização é utilizado como principal fundamento do quadro teórico-metodológico adotado, que também é incrementado por meio de estudos exploratórios, além de observação direta concretizada com a participação in situ do autor em festivais como o Rock in Rio, Wacken Open Air e Monsters of Rock. As partes documental e bibliográfica concretizam-se por meio da leitura de imagens. O corpus é constituído por imagens de fotografias, jornais, sites, blogs, pinturas, estampas (camisetas), pôsteres, histórias em quadrinhos, livros, enciclopédias, revistas, filmes, documentários, desenhos animados, ilustrações de capas de LPs, CDs, DVDs, Blu-rays e VHSs bem como na indumentária e no visual continuamente introduzido no imaginário do heavy metal. Opta-se por um recorte diacrônico-sincrônico pertinente à história do gênero heavy metal. A problematização tem foco na seguinte pergunta: Quais são os principais elementos transformados em imagem e símbolo pela indústria videofonográfica e de que maneira conseguem cumprir, com eficácia, o propósito de acender tamanha devoção, notoriamente apaixonada, nos diletantes do heavy metal? Um segundo pressuposto se apresenta, o de que a intensidade sonora do heavy metal faz emanar uma sensação interior de força e poder supra-humanos em seus apreciadores que se transforma em uma espécie de amor ilimitado e exacerbada fidelidade dependência quase absoluta , podendo este sentimento ainda recrudescer em função de envolver uma procura por proteção grupal, coletiva ou social. Os resultados permitem afirmar que conscientes dessa idiossincrasia metálica, ilustradores e profissionais em design e propaganda esforçam-se em perpetuar o universo iconográfico e simbólico do heavy metal igualmente intenso, robusto e intimidador , no qual se nota a presença dos principais motivos carnavalizantes de Bakhtin (a Morte, a mascaragem, o dualismo Bem e Mal, hiperbolismo, o grotesco, o Inferno, o riso, hibridização, metamorfose, o banquete, a loucura, o avesso)
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Einman, Maria. "Lector in drama. Les enjeux fictionnels et imaginaires du suicide dans le théâtre français du XIXe siècle." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA048/document.
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Cette étude examine la lecture des textes de théâtre comme des textes de fiction, visant à faire sortir ce genre de lecture du cadre de l’analyse textuelle au sein duquel on a tendance à l’enfermer. L’examen s’effectue à la lumière de l’interrogation sur le suicide dans le drame français du XIXe siècle : son objectif est de cerner l’effet que le suicide d’un personnage exerce sur le lecteur. Pour ce faire, nous nous servons du concept de lecteur virtuel, destinataire implicite et atemporel des effets du texte selon Vincent Jouve ; ce lecteur immerge au sein du monde possible de fiction soutenu par le dispositif qui se fonde sur la tripartition Réel - Symbolique - Imaginaire de Lacan.La réflexion est structurée en cinq parties : l’introduction théorique est suivie des analyses qui portent, respectivement, sur le mélodrame, le drame romantique, le drame naturaliste et le drame symboliste. En nous penchant sur l’effet du suicide fictionnel sur le lecteur, qui est systématiquement relié au questionnement de la catharsis, nous traitons également de l’évolution des formes et genres théâtraux évoqués dans l’optique de la lecture « virtuelle ». Ainsi, lire le drame français du XIXe siècle, c’est voyager de la certitude optimiste du mélodrame à l’indétermination tragique du drame symboliste, du suicide effectif aux morts probablement volontaires, de la catharsis « larmoyante » à l’anticatharsisThis study examines the reading of drama texts as the reading of fictional texts, aiming to broaden the current approach according to which the reading of drama texts is mainly limited to text analysis. This question is examined in the light of the issue of suicide in 19th-century French drama. The principal aim of this study is therefore to understand the impact of the character’s suicide on the reader via the detailed analysis of the ins and outs of the suicidal act. The study applies Vincent Jouve’s concept of the virtual reader, who is defined as an implicit and atemporal recipient of the text effects. This reader emerges in a fictional world that is supported by an operative device (dispositif) based on the Lacanian triptych of the Real, the Symbolic and the Imaginary.The dissertation consists of five chapters. The theoretical discussion is followed by four chapters that deal, respectively, with melodrama, romantic drama, naturalist drama, and symbolist drama. In addition to the effect of the fictional suicide on the reader (which is systematically connected to the catharsis), the evolution of theatrical genres and forms is explored from the perspective of “virtual” reading. Thereby, the reading of 19th-century French drama could be viewed as a journey from the optimistic certainty of melodrama to the tragic indeterminacy of symbolist drama, from actual to probable suicides, from “sorrowful” catharsis to anticatharsis
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Noordhuis-Fairfax, Sarina. "Field | Guide: John Berger and the diagrammatic exploration of place." Phd thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/154278.
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Positioned between writing and drawing, the diagram is proposed by John Berger as an alternative strategy for articulating encounters with landscape. A diagrammatic approach offers a schematic vocabulary that can compress time and offer a spatial reading of information. Situated within the contemporary field of direct data visualisation, my practice-led research interprets Berger’s ‘Field’ essay as a guide to producing four field | studies within a suburban park in Canberra. My seasonal investigations demonstrate how applying the conventions of the pictorial list, dot-distribution map, routing diagram and colour-wheel reveals subtle ecological and biographical narratives.
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Chang, Undine, and 張麗美. "Transformation Combat : A Symbolic Reading of Willian Faulkner's As I Lay Dying." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/78254596843778047557.
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碩士國立中正大學
外國語文學系
84
Many critics agree that As I Lay Dying is an extremely beautiful novel but the fabric of its beauty remains in mystery. This thesis attempts to analyze the novel in the light of transformation. Elias Canetti asserts that the power of transformation has yet been enough excavated. My approach not only explores the double mystery of As I Lay Dying and transformation but sheds light to the pertinent elements of transformation such as body, senses, symbol, analogy, the Four Elements....etc. Since elements of the psychic transformation run parallel with those of alchemy, I thus establish the intimate relationship between the psyche and alchemy. As an alchemic crucible which allows this complicate transformative procedure to operate like a well designed drama, As I Lay Dying is indeed a novel excavating the depth of transformation.
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Ndwandwe, Hummingfield Charles Nkosinathi. "Reading 1 John in a Zulu context hermeneutical issues /." Diss., 2000. http://upetd.up.ac.za/thesis/available/etd-10092001-112119.
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Cockcroft, Katherine Alexandra Sarah. "The development of phonological and reading skills in English and Afrikaans children." Thesis, 1998. http://hdl.handle.net/10539/22831.
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A dissertation submitted to the Faculty of Arts University of the Witwatersrand, Johannesburg for the Degree of Master of Arts.Phonological awareness, or the ability to manipulate sounds, has been found to be highly correlated with the acquisition of reading skills. This awareness may be influenced by the orthography or language system in which the child is learning to read. In addition, different aspects of phonological awareness may also apply to different stages of reading development. This study found that depth of orthography does not seem to influence initial levels of phonological awareness. After two years of reading instruction, readers of a transparent orthography are better at phoneme segmentation and blending and reading nonwords than readers of an opaque orthography. Afrikaans children appear to begin leading in an alphabetic stage using a nonlexical strategy of grapheme-phoneme conversion. English beginner readers seem to start reading using predominantly a logographic strategy of visual word recognition. It also seems that some levels of phonological awareness such as onset/rime detection and syllable manipulation are acquired spontaneously by prereaders of both languages, but that the manipulation of phonemic units is dependent on the acquisition of literacy. The introduction of literacy training and/or the maturation of the children's phonological systems results in a change to a greater awareness of small phonemic units than larger units.
AC2017
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Van, Rensburg Hanré Janse. "Ritual functions of the Book of Relevation: hope in dark times." Thesis, 2016. http://hdl.handle.net/10500/22678.
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Through a critical-functional, rather than literal, reading of the text of Revelation, this dissertation hypothesises a move beyond the paralysing constant reduction of hermeneutic meaning to two conventional poles when discussing hope – the early Christian movement’s hope through reversal, and contemporary nihilism. In order to do so in a responsible manner, it is necessary to study other research done on the topics of eschatology and hope – especially as seen in the book of Revelation. For this reason, the most popular and representative scholars of the Book of Revelation are studied. This overall look at current scholarships' views regarding the Apocalypse will help detect any possible missing elements in our approach to Revelation.
But no study of this topic can be considered near complete if other disciplines are not involved; in this case especially when moving on to a critical-functional reading of Revelation. This thesis thus features an exploratory study of the functioning of ritual and hope within the human psyche; from archaeological to psychological perspectives. This emphasises the importance of, and leads into, the possibilities of a functional reading of the Book of Revelation.
All of the above work leads to a re-evaluation of the success of hope as metanarrative for today. The suggestion is that Christian hope is not imaginary, but is irreducibly imaginative. For “reality is never just the world as it exists; it is the world as it is experienced through the lenses of social perception” (Barr 2010:636).New Testament
D. Th. (New Testament and Early Christian Studies)
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Van, der Merwe Anna Susanna Petronella. "Postkolonialiteit in die twintigste- en een-en-twintigste-eeuse Afrikaanse drama met klem op die na-sestigers." Thesis, 2003. http://hdl.handle.net/10500/1219.
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Text in AfrikaansIn this thesis the term post-colonialism in the Afrikaans drama is investigated, focussing on the post-sixties. The term post-colonialism is difficult to define. Not only are theories of post-colonialism in a state of continuous flux and shifting emphasis, but as a result of different colonial dominations, separate identities have been constructed in South-Africa; so that defining the terms colonial, post colonial and post-colonial proves to be even more problematic. The purpose of this study is to determine to what extent the Afrikaans drama fits into these discourses. The basic point of departure is the fact that post-colonialism played a considerable role in the development of the Afrikaans drama, at the same time providing a more varied scope. The research covers several aspects of post-colonialism in Afrikaans drama; each dealt with in a separate chapter. A multitude of perspectives are featured within the broader discourse in order to obtain multiple norms and standards in a phase of self-criticism. The focus falls mainly on themes and not on performance aspects. New perspectives on issues such as canon texts, silence, hero-worship, the portrayal of woman, patriarchy, and neo-colonialism are presented (chapter 1). In chapter 2 focus falls on the period before 1960, and notably the question of nationalism (associated with apartheid) and the portrayal of the Afrikaner. The literary canon, forms of violence and the position of the super-Afrikaner are viewed in a new light during the re-writing of post-colonial history and the resulting paradigm shifts after 1960. Renewed emphasis is placed on discourse concerning land (chapter 3). Contrasting concepts regarding race, class, language, gender and religion are reconsidered in order to contribute towards the heterogeneous nature of post-colonialism (chapter 4). The function of theatre is to re-evaluate in the context of a post-1994 democratic system. Texts now focus especially on empowerment, re-discovery and re-ordering of history, reconciliation, inter-cultural contact and a post-apartheid syndrome (chapter 5). Anti-hegemonic resistance in Afrikaans literature since the sixties has confronted writers with the challenge of depicting or creating a larger post-colonial reality through their texts.
Afrikaans & Theory of Literature
D. Litt. et Phil. (Afrikaans)
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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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Wang, Lurong. "Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada." Thesis, 2011. http://hdl.handle.net/1807/27608.
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This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace.
Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society.
My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.