Tesi: "Reflexivity"

1

Moldaschl, Manfred F. "Institutional Reflexivity." Universitätsbibliothek Chemnitz, 2007. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200701809.

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How can we understand the innovativeness of firms or organizations in general, and how should we assess it in terms of nontechnological innovation? My paper deals with these two questions. The “ability” of companies to adapt to new circumstances, to create new products, processes and new knowledge, has been conceptualized in many approaches. Some of them simply define a list of “(critical) success factors” or “(key) performance indica-tors”, as tools for ranking and evaluation, without any theoretical reference. Others, like the resource-based or capability-based approach(es), work with theoretical references, but are still very weak in operationalizing of what they call “capability”. My paper gives a critical description of this situation and offers a new proposal to classify and to measure the “inclination” of organizations to innovate in all dimensions. This proposal roots in pragmatistic thinking as represented in the theory of reflexive modernization and in the pragmatist version of organizational learning theory. Empirically, it has been applied merely in case studies yet. A survey project is in preparation.

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Bragesjö, Fredrik. "Praktiserad reflexivitet : en vetenskapsteoretisk studie av forskningspolitisk forskning och vetenskapssociologi = Reflexivity in practice /." Inhaltsverzeichnis, 2004. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014187015&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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3

Cort, Leon, and Jonas Hellström. "Ålder och studier som bestämningsfaktorer till reflexivitet : En kvantitativ studie som undersöker huruvida ålder och antalet tagna högskolepoäng är avgörande för studenters utvecklande av reflexivt tänk." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11757.

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4

Slack, Roger Simon. "Varieties of sociological reflexivity." Thesis, University of Manchester, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488028.

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Chapter one forms the first part of my explication of 'essential' reflexivity. It discusses the marmer in which analysts have sought to 'remedy' the problem of context, and the ways in which indexical utterances have been regarded as problematic by logicians, and latterly by sociological analysts. I argue that 'essential' reflexivity must treat members" utterances as contexted, and not seek to 'remedy' this feature of natural language. Chapter two discusses the marmer in which Garfinkel advocates' essential' reflexivity as a feature of accounts which is uninteresting to members. However, it is important to note that reflexivity is an essential component of accounts and the circumstances they describe. I show how Garfinkel's 'analytic mentality' produces a non-ironic treatment of members sense-making practices within the natural attitude. Chapter three is a treatment of the work of Edward Rose and his ethnoinquiries analytic mentality. It is arguably the first thorough treatment of Rose's 'small languages' project, which is used to illustrate the marmer in which natural language is employed by members as a descriptive resource. Rose's approach is also shown to yield a non-ironic diachronic analysis of the relationship of words to things in the world, and is contrasted with the work of Foucault. Chapter four discusses correspondence and coherence epistemologies in an attempt to show how we may illustrate the epistemological commitments of the two modes of reflexivity that are discussed in the thesis. I argue that 'essential' reflexivity may be regarded as employing a coherence theory wherein accounts are constitutive of the world, while 'stipulative' reflexivity' employs a correspondence theory that may privilege analytic accounts of the world. Chapter five discusses the reflexivities to be found within the sociology of scientific knowledge. It critically assess the 'strong programme', 'discourse analysis' and 'new literary forms' arguing that each arrogates interpretive privilege to the analyst. The chapter ends with a comparison between the 'stipulative' reflexivities and the ethnomethodological study of scientific practice. Chapter six treats the work of those anthropologists who follow Clifford and Marcus (1986). I show how a reflexivity concerned with the text and the production of texts can only be stipulative in that it arrogates interpretive privilege to analysts suggesting that such a treatment may re-contextualise artefacts and accounts. I return to the themes of the first two chapters in my critique of this mode of reflexivity, saying that we must treat accounts in context if they are to remain 'phenomenologically intact'.

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5

Hoffman, Benjamin K. "Reflexivity and Social Phenomenology." UNF Digital Commons, 2011. http://digitalcommons.unf.edu/etd/130.

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This thesis develops an account of human understanding on the basis of an analysis of German philosopher Martin Heidegger’s Being and Time, and in relation to the thought of the Kyoto School philosopher Watsuji Tetsuro. The aim is to describe shared human intelligibility as founded upon a historical tradition and maintained by concrete practices, and yet as expressed only by interpretive projections, and therefore always open to revision. An analysis of the significance of anxiety and authenticity in Being and Time, as aspects of the existential interpretive process of our lives, is accompanied by a philosophical description of everyday acts, which finds that the world is interpreted in relation to the others with whom the world is co-inhabited. This social relatedness between, on one hand, authentic, ‘individualized’ interpretation, and on the other hand, the everyday basis of intelligibility, is shown to support a potentially radical philosophy of social transformation. The first half of the text discusses the central significance of interpretation for Heidegger’s phenomenology, and argues for a reading of authenticity as a contextual, practical and individualized project. The second half develops an account of social existence in reference to Watsuji’s phenomenological ethics, and concludes with an examination of social opposition movements and the revision of the ground of intelligibility provided by a tradition and expressed in social practices.

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6

Fjellstad, Andreas. "Transparency, transitivity or reflexivity." Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=228553.

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This thesis investigates logico-philosophical aspects of using either a non-transitive or a non-reflexive logic to obtain a logic of truth in which truth is transparent. It enquires into and rejects the claim that restricting transitivity of entailment to accommodate transparent truth suffices to make the connective tonk acceptable by arguing that tonk as defined in a cut-free sequent calculus requires in addition that the logic is non-reflexive to be uniquely defined, and develops a semantics for tonk based on models with two valuations which delivers a non-transitive and non-reflexive logic. It develops a cut-free sequent calculus and two kinds of semantics for a non-reflexive logic of truth in which truth is transparent, one based on trivalent models and one based on models with two valuations. It shows how to define a non-transitive, a paraconsistent and a paracomplete logic of truth on the models with two valuations and develops a cut-free sequent calculus that captures all four logics. It investigates to which extent the non-reflexive and the non-transitive logic of truth can express their own meta-inferences, and shows among other things how one can employ the paraconsistent and the paracomplete logic to express the meta-inferences of the non-transitive and the non-reflexive logic respectively. Finally, it proves that the non-transitive logic of truth is omega-inconsistent and furthermore that transitivity is not required as assumption to establish that a logic in which truth satisfies the conditions of quantified standard deontic logic is omega-inconsistent.

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7

Neden, Jeanette. "Reflexivity dialogues : an inquiry into how reflexivity is constructed in family therapy education." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/8771/.

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Reflexivity has had a long standing presence in professional education and therapy practice. In family therapy our knowledge about reflexivity has largely been produced through its application in practice. This is reflected in its multiple forms, described in the literature as therapeutic reflexivity, self reflexivity, relational reflexivity, group reflexivity, reflexive loops, recursiveness, self- reflection, self-awareness, reflexive competence, personal development, organizational reflexivity and cultural reflexivity. The practice context for conceptualising reflexivity fixes taken for granted knowledge as theory. This research constructs a history of reflexivity which draws upon narratives from diverse contexts across time and relationships, and weaves these together to examine discourses of influence which have led educationalists, practitioners, researchers and authors to construct reflexivity in many different ways. The influence and implications of these reflexivity discourses for practice and education are explored using a social constructionist approach to knowledge creation. A reflexive research design and methodology generates relational and dialogical contexts for constructing new knowledge about reflexivity and at the same time makes the processes of constructing this reflexive mode transparent. The question: ‘How is reflexivity constructed in family therapy education?’ is examined within a collaborative community constituted between educators and students. As we coordinate our polyvocality, episodes of transcendent storytelling and transformative dialogical moments are distinguished in which new knowledge emerges between participants. Using CMM heuristics, these transformative episodes are laminated to make visible the dialogical process of knowledge production. Different ‘forms’ of reflexivity are reconstructed as artefacts of conversations in relational contexts over time, shifting the discourse from looking at multiple reflexivity ‘forms’ towards ‘reflexive looking’. ‘Reflexive Dialogues’ transform positioning and offer new horizons which scaffold resourcefulness, including transfering relational practices from therapy to research and education. ‘Reflexive Dialogues’ transform hierarchical power and colonizing knowledge creation in research, therapy and education and invite empowering and collaborative relationships in which we produce knowledge together. ‘Reflexive looking’ affords theoretical pluralism and local coordination of multiple reflexivity discourses. This produces new knowledge and transforms relationships through scaffolding connected learning, engaged pedagogy and coordination of horizons between research, practice and educational communities.

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8

Brierley, Donald. "Reflexivity imagined as art practice." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/15006.

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A consideration of the relationship between conscious self-aware systems and art. I introduce my art practice and demonstrate the connections language has to self-conscious reflexivity. The document of research can be considered part of a creative practice that also uses language as a material. Being able to imagine re-duplications and proceed with reiterations using available materials including existing ideas is correlated with my art practice. This adaptive and emergent methodology uses a group of simple components and a flexible recursive process that can be modified to suit changing contexts. The research describes a circular two-way methodological framework that informs my art practice, where perceptions of the environment that surround me are repeatedly folded back into the process. Ideas about the origins of conscious self-awareness from Julian Jaynes and Humberto Maturana Romesín are introduced. The use of available materials, that includes working with pre-existing ideas, considerations of process and outcome based methodologies citing the artist Kim Jones and the anthropologist Claude Lévi-Strauss. The term ‘spiritual masochism’ used by the philosopher/anthropologist, Bruno Latour is compared and contrasted with the ‘Holy Fool’ from philosopher, artist, Michael Leunig in a discussion about the indirect search for antidotes and the subversion of human endeavor. Selected viewpoints from the cybernetician Norbert Wiener and artist Santiago Sierra elaborate the influences that have contributed to the strategic use of restriction and access as part of my art practice. The specialist use and subversive manipulation of information in science and art as practiced in the service of culture are discussed to show how this informed the creation of Access Restricted-Operational Reasons as a response to my environment.

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9

Aizu, Yoriko. "Japanese reflexive zibun and reflexivity theory." Thesis, University of Ottawa (Canada), 2001. http://hdl.handle.net/10393/9081.

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This thesis explores the reflexivity approach to zibun-binding. The paradoxical nature of zibun as an anaphor and a pronominal has invited much debate, and the status of zibun is still an unsolved subject in the framework of a standard binding theory proposed by Chomsky (1981). A reflexivity analysis proposed by Reinhart and Reuland's gives a satisfactory account of the Japanese reflexive zibun and its binding behavior. Under their analysis, zibun is categorized as a SE anaphor. The reflexivity refers to the function of marking two arguments of a verb as coreferential. When verbs are reflexive-marked, two arguments are coreferential. Then anti-locality of zibun can be explained with different verb types: one type is verbs which are intrinsically reflexive and the other is verbs which are not reflexive-marked.

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10

Moore, Kevin. "Reflexivity and psychology : an unresolved dilemma." Thesis, University of Canterbury. Psychology, 1990. http://hdl.handle.net/10092/5823.

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The seemingly endless possibility of reflecting upon psychological theories and 'knowledge' has created an intractable difficulty in understanding what psychology is about and what it produces. This 'problem of reflexivity' was therefore adopted as the focus of this dissertation. The aim was to determine whether it is possible for psychology to be understood clearly without ignoring or denying the 'problem of reflexivity'. Selected dichotomies and debates representative of various subject areas and theoretical and philosophical 'levels' within psychology were outlined and examined. These included: the prospects for theoretical unity in psychology; the distinction between 'pure' and 'applied' psychology; difficulties with the concepts of 'consciousness' and 'perception'; and theories concerning the nature and status of knowledge in psychology. In each of these areas reflexive problems were found that originated in two incommensurable versions of the concept of 'meaning': meaning as reference and meaning as an activity or use over time. Radical behaviourism, despite its uniqueness, was found to be unable to resolve these difficulties, especially in its characterization of 'private events'. Ludwig Wittgenstein's investigations into the limits of sense were found to provide a way to reconcile the two versions of meaning and to thus resolve reflexive problems. It was concluded that reflexive problems must be approached grammatically if any sense is to be made of them. Therefore, psychological theories can be understood as language-games which both explore and provide 'training' in the grammatical possibilities of human action. Finally, it was claimed that reflexivity should be understood grammatically and not as a psychological (orcausal) ability or process. Thus theorizing in psychology has an unavoidable grammatical aspect. In this aspect the study of psychology finds a clear home in the world of 'ordinary', meaningful human action.

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11

Otte, Kai-Philip [Verfasser]. "Reflexivity in Teams / Kai-Philip Otte." Kiel : Universitätsbibliothek Kiel, 2017. http://d-nb.info/1135956995/34.

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12

Barry-Murphy, Emily C. "Democratizing Refugee Governance Through Critical Reflexivity." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51849.

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This dissertation considers how refugees and internally displaced persons (IDPs) are conceived in international relations, and how they are understood in relation to the global refugee regime complex. This research explores how cognitive frames are impeding fair/democratic governance of IDPs/refugees and employs two case studies to investigate how the practice of critical reflexivity can lead to the creation of democratic spaces for refugees/IDPs to enact protection preferences. The first case analysis argues that Sarvodaya Shramadana's Deshodaya initiative in Sri Lanka has enabled IDPs in that nation to embrace critical reflexivity to re-constitute/reimagine themselves as governing agents who can redefine state and international organization-based definitions of their protection. The second case examines asylum adjudications at the Department of Homeland Security and is an exploration of how that agency's responsible officials can employ critical reflexivity to recognize seemingly hidden governance structures that condition their decision-making and limit refugee choices. Finally, this inquiry offers a new, organic model for conceptualizing both refugee/IDP governance and strategies for democratization of refugee/IDP governance institutions and systems. Ph. D.

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13

Dahler, Cheryl L. (Cheryl Lewis). "Duals and Reflexivity of Certain Banach Spaces." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc500848/.

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The purpose of this paper is to explore certain properties of Banach spaces. The first chapter begins with basic definitions, includes examples of Banach spaces, and concludes with some properties of continuous linear functionals. In the second chapter, dimension is discussed; then one version of the Hahn-Banach Theorem is presented. The third chapter focuses on dual spaces and includes an example using co, RI, and e'. The role of locally convex spaces is also explored in this chapter. In the fourth chapter, several more theorems concerning dual spaces and related topologies are presented. The final chapter focuses on reflexive spaces. In the main theorem, the relation between compactness and reflexivity is examined. The paper concludes with an example of a non-reflexive space.

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14

Landau, Iddo. "The role of reflexivity in philosophical systems /." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70228.

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An analysis of the nature of reflexivity--a relation which relates a thing to itself although it is regularly used to relate two different things--is followed by specific discussions of its place and functions in the writings of various philosophers. These discussions substantiate the following theses: reflexivity is a basic structure common to different phenomena; although traditionally unacknowledged, it is a useful and important concept in philosophy as well as in other disciplines; acknowledging its existence and understanding its structure deepens our understanding of philosophical systems; since, like any other philosophical tool, reflexivity can be used either legitimately or illegitimately, nothing in it is inherently flawed; a structural analysis of different types of reflexivity and the relations between them can be presented; the history of its use is marked by a tendency towards its "normalization". These discussions are intended to raise awareness and generate future studies of this important but neglected philosophical structure.

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15

Papapanayides, Sawas. "Properties of subspace lattices related to reflexivity." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557886.

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This PhD thesis on Pure Mathematics investigates properties of subspace lattices related to reflexivity. The research focuses on issues such as the reflexivity of the tensor product of two reflexive lattices, the lattice tensor product formula and property (p). Besides, the research investigates other properties related to subspace lattiees such as semi-strong closedness and compactness, and studies algebras associated to certain classes of subspace lattices. The work is divided into three research sections focused on a) the lattice tensor product formula, reflexivity of subspace lattices and property (P) where the author has mainly worked with subspace lattices having the ultraweak rank one density property, atomic Boolean subspace lattices and commutative subspace lattices, b) the behaviour of properties of subspace lattices such as reflexivity, semi-strong closedness and compactness when tensoring with other subspace lattices and c) algebras associated to various subspace lattices. This thesis attributes on our understanding of property (P) by showing that property (P) holds for a number of subspace lattices. Examples of algebras where the lattice tensor product formula holds and of subspace lattices that are reflexive are presented. In addition, our knowledge on semi-strong closedness and compactness of subspace lattices is developed and a partial description of algebras associated to a class of subspace lattices is obtained.

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16

Oosthuizen, Johan. "Obligatory reflexivity in Afrikaans : a minimalist approach." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80305.

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Thesis (PhD)--Stellenbosch University, 2013. ENGLISH ABSTRACT: This study focuses on the phenomenon of obligatory reflexivity in Afrikaans. Despite a considerable literature on this phenomenon as it is reflected in other languages, the Afrikaans data have not received any systematic attention. Hence, a first major aim is to address this empirical gap. Secondly, informed by the Afrikaans data, the study aims to develop an analysis that can provide a conceptually adequate account for the facts, and that is amenable to extension beyond Afrikaans. The proposed nominal shell analysis (of obligatory reflexivity) (NSA) is developed within, on the one hand, the general framework of Minimalist Syntax and, on the other hand, the specific framework of proposals about word order and linearisation phenomena in Germanic languages worked out in, amongst others, Holmberg (2000), Biberauer (2003), Biberauer & Richards (2006), Biberauer & Roberts (2006), and Biberauer et al. (2009, 2011). The basic idea underlying the NSA is that two expressions which enter into an obligatory coreferential relationship are initially merged into a nominal shell structure headed by an identity focus light noun n. It is argued that the identity focus n belongs to a natural class of identificational elements which also includes a contrastive focus n, a presentational focus n, a possessor focus n, and a quantity focus n. In terms of the NSA, the identity focus n takes a reflexive pronoun as its complement, with such a pronoun being analysed as a syntactic compound that is derived by merging a category-neutral lexical root √PRON with a D constituent containing unvalued φ-features. This means, then, that a reflexive pronoun is defined in syntactic terms and not in terms of special lexical features. The reflexive is subsequently raised to the identity focus n – which forms the locus of the suffix -self associated with morphologically complex reflexive pronouns – where it is spelled out as part of the compound n that is derived in this manner. The antecedent expression is next merged as the specifier of the compound light noun, resulting in a configuration where the antecedent can value the φ-features of the reflexive, with the n serving as mediator. In this configuration, the φ-valued pronoun is semantically interpreted as an anaphor and the nominal expression in the specifier position of the nP as its antecedent; that is, the pronoun is interpreted as obligatorily coreferential with this nominal expression. The details of the NSA and its empirical and conceptual consequences are worked out with reference to six constructions in which reflexive pronouns can occur: verbal object constructions, prepositional object constructions, double object constructions, infinitival constructions, small clause constructions, and possessive constructions. Brief attention is also given to the possibility of extending the ideas underlying the NSA to (i) languages of the Southern Bantu family, where the reflexive element surfaces as a verbal affix, and (ii) two further types of construction in Afrikaans which seem amenable to such a nominal shell approach, namely floating quantifier constructions and expletive daar (“there”) constructions. AFRIKAANSE OPSOMMING: Hierdie studie fokus op die verskynsel van verpligte refleksiwiteit in Afrikaans. Ten spyte van ’n aansienlike literatuur oor die realisering van hierdie verskynsel in ander tale, is daar nog geen sistematiese aandag gegee aan die Afrikaanse data nie. ’n Eerste hoofoogmerk van die studie is derhalwe om hierdie empiriese leemte te vul. ’n Tweede hoofoogmerk is om, in die lig van die Afrikaanse data, ’n analise te ontwikkel wat ’n konseptueel toereikende beskrywing en verklaring van die feite kan gee, en wat hopelik na ander tale uitgebrei kan word. Die voorgestelde nominale skulp-analise (van verpligte refleksiwiteit) (NSA) word ontwikkel binne, enersyds, die algemene raamwerk van Minimalistiese Sintaksis en, andersyds, die spesifieke raamwerk van voorstelle oor woordvolgorde en lineariseringsverskynsels in Germaanse tale soos uiteengesit in, onder meer, Holmberg (2000), Biberauer (2003), Biberauer & Richards (2006), Biberauer & Roberts (2006), and Biberauer et al. (2009, 2011). Die basiese idee onderliggend aan die NSA is dat twee uitdrukkings wat in ’n verhouding van verpligte koreferensie staan, inisieel saamgevoeg word in ’n nominale skulpstruktuur met ’n identiteitsfokus-ligte naamwoord n as hoof. Daar word geargumenteer dat hierdie n tot ’n natuurlike klas van identifikatoriese elemente behoort, waaronder ook ’n kontrasfokus-n, ’n presentasiefokus-n, ’n besittersfokus-n, en ’n kwantiteitsfokus-n. Volgens die NSA neem die identiteitsfokus-n ’n refleksiewe voornaam-woord as komplement, waar so ’n voornaamwoord ontleed word as ’n sintaktiese samestelling wat afgelei word deur die samevoeging van ’n kategorie-neutrale leksikale wortel √PRON met ’n D wat beskik oor ongewaardeerde φ-kenmerke. ’n Refleksiewe voornaamwoord word dus in sintaktiese terme gedefinieer en nie in terme van spesiale leksikale kenmerke nie. Die refleksief word vervolgens gehys na die identiteitsfokus-n – die lokus van die suffiks -self wat geassosieer word met morfologies komplekse relatiewe voornaamwoorde – waar dit uitgespel word as deel van die n-samestelling wat op dié manier afgelei word. Die uitdrukking wat as antesedent dien, word op sy beurt saamgevoeg as die spesifiseerder van die n-samestelling. Dit lei tot ’n konfigurasie waarin die antesedent waardes aan die φ-kenmerke van die refleksief kan toeken – via die n, wat dus as ’n tussenganger optree. In hierdie konfigurasie word die φ-gewaardeerde voornaamwoord semanties geïnterpreteer as ’n anafoor en die nominale uitdrukking in die spesifiseerderposisie van die nP as sy antesedent; met ander woorde, die voornaamwoord word geïnterpreteer as verplig koreferensieel met dié nominale uitdrukking. Die besonderhede van die NSA en die empiriese en konseptuele konsekwensies daarvan word uitgewerk aan die hand van ses konstruksies waarin refleksiewe voornaamwoorde kan voorkom: verbale-objekkonstruksies, preposisionele-objekkonstruksies, dubbelobjekkonstruksies, infinitiefkonstruksies, beknopte-sinkonstruksies, en besitskonstruksies. Daar word ook kortliks aandag gegee aan die moontlikheid om die idees onderliggend aan die NSA uit te brei na (i) tale van die Suidelike Bantoe-familie, waar die refleksiewe element voorkom as ’n verbale affiks, en (ii) twee verdere konstruksies in Afrikaans wat moontlik aan die hand van so ’n nominale skulp-benadering ontleed kan word, nl. swewende-kwantifiseerderkonstruksies en ekspletiewe-daar-konstruksies. National Research Foundation (NRF)

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Panse, Silke. "Subjectivity, (self-)reflexivity and repetition in documentary." Thesis, University of Kent, 2007. http://www.research.ucreative.ac.uk/id/eprint/940.

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Chaffers-Jones, Rosemarie. "Reflexivity and whole brain thinking : an exploration." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/19436/.

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This thesis details research exploring the synergistic combination of reflexivity and whole brain thinking. The two theories are not competing theories but nor, at this time, are they seen as mutually synergistic theories. In the thesis these two theories that have been used before by others as separate entities are combined and the synergistic output is built into a Route Map Programme. The thesis explores the events and patterns and themes identified by the participants and the infrastructure supporting those patterns and themes. Multiple longitudinal case studies in two different category businesses are used as the research vehicle. The findings support that the synergistic combination is warranted. The research focusses on a concern that in many organisations thinking is not encouraged or valued. The hierarchical model of organisation means that many individuals feel unable to contribute their ideas. The time poverty syndrome appears in abundance with individuals so very, very busy they have little time to think deeply. Thinking that is reactive and uses only an individual's preferred filters will not produce robust personal strategic thinking. It is clear from the findings that time spent being reflexive using the whole brain improves the depth and breadth of personal strategic thinking. Improving the depth and breadth of that thinking creates more robust thinking. By being whole brain reflexive individuals begin to take back control and build a robust personal career plan. The findings indicate that the participants, all well-educated, high powered, high commitment individuals do know how to learn and they can be good at it providing that: Sufficient reflexive time is dedicated to the learning, A toolbox of process models is made available to them, That the outcome is set by the individual. It is also clear from the findings that when the individual learns and grows both the individual and the business benefits. The findings support the meta proposition that when individuals dedicate time to reflexive whole brain thinking the following patterns and themes emerge: Resistance to strategy is reduc. Thinking increases in robustness. Personal Strategy is more robust. The thesis findings justify the supposition.

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Halliwell, Michael. "Reflexivity in Leadership: Becoming an Ethical Practitioner." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307104353.

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20

Oliver, Christine. "Systemic reflexivity : building theory for organisational consultancy." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/567099.

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This dissertation argues for the value of the concept of systemic reflexivity in sense making, orientation and action in systemic practice, and in organisational practice in particular. The concept emerges as a theme through the development of two specific strands of published work from 1992 to 2013, that of Coordinated Management of Meaning Theory (CMM) and Appreciative Inquiry (AI). Both lines of inquiry highlight the moral dimension of practitioners’ conceptualisation and practice. Systemic reflexivity alerts us to the opportunities and constraints system participants make for the system in focus, facilitating exploration of a system’s coherence, through a detailed framework for systemic thinking which links patterns of communication to their narratives of influence and narrative consequences. It provides the conditions for enabling individual and collective responsibility for the ways that communication shapes our social worlds. The concept is illustrated in practice through a range of case studies within the published works.

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21

Allred, David A. "Representing Culture: Reflexivity and Mormon Folklore Scholarship." Diss., CLICK HERE for online access, 2000. http://patriot.lib.byu.edu/u?/MTAF,3899.

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22

Whittle, Andrea Jane. "Subjectivity and reflexivity in an 'exemplary' virtual team." Thesis, Brunel University, 2003. http://bura.brunel.ac.uk/handle/2438/4909.

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This thesis discusses the findings of a 'virtual' ethnography of a 'virtual team' of teleworkers called 'FlexiTeam'. The concept of teleworking refers to workers who use Information and Communication Technologies to work flexibly in time and space. A 'virtual team' is a group of teleworkers organised into a 'team'. There are three substantive findings of this research. First, the discourses of virtual teamwork as 'effortless' and 'flexible' are subject to critique through a description of the forms of labour and (self-)discipline enacted on the part of FlexiTeam members in order to implement 'best practice'. Second, the analysis examines how team members' commitment to this 'best practice' can be understood in relation to their identity at work. This is explored using a theory of subjectivity as constructed through social relationships at work. The analysis focuses on FlexiTeam's social relationship with clients, their employing organisation and within the team. The client relationship is highlighted in particular because FlexiTeam are interesting in their role as 'teleworking consultants'. FlexiTeam not only practice but also sell the concepts of teleworking and virtual teams. Unlike existing studies of 'top-down' change imposed by management upon the workforce, FlexiTeam are active in the production of the very same discourse they also consume. It is argued that this production/consumption relationship constructs a reflexive dynamic for team members' subjectivity, as they strive to be 'experts', 'exemplars' and 'embodiments' of the 'best practice' discourse they sell. However, the third finding suggests that, for some team members, their relationship to the 'best practice' consultancy discourse is characterised less by 'internalisation' and more by ambiguity, ambivalence and instrumentality. This exposes the limits to the 'normalising' power of discourse, even in the case of a team who produce the discourse in question, thereby helping to develop a more sophisticated theory of the subjectivity/discourse relationship.

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23

Yacavone, Daniel. "Art and reflexivity in post-1960 European cinema." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/25343.

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This thesis explores the use and influence of painting in post-1960 European cinema as it relates to a host of reflexive practices which, through either their adoption or rejection, help to define “modernist” film. The formal and thematic presence of painting in the films of key European auteurs (Jean-Luc Godard, Andrei Tarkovsky, Peter Greenaway, Raul Ruiz, Jacques Rivette and Werner Herzog, among others) is analysed with reference to a number of theoretical perspectives, including but not limited to, those provided by Maurice Merleau-Ponty’s phenomenology of art and perception, André Bazin’s realist film theory, and Clement Greenberg’s neo-formalist art theory. Within a post-1960 context, a basic distinction is made between cinematically reflexive and a-reflexive/transparent films, as the products of what is defined as “seeing-with cinema” filmmaking and “seeing-through cinema” filmmaking, respectively. Among the films of each general type that substantially incorporate painting (in the form of the representation of individual works and/or as a subject matter), an analogy is drawn between their dominant reflexive or a-reflexive tendencies and, firstly, the choice of art works or styles cited, and secondly, the differing ways in which this art is presented on screen. This analogy is tested via an in-depth study of art in the prototypically reflexive films of Jean-Luc Godard (as well as the multi-faceted relations between Godard’s mid-to-late 1960’s cinema and American Pop art painting), followed by an analysis of the representation of painting in Andrei Tarkovsky’s cinema, as it’s a-reflexive stylistic counter-point.

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24

Snashall, Nicole Jane. "Alglat for modules over FSI rings and reflexivity." Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/34570.

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For a bimodule RMDelta where R and Delta are rings with unity, alglat RMDelta is the ring of all Delta-endomorphisms of M leaving invariant every R-submodule of M. The bimodule is said to be reflexive if the elements of alglat RMDelta are precisely the left scalar multiplications by elements of R. For most of the thesis Delta = R, a commutative ring with unity. However, in the early work, some results on the general structure of alglat are obtained, and in particular, Theorem 1.9 shows that it is an inverse limit. The next section of the thesis is concerned with reflexivity, and considers rings R for which all non-torsion or all finitely generated R-modules are reflexive. Theorem 3.4 gives eight equivalent conditions on an h-local domain R to the assertion that every finitely generated R-module is reflexive, that is R is scalar-reflexive. A local version of this property is introduced, and it is shown in Theorem 2.17 that a locally scalar-reflexive ring is scalar-reflexive. The remainder of this thesis considers alglat for all modules over an FSI ring. The local FSI rings are precisely the almost maximal valuation rings, and this is the first case to be settled. More details are then given of the structure of FSI rings and related rings. A completion is introduced in 6.4 to enable alglat to be determined for certain torsion modules over an indecomposable FSI ring. Theorem 7.3, in summarising the work of the last two chapters of the thesis, gives a complete characterisation of alglat for all modules over an FSI ring.

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25

Gay, Daniel Robert. "Beyond modernism and postmodernism : reflexivity and development economics." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/192.

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This thesis has two main objectives. First, it outlines a taxonomy of reflexive development practice, which aims at transcending the divide between modernism and postmodernism in the methodology of development economics. Second, the thesis examines the taxonomy in two countries at opposite ends of the development spectrum, Vanuatu and Singapore, attempting to show that the taxonomy provides insights for policymaking. The taxonomy is the principal contribution. It suggests an examination of external values and norms; an assessment of the importance of local context; a recognition that policies can worsen the problems that they try to solve; and the idea that theory and policy should be revised as circumstances change. The taxonomy is developed as a way of addressing the difficulties encountered by the modernist Washington Consensus on the one hand and postmodernism on the other. Some postmodernists have criticised modernists for trying to make universal statements based on findings specific to a particular time and context. A further criticism is that the modernist-type theorising exemplified by the Washington Consensus assumes too much certainty, putting excessive faith in the ‘expert’ outsider. Postmodernists, on the other hand, have often been criticised for being relativist or even being against theory itself. In extreme versions of postmodernism, the entire rejection of epistemological foundations allows no analysis or significant discussion. The taxonomy aims to steer away from the pitfalls of either tradition, emphasising in particular the unity of theory and practice and the need for analysis and policy advice to take account of both the objectivism of the outsider and the subjectivism of the insider. The thesis is divided into two parts. The first part discusses how the open systems approach of critical realism, John Maynard Keynes and the neo-Austrians aims to overcome the difficulties of modernism and postmodernism. It then examines some of the principal uses of the term reflexivity in the past century or so, suggesting that some of these uses are compatible with each other and with the idea of open systems. This section draws on the work of several economic methodologists and sociologists, including Karl Marx, Karl Mannheim, Pierre Bourdieu, Anthony Giddens and thinkers within the sociology of scientific knowledge. Next is a critical discussion of the Washington Consensus and its amended version, followed by the development of the taxonomy. Part two begins with a brief discussion of the nature of comparison within developing economies, before looking at the taxonomy in the context of Vanuatu and Singapore. Following the case-studies is an attempt to draw lessons from the experience of the two countries. Finally, the discussion is summarised and some conclusions established.

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26

Lee, Kyoo Eun. "Cartesian deconstruction : self-reflexivity in Descartes and Derrida." Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/4364/.

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In this study, I propose a reading of Derrida as a Cartesian thinker. The mode of reading is closely textual and not historical; and the analysis focuses on the methodological or dispositional affinities between a sceptical Descartes in cogitation and a deconstructive Derrida, to the exclusion of the onto-theological aspects of their arguments. I locate the source of such epistemological affinities between them in the self-reflexivity of philosophical self-doubt or self-criticism, and highlight, in the course of analysis, the formatively self-referential aspects of both Cartesian scepticism and Derridian deconstruction; The point of contention is that, in both cases, the starting point of thinking is the self that self-reflects. Standard interpretations tend to view Derrida as an anti-Cartesian thinker; Against this reading, I advance the following two points of contention. Firstly, I argue that Derrida can be read as a Cartesian thinker in that his reflexive tendency is indicative of his implicit commitment to the methodological or epistemological Cartesianism, i. e. the reflexive mode of cogitation. The claim here, limited to such an extent, is that there is a structural resemblance between the reflexive form of Descartes's cogilo and that of Derrida's deconstructive move in that both thinkers follow performatively reflexive, and reflexively repeated moves; The Derridian move is only one "step" beyond, and in this sense derivative from, the Cartesian. Secondly, I argue further that Derrida can be read as a radical Cartesian. For this, I present a reading of Derrida's reflexive hauntology as a sceptical radicalisation of Descartes's reflective ontology. By bringing to the fore a structurally Cartesian dimension which underlies the Derridian economy of writing and thinking, I argue, against Derrida's self-understanding of his (non-)project, that deconstruction is to be read as a conservative intra-metaphysical trajectory rather than as a transgressive endeavour to go beyond metaphysics. In highlighting the traditional aspects of deconstruction as opposed to the revolutionary sides of it, my aim is both to explicate the significance of Derrida's deconstructive project and, at the same time, to expose its constitutive limits, deconstruction taken as a meta-critical, reflexive endeavour to transcend the limits of philosophy by philosophy. The critical point I raise against Derrida is the following: Insofar as the logic or strategy of his deconstruction remains structurally locked in, and at the same time exploitative of, the implicit binarism of Cartesian scepticism, i. e. the logic of either-or, the deconstructive gesture that attempts to think "the Other" by reflecting critically upon its own condition of thinking, is bound to be self-reflexive or self-referential, therefore, self-corrosively ineffectual. Part I sets out to articulate the aforementioned two contentions of thesis. It aims to discover the recursively self-reflexive movements in the writings of Derrida. For this, chapter 2 offers an analysis of some of Derrida's central terms of hauntology that are descriptive of the movements and moments of meta-reflection, viz. double, mark, fold, interest, and law. Although Part I deals mainly with Derrida, the reflexive dimension of Descartes's cogito argument is also analysed in an early stage [1.31] to the extent that it can set the terms for the subsequent reading of Derrida as a Cartesian [1.32 -2.3]. Part II elaborates the key points made in Part I, first by providing a detailed account of the Cartesian economy of self-reflexivity [Chapter 4], and second, by closely reading selected passages from Den ida's essay on Descartes, 'Cogito et histoire de lafolie' [Chapter 5]. Derrida's defensive and sympathetic reading of Descartes's madmen against Foucault's, the last chapter argues, exemplifies a case of Derrida as a committed Cartesian with a mind bent on methodic meta-reflection.

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27

Brooks, Lauren. "Looking for alternatives : risk, reflexivity and complementary therapies." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/2790/.

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This thesis explores individuals' motivations for using complementary and alternative medicines (CAM). More specifically, the thesis explores the relationship between the use of CAM and wider social and cultural changes which have altered individuals’ expectations about their health and their understanding of risk and embodiment. The thesis draws on data from 24 in-depth interviews with individuals using a range of complementary and alternative health practices. Building on previous literature in this field this thesis not only explores individuals' initial motivations for using CAM, but also the reasons why they remain engaged with such practices and how their motives change over the course of time. I argue that the use of complementary and alternative medicines should be understood in terms of a career. As individuals progress along the CAM career trajectory their motives for using any given therapy not only change, but they also acquire further justifications and rationalizations for using CAM. One of the main motivations for using complementary therapies, amongst the participants of this study, was because of concerns over the safety of Western medicines, which were associated with potential risks to the health of the body. In contrast, so-called 'natural' remedies or other types of complementary therapies were seen to represent a relatively 'risk-free’ alternative. In this sense I argue that complementary therapies are adopted as part of a strategy of risk avoidance and as a means of coping with the anxieties associated with caring for health and body within late modem society. The thesis also explores individuals' use of complementary and alternative medicines for self-care purposes. I argue that such practices should be viewed as a form of resistance to medical control and an attempt to regain control over the self. The thesis not only adds to our current understanding of complementary therapies within contemporary society, but also makes a significant contribution to key sociological debates.

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28

Lawson, Ronald. "Transformative reflection and reflexivity in work-based education." Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/7828/.

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This integrative doctoral report describes how my own experiential learning as a former practicing police investigator, artist and my current academic position in professional work-based education have been utilised to enable me to make a contribution to workbased education. To capitalise on my experience and on-going development as a critically reflexive researcher, I explored my own transformative learning through the storied accounts of key experiences, events and transitions in my professional work-based learning journey to develop a storied pedagogic approach to facilitate critical self-reflection and reflexivity in the transformative learning of professional work-based students. Using an action research approach with autoethnography as the method of inquiry, the report tells a story of my learning journey through the research process. The combination of action research and the inherently experimental spirit of autoethnography proved complimentary and the research developed from an initial individual approach to a more co-operative and collaborative endeavour between teacher and student, enhancing the critical self-reflection, reflexivity and transformative learning of both, evidenced in collective voices of teacher, participant and researcher. My contribution of knowledge to the theory and work-based practice of transformative learning has been made through the development of a conceptual model of 'Transformative Reflection', which extends Kolb's experiential learning cycle. My contribution to practice has been through a facilitated workshop in which the transformative reflection model is used to foster critical self-reflection and reflexivity through the autoethnographic use of alternative narrative perspectives and the creation of artefacts in a liminal learning space, thereby fostering transformative learning for the work-based learner.

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29

Msaka, Peter Kondwani. "A minimalist analysis of obligatory reflexivity in Chichewa." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96996.

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Thesis (MA)--Stellenbosch University, 2015. ENGLISH ABSTRACT: This study deals with the phenomenon of obligatory reflexivity in Chichewa, a language belonging to the Bantu family. Obligatory reflexivity occurs in constructions where a pronominal element – e.g. the reflexive marker (RFM) -dzi- in the verbal complex in Chichewa – is referentially dependent on some other expression in the sentence, its antecedent. Constructions of this type have not received systematic attention in the literature on Chichewa syntax, except in the works of Mchombo (1993, 2004, 2007). The first objective of the study is to fill this empirical gap by providing a detailed description of the different types of construction in which obligatory reflexivity is found in Chichewa. The second objective is to provide an analysis of the relevant facts within the broad framework of Minimalist Syntax (e.g. Chomsky 1995, 2000; Hornstein, Nunes & Grohmann 2005; Radford 2009). More specifically, the study seeks to determine whether the recent minimalist approach to the analysis of obligatory reflexive constructions put forward by Oosthuizen (2013), the so-called Nominal Shell Analysis (NSA), provides an adequate framework for analysing reflexive constructions in Chichewa. The analysis that is set out in this study focuses on three types of reflexive construction, namely verbal object reflexives, infinitival verbal reflexives, and infinitival nominal reflexives. It is argued that an analysis that incorporates the core hypotheses and devices of the NSA can provide a proper description and explanation of the facts of obligatory reflexivity as reflected in these three types of construction. In particular, it is claimed that such an analysis can account for the establishment of a coreferential relationship between the RFM -dzi- and an antecedent, without requiring any special devices or devices that are incompatible with the basic assumptions of the minimalist approach to linguistic inquiry. In brief, according to the analysis, the RFM -dzi- and its antecedent are initially merged into a light noun phrase, nP, with the RFM representing the functional n-head of this phrase. In this configuration, the coreferential relationship between the antecedent and -dzi- is established when the antecedent provides the RFM with φ-values (i.e. values for the grammatical features person, number and noun class). In the course of the discussion, several proposals are also put forward in connection with other, related aspects of Chichewa syntax, including the agreement relationship between the subject/object and their respective markers in the verbal complex. AFRIKAANSE OPSOMMING: Hierdie studie handel oor die verskynsel van verpligte refleksiwiteit in Chichewa, ’n lid van die Bantoe-taalfamilie. Verpligte refleksiwiteit kom voor in konstruksies waar ’n pronominale element – bv. die refleksiefmerker (RFM) -dzi- in die verbale kompleks in Chichewa – referensieel afhanklik is van ’n ander uitdrukking in die sin, die antesedent. Konstruksies van hierdie tipe het nog nie sistematies aandag gekry in die literatuur oor Chichewa sintaksis nie, behalwe in die werke van Mchombo (1993, 2004, 2007). Die eerste hoofoogmerk van die studie is om hierdie empiriese gaping te vul deur ’n gedetailleerde beskrywing te gee van die verskillende tipes konstruksie waarin verpligte refleksiwiteit in Chichewa aangetref word. Die tweede hoofoogmerk is om ’n analise te gee van die tersaaklike feite binne die breë raamwerk van Minimalistiese Sintaksis (bv. Chomsky 1995, 2000; Hornstein, Nunes & Grohmann 2005; Radford 2009). In meer spesifieke terme word daar nagegaan of die minimalistiese benadering tot die analise van verpligte refleksiwiteit wat onlangs voorgestel is deur Oosthuizen (2013), die sogenaamde Nominale Skulp-analise (NSA), ’n toereikende raamwerk bied vir die analise van refleksiefkonstruksies in Chichewa. Die analise wat uiteengesit word in hierdie studie fokus op drie tipes refleksiefkonstruksie, naamlik verbale objek-refleksiewe, infinitiewe verbale refleksiewe, en infinitiewe nominale refleksiewe. Daar word geargumenteer dat ’n analise wat gebruik maak van die kernhipoteses en meganismes van die NSA ’n behoorlike beskrywing en verklaring kan bied van die feite van verpligte refleksiwiteit soos dit voorkom in hierdie drie tipes konstruksie. In besonder kan so ’n analise ’n beskrywing en verklaring gee van die manier waarop ’n koreferensiële verhouding tussen die RFM -dzi- en ’n antesedent bewerkstellig word, sonder die nodigheid van spesiale nuwe meganismes of meganismes wat onversoenbaar is met die basiese aannames van die minimalistiese benadering tot taalondersoek. Die analise hou kortliks in dat die RFM -dzi- en sy antesedent aanvanklik saamgevoeg word in ’n ligte naamwoordfrase, nP, met die RFM wat optree as die funksionele n-hoof van hierdie frase. In dié konfigurasie word die koreferensiële verhouding tussen die antesedent en -dzi- bewerkstellig wanneer die antesedent die RFM van φ-waardes voorsien (d.i. waardes vir die grammatikale kenmerke persoon, getal en naamwoordklas). In die loop van die bespreking word daar ook verskeie voorstelle gemaak oor ander, verwante aspekte van Chichewa sintaksis, onder meer oor die kongruensie-verhouding tussen die subjek/objek en hulle onderskeie merkers in die verbale kompleks.

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30

Visser, Ilse. "A minimalist analysis of obligatory reflexivity in Mihavani." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97953.

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Thesis (MA)--Stellenbosch University, 2015. ENGLISH ABSTRACT: This study focuses on the phenomenon of obligatory reflexivity in the Bantu language Lomwe-Mihavani (referred to as “Mihavani”). The aim of the study is to develop an analysis of this phenomenon in Mihavani within the broad framework of Minimalist Syntax, and more specifically within the framework of the Nominal Shell Analysis of obligatory reflexivity (NSA) proposed by Oosthuizen (2013). In order to achieve this aim, the study firstly provides a non-formalistic description of the reflexive elements in Mihavani, namely the reflexive marker -ii- and the reflexive pronoun -eekha-/-eekhi- (“self”), and also of five of the constructions in which they can occur, namely verbal object, small clause, infinitival, expletive and prepositional object constructions. Based on the subsequent analyses of verbal object constructions and (verbal and nominal) infinitival constructions, it is argued that the core hypotheses of the NSA, which were initially proposed for the West-Germanic language Afrikaans, hold for Mihavani as well. The coreferential relationship between, on the one hand, the reflexive marker -ii- or a reflexive pronoun and, on the other hand, its antecedent is claimed to be the result of phi-feature valuation of the reflexive by its antecedent when this antecedent is merged into the specifier position of an identity focus light noun n, the locus of the reflexive marker -ii-. In contrast to previous analyses of reflexivity, the NSA provides a structural account for the coreferential relationship between a reflexive element and its antecedent, which means that lexical features, such as [±anaphor] and [±pronominal], as well as external binding mechanisms, can be dispensed with. It is furthermore argued that the NSA can also account for the coreferential relationship between the subject and the subject marker and the object and the object marker in Mihavani, due to phi-feature valuation inside a nominal shell. It is claimed that the subject marker heads a theme focus nominal shell and selects an overt or covert subject complement, whereas the object marker heads a presentational focus nominal shell and selects an overt or covert object complement. It is also argued that the NSA can account for the interpretation of infinitival nominal constructions (i) containing the reflexive marker -ii- as “oneself” and (ii) containing both the reflexive maker -ii- and a reflexive pronoun as coreferential with either the subject or object of the matrix clause. Based on the NSA, the internal structure of the Mihavani reflexive pronoun is analysed as an identity focus nominal shell as well, headed by the stem -eekha-/-eekhi- (“self”). Such an analysis might provide an explanation for Mihavani obligatorily reflexive constructions, which lack the reflexive marker -ii- but contain a reflexive pronoun. This issue is left as a topic for further investigation. AFRIKAANSE OPSOMMING: Hierdie studie fokus op die verskynsel van verpligte refleksiwiteit in die Bantoetaal Lomwe-Mihavami (kortweg, “Mihavami”). Die oogmerk van die studie is om ’n analise van hierdie verskynsel in Mihavami te ontwikkel binne die breë raamwerk van Minimalistiese Sintaksis, en meer spesifiek binne die raamwerk van die Nominale Skulp-analise van verpligte refleksiwiteit (NSA) soos voorgestel deur Oosthuizen (2013). Om hierdie oogmerk te bereik, word daar eerstens ’n nie-formalistiese beskrywing gebied van die refleksiewe elemente in Mihavani, naamlik die refleksiefmerker -ii- en die refleksiewe voornaamwoord -eekha-/-eekhi- (“self”), asook van vyf konstruksies waarbinne hulle kan voorkom, naamlik verbale-objekkonstruksies, beknopte-sinkonstruksies, infinitiefkonstruksies, ekspletief-konstruksies en preposisionele-objekkonstruksies. Op basis van die daaropvolgende analises van verbale-objekkonstruksies en (verbale en nominale) infinitiefkonstruksies word daar geargumenteer dat die kernhipoteses van die NSA, wat aanvanklik voorgestel is vir Afrikaans, ’n Wes-Germaanse taal, ook vir Mihavani geld. Daar word aangevoer dat die koreferensiële verhouding tussen, enersyds, die refleksiefmerker -ii- of ’n refleksiewe voornaamwoord en, andersyds, sy antesedent die gevolg is van phi-kenmerkwaardering van die refleksiewe element deur sy antesedent wanneer die antesedent saamgevoeg is in die spesifiseerderposisie van ’n identiteitsfokus-ligte naamwoord n , die lokus van die refleksiefmerker -ii-. In teenstelling met vorige analises van refleksiwiteit, bied die NSA ’n strukturele verklaring van die koreferensiële verhouding tussen ’n refleksiewe element en sy antesedent, wat beteken dat daar geen noodsaak is vir leksikale kenmerke, soos [±anafoor] en [±pronominaal], en eksterne bindingsmeganismes nie. Daar word verder geargumenteer dat die NSA, op grond van phi-kenmerkwaardering binne ’n nominale skulp, ook ’n verklaring kan bied vir die koreferensiële verhouding tussen die subjek en die subjekmerker en die objek en die objekmerker in Mihavani. Daar word aangevoer dat die subjekmerker die hoof van ’n temafokus nominale skulp vorm en ’n overte of koverte subjekkomplement selekteer; die objekmerker, daarenteen, vorm die hoof van ‘n presentasiefokus nominale skulp en selekteer ’n overte of koverte objekkomplement. Daar word ook geargumenteer dat die NSA ’n verklaring kan bied vir die interpretasie van infinitiewe nominale konstruksies wat (i) die refleksiefmerker -ii- bevat met die betekenis “jouself, sigself” en (ii) sowel die refleksiefmerker -ii- en ’n refleksiewe voornaamwoord bevat waar beide koreferensieel is aan óf die subjek óf die objek van die matrikssin. Op basis van die NSA, word die interne struktuur van die refleksiewe voornaamwoord in Mihavani ook geanaliseer as ’n nominale skulp, een met die stam -eekha-/-eekhi- (“self”) as hoof. So ’n analise sou ’n verklaring kon bied vir verplig-refleksiewe konstruksies in Mihavani waarin die refleksiefmerker -ii- ontbreek maar waarin ’n refleksiewe voornaamwoord wel voorkom. Hierdie kwessie word gelaat as ’n onderwerp vir verdere ondersoek.

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Ora, Sti Mathias, and Sebastian Hallenius. "The Role of Reflexivity : Managers utilisation of foreignness." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-354157.

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Previous research concludes that multinational enterprises can gain operational space in foreign institutions by utilising their foreignness. This conclusion is made with an assumption that subunits act with intentionality and insight in their response to institutional demands. To investigate this assumption, we research whether individual MNE managers are reflexive and if they utilise their foreignness deliberately. It was explored by managers individual practical work and social skill, by qualitative interviews with five Swedish MNE managers in the host market Dubai. The analysis revealed that managers are reflexive and form answers to institutional demands in terms of deviation, conformity and mutual adaptation. Mutual adaptation has not been emphasised in previous literature, which makes us conclude that managers utilisation of foreignness is not as superficial as previous research suggest. Finally, our thesis contributes to organisational institutionalism and international business research, by investigating managers practical perspective in the host market Dubai, United Arab Emirates.

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32

MacDonald-Jones, Glenn L. "Being managed : explorations in reflexivity in health promotion." Thesis, Liverpool John Moores University, 2006. http://researchonline.ljmu.ac.uk/5832/.

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The thesis maps out my experiences of, and thinking about, health promotion over my fifteen-year career as a health promotion specialist and lecturer. It adopts an exploratory, reflective approach starting with an account and analysis of health promotion as I experienced it in practice from the mid 1980's onwards, and ending with an exploration of the way reflexivity works in a medium-sized health promotion department in England. This exploration took place in 2000 at a time when the department like many others were facing an uncertain future and a possible merger with a department of public health. The thesis begins with my reflections on health promotion and its theory, and my personal experience of being managed in a health promotion department. This account forms the first step of a research process, and the role of reflexivity in this process is highlighted. Using qualitative techniques of data analysis, themes emerge relating to the way the accounts were written, the social and psychological processes being acted out; and the emotional tapestry involved. A co-operative research encounter based on the story-dialogue method with a medium-sized health promotion department generated six streams of qualitative data. The separate analyses are combined to produce overall meta-themes which tell a collective story of the hidden scripts and conventions operating in the health promotion department at the time. These include limits to what can be said, associated avoidance and cynicism, and an acknowledged lack of reflexivity. There was an embedded rhetoric about democracy, valuing and consultation that was vulnerable to being over-ridden or diminished. Similarly, there was a lack of specificity about what health promotion as an entity and team working actually means to the department. Within this scenario, staff became individual tacticians and placed high regard on their autonomy. Reflexivity facilitated and legitimised through story-dialogue enabled emotional expression, criticism, and agreement and appreciation. Reflexivity in the encounter translated hope and uncertainty into future-facing and future action. It helped re-establish and specify a collective identity and it provided some detail about nature of health promotion and team working. These meta themes are discussed in relation to changes and movements in contemporary health promotion in England including the life and meaning of 'health promotion' discourse and the creation, reification and impact of 'tribal' discourses in health promotion and public health. These discourses based on difference are shown to be questionable and point to a demise of reflexivity in more recent health promotion discourse. Adherence to this discourse is argued to leave health promotion open to charges of elitism and has hindered searches for common values, language and standards. Moreover, it has meant a failure to articulate a new health promotion.

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33

Bausch, Francis A. "Examining One's Own: Reflexivity and Critique in STS." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/31361.

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The principle of reflexivity, as laid out by David Bloor (in Knowledge and Social Imagery) poses serious challenges to STS - while STS analysts attempt to show the partiality of scientific claims, they simultaneously offer those analyses via authoritative pronouncements in scientific language, while claiming a scientific foundation. This thesis questions the understanding of science as a form of inquiry distinct from other forms of inquiry, especially focusing on the elusive distinction between science and technology. The thesis analyzes Andrew Pickering's problematic attempt (in The Mangle of Practice) to dissolve the science/technology distinction through his 'Theory of Everything'/Mangle concept. Building an approach from commentaries on Pickering's work combined with resources from the STS tradition, especially from Latour and Haraway, the author proposes a new observational stance; this stance insists on the perspectival nature of all observation, and thereby claims to be reflexively robust; furthermore it maintains an agnostic attitude with regard to the science/technology distinction. Master of Science

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34

Beavitt, Richard. "The demands of liminality: Community, communitas, and reflexivity." Thesis, Beavitt, Richard (2012) The demands of liminality: Community, communitas, and reflexivity. Honours thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/16695/.

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An enduring aspect of any notion of community is a sense of being connected to others. It is the experience of communitas - in that sense of the word employed by Buber and later developed by Victor Turner - that brings a particular emphasis and persistence to this aspect of ‘belonging’ associated with community. The disparity between the hopeful ideas placed around community and the often much more chaotic and conflict ridden experience of actually being with others, suggests that communitas needs our consideration. This is particularly so if our involvement with community is to be driven not by a sense of nostalgia or utopian desire, but instead by intention to develop some agency amidst the gradients of power that surround and run through it. Communitas presents us with a particularly unfettered form of relationship, but one that occurs primarily in liminal environments. Commonly, liminal space is considered to be a moment in time between one state and another, a condition of ‘betwixt and between’. However, this observation avoids acknowledging that the function of liminal space is to provide participants with a reflexive environment, one removed from the normal parameters of social structures. Such a reflexive space, consciously entered and exited, can provide both community members and the community itself with the opportunity to more creatively engage with the world and its own contradictions and conflicts. Being able to move across the threshold into, and out of, liminal space, places considerable demands on those involved. My argument in this thesis, that liminality and communitas are integral to the functioning of community, leads to the proposal that negotiating the transition in and out of liminal environments requires community members to exercise a degree of individual reflective practice. Schőn’s concept of reflection-iniv action is proposed as a suitable meta-skill for operating in this way. Reflection-in-action bears an affinity with the sense of flow engendered by communitas; it also implies a readiness both to reframe questions and respond in an improvisational manner. These two gestures are required in order to meet the demands of liminality.

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35

Ahn, Byron. "External Argument Focus and the Syntax of Reflexivity." University of Arizona Linguistics Circle, 2012. http://hdl.handle.net/10150/253453.

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It is unexpected under previous accounts that, in a subclass of sentences that contain reflexive anaphors, focus on a reflexive anaphor can be felicitously interpreted as a response to a subject-question (e.g. "Johnny burned HIMSELF" as a response to "Who burned Johnny?"). This focus phenomenon can only be accounted for under existing theories of focus and syntax-prosody mapping if the syntactic representation of reflexivity is amended, as is pursued in this paper. A revised model of reflexivity such as the one presented in this paper is not only able to account for this focus data, but is generally more empirically robust: able to better account for the distribution of phrasal stress in clauses with reflexive anaphors, as well as the realization of reflexivity of other languages.

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36

Okuroglu, Sule. "An Analysis Of Metafictional Self-reflexivity In Laurence Sterne." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606560/index.pdf.

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This thesis evaluates metafictional self-reflexivity, and presents it within the scope of certain structuralist and post-structuralist approaches especially by referring to William Gass&rsquo definition of metafiction and Raymond Federman&rsquo s theories on the devices of metafiction. Then aspects of the works of William Gass&rsquo Willie Master&rsquo s Lonesome Wife and Laurence Sterne&rsquo s The Life and Opinions of Tristram Shandy are discussed within this framework.

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37

au, J. Pearce@murdoch edu, and Jane Pearce. "Teacher identity in uinversity classrooms: Reflexivity and professional learning." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060111.123544.

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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics informal learning about teaching. These are a persons previous experiences of learning, their experience of being part of a particular academic environment and their personal or private theories about teaching and learning, which are experientially based. Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants voices are foregrounded. The researchers life narratives also form part of the final thesis, demonstrating an engaged approach to research and providing explicit evidence of the researchers positioning in relation to the subject matter of the thesis. The research reveals the importance for participants of a teaching self or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in professional conversations about teaching. The research reveals strong connections between participants sense of self and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the teaching self might be used to support all teachers engaged in professional learning. Finally, the research advocates reflexivity on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.

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38

Ashmore, M. "A question of reflexivity : Wrighting sociology of scientific knowledge." Thesis, University of York, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355573.

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39

Aikawa, Takako. "Reflexivity in Japanese and LF-analysis of zibun-binding /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844485896429.

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40

Pearce, Jane. "Teacher identity in university classrooms: reflexivity and professional learning." Thesis, Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/251/.

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Abstract (sommario):

Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based. Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis. The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.

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41

Pearce, Jane. "Teacher identity in university classrooms : reflexivity and professional learning /." Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/251/.

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Abstract (sommario):

Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based. Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis. The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.

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42

Ogilvie, Alan D. "Personal reflexivity and the construction of adolescent vocational identity." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/104231/1/Alan_Ogilvie_Thesis.pdf.

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This thesis reports on the extent to which, and in what ways, adolescents in their final year of senior schooling utilised reflexive internal conversations to help formulate vocational identity. Ten students in an Independent School in Australia developed their vocational identity as a self-story that emerged over 12 months from an aggregation of smaller relevant event stories. The identity story and the progress made towards its development revealed that narrative identity formulation involves different reflexive input but also revealed its development as a social enterprise. The results suggest that reflexive identity interventions can significantly advantage student transition from senior schooling.

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43

Lange, Claudia. "Reflexivity and intensification in Irish English and other new Englishes." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2010/4103/.

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Abstract (sommario):

Content: 1. Celtic Syntax in English and the European Sprachbund 2. Unpredictable Self-forms across Varieties of English 2.2. The Development of himself 2.3. Itself in Irish and Indian English 3. Concluding Remarks

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44

Yang, Kyung-Hwa. "Participatory video and reflexivity: the experience of eight adult learners." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117114.

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Participatory video is generally referred to as a process in which participants work together to create a video about their common experiences as a way of inquiring into challenges in their lives. While media activists, policy makers, and academics have used various techniques of participatory video to bring about change in participants' lives, participatory video, as a research tool, has yet to be studied. I explore its methodological complexity based on a participatory video project I conducted with eight adults for 11 weeks on a topic they chose. Building on John Fiske's cultural studies framework, I analyze the process of the project, the participants' experiences, and my own experience in the project. In doing so, I test and suggest a method of analyzing participatory video. The notion of reflexivity is central to my analysis. A typical understanding of reflexivity, however, is problematic to participatory research because it focuses on researchers, disregarding the important role participants' reflexivity also plays in the process of inquiry. Hence, I argue that it is crucial to understand participants' reflexivity. My thesis is based on this argument. The purpose of the thesis is to gain a deeper understanding of participatory video vis-à-vis the notion of reflexivity and vice versa. In my findings I emphasize three aspects of participatory video: (1) Participatory video can bring to light grassroots experiences. However it may overlook unequal power distribution among participants. Hence, I argue that researchers may need to intervene actively in the process of making the video, and yet act cautiously in order to prompt the participants to reflect on their assumptions more deeply and to safeguard against silencing marginalized voices; (2) Participatory video can allow participants to experience incidental, social, and critical learning. Based on this observation, I call for attention to the potential of participatory video as a tool for adult learning; and (3) The researcher's positionality matters in conducting participatory video. It can interfere with the process of knowledge construction and influence the participants' experiences with projects. The thesis sheds light on the concept of positionality in the study of participatory video. La vidéo participative (participatory video) est une méthodologie dans laquelle des participants produisent une vidéo sur eux-mêmes pour analyser les problèmes de leurs vies et en chercher des solutions. Divers groupes, des journalistes aux décideurs, et même dans le milieu académique, utilisent des techniques variables de vidéo participative. Toutefois, la vidéo participative, comme méthode de recherche, doit être plus explorée pour en construire une connaissance plus fine qui puisse favoriser ses applications. J'explore la complexité méthodologique de la vidéo participative en analysant un projet que j'ai conduit avec huit adultes pendant 11 semaines sur un sujet choisi par les participants. En me basant sur le cadre analytique que John Fiske a proposé pour le domaine des études culturelles, j'analyse le processus du projet, les expériences des participants, et mon expérience. Ce faisant, je teste et suggère une méthode pour analyser la vidéo participative. La notion de réflexion est importante dans mon analyse. Elle, cependant, est typiquement discutée de la part des chercheurs, jetant le rôle de la réflexion des participants que joue dans le processus d'enquête participative. J'insiste sur l'importance d'entendre leur réflexion. Ma thèse est basée sur cet argument. L'objet de la thèse est d'acquérir une compréhension plus profonde par rapport à la notion de réflexion, ou vice versa. Sur cette base, je souligne trois aspects de la vidéo participative. Premièrement, la vidéo participative peut donner à voir les expériences des gens tout en faisant fi de la répartition inégale de pouvoir entre participants. Par conséquent, je soutiens que les chercheurs doivent intervenir activement dans le processus de production de la vidéo, tout en agissant avec prudence afin d'inciter les participants à réfléchir profondément sur leurs hypothèses et de permettre aux voix marginalisées de s'exprimer. Deuxièmement, la vidéo participative peut permettre aux participants de faire des apprentissages induits (au niveau de la connaissance de soi, par exemple), sociaux (dans l'interaction avec les autres), et critique (prendre conscience de sa capacité à résoudre ses problèmes). Dérivée de cette observation, j'insiste sur le potentiel de la vidéo participative comme outil d'apprentissage des adultes. Finalement, je considère que l'espace positionnel du chercheur est important dans la conduite de la vidéo participative. Il peut interférer avec celui des participants et influer le processus de la construction des connaissances. Mes résultats mettent en lumière le concept de l'espace positionnel dans l'étude de la vidéo participative.

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45

Ewenstein, Boris. "Post-subculture and reflexivity : cultural learning in London and Berlin." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415051.

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46

Shenkin, Mark. "The (re-)construction of accountability : discursive space, habitus, and reflexivity." Thesis, University of Strathclyde, 2005. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21748.

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Abstract (sommario):

The thesis explores 'discourses' on accountability and their congruence with current debates on corporate social responsibility. It draws attention to how the formal accounting discourse on accountability privileges the merits of a 'plural liberal' approach, and how this undermines what is to be done to establish democratic relations between corporations and their 'stakeholders'. The liberal discourse is interpreted as that concerned with the 'administration' of communicative practices in institutionalised rules and procedures. It is argued that liberals impose boundary conditions on accountability in which communication is linked to an 'information processing' methodology. This prompts accountability to be analysed in terms of informed decision-making in economic markets or formal regulatory contexts. Responding to this, the thesis draws attention to the manner in which accountability has been analysed as a lived 'organic' practice, relying more on 'sense making' than information processing behaviour. Links are established between a sense making approach and a 'radical' (post-liberal) approach to engagement and 'praxis'. A definition of praxis is drawn by exploring in depth the foundations of Pierre Bourdieu's critical sociology. Particular emphasis is placed on the dynamic Bourdieu hypothesises between the 'field' and the 'habitus', and his idea that changes in the discursive space can be prompted by and prompt changes in a social, cultural, or political habitus. Bourdieu's work is compared to other related theories of 'reflexive' change - in particular those of Beck, Giddens, and Lash - and related to Lash's distinction between cognitive, aesthetic, and hermeneutic reflexivity. Together, these theorists provide a framing mechanisms for extent to which different forms of communication sustain emergent social movements. These ideas are applied to the communicative practices associated with accountability, and used to inform the idea that non-administered communicative forms could facilitate the transfer of peripheral discourses to the centre of the political space.

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47

Myers, Amanda Dawn. "Self-reflexivity and metafiction in Achilles Tatius' Leukippe and Kleitophon." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7088/.

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This thesis examines the self-reflexive and metafictional aspects of Achilles Tatius’ Leukippe and Kleitophon. The aim is to map this self-reflexivity by examining the intricacy of its narrative structure, revealing the self-consciousness of the text, and thereby comment on the visibility of the author. Achilles Tatius is a notably difficult text. It presents a narrative of complexity, while appearing superficial. Scholars have recognised this complexity, but have yet to produce a clear analysis of how the text functions as a complete work. Through the discourse provided by the theory of ‘metafiction’, this complexity is able to be diagnosed and explored to its completion. It is only through the totality of the text that a complete understanding of Achilles’ novel becomes possible. In examining the text by book-pairs, a comprehensive and intelligent structure emerges, revealing a highly conscious text through its awareness of its own fictive structure. The consequence of providing a comprehensive analysis is that many of these insights cannot be explored to the extent they deserve, as more research remains to be done.

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48

Collett, Rachel Joan. "Turning back : continuity and difference in modernist and postmodernist reflexivity." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4256.

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Thesis (MA VA (Visual Arts))--University of Stellenbosch, 2010. ENGLISH ABSTRACT: The primary function of paintings and novels in Western culture has historically been considered the depiction or description of reality. Over the course of the last century, however, the inherent reflexivity of both art and literature has become progressively more insistent and programmatic, in such a way as challenges the relationship between form and the world. A re-thinking of the role of representation is thus central to both modernism and postmodernism. This thesis is an investigation into the relationship between modern and postmodern reflexivity. Through the close examination of four artists who serve as case studies, I argue that literary and artistic modernism‟s emphasis on form and subjectivity, as well as the tendency of postmodern art and writing to flaunt its own status as rhetoric/fiction, are different facets of a continuous response to a rapidly changing world. Using the insights of post-structuralist theory, I suggest that whereas modernism‟s reflexive drive is directed towards truth and self-knowledge, postmodern reflexivity is centrally concerned with the elusive, continually shifting nature of meaning. What emerges in the light of the practice of individual artist and authors, however, is that the modern and postmodern reflexive modes are not necessarily mutually exclusive, but can co-exist, producing a vital and necessary tension. AFRIKAANSE OPSOMMING: Beskrywing en uitbeelding van die werklikheid word geskiedkundig as die kernfunksies van skilderye en die roman in die Westerse kultuur beskou. Gedurende die laaste eeu het die inherente refleksiwiteit van beide kuns en letterkunde toenemend meer programmaties en sistematies geword. Dit het geskied op „n wyse wat die verhouding tussen vorm en die wêreld uitdaag. „n Herbesinning van die rol van uitbeelding of representasie is gevolglik van sentrale belang vir beide modernisme en postmodernisme. Hierdie tesis is „n ondersoek na die verwantskap tussen moderne en postmoderne refleksiwiteit. Deur „n noukerige ondersoek van vier kunstenaars se werk, stel ek voor dat die letterkundige en artistieke klem van modernisme op vorm en subjektiwiteit, sowel as die gebruiklike kenmerk van retoriek/fiksie, verskillende aspekte is van „n voortdurende weerkaatsing op „n vinnig veranderende wêreld is. Deur die teoretiese perspektiewe van post-stukturalisme toe te pas, stel ek voor dat modernistiese refleksiwiteit neig na die waarheid en selfkennis, terwyl postmoderne refleksiwiteit fokus op die onbepaalde en veranderlike aard van betekenis. Nietemin, uit my kritiese beskouing van die kreatiewe praktyk van afsonderlike kunstenaars en skrywers blyk dit dat die modernistiese en postmodernistiese refleksiewe benaderinge nie noodwendig mekaar uitsluit nie, maar saam kan bestaan en „n dinamiese en noodsaaklike spanning skep.

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49

Harrison, Ewan. "Reflexivity in the international system : international institutions and state strategies." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/fc92a05c-3032-4800-964e-47495abfe36a.

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50

Jones, Timothy. "Animating community : reflexivity and identity in Indian animation production culture." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/53461/.

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Animating Community examines the cultural practices of animators in India, and particularly the role of practitioner testimony in conceiving and negotiating social structures underpinning the nascent Indian animation industry. Recognizing a tendency in practitioner accounts towards theorization of contested industrial discourses, this research takes as its object the reflexive practice of animators in trade texts and interviews. These reveal how local practitioners understand production culture as an emergent phenomenon, resulting from learned processes of negotiation and collective action. However, practitioner testimony also reflects dramatically different degrees of agency in cultural production and discourse. Focusing on the identity work of diverse creative professionals – corporate elites, freelancers, teachers, and students – reveals underlying tensions between global industrial constraints and local social capital. Based on discursive analysis of testimony, this thesis asks how Indian animation practitioners conceive of their creative activity and identity in relation to negotiating a culture of animation production, and how the shared discourses and modes of engagement that result both shape and are shaped by institutional structures. These questions are addressed through practitioner accounts in three sectors of Indian animation: first, the context of production – considering large outsourcing firms and smaller studios; second, the provision of education – instruction in skills and social norms supplied by the public and private sectors; and third, the creation of dedicated community structures – professional organizations and trade information networks. Animating Community is most interested in how local media professionals articulate different discourses from aesthetic to economic value in order to approach an imagined sense of cultural identity. This sheds light on the way practitioners make sense of their creative and professional worlds. Ultimately, the conclusions offered in this project argue for a more nuanced conception of the relationship between critical practice and creative labour, and greater understanding of the different contexts where this may emerge.

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Tesi sul tema "Reflexivity"

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