Dissertations / Theses on the topic 'Utopian practice'

This project seeks to bring a critical utopian methodology to bear upon the institution of citizenship in the hope of imagining a theoretical formulation that could encourage active, anti-hierarchical, participatory and empowering practices. The critical utopian approach disrupts conventional disciplinary boundaries, and allows theories and practices that would not normally be associated with citizenship to be brought into dialogue with the concept in thought and imagination, as part of a strategic intervention. This produces a perspective that is simultaneously estranging and creative, deconstructive and experimental. The body of the work considers three themes in particular: territory, authority and rights, which are frequently posited as foundational for politics and citizenship, and proceeds to deconstruct their dominant formulations by imagining an infinitely critical utopian ‘outside’. Diverse bodies of theory including post-structuralism, anarchism, post-structural and post-left anarchisms, ecology, critical geography and feminism are drawn upon to articulate critical utopias of space without territory, decision-making without authority and ethics without rights. The project then brings another ‘outside’ into dialogue with the theory: practices in what are termed ‘autonomous utopian communities’; including intentional communities, autonomous social centres, housing co-operatives and eco-villages. The aim of the project is to use a dialogue between critically resistant theories and practices to expose the obscured normative and indeed utopian foundations of many dominant theories of citizenship, and to consider the ethical and practical effects of hegemonic and truth-claiming discourses. The project also posits something different: a contingent and open-ended critical utopian citizenship that favours perspectival multiplicity, process over closure, and contingency over certainty, that can be engaged in by citizens and non-citizens in everyday life.

This research brings together two complimentary enquiries that are discussed alongside one another throughout this thesis. The first enquiry explores drawing as a generative as opposed to a goal oriented process. The difference between the two processes is considered to be an important catalyst that sheds new light on the history of instrumentality in drawing, which recent exhibition platforms like Richard Deacon's 'Abstract Drawing' at the Drawing Room, London, have also reassessed. Generative drawing here is understood as an explorative process that determines an outcome (inside or outside the drawing). Goal oriented drawing is critiqued as a process that is driven by an endpoint or goal, suggesting that drawing itself is a means to an end rather than an activity that shapes that end. These differences are explored in relation to a second enquiry into the utopian philosophy of Ernst Bloch, for whom the critical efficacy of utopia lay in its capacity to function as a generative process, as opposed to a goal oriented one. The utopian impulse is explored here as a parallel lens through which to see drawing as a reflexive enquiry (drawing that both generates and critiques its own process) and to therefore re-view its instrumental role. The thesis begins with a discussion about the generative capacity of tracing to mark the beginning of a gradual separation between a drawn line, its traced source and the autonomous drawings that result. This is summarised as a simultaneously destructive and generative act (the drawing is generated by destroying its source), which is supported by Bloch's comparative use of the trace as a critical means of foresight, which is compared and contrasted with the theories of Derrida, Deleuze and Badiou. Finally this destructive form of drawing that gradually distances itself from its source, is explored in reverse to consider its reconstructive potential. In this context the writing of Walter Benjamin is brought into the foreground and examined in relation to the joint effects of retrospective temporality and future orientation in this drawing enquiry. This drawing research is viewed primarily as a process that is harnessed and theorised through a series of drawn pictures, which are generated by one another and emerge as the conclusive statements of the project. This hopes to shed light on the relationship between drawing and instrumentality and to re-think the role of pre-figuration in drawing, through what Deanna Petherbridge has called its 'future subjunctive tense' (Garner, 2008). The associative exploration of drawing through the utopian impulse reveals a paradoxical feature of the instrumental agency of both drawing and utopia, as it is understood by Bloch, which shows both to function as destructive and generative processes.

This thesis is set in the Western Australian education system and centres on the question of how primary schools can actively foster conditions conducive to creating and sustaining education in and for democracy and human rights. In Australia, as elsewhere, there is a widespread acceptance of the need for democratic education also referred to as civics and citizenship education. The perceived lack of public understanding of democratic principles and practices has, in the last decade, led various Australian governments to commit significant resources ($ 31.6 million) to civics and citizenship education programmes such as Discovering Democracy (DD). This thesis argues that political engagement and civic learning is most effective when schools commit themselves to deliberately embedding a set of democratic educational principles in everyday practices. In contrast to traditional approaches to citizenship education that tend to focus on the operational aspects of representative governments, institutions and history, this thesis argues that education for Democracy and Human Rights (DaHR) can be effectively achieved through the fostering of DaHR in education. In this task the thesis draws on the Convention on the Rights of the Child (CRC). The CRC is rooted in a range of basic values about the treatment of children in schools and elsewhere, and encompasses basic rights to which children are entitled. The study empirically investigates through up close observations, interviews and surveys the efficacy of pedagogy for civic and citizenship learning in four schools identified as places of strong democratic practice. This study was able to identify particular commonalities between the four case study schools that were conducive to creating and sustaining democratic principles and practices. These schools, although very different in their composition, were lead by principals who shared the view that children under their care were subjects in the making with increasing rights and responsibilities rather than objects to be manipulated, controlled and protected. The findings suggest that experiencing democracy and human rights in daily school life in a variety of situations and on a number of different levels can effectively contribute to the learning of the meaning and advantages of democratic values such as the rule of law, participatory decision-making and due process. It also concludes that there may be a relationship between parental socio-economic background and the possibilities available for students to engage in effective civic learning and citizenship practices. The relationship between socio-economic background and other structural factors including gender and ethnicity in relation to possibilities of civic learning needs to be investigated in a larger study.

This thesis examines the concept of Etherotopia (which literally translates to 'ethereal place'), by which I define the combination of utopian philosophy with certain ideas of individual perfection such as nirvana. The argument is made that the separation of utopian visions into social utopias and individual ones (states and states of mind) is a false dilemma, since a complete utopian theory should include both. In relation to my own utopian writing and as a transition from the critical to the creative part of this thesis, I examine the question of genre in utopian literature and, following from the view that literary genres are subjective and conventional, I argue that utopian literature doesn‘t need to be labelled as a literary genre but rather that it is utopian philosophy in literary form, and therefore philosophical writing. Having argued for the need of a contemporary Etherotopian theory and having discussed the relationship between utopian writing and genre, I proceed to introducing my portfolio of creative writing, a short story collection with the title Etherotopias, which is a series of diverse utopian/dystopian fictions that in some cases expand on the concept of Etherotopia either philosophically or aesthetically, while in other cases provide literary responses to conflicting utopian theories popular in contemporary society and its consumer culture. The collection is therefore a series of arguments and criticisms in the form of stories that range from political and satirical to religious and existential and address social issues as well as utopian and dystopian states of mind.

À la marge de la révolution numérique, inconnu·es du grand public, des bénévoles continuent depuis trente ans, d’administrer et de fournir des services internet non lucratifs. Ces associations, parfois très anciennes, cherchent à faire vivre l’utopie organisationnelle qui remonte aux débuts du réseau et les valeurs qui s’y rattachent. Mais qu’est-ce qui pousse encore des bénévoles à défendre cette cause perdue ? Quelle fonction remplit leur engagement ? Comment le situer dans l’évolution d’internet ces trente dernières années ?Cette thèse propose une analyse sociologique de la « pratique utopique » et des conditions de sa « rémanence » à partir d’une enquête comparée entre la France et l’Allemagne, croisant ethnographie et travail d’archives. Grâce à la perspective de l’analyse configurationnelle empruntée à Norbert Elias, on expliquera comment la capacité conservatrice et adaptative de ce mouvement associatif répond aux frustrations relatives des déçu·es de la révolution numérique, en croisant les niveaux d’analyse structurel, organisationnel et individuel.La thèse commence par retracer la sociogenèse de l’internet associatif dans les années 1990, entre pratiques pionnières, marginalisation économique et insertion discrète dans les politiques publiques locales de la connexion. C’est dans les années 2000 que l’activité associative s’est « utopisée », sous l’action d’« entrepreneurs d’utopie », à la marge de l’espace du militantisme pour la défense des droits et libertés numériques alors émergent. Ensuite, sur le plan organisationnel, la thèse montre comment les associations de l’internet ont été travaillées de l’intérieur par les vagues successives de bénévoles investissant, en fonction de leurs socialisations propres à internet, un sens de la cause et un modèle d’organisation correspondant.Enfin, sur le plan individuel, grâce à une division du travail utopique permettant d’exercer autrement son métier, l’engagement dans ces associations a comporté des rétributions tant pour les pionniers que pour les bénévoles plus tardifs. Trait d’union entre des socialisations alternatives constituantes du rapport à l’apprentissage, désir d’autonomie, de liberté et de sécurité, les associations créent les conditions d’une utopie individuelle pour ceux, et plus rarement celles, qui parviennent à s’y intégrer, compensant les rapports de force dont ils et elles font par ailleurs l’expérience au travail.Ainsi, tout en organisant la conservation de pratiques pré-marchandes de collaborationentre pairs, l’internet associatif offre des voies de transformations à ses adeptes, notamment sur le plan du rapport individuel et collectif à l’activité. La comparaison permet de saisir quant à elle les contours d’une utopie internet européenne et ce que la diversité des pratiques utopiques doit aux structures nationales de pouvoir, notamment en matière de régulation du marché des télécommunications. Au-delà d’une perspective normative voyant dans l’utopie en société un facteur de changement univoque ou un système d’idées opposé aux fictions conservatrices, tourné vers une société meilleure, cette thèse entend contribuer à la compréhension sociologique des phénomènes utopiques à partir des logiques pratiques
On the fringes of the digital revolution, unknown to the general public, volunteers have been administering and providing non-profit Internet services for thirty years. These associations, some of them very old, are trying to keep alive the organisational utopia that dates back to the beginnings of the network and the values associated with it. But what is it that still drives volunteers to defend this lost cause? What function does their commitment fulfil? And how does it fit into the evolution of the internet over the last thirty years?This thesis offers a sociological analysis of the “utopian practice” and the conditions of its persistence, based on a comparative survey between France and Germany combining ethnography and archival work. Using the perspective of configuration analysis borrowed from Norbert Elias, we will explain how the conservative and adaptive capacity of this associative movement responds to the relative frustrations of those disappointed by the digital revolution, by crossing structural, organisational and individual levels of analysis.The thesis begins by tracing the sociogenesis of the associative Internet in the 1990s, between pioneering practices, economic marginalisation and discreet insertion into local public connection policies. It was in the 2000s that associative activity became ‘utopian’, through the actions of ‘utopian entrepreneurs’, on the fringes of the then emerging activism in defence of digital rights and freedoms. Secondly, the thesis shows, from an organisational point of view, how Internet associations were shaped from the inside by successive waves of volunteers who, according to their own socialisation on the Internet, invested in a sense of the cause and a corresponding organisational model. Finally, on an individual level, thanks to a utopian division of labour that enabled people to practise their profession in a different way, we will explain how involvement in these associations was rewarded for pioneers and later volunteers alike. As a link between the alternative socialisations that make up the relationship to learning, the desire for autonomy, freedom and security, the associations create the conditions for an individual utopia for those who manage to join them, compensating for the power relationships they experience at work.So, while organising the preservation of pre-market practices of collaboration between peers, the associative internet offers its followers avenues of transformation, particularly regarding the individual and collective relationship to activity. The comparison enables us to grasp the contours of a European Internet utopia and what the diversity of utopian practices owes to national power structures, particularly regarding regulation of the telecommunications market. Beyond a normative perspective that sees utopia in society as a factor for unambiguous change, or as a system of ideas opposing conservative fictions and geared towards a better society, this thesis aims to contribute to a sociological understanding of utopian phenomena based on an analysis of their logical practices

Adventures in the Irreal is a practice-led investigation which explores the speculative possibilities of science fiction from within a contemporary art practice. As part of this process two methods for creating science fiction artworks are developed. These methods are then utilised in the creation of three science fiction artworks, with each artwork offering a unique, speculative approach to utopian aspects of its real world subject matter.

Recent discourses on participatory architectural practices have argued that despite their claims of a transformative agenda, these practices are typically coopted by power, utilised to manipulate and placate opposition, and prevent rather than enable progressive change. Elsewhere so-called critical practices of architecture have been judged equally ineffective at creating substantive change, unable to engage in the world as it is and instead retreating into abstract, speculative and utopian projects. Placing the discourses together it would appear that while participatory forms of architecture have difficulty maintaining criticality towards the relational power structures through which they operate, critical forms of architecture have somewhat reciprocal limitations participating in reality. To seek a possible means to navigate the apparent divergence between participation and criticality in architecture this thesis returns to a notion developed by one of the leading early exponents of participation. In 1971 the Italian architect, urbanist, writer and educator, Giancarlo De Carlo gave a lecture in Melbourne entitled An Architecture of Participation in which he introduced the concept of the ‘realistic Utopia’. Through the course of the thesis a layered definition of the realistic utopia is developed. This is done first through a close reading of De Carlo’s principle theoretical works on participation and by mapping the evolution and transformation of the core ideas through his work and the influential contexts in which he was operating. The changes in social, economic and political contexts which have occurred since De Carlo used the term are outlined, with reference to the accompanying discourses on participation and criticality in architecture, to examine the continued relevance and required amendments to the realistic utopia as a conceptual tool for contemporary practices. The thesis argues that the realistic utopia draws together a number of overlooked aspects of De Carlo’s architectural theorisation which explicitly sought a means for architecture to operate critically. The realistic utopia is understood as a means to stimulate social change through the practice of architecture, albeit indirectly, through an iterative and reticulating process of producing images of spatial alternatives in a dialectic relationship with its ‘public’. The thesis argues that the realistic utopia offers a distinct conception of the interaction between architectural objects, the processes by which they are formed and the societal structures which frame this formation. It shows that beyond being a means to understand the multi-directional relationship between architecture and society, the realistic utopia offers a conceptual tool to aid action within the complex set of forces at work in this relationship. In this way, it locates the realistic utopia as something of importance beyond an assessment of the work of De Carlo, or even the broader project of participation he fostered, and is here opened up for renewed use by practitioners today.

This dissertation investigates the interplay between a selected set of museum practices, such as online strategies, digitisation of artwork reproductions, and crowdsourcing, through a theoretically grounded perspective. Existing discourse and debate on the museum's movement from an exclusively physical, to a digital or hybrid presence display an excessive interest in advocacy, usually focusing on small examples of successful practices which are then argued as somehow empowering or resolutive, usually from a 'social justice' point of view. Conversely, in those same discourses little attention is paid to the macro-context within which these cases take place: current debates lack an articulation of how museum practices reflect ongoing trends and paradigms on a culture-wide level, and also eschew non-advocative, neutral discussion of the politics, discourses and power relations that such practice entail. I suggest that the contemporary constructivist, digital museum can be better contextualised if we frame emergent digital museum praxis within a framework that resorts to well-established, and well-described theoretical paradigms that can be observed in other cultural and social contexts as well. The advantage of such an approach is that museum practice, and the museum as an institution, can then be seen in continuity with current macro-trends, rather than as isolates whose usefulness and sustainability begins and ends within the museum's precinct. This dissertation begins this proposed shift in point of view by addressing emergent museum practices such as the drafting of digital strategies; the creation of digital reproductions of artworks for online display; and crowdsourcing in the context of theoretical frameworks such as the utopian imagination; ontology of digital-beings; and contemporary labour practices. While not comprehensive, and exploratory in nature, this dissertation contributes to the discipline by providing a new, more in-depth point of view on 'hot' practices, encouraging a contextualisation of the museum that goes beyond the museum itself, into a theoretical and interdisciplinary field that takes advantage of ideas developed within digital humanities, labour critique, informatics and cultural studies.

Football 4 Peace (F4P) is a sports-based coexistence initiative that operates between divided communities in Israel. The project has nurtured a number of high-profile partnerships with various local, national and international agencies and organisations. The F4P programme utilises an innovative methodology that foregrounds a 'values-based' approach to coaching. Like many sports interventions, the project is highly mediatized and has been the subject of a number of documentary film projects. The originality of the approach to this study is primarily through an appropriation of Ernst Bloch's long neglected 'sociology of hope' into the specific socio-cultural milieu of Sport, Development and Peace interventions. Bloch's work provides an interpretive framework for a critique of Football 4 Peace and its utopian potential. The primary methods of research are a range of visual research methodologies. These practice-informed methodologies are supported by a range of text-based analytical approaches to the critique of the documentary artefacts of F4P. The originality of this approach is extended by the synthesis of Bloch's interpretative framework with visual research practices to provide a practice-informed exploration of the utopian interventionism of Football 4 Peace. The thesis reviews sports interventions through the lens of the utopian Marxism of Ernst Bloch, focusing on the sports cultures of Israel and Football 4 Peace in particular. It also tracks the reach of mediatization into sports initiatives such F4P and interrogates the codes, conventions and culture of sports documentary interventions. These themes build towards a critical analysis of Football 4 Peace and a research film that provide an interpretation of the utopianism of F4P that draws on Bloch's philosophy. The researcher's field experiences are also assessed in a critical reflection on visual research practice. The thesis concludes with an assessment of the anticipatory elements of the F4P project, discusses how the media representations of the project can be situated as utopian and reflects on the continuing relevance of Bloch's utopianism for visual research.

This thesis is set in the Western Australian education system and centres on the question of how primary schools can actively foster conditions conducive to creating and sustaining education in and for democracy and human rights. In Australia, as elsewhere, there is a widespread acceptance of the need for democratic education also referred to as civics and citizenship education. The perceived lack of public understanding of democratic principles and practices has, in the last decade, led various Australian governments to commit significant resources ($ 31.6 million) to civics and citizenship education programmes such as Discovering Democracy (DD). This thesis argues that political engagement and civic learning is most effective when schools commit themselves to deliberately embedding a set of democratic educational principles in everyday practices. In contrast to traditional approaches to citizenship education that tend to focus on the operational aspects of representative governments, institutions and history, this thesis argues that education for Democracy and Human Rights (DaHR) can be effectively achieved through the fostering of DaHR in education. In this task the thesis draws on the Convention on the Rights of the Child (CRC). The CRC is rooted in a range of basic values about the treatment of children in schools and elsewhere, and encompasses basic rights to which children are entitled. The study empirically investigates through up close observations, interviews and surveys the efficacy of pedagogy for civic and citizenship learning in four schools identified as places of strong democratic practice. This study was able to identify particular commonalities between the four case study schools that were conducive to creating and sustaining democratic principles and practices. These schools, although very different in their composition, were lead by principals who shared the view that children under their care were subjects in the making with increasing rights and responsibilities rather than objects to be manipulated, controlled and protected. The findings suggest that experiencing democracy and human rights in daily school life in a variety of situations and on a number of different levels can effectively contribute to the learning of the meaning and advantages of democratic values such as the rule of law, participatory decision-making and due process. It also concludes that there may be a relationship between parental socio-economic background and the possibilities available for students to engage in effective civic learning and citizenship practices. The relationship between socio-economic background and other structural factors including gender and ethnicity in relation to possibilities of civic learning needs to be investigated in a larger study.

This thesis is set in the Western Australian education system and centres on the question of how primary schools can actively foster conditions conducive to creating and sustaining education in and for democracy and human rights. In Australia, as elsewhere, there is a widespread acceptance of the need for democratic education also referred to as civics and citizenship education. The perceived lack of public understanding of democratic principles and practices has, in the last decade, led various Australian governments to commit significant resources ($ 31.6 million) to civics and citizenship education programmes such as Discovering Democracy (DD). This thesis argues that political engagement and civic learning is most effective when schools commit themselves to deliberately embedding a set of democratic educational principles in everyday practices. In contrast to traditional approaches to citizenship education that tend to focus on the operational aspects of representative governments, institutions and history, this thesis argues that education for Democracy and Human Rights (DaHR) can be effectively achieved through the fostering of DaHR in education. In this task the thesis draws on the Convention on the Rights of the Child (CRC). The CRC is rooted in a range of basic values about the treatment of children in schools and elsewhere, and encompasses basic rights to which children are entitled. The study empirically investigates through up close observations, interviews and surveys the efficacy of pedagogy for civic and citizenship learning in four schools identified as places of strong democratic practice. This study was able to identify particular commonalities between the four case study schools that were conducive to creating and sustaining democratic principles and practices. These schools, although very different in their composition, were lead by principals who shared the view that children under their care were subjects in the making with increasing rights and responsibilities rather than objects to be manipulated, controlled and protected. The findings suggest that experiencing democracy and human rights in daily school life in a variety of situations and on a number of different levels can effectively contribute to the learning of the meaning and advantages of democratic values such as the rule of law, participatory decision-making and due process. It also concludes that there may be a relationship between parental socio-economic background and the possibilities available for students to engage in effective civic learning and citizenship practices. The relationship between socio-economic background and other structural factors including gender and ethnicity in relation to possibilities of civic learning needs to be investigated in a larger study.

Challenging the wide-spread hopelessness in relationship to our capacity to produce real alternatives to the abstract and egoistic neoliberal utopia – with its destructive and unfair consequences around the globe in general and specifically in Mallorca – this thesis, understood as performative research, focuses on the conception and development of Situated Collective Utopias.  These would be utopias that can grow generously and unfold not as abstract and consensed projections of futures but as extrusions of very contextual and often dissensual hopes. They are apparatuses to explore our collective abilities to practically, critically and ethically engage in and sustain the making and thinking of difference. A difference that is materialized and shared as a common heritage and that belongs to who cares and takes care of it.  This thesis report contains a theoretical reflection about the concepts of utopia and heritage as well as an ecology of interventions that make and transform their own sites and aim at developing skilled spatial practices that “think through making”. The practical engagements in those particular situations afford an ongoing radical critique of their contexts and several “outside” moments of reflection.  At last, in the active pursue of finding already present Situated Collective Utopias, this thesis also tells various stories of learning from within the radical sharing community of excluded people of Can Gazà, stories which tell about a process of being given through architecting.

This thesis is about contemporary surrealism in Paris. Surrealism is a magnetic field that attracts individuals wishing to engage in a collective adventure, as well as those who choose to remain outside of the collective yet organise pursuits of an intrinsically surrealist nature. In particular, this thesis focuses on the cultural geographies of contemporary surrealism in Paris by exploring the intellectual, creative, esoteric and revolutionary-poetical practices that compose a surrealist everyday life and engagement with the city. The thesis draws on and extends recent interest in alternative geographical imaginations, urban utopianism and forms of creative resistance and is structured through the following themes: surrealists' mapping of places of attraction and repulsion, utopia and dystopia in Paris, their surrational re-enchanting of the contemporary city; surrealist practices that engage with sidereal geography, astrology and alchemy and reveal new ways of theorising the unconscious city; surrealist creative, strategic and collaborative acts of resistance, that are revolutionary-poetical; surrealist exploration of the contemporary city in the form of a game of derive and two interventions that enact radical, new know ledges of space and alternative urban geographies. The thesis is based on an ethnography that has involved mutual intellectual exchange and observant participation, evident in the surrealists' and my own interest in exploring Ernst Bloch's theoretical thinking on utopia in The Principle of Hope and its relation to the utopian characteristics of surrealist interventions and everyday re-enchantment of the city. Through its attention to possibilities it explores the ways in which surrealist spatial practices evoke Bloch's concept of excedent utopique in terms of what surrealists inherit from their own history, their sense of the city's past, and in relation to the hope they evoke for the future. This is the nature of their geographie passionnelle.

O presente estudo busca investigar a necessidade de formação continuada para os professores de Língua Inglesa do Litoral Norte do Rio Grande do Sul, a partir de algumas questões que afloraram dentro da minha realidade enquanto professora da área. São elas: o que acontece com o professor de língua estrangeira que não consegue dar continuidade ao seu trabalho diário? Será que sua formação o preparou para a prática pedagógica? Como a relação teoria e prática ocorre na sala de aula da Educação Básica? Quais as dificuldades encontradas em suas práticas docentes? E também pelo fato de muitos ex-alunos do curso superior que sempre que se encontram em dificuldades perante situações referentes à prática docente ou até mesmo frente a questões gramaticais da língua inglesa me procuram pedindo ajuda. A pesquisa-ação foi a metodologia escolhida por ser, segundo Cohen e Manion (1998), uma intervenção de pequena escala no funcionamento do mundo real e um exame próximo dos efeitos de tal intervenção. Ela é situacional, ou seja, trata-se de um problema diagnosticado num contexto específico e a tentativa de resolvê-lo naquele contexto, a qual deu-se em diferentes momentos. É evidente que alguns passos metodológicos devem ser elaborados previamente, mas servem apenas de orientação e não de amarras, pois grande parte dos caminhos da pesquisa se constrói no dia-a-dia, na convivência com as pessoas e no contexto que propomos discutir. Foram abordadas questões referentes à formação de professores para a língua inglesa, nos cursos de licenciaturas, a importância da língua inglesa, bem como, um pouco da origem da mesma e o seu ensino. Como categorias principais do estudo, foram discutidas a formação inicial e a formação continuada, fazendo-se uma tecitura entre a teoria e a fala dos entrevistados.
This work searches to investigate the necessity of continuous formation to English Language teachers of Rio Grande do Sul´s North Coast. Based on some questions which flourished about my reality in this area. They are: Why do English teachers have so many problems in teaching? Did his/her initial formation prepare him/her for the practice? How do theory and practice occur into the class? Which are the difficulties faced in his/her practice? How can continuous formation fill the lacks left by initial formation? And, principally, because exstudents from college, always ask me for help when facing the pedagogical practice. The research-action method was chosen according to Cohen and Manion because they say it is a small-scale intervention in the functioning of the real world and a close examination of the effects of such intervention. It is situational, diagnosing a problem in a specific context and attempting to solve it in that context. It is evident that some methodological steps must be elaborated before, but they serve just as orientation, and not as chains, because great part of the research way is constructed on day-by-day basis with the subjects and the context we propose to discuss. Questions referring to English teachers’ formation, the importance of English language as well as its origin and teaching were approached. Initial formation and continuous formation, making joins from theory and interviewers speaking were discussed as main study categories.

Esta tese está inserida no debate sobre a utilização da experimentação construtiva ao longo da concepção da materialidade e seu papel como recurso pedagógico. Trata mais especificamente, dos espaços e práticas experimentais no contexto acadêmico nacional, objetivando compreender o processo de configuração dos espaços da área técnico-construtiva implantados nas escolas públicas de arquitetura de acordo com as particularidades advindas de diferentes contextos do país, das políticas educacionais e das ações dos atores envolvidos, com a identificação das condições essenciais para que estas práticas sejam implantadas e potencializadas no contexto acadêmico. O trabalho foi desenvolvido a partir de pesquisas documentais e por meio de visitas técnicas realizadas em 21 escolas públicas de arquitetura localizadas em diferentes regiões do país, com entrevistas direcionadas aos principais atores que atualmente estão à frente da área da Tecnologia da Construção. O trabalho trouxe contribuições de ordem teórica a partir da sistematização de uma bibliografia abrangente sobre um tema pouco estudado no contexto nacional. Quanto às contribuições de ordem prática, os dados obtidos nas visitas técnicas possibilitaram contextualizar os desafios enfrentados no ensino da Tecnologia da Construção, que não se resumem ao arranjo físico laboratorial, mas a uma dimensão mais ampla, abrangendo aspectos político-educacionais, estruturais e sócio-econômicos e também, questões de fundo, como as relações interpessoais e burocráticas. Estes resultados permitiram identificar as condições consideradas como essenciais na (re)formulação de estratégias voltadas à área da Tecnologia da Construção e sua infraestrutura, de maneira que as experiências existentes possam ser potencializadas e novas implantações tenham maior respaldo técnico de acordo com as particularidades contextuais.
This thesis is inserted in the debate about the use of experimentation in building along with the conception of materiality and its role as pedagogical resource. It approaches, more specifically, the experimental workspaces and practices in the Brazilian academic context. It aims to understand the process of shaping the workspaces of the technology and construction fields established in public schools of architecture according to the singularities from different contexts of the country, educational policies and activities of the actors involved, identifying the essential conditions for those practices to be implemented and strengthened in the academic context. The work was developed based on documentary research and through technical visits in 21 public schools of architecture located in different regions of the country, with interviews directed to the main actors who are currently in charge of the field of Technology of Construction. In relation to the practical contributions, the data obtained in the technical visits made it possible to contextualize the challenges faced in the education of Technology of Construction. These challenges are not limited to the physical arrangement of the laboratory; they embrace a broader dimension, covering education politics, structural and socioeconomic aspects and, still, background issues such as interpersonal relations and bureaucracy. These results enabled the identification of conditions considered essential in the (re) formulation of strategies directed to the field of Technology of Construction and its infrastructure, so that the existing experiences can be strengthened and new applications can have a greater technical support according to the contextual singularities.

Despite the growing consensus on the importance of an extended responsibility for business, both the conceptual and practical understanding of “corporate responsibility” has remained limited. Corporate responsibility is still often understood as an add-on to business-as-usual or as a strategy to enhance business performance. In fact, in recent years, the concept of corporate responsibility has become associated with corporate deceit instead of corporate contributions to society, and tends to engender cynicism rather than a sense of hope. In this study I sought to explore a more hopeful and more “radical” conceptualisation of corporate responsibility. By looking at an international sample of “exemplary” values-driven businesses, this study provides insight into corporate responsibility not primarily as a means towards commercial ends but as an expression of a desire to “do good” and create social and/or environmental value. This study paints a picture of the rich, responsible reality of values-driven businesses. It describes their generous, human-centred approach to employees and the internal environment. It explores their deep sense of interdependence with the wider community in which they find themselves, and their extensive engagement with a wide variety of external parties, many of which are not “naturally” connected to business. It creates an understanding of the iterative, emerging and evolutionary nature of the CSR implementation process and the inherent impermanence of CSR “solutions”. While this study gives a comprehensive insight into various, generous and progressive practices, it shows that the essence of a “responsible existence” is not the implementation of certain practices alone, but relates to the willingness and ability to continuously question the established ways and practices of business in light of the higher business aspirations, which, for many, leads to a fundamentally different way of organising, managing and governing the business. At the same time, this study does not provide a glorified account of some kind of “utopian” responsible existence. Instead, it shows the “messy” reality of trying to implement social and environmental values, while faced with multiple demands and when embedded within a social and business context that does not necessarily hold the same values. The thesis describes the various conflicts and compromises related to the implementation of multiple, conflicting commitments and demands, and the different ways in which the sample businesses approach such situations. While the sample businesses are quite capable of gracefully navigating these conflicts in creative and pragmatic ways, the research also indicates that significant compromises are seemingly inevitable, and can, almost imperceptibly, move a company away from its envisaged values and commitments. Finally, this study argues that the currently dominant approach to corporate responsibility in organisational studies, which reflects a rationalised and economic perspective on CSR and business, will be insufficient to describe the rich reality found within these businesses, as it will edit out some of its most essential elements. I conclude this dissertation by proposing an alternative, human existential lens through which corporate responsibility in values-driven businesses can be understood. Through a review of the research findings in relation to three existential themes, I show that a human existential perspective is better suited to explore both the beauty and the struggle of values-driven businesses.

This paper has it´s starting point in the leisure teacher's profession and deals with the reality many leisure teachers find themselves in, and what qualities the leisure teacher needs to perform the profession in the best way. What is the leisure teacher's assignment and how hasthe leisure teacher's profession looked historically are other parts that I also discuss in this exam. This exam is written in essay form. The text is based on my self-perceived dilemma "the story" where I portray my dilemma, which then results in the question that becomes thebackbone of this exam. This question then results in discussions based on my own thoughts, which are discussed with the help of control documents and other relevant literature. Other literature dealing with the history and assignments of the leisure center, such as Ann S Philgren's books Fritidshemmet and Fritidshemmets didactics and more. But also books dealing with practical knowledge, Alsterdal and Pröckl's book, from Within and from outside but also Bornemark and Svenaeus book, what is Practical knowledge and others. The importance of the play will also be discussed, and Öhman's book The most important thing is to play will have a big role together, with for example, Good learning environments for children by Kragh-Müller, Orstedt Andersen and Veje Hvidtved. The text will also include general advice for leisure centers. The issues that this exam come to address are partly how the leisure teacher assignment changed from a historical perspective, what does it look like today and what has it looked like in the past? also what changes have taken place when it comes to the professional role and how has this affected the pedagogical work at the leisure center? But also what skills a leisure teacher needs to carry out his/her work in the best way In other words, this text makes visible the leisure center and it´s profession with the aim of strengthening the importance of the leisure centers in the school world.

Esta tese apresenta dois focos principais de interesse: o ensino de Geografia no Ensino Fundamental e Médio (EFM) e a formação de professores de Geografia. Nos interessamos, particularmente, em saber como o movimento de renovação da Geografia, genericamente denominado Geografia Grítica (GC), chegou no EFM. Os objetivos principais desta tese foram averiguar como a efervescência e renovação da Geografia Acadêmica pós-1978 chegaram ao ensino de Geografia do EFM, qual a contribuição do movimento denominado GC na renovação do ensino desta disciplina e quais as concepções de Educação e de Geografia que os licenciados estão construindo com e para seus alunos do EFM. Para alcançar estes objetivos observamos dez licenciados em Geografia, nos anos de 2002 e 2003, que lecinavam no EFM, em treze escolas distinas nos turnos da manhã, tarde e noite, na cidade de Porto Alegre, estado do Rio Grande do Sul, perazendo um total de 154 (cento e cinqüenta e quatro) observações que totalizaram 212 (duzentas e doze) horas/aula. Constatamos a dificuldade de se renovar as práticas pedagógicas, bem como de se construir um bom embasamento teórico que promova um ensino de Geografia atual, dinâmico, plural, instigante, reflexivo e radicalmente democrático. Este trabalho nao teve a pretensão de ser prescritivo do "bem ensinar Geografia", mas desejou servir de pretexto para que a comunidade de professores discuta e questione os seus referenciais de ciência, de Educação e de Geografia para fomentar a busca de um ensino que auxilie o fortalecimento da autonomia intelectual do educando e a construção de uma noção de cidadania que priorize a luta coletiva pela democracia, pela liberadade e pela justiça social através da apropriação e da reflexão sobre o espaço geográfico e suas categorias de análise. Enfim, uma Geografia que pense a ontologia do ser humano a partir do espaço vivido.
This thesis has two mains focuses: Geography teaching at primary and secondary schools and training of Geography teacher. Particularly, we are interested in how the movement of renewal of Geography - generally called Critica Geography - has arrived to primary and secondary teaching. The main targets of the tehesis were to verify how the effervescence and renewal of post-1978 Academica Geography arrived to geography teaching at primary and secondary schools; the contribution of the so-called critical Geography movement to the renewal of that teaching, and the Education anda Geography conceptions that geographyu teaching graduates are building with and for their students at the primary anda secondary teaching. In order to reach those goals, we have observed ten such Geography graduates in 2002 and 2003. They taught at 13 distinct primary anda secondary schools at morning, afternoon and evening classes in the city of Porto Alegre, in the southern Brazilian State of Rio Grande do Sul, totaling 154 observation session anda 212 class-hours. We identified the difficulty to renew pedagogical practices as well as to build a good theoretical basis able to promote Geography teaching that is updates, dynamic, plural, encouraging, reflexive , anda radically democratic. This work did not intend to prescribe "good Geography teaching". It rather wanted to serva as a pretext for the teacher community to discuss and question its references about science, Education, and Geography, in order to foster the search for teaching that helps to strengthen the intellectual autonomy of the student and the construction of a notion of citizenship that focuses on collettive struggle for democracy, freedom and social justice through appropriation and reflection over the geographic space and its analytical categories. That is, geography that thinks human being´s ontology based on the lived space.

Cette thèse met en lumière deux points d'intérêt: l'Enseignement de la Géographie(EG) dans le cadre de l'Enseignement Fondamental et Moyen (EFM), et de même la formation d'enseignants de Géographie. Il s'agit ,dans cette thèse, d'apprendre comment le renouveau concernant la géographie, celle-ci nommée génériquement Géographie Critique (GC), a abouti au EFM. Les objectifs principaux de cette thèse ont été de rechercher comment le bouillonement et le renouveau de la Géographie, après 1978, sont-ils arrivés dans l'EG de l'EFM, et aussi quel est l'ap-port du mouvement GC dans le renouveau de l'EG et encore quelles sont les conceptions d’Education et de Géographie que les licenciés construisent pour et avec leurs apprenants au EFM. Pour atteindre ces objectifs, nous avons observé dix licenciés en Géographie, au cours des années 2002 et 2003, qui enseignaient dans l'EFM, des effectifs de treize écoles différentes, en trois journées distinctes de travail : matin, après-midi et soir. Nous avons complété 154 observations sur place, en totalisant 212 heures/classe. Nous avons constaté la grande difficulté dans la rénovation des pratiques pédagogiques, ainsi que dans la construction d'un bon support théorique qui puisse promouvoir un enseignement de la Géographie plus actuel, dynamique, pluriel, instigant, refléxif et radicalement démocratique. Ce travail n'a pas eu la pretention d'être prescriptible de « bien enseigner la Géographie », mais il a proposé servir de pretexte pour que la communauté de professeurs discutent et se posent des questions sur leurs référenciels de la Science, de l'Education et de la Géographie, pour fomenter la recherche d'un enseignement qui contribue au renforcement de l'autonomie intelectuelle de l'apprenant et aussi à la construction de la notion de citoyenneté qui établit la priorité de la lutte collective pour la démocracie, pour la liberté et pour la justice sociale à travers l'appropriation et la réflexion sur l'espace géographique et ses catégories d'analyse. Enfin, une Géographie qui pense á l'ontologie de l'être humain à partir de l'espace vécu.
Esta tese apresenta dois focos principais de interesse: o ensino de Geografia no Ensino Fundamental e Médio (EFM) e a formação de professores de Geografia. Nos interessamos, particularmente, em saber como o movimento de renovação da Geografia, genericamente denominado Geografia Crítica (GC), chegou ao EFM. Os objetivos principais desta tese foram averiguar como a efervescência e renovação da Geografia Acadêmica pós-1978 chegaram ao ensino de Geografia do EFM, qual a contribuição do movimento denominado GC na renovação do ensino desta disciplina e quais as concepções de Educação e de Geografia que os licenciados estão construindo com e para seus alunos do EFM. Para alcançar estes objetivos observamos dez licenciados em Geografia, nos anos de 2002 e 2003, que lecionavam no EFM, em treze escolas distintas nos turnos da manhã, tarde e da noite, na cidade de Porto Alegre, estado do Rio Grande do Sul, perfazendo um total de 154 (cento e cinqüenta e quatro) observações que totalizaram 212 (duzentas e doze) horas/aula. Constatamos a dificuldade de se renovar as práticas pedagógicas, bem como de se construir um bom embasamento teórico que promova um ensino de Geografia atual, dinâmico, plural, instigante, reflexivo e radicalmente democrático. Este trabalho não teve a pretensão de ser prescritivo do "bem ensinar Geografia", mas desejou servir de pretexto para que a comunidade de professores discuta e questione os seus referenciais de ciência, de Educação e de Geografia. para fomentar a busca de um ensino que auxilie o fortalecimento da autonomia intelectual do educando e a construção de uma noção de cidadania que priorize a luta coletiva pela democracia, pela liberdade e pela justiça social através da apropriação e da reflexão sobre o espaço geográfico e suas categorias de análise. Enfim, uma Geografia que pense a ontologia do ser humano a partir do espaço vivido.
This thesis has two main focuses: Geography teaching at primary and secondary schools and training of Geography teachers. Particularly, we are interested in how the movement of renewal of Geography - generally called Critical Geography - has arrived to primary and secondary teaching. The main targets of the thesis were to verify how the effervescence and renewal of post-1978 Academic Geography arrived to geography teaching at primary and secondary schools; the contribution of the so-called critical Geography movement to the renewal of that teaching; and the Education and Geography conceptions that geography teaching graduates are building with and for their students at the primary and secondary teaching. In order to reach those goals, we have observed ten such Geography graduates in 2002 and 2003. They taught at 13 distinct primary and secondary schools at morning, afternoon and evening classes in the city of Porto Alegre, in the southern Brazilian State of Rio Grande do Sul, totaling 154 observation sessions and 212 class-hours. We identified the difficulty to renew pedagogical practices as well as to build a good theoretical basis able to promote Geography teaching that is updated, dynamic, plural, encouraging, reflexive, and radically democratic. This work did not intend to prescribe "good Geography teaching". It rather wanted to serve as a pretext for the teacher community to discuss and question its references about science, Education, and Geography, in order to foster the search for teaching that helps to strengthen the intellectual autonomy of the student and the construction of a notion of citizenship that focuses on collective struggle for democracy, freedom and social justice through appropriation and reflection over the geographic space and its analytical categories. That is, geography that thinks human being's ontology based on the lived space.

Ce travail de recherche consiste à analyser et à restituer les principaux faits qui illustrent les changements provoqués par le numérique dans les industries culturelles et les pratiques du cinéma Art et Essai en particulier. A l’ère de la projection numérique, les salles de cinéma vivent une véritable révolution technologique. Cette dernière induit un changement dans les modes de consommation et d’accès à la culture. L’analyse des salles de cinéma Utopia et le concept « vidéo en poche » témoigne d’un nouveau usage des biens culturels à l’ère de l’économie numérique
The present research sets out to study and scrutinise the key facts that illustrate the change in conditions caused by digital cultural industries and practice of the art of cinema and particularly the essay. In the era of digital projection, cinema halls are facing a true technological revolution. The latter induces a change in the consumption patterns and the access to culture The analysis of Utopia cinema halls and the video-in-pocket concept tell us a lot about this postmodern use of cultural artifacts at the age of digital economy

This thesis focuses on the architectural production of Red Vienna in 1920s to examine the bourgeois conception of social housing program in a governmental socialist understanding of housing. Having a structural transformation through the First World War, Vienna became the enclave of Socialist Democrat Party and thereafter underwent radical housing and cultural transformative programs. Within these programs, it was intended to give the working-class the accurate social position by means of provided accessibility to their own private and public spheres. Among a wide range of housing examples built during the governance of the party, Karl Marx Hof, one of the largest projects, has been chosen to examine the reflections of bourgeois conception of culture. Based on the contradictory discourse and practices in political, architectural and cultural realms, the aim of the research is to redefine the privacy of the dwellings and the public qualities of the common spaces and thereafter to situate the proletarian housing in relation to bourgeois spatial values within the history of domestic space in Vienna.

Thesis (M.A.)--University of Wisconsin--Madison, 1996.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 99-100).

碩士
國立臺灣大學
人類學研究所
104
This research focuses on the study of the autonomous community “Mount Zion” (Mt. Zion), established by the New Testament Church (NTC) in Taiwan. The aim of the research is to examine the contemporary features, present its development and practice of social life, and connect with some previous studies on Utopia. In my study, it is believed that the “thought” of Utopia may exit in various cultures, if Utopia is to be generalized as an idealism of living in a wonderful society in the mortal world. Throughout the world history, it seems that most of the few communities successfully turning the thoughts of Utopia into experiment or practice have been founded by the Christian Utopian ones. On the other hand, in Chinese societies, the case of the “Utopian community” founded by the ideology of religion is scarce. Currently, the best example of this kind of community would be Mt. Zion founded by NTC in Taiwan, which preserves the Utopian way of living in the most complete and sustained fashion. In my study, I consider that the “Holy-Land” (promised land) owned and developed by NTC in Taiwan is a community that sustains and practices the idea of Utopia by implementing Christian religion as its culture base and blueprint of concept. NTC has many Holy-Lands in different places throughout Taiwan, even overseas. Among all, the most representative and most divine one is Mt. Zion located in Kaohsiung City. As for the other Holy-Lands following the example of Mt. Zion are called “branches of Mt. Zion”. Inside the Holy-Land, which deliberately isolates itself from the outside world, the NTC believers consciously recreates the living style similar to “Eden” and “Commune” in the beginning of the Christian Church recorded in the Bible. They live in the God-based life style, and combine “work, live, serve” as a whole. Moreover, they gained the power of self-educating the disciples’ children from Taiwan government in 1997, hence the religion-practicing living area become more mature, and is therefore called “Eden Homestead”. The content of my thesis firstly through the diachronic view point presents the development of NTC/Mt. Zion from 1960s to the present time, indicating how the “internal and external motivation” of the Utopia was efficiently combined by “people”, and how they further actively realized the concrete Utopia community. At the same time, the close-relationship between Christianity and Utopia was examined and revised through the study of the case of Mt. Zion. Secondly, the current study presents the social life of NTC believers in Mt. Zion through the synchronic view point, including the aspects of God-based life and God-based education, environment preservation and eco-village, production and consumption, the idea of Utopia-construction. It also recorded the NTC’ homeschooling (God-based education), daily congregation (prophecy and witness), and pilgrimage (Feast of Tabernacles in 2014). These aspects above hence depicted the profile of Mt. Zion as a Christian Utopia in contemporary Taiwan. Furthermore, the diachronic and synchronic results show that NTC has vividly interpreted various “in-the-name-of-God” actions, inside and outside the community through its unique religious doctrines and mobilization system, and has actively created meanings and given value to it, making it a “practice of faith”. On one hand, it has internally created cohesion within the members in the group. On the other hand, it has externally produced a motion of resistance to form and sustain the boarder of the Utopia. Therefore, Mt. Zion, the Christian Utopian community, is able to continuously “transform” and “adapt” the challenges arising from inside and outside the community under the specific social, cultural and historical context in Taiwan, and further more continues functioning till present time for over thirty years. Finally, this research takes the example of Mt. Zion experience to examine the qualities and conditions for a successfully established and functioning Utopian community. Moreover, the research indicates that the phenomenon of NTC/Mt. Zion is not only a religious utopian movement, but also a “special way of expression” of social movement. Last, the comparison between of Christian Utopia and secular Utopia is made, in order to enter into a dialogue with the Utopia theories in the field of anthropology.

博士
國立臺北藝術大學
戲劇學系博士班
97
This thesis focuses on how the Taiwan experimental theatre is influenced by the western utopian ideal which also forms the avant-garde theatre in the twentieth century. In the thesis my approach is to analyze the ideology of Taiwan from 1970 to 1989, which are prevalent but not yet explored. What I am attempting to emphasize is this: the artists of Taiwan experimental theatre have profoundly involved in constructing, as well as the disenchanting, the ideology of their own epoch, whether they view the theatre as the path to a social or political utopia, or they employ utopia as the theme of their theatrical work. My thesis will be divided into four parts as follows. First, through examining the 1970s Taiwan modernist theatre, I look into the concept of the primary public sphere and the theory of body. Second, I will probe into the new theatre art institutes from the late 1970s to the early 1980s, in order to find out the transformation of public sphere and the theory of body. In addition, I will further study how the utopian theme transforms into the utopian social action or event in Taiwan people’s daily life during the late 1980s. That reveals the cultural evolution and political revolution.

Dissertação de mestrado integrado em Arquitectura (área de especialização em Cultura Arquitetónica)
Esta dissertação tem como tema central o fenómeno urbano das feiras ambulantes. Tudo se iniciou com a observação de algo que geralmente não é considerado arquitetura - a feira -, a partir de um olhar de arquiteto. Este modo de ler o fenómeno catalisou uma discussão teórica entre dois “modos de fazer” arquitetura aparentemente opostos: a utopia e o pragmatismo. A partir da análise do modo de atuação e de produção do espaço, verifica-se que na feira existe um processo de adaptação constante que ocorre ao longo de uma rotina diária. Esta constatação permitiu alcançar a ideia de que este fenómeno é uma “utopia prática” que funde utopia e pragmatismo na ação de produzir espaço. A arquitetura da “utopia prática” adota uma postura crítica e pragmática em relação às convenções. É este conceito que, numa ambição final, será visto como um potencial catalisador de alternativas da produção do espaço na arquitetura comum.
This dissertation has as main theme, the phenomenon of street markets. It all began with the observation of something that is generally not considered architecture – the street market – from an architect look. This way of reading the phenomenon, catalyzed a theoretical discussion between two “ways of doing” architecture apparently opposed: utopia and pragmatism. From the mode of operation and of space production, it is possible to verify that in street markets there is a constant adaptation process that happens over a daily routine. This assessment allowed us to achieve the idea that this phenomenon is a “practical utopia” that merges utopia and pragmatism in the action of product space. The architecture of the “practical utopia” takes a critical and pragmatic approach in relation to the conventions. It is this concept that, in a final ambition, is seen as a potential catalyst of alternatives to space production in common architecture.

The doctoral dissertation “Waterbirth and Russian-American Exchange: From the Iron Curtain to Facebook” presents the social history of the Russian waterbirth movement, from the Cold War epoch to the present. One of the first ethnographies to examine Russian-American cultural exchange, this study fills a number of gaps in both Russian and American cultural history, bringing together the issues of religion, science, gender, body politics and the state. By drawing on interviews with Russian and American birth practitioners, as well as participant observation of the birthing practices on both continents, I seek to define their agendas for the development of alternative ideologies and practices, as well as their specific effects, experienced on both global and local scales. In particular, I attempt to problematize the conventional narratives of globalization and biomedicalization, presenting “local” cultures either as passive victims of the dominant Western agent or rebels exercising futile resistance. Despite the turbulent effects of Western intervention into the Russian value system and everyday practices, the local culture of Russia proved capable of producing, promoting, and communicating to the world particular models and schemes that proved to be viable, went global, and affected the vision of the body and self in the Western world. By examining the case of the waterbirth movement, the project seeks to enrich current understanding of the information flows between Russia and the West. By looking at Russian and American utopian projects, which center on science, nature, tradition and globalization, and carefully tracing their sources, origins, mutual impacts and conflicts, we can get a better understanding of the formation and distribution of authoritative knowledge on global and local levels. An empirical study of this specific set of problems is expected to stimulate a valuable insight into the mechanisms governing the relationships between social orders, complex transnational identity formation, and global/local knowledge production in late modern societies.

碩士
國立成功大學
外國語文學系碩博士班
96
Charlotte Perkins Gilman in her political treatise Women and Economics (1898) points out that women’s inferior social status is caused by the inappropriate distribution of the female labor force to the domestic field. Since women are tied to household drudgery, they are unable to participate in the public workforce to gain their economic independence. Only when the deep-rooted binary division of human labor—men are attributed to public sphere and women, the private—is discarded, can the unequal relation between the sexes be improved, and the human society elevate and progress. In her utopian trilogy—Moving the Mountain, Herland and With Her in Ourland, by the use of contrast and comparison, Gilman blueprints her utopias in which female labor force is effectively utilized. That is, by the conversation between the protagonists of different sexes and opposite viewpoints, Gilman restates her reformative ideas on sexuo-economic relation as addressed in Women and Economics. This thesis, by analyzing Gilman’s utopian trilogy in the perspectives of “sex distinction” and “labor division,” attempts to explore how Gilman helps her audience, especially women, to free themselves from the patriarchal social conventions and then realize their potential and capability of accomplishing themselves in the economic world.

Dissertação de mestrado em Gestão de Recursos Humanos
O presente trabalho de investigação pretende abordar a Responsabilidade Social em Portugal, nomeadamente nas Pequenas e Médias Empresas. O conceito de Responsabilidade Social tem vindo a ser objeto de estudo desde os anos 50, tendo sido alvo de várias definições e conceitos por vários investigadores. Contudo, apenas recentemente este conceito tem vindo a ganhar a devida importância no seio empresarial, sendo um tema na área dos recursos humanos relativamente recente. Apesar da sua crescente importância e divulgação, a sociedade portuguesa atual ainda não se encontra inteiramente familiarizada com o conceito de Responsabilidade Social. Para além disso, também muitas empresas ainda não se encontram sensibilizadas para este conceito, não sabendo que tipo de práticas implementar neste sentido. De facto, verifica-se que, em Portugal, são essencialmente as empresas de grandes dimensões que aderem em larga escala à implementação de práticas socialmente responsáveis, principalmente para fins publicitários como uma forma de divulgação da própria marca. Devido ao crescente desenvolvimento deste conceito no seio organizacional e à necessidade de divulgar o conceito de Responsabilidade Social na sociedade portuguesa, o objetivo deste trabalho de investigação é, assim, compreender a importância da Responsabilidade Social para uma empresa de pequena dimensão, para então perceber se é possível também a estas desenvolver práticas socialmente responsáveis. Para tal, a metodologia de investigação utilizada será o estudo de caso de uma PME nacional, utilizando como técnicas de investigação a análise documental e a realização de entrevistas. Com base na análise de conteúdo realizada, conclui-se que as PMEs têm condições para serem socialmente responsáveis, o investimento em práticas de RS apenas tem que ser proporcional à dimensão da empresa.
This essay aims to approach the Social Responsibility in Portugal, focusing on the small and medium sized enterprises. Although the concept of social responsibility has been a case study since the 50s and has been the target of several concepts and definitions by various authors, its importance among companies has only been increasing recently, being a relatively recent subject in the human resources area. In spite of its increasing importance and dissemination, the current Portuguese society is not yet fully familiarized with the concept of Social Responsibility. Furthermore, there are also several companies not yet acquainted with this phenomenon and not aware of what kind of practices they could implement. In fact, in Portugal, the majority of companies implementing social responsibilities practices are large companies, mainly for marketing and advertising purposes, in order to advertise their respective brands. Due to the increasing development of this concept among the enterprise business, and due to the need to spread the social responsibility concept in the Portuguese society, the main goal of this essay is to understand the importance of social responsibility to the small and medium sized enterprises, so that it is possible to determine if they can implement sustainable practices. To do that, the research methodology to be used is the case study of a Portuguese medium sized company, using as research techniques the document analysis and the interviews. Using the content analysis as the basis for this methodology, it is possible to conclude that the small and medium sized enterprises can be socially responsible as long as their investment in those practices is proportional to the dimension of the company.

碩士
東海大學
建築(工程)學系
83
1.We will recognize that the potential organization behind "Ut -opia" design is Tai-Ting construction company. We can realize the logic of his system-capitalism, which was formed by the sys -tem of standard, shows obedience to economic capital. Furthermore, we can also know the process of how he practices his ideal of cultural capital step by step through the rule of capitalism of his own system. 2.Because of the understanding of Tai-Ting''s development, back- ground and characteristic, we can know that the process of the development of his cultural capital and the relationship between "Utopia" and Tai-Ting are set up under the combination of cultural and economic capital. 3.The practice of "Utopia" design --the combination of cultural and economic capital of Tai-Ting forms an ideal living style. Besides, fulfilling "Utopia" in daily life of commercial economic capital also brings about the form of "heterotopia". It proceeds a field struggle of daily life contrastiing actural society, so that it can take the social responsibility of living style, environment and living attitude of actual life and even replace or remold them. 4.The practice of "Utopia" design is treaded as the specific production of "heterotopia" of the practice of daily life fulls of contradictory between ideal and reality under ambiguous cultural capital. It is also treated as "heterotopia" of daily life distinction of economic capital under the market. It also has the character of "heterotopia" that accumulates profits finished by service capital and the promotion hidden under commercial market.

Enquadramento: Situarmo-nos actualmente no paradigma da inclusão parece inquestionável. No entanto, a sua operacionalização é controversa. Os autores situam-se de formas diferentes face ao grande desafio que é a construção de uma educação inclusiva, inserida numa sociedade que se pretende também assim. Neste sentido, cabe aos professores e aos pais um papel de destaque, uma vez que que se encontram em permanente contacto com os obstáculos e dificuldades que o modelo inclusivo constitui. Objectivos: O presente estudo pretende conhecer e reflectir acerca das percepções de professores de Educação Especial, do Ensino Regular e de pais quanto às práticas inclusivas das respectivas escolas. Método: A metodologia utilizada enquadra-se no paradigma de um estudo triangulado, em que estão presentes as abordagens qualitativa e quantitativa. Através da realização de uma entrevista semi-estruturada, e respectiva análise de conteúdo, os professores revelaram as suas percepções quanto às práticas inclusivas da escola. Foram também recolhidas informações a partir dos Projectos Educativos de Escola, procedendo-se à respectiva análise documental. Por último, através dos questionários realizados aos pais dos alunos com NEE, aferiram-se as suas opiniões quanto às práticas inclusivas das escolas, tendo estes dados sido tratados estatisticamente. Resultados: Quanto aos resultados encontrados, verificou-se que as percepções dos professores de Educação Especial e do Ensino Regular são, de um modo geral, equivalentes. As questões em que se registam diferenças mais significativas dizem respeito ao conhecimento acerca da legislação, à participação dos alunos com NEE nas actividades escolares, aos apoios disponibilizados pela escola e à colaboração entre docentes. Por fim, também foi possível observar que a participação dos pais na escola é, ainda, pouco activa.
Background: It seems unquestionable that we are now in the paradigm of inclusion. However, its operation is controversial. The authors are differently located in face of the great challenge which is to build an inclusive education, into a society that is also intended to be that way. So a relevant role is assigned to the teachers and the parents, since they are in permanent contact with the obstacles and difficulties which the inclusive model represents. Objectives: This study aims to know and reflect about the prospects of Special Education, Regular Education teachers and parents for the inclusive practices of their schools. Methodology: The methodology frames under the paradigm of a triangulated study, in which are covered both the qualitative and quantitative approaches. Through the interviews, and their analysis of content, the teachers revealed their perception about the school’s inclusive practices. It was also collected and analyzed information set in the school’s guidance documents. Finally, the parent’s opinions about the school’s inclusive practices were collected through questionnaires and this data processed statistically. Results: The results of this study reveal that the positions of Special Education and Regular Education teachers are generally equivalent. The issues that show the most significant differences are related to the knowledge about laws, the participation of students with Special Needs, the support provided by school and the collaboration between teachers. At last, it was observed that the parent’s participation in school is still very little active.

The purpose of the research The dissertation presents and analyses the experience of women associated with the Polish counterculture theatre. I analyse experiences of selected women who took part in this movement, as conveyed by their interpretations in the form of biographical narratives they constructed and theatrical activity they took up. The starting point of the reflection I am undertaking is a preliminary hypothesis about the specificity of the experience of being a woman in the counterculture theatre – both in theatre ensemble's operation and work organisation as well as in an actor training resulting in the roles they performed. The counterculture theatre ensembles based their actions on the idea that life and creation are mutually inseparable and postulated a different mode of existence than that of institutional or repertory theatres. Defying the administratively unified model of theatre, countercultural collectives were going beyond both temporal and spatial frameworks of theatre work, by defining their members' whole existence. By that very fact, they proposed an alternative lifestyle, their theatrical ventures went beyond the framework of theatre. Striving to change the fundamental, dominant cultural clichés, they were becoming something “more than theatre” (Jawłowska 1988). The aspirations of the counterculture theatre which proposed changes both on the level of artistic expression and cultural reality, that this movement was immersed in, seem inconsistent with the difficulties faced by the women who wanted to achieve their creative self-fulfilment in this environment. By analysing the movement's female participants' experiences as reconstructed by themselves, the dissertation not only aims to restore the memory of the actresses whose creative work has been neglected in the existing theatre studies, but also attempts to re-read the history of the Polish counterculture. Moreover, while treating a theatre group as an "ideal type" of social and public life model, the dissertation is meant to open a reflection on the basic cultural patterns, and in particular those concerning gender paradigms. Furthermore, the dissertation research methodology has become the means to achieve goals – by analysing the expression of women's experiences the dissertation recovers the cognitive potential contained in the experience category, which is significant for contemporary human studies. 2 Research Methodology The dissertation has an interdisciplinary character for at least two reasons. Firstly, due to the subject of the research, which combines theatre studies issues with sensitivity to women’s traditional cultural roles, projecting these questions on a wider social perspective, including especially the important category of experience. Secondly, due to the rich, varied methodology which will include deepened biographical interviews with selected figures of the theatrical movement, analysing and interpreting theatre performances and historical – including archival – research on the development of the counter-culture movement in the Polish theatre. The most important research category for the dissertation is an experience which I define as something "lived through" (Wilhelm Dilthey). I assume that experience is incomplete until "the livedthrough" is attributed with meaning during a creative retrospection (Victor W. Turner) which may result not only in a narrative but also, in the context of women that I study, be it theatrical activities. Hence, while studying the women's biographies, I determine their all creative acts as interpretations and representations of their own experiences, thus as an experience which they put in a structural framework. Therefore, I assume that studying an experience is studying its expression, analysing the experience mediated by an interpretation which, in turn, is always socially based. By that very fact, I observe the processual way of culture's existence and the category of experience becomes for me a process which is not only shaped by culture, but also shapes and re-shapes both the individual and – through its articulation, namely objectivization of its meaning – culture. The plan of the dissertation The dissertation consists of five analytical and interpretative chapters dedicated to individual biographies. While selecting the cases for individual interpretation, I was guided by the diversity of experiences criteria in order to outline a full range of possible stances, for example strategies of acting in the group as well as paths to artistic self-realisation. In effect, I dedicated particular chapters to: Ewa Benesz (1943), Anna Zubrzycki (1950), Jolanta Krukowska (1950), Ewa Wójciak (1951) and Erdmute Sobaszek (1957). As a result of each case study I created five figurations of subject of actresses of Polish counterculture – Oma, She-Foreigner, She-Dervish, She-Revolutionist and She- Acrobat. Each of these figurations appear as the alternative subjectivity of each protagonist of this work; alternative to subjectivity designed by the countercultural ethos established and implemented by the male leaders of the counterculture in Poland. Figuration as a method of analysis was applied also in searching for similarities and analogies between five individual figurations. By that means – by synthetizing selected cases and on the basis of its compliance – it emerged the figuration subjectivity of counterculture women in general in figuration of She-Jocker, whereby I describe the experience of being a woman in the theatrical counterculture movement in Poland, which is the second part of the dissertation.
Cel podjętych badań Rozprawa przedstawia i analizuje doświadczenia kobiet związanych z teatralnym ruchem kontrkultury w Polsce. Analizie poddane zostały doświadczenia wybranych uczestniczek tego ruchu, zapośredniczone przez ich własną interpretację, zarówno w postaci narracji biograficznej, jak i prowadzonej przez nie działalności teatralnej. Punktem wyjścia podejmowanej refleksji było, oparte na wstępnie przeprowadzonych badaniach, przekonanie, że bycie kobietą w teatrze kontrkultury jest doświadczeniem szczególnym – zarówno w obszarze funkcjonowania i organizacji pracy w grupie teatralnej, jak i treningu aktorskiego, którego efektem są grane przez nie role. Zespoły teatralnej kontrkultury, opierając swoje działania na idei nierozdzielności życia i twórczości, zakładały inny od teatrów instytucjonalnych czy repertuarowych tryb istnienia. Przeciwstawiając się administracyjnie ujednoliconemu modelowi działania teatrów, przekraczały zarówno czasowe, jak i przestrzenne ramy pracy teatralnej, definiując całość egzystencji należących do nich osób. Tym samym proponowały alternatywny model życia, wykraczając poza ramy teatru, a dążąc do zmiany podstawowych, dominujących wzorców kultury, stawały się czymś „więcej niż teatr” (Jawłowska 1988). Tak budowany kontrkulturowy etos jawi się jako sprzeczny z trudnościami, jakie napotykały kobiety pragnące twórczo realizować się w tym środowisku. Poprzez analizę zrekonstruowanych przez uczestniczki tego ruchu ich własnych doświadczeń, rozprawa ma na celu nie tylko przywrócić pamięć o aktorkach, których twórcza działalność była pomijana w dotychczasowych syntezach teatrologicznych, lecz także podjąć próbę odczytania na nowo historii teatralnej kontrkultury w Polsce. Ponadto, traktując grupę teatralną jako „typ idealny” modelu życia społecznego, rozprawa umożliwia podjęcie refleksji nad podstawowymi dla kultury wzorcami, w szczególności dotyczącymi płci i przypisanych jej ról społecznych. Badania stawiały przed sobą także realizację celów w zakresie przyjętej metodologii – poprzez analizę ekspresji doświadczenia kobiet podejmuję próbę odzyskania doświadczenia jako kategorii badań humanistycznych. Metodologia Badania mają charakter interdyscyplinarny z dwóch przynajmniej względów. Po pierwsze, z uwagi na podejmowaną problematykę, która łączy zagadnienia teatrologiczne z wrażliwością na rolę kobiet w kulturze, rzutując te kwestie na szerszą płaszczyznę społeczną, ze szczególnym uwzględnieniem ważnej kategorii doświadczenia. Po drugie, ze względu na bogatą, zróżnicowaną metodologię, która obejmuje pogłębione wywiady biograficzne z wytypowanymi postaciami ruchu 2 teatralnego, analizę i interpretację prac teatralnych oraz badania historyczne (w tym archiwalne) nad rozwojem kontrkulturowego nurtu w teatrze polskim. Najważniejszą dla rozprawy kategorią badawczą jest doświadczenie, które definiuję jako „to, co przeżyte” (Wilhelm Dilthey). Przyjmuję, że doświadczenie jest niepełne do momentu, gdy „temu, co przeżyte” nie zostanie przypisane znaczenie w trakcie twórczej retrospekcji (Victor W. Turner), której efektem może być nie tylko narracja, lecz także – w kontekście badanych przeze mnie kobiet – teatralna działalność. Tym samym, badając biografie twórcze kobiet, ujmuję każdy akt ich twórczości jako interpretację i reprezentację ich własnych przeżyć, a więc jako doświadczenie ujęte przez nie w strukturyzacyjne ramy. Przyjmuję zatem, że badanie doświadczenia jest badaniem jego ekspresji, analizą doświadczenia zapośredniczonego przez interpretację, która z kolei ma zawsze podstawy społeczne (Kirsten Hastrup). Tym samym, zauważam procesualny sposób istnienia kultury, a kategoria doświadczenia staje się dla mnie procesem, który nie tylko jest kształtowany przez kulturę, lecz także sam przekształca i kształtuje zarówno jednostkę, jak i – poprzez jego artykulację, a więc obiektywizowanie jego znaczenia – kulturę. Struktura pracy Praca składa się z pięciu rozdziałów analityczno-interpretacyjnych poświęconych poszczególnym biografiom. W selekcji przypadków do case study kierowałam się kryterium różnorodności doświadczeń, by zakreślić pole możliwych postaw – zarówno strategii funkcjonowania w zespole czy poza nim, jak i dróg twórczej samorealizacji. Do studium przypadku wybrałam: Ewę Benesz (ur. 1943), Annę Zubrzycki (ur. 1950), Jolantę Krukowską (ur. 1950), Ewę Wójciak (ur. 1951) i Erdmute Sobaszek (ur. 1957). W wyniku każdego studium przypadku powstało pięć figuracji aktorek polskiej kontrkultury – Oma, Cudzoziemka, Derwiszka, Rewolucjonistka i Akrobatka – stanowiących alternatywną podmiotowość każdej z bohaterek tej pracy; alternatywną wobec podmiotowości zaprojektowanej przez kontrkulturowy etos powołany i wdrażany przez męskich liderów kontrkultury w Polsce. Figurację jako metodę analizy zebranego materiału zastosowałam także badając powstałych pięć figuracji pod kątem odnalezienia części dla nich wspólnych, wyszukania podobieństw i analogii, by na podstawie tych zgodności ująć za pomocą jednej figuracji podmiotowość kobiety kontrkultury w ogóle. W ten sposób przeprowadzona synteza zebranego materiału, w efekcie której powstała figuracja Błaźnicy, przez którą opowiadam o doświadczeniu kobiet teatralnego nurtu kontrkultury w Polsce, stanowi drugą część rozprawy.