Дисертації з теми "Narrative selves"
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Yen, Yu-Hua. "Narrating selves : the narrative integrity of fictional autobiographies." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/22001/.
Повний текст джерелаFogell, Melanie. "Broken promises and refigured selves : narrative and Jewish identity /." Ann Arbor, Mich. : University Microfilms, 2003. http://wwwlib.umi.com/dissertations/preview/NQ87034.
Повний текст джерелаAl-Qasem, Ruby. "True Selves: Narrative Distance in Stories of Fiction and Nonfiction." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12069/.
Повний текст джерелаAl-Qasem, Ruby Rodman Barbara Ann. "True selves narrative distance in stories of fiction and nonfiction /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12069.
Повний текст джерелаLynch, Claire. "Irish autobiography : stories of selves in the narrative of the nation." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670053.
Повний текст джерелаDay, Joanne Kate. "Transforming criminal lives : a narrative study of selves, bodies and physical activity." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4068.
Повний текст джерелаMurphy, Angela. "Possible selves and occupational potential of students with dyslexia : a narrative inquiry." Thesis, Leeds Beckett University, 2017. http://eprints.leedsbeckett.ac.uk/4785/.
Повний текст джерелаNaji, Catherine. "Six women in search of a Beauvoirian narrative : auto/biographical research on Moroccan and Irish selves." Thesis, University of Newcastle Upon Tyne, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433542.
Повний текст джерелаKastner, Stacy. "Identity Chats: Co-Authorized Narratives and the Performance of Writerly Selves in Mass-Multiliterate Times." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1370452658.
Повний текст джерелаDiehl, Florence Anne. "Eutopiagraphies narratives of preferred future selves with implications for developmental coaching /." [Yellow Springs, Ohio] : Antioch University, 2010. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1277922552.
Повний текст джерелаTitle from PDF t.p. (viewed July 22, 2010). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May, 2010."--from the title page. Includes bibliographical references (p. 200-210).
Junaid, Muhammad. "Entrepreneurial selves in a narrative space : the case of entrepreneurial identity construction of Afghan Pashtuns in Peshawar." Thesis, University of Essex, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548595.
Повний текст джерелаYip, Pui Lin Christina. ""Negotiating selves" : the (re)construction of teachers' professional identities in the era of educational reform : a narrative inquiry." Thesis, University of Bristol, 2012. http://hdl.handle.net/1983/762d11f5-7f9f-46f2-8fe4-2683893c5dc2.
Повний текст джерелаChadwick, Rachelle Joy. "Selves colliding with structure : the discursive construction of change and non-change in narrative of rape crisis volunteers." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/10244.
Повний текст джерелаThis study explores the discursive construction of subjective change and non-change in the narratives of women volunteering at a Rape Crisis (henceforth RC) centre). Of key interest within the study are the dilemmas and negotiations triggered when selves collide with new structures (and alongside this 'new' or alternative discourses and discursive subject positions). Structurally RC is a rich site offering a plethora of new ways of talking and 'seeing' complex issues surrounding sexuality, violence, heterosexual relationships and gender dynamics and involvement with the organisation thus compels selves to negotiate and reflect upon their current positionings. In order to explore these subjective dilemmas two individual and detailed interviews were conducted with 7 participants (totally a complete set of 14 interviews).
Haevens, Gwendolyn. "Mad Pursuits : Therapeutic Narration in Postwar American Fiction." Doctoral thesis, Uppsala universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-263167.
Повний текст джерелаItoi, Emi. "PRE-SERVICE EFL TEACHERS' POSSIBLE SELVES: A LONGITUDINAL STUDY OF THE SHIFTING DEVELOPMENT OF PROFESSIONAL IDENTITIES." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/302585.
Повний текст джерелаEd.D.
The purpose of this interpretive qualitative case study was to explore how possible selves of four pre-service EFL teachers changed during their last 10 months at university and what factors were involved in developing and changing their possible selves. The concept of possible selves is a future-oriented self-concept that involves one's motivation to move toward one's ideal future selves and move away from one's feared selves. Ought-to selves are also believed to work as motivators. The main data sources included two written possible selves stories from each participant, four sets of semi-structured interviews, short e-mail messages with emoticons, and official practicum reports. Through a narrative analysis of these data, I found that participants' rather general possible teacher selves changed to more realistic, elaborated ones after they had experienced practicums. These revised possible selves were not always in the direction of more positive, more ideal selves, but also toward feared and ought-to teacher selves. The data analysis also revealed that the participants found a large gap between their actual L2 selves and ought-to L2 selves, and consequently they developed feared L2 selves who would likely get embarrassed in front of others because of their poor English speaking ability. However, they took no action to prevent their feared L2 selves because becoming fluent in English was possibly seen as a temporally distant unreachable goal that did not merit an investment of time and energy. The study also found that interpersonal relationships with parents, teachers in the past, cooperating teachers during practicum, students at school, and peers were important factors contributing to participants' developing and changing possible selves. I end with suggestions that policy makers, universities, teacher educators, and supervising teachers of student teachers seriously consider issues that will help improve English education in Japan as well as lead to better teacher education programs to prepare EFL pre-service teachers for the rather harsh conditions in the teaching profession in Japan.
Temple University--Theses
Anderson, John. "Different Bodies, Different Selves: The Role of Physical Disability in the Formation of Personal Identity." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1203.
Повний текст джерелаBachelors
Arts and Sciences
Philosophy
Na, Nongkhai Angsu-orn. "An investigation into English language motivation of Thai university students : understanding students' motivation over time, and their visions of future L2 selves, through narrative inquiry." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19828/.
Повний текст джерелаHancock, Dorothea Wilhelmina. "An exploration of The Virtues Project: Ontological, educational and cross-cultural inquiries into a moral education program within a Mongolian school setting." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/86530/1/Dorothea_Hancock_Thesis.pdf.
Повний текст джерелаCullum, Linda Kathleen. "Fashioning selves and identities, contested narratives, disputed subjects." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ49994.pdf.
Повний текст джерелаLutovac, S. (Sonja). "From memories of the past to anticipations of the future:pre-service elementary teachers’ mathematical identity work." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526205540.
Повний текст джерелаTiivistelmä Tutkimuksessa tarkasteltiin matemaattista identiteettityötä suomalaisten ja slovenialaisten luokanopettajaopiskelijoiden kokemusten kautta. Opiskelijoiden mukaan heillä oli ollut omana kouluaikanaan kielteisiä matematiikan opintoihin liittyviä kokemuksia, joilla osoitettiin olevan negatiivisia vaikutuksia opiskelijoiden matemaattisiin identiteetteihin. Koska tutkimuksessa korostuu identiteetin tulevaisuusaspekti, tarkastelun kohteina olivat opiskelijoiden tulevaisuuteen liittyvät toiveet ja odotukset. Tutkimuksessa sovellettiin narratiivisen identiteetin (Ricoeur, 1992) ja mahdollisten minuuksien (Markus & Nurius, 1989) käsitteitä matematiikan opetuksen kontekstissa. Identiteetin ymmärtämisen psyko-sosiaalisena ilmiönä mahdollisti narratiivinen näkökulma. Erityinen huomio kohdistettiin siihen, millainen merkitys kasvatuksellisilla konteksteilla on luokanopettajaopiskelijoiden matemaattisessa identiteettityössä. Tutkimusmetodologiana käytettiin narratiivista tutkimusta. Opiskelijat kertoivat syvähaastatteluissa matematiikkaan liittyvistä kokemuksistaan. Nämä narratiivit analysoitiin holistisesti ja kategorisesti ottaen huomioon myös niiden sisältö ja muoto. Tuloksista ilmenee merkittävää samankaltaisuutta luokanopettajaopiskelijoiden omaan kouluaikaan liittyvissä muistoissa. Monet esimerkiksi kuvailivat itsensä uhreiksi. Myös tulevaan matematiikan opetukseen liittyvät ennakko-odotukset olivat värittyneet opettajaopiskelijoiden omaan kouluaikaan liittyvien haasteellisten kokemusten kautta. Yllättävä tulos oli se, että suomalaisten ja slovenialaisten opiskelijoiden luokanopettajakoulutuksen aikainen identiteettityö erosi huomattavasti toisistaan. Erojen pääsyynä ovat nähtävästi erilaiset painotukset ja käytänteet opettajankoulutuksen matematiikan pedagogisissa opinnoissa. Tutkimus osoittaa, että identiteettityötä voidaan pyrkiä edistämään opettajankoulutuksen aikana. Prosessin aloittamiseksi olisi tärkeää kohdentaa huomio opettajaopiskelijoiden elämäkerrallisiin konteksteihin soveltamalla narratiivisia pedagogisia työkaluja. Sillä että omaan kouluaikaan liittyviä kokemuksia ei oteta huomioon, voi olla kielteisiä heijastuksia opettajaopiskelijoiden tulevaan matematiikan opetukseen. Tutkimuksen mukaan identiteetti on syytä ottaa avoimesti tarkasteluun opettajankoulutuksen aikana. Tutkimuksen teorian kannalta merkittävä anti on termin matemaattinen identiteettityö käsitteellistäminen
Henderson, Jennifer. "Conducting selves, race and government in Canadian settler women's narratives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ56234.pdf.
Повний текст джерелаOliveira, Marta Ramos. "Weaving life stories : healing selves in native american autobiographical narratives." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/16452.
Повний текст джерелаIn this dissertation, I reflect upon Native American life stories building on the hypothesis that, in opposition to Western canonical autobiographies, they present a different conception of self derived from a social positionality marked by different historical experiences and different epistemological and ontological views. My aim is to show how indigenous writers have appropriated a Western model which, in its canonical configuration, was used to sustain narratives of individuation and how they use it to heal historical wounds resulting from the violent colonization process and its consequences so as to envision collective survival. To do that, I briefly revise two foundational moments in the Western development of the genre which, in a first moment, mingle the history of autobiography with Christian confession and then with the process of individuation. From a contemporary perspective, much has been discussed about the linguistic impossibility of saying "I" without bumping into a series of discontinuities and dead ends, which seems to impose the total fragmentation of self to the point where it may seem impossible to utter the deictic pronoun "I" I contrast this canonical history of the genre with indigenous narratives which use life stories to rescue experiences to sustain themselves both as a reevaluation of the past and as an opening to future possibilities. In a second moment, I revise the Western conception of time showing how, despite the fact that several chronosophies that define time as linear, cyclical or non-directional coexist, our societies are structured on the idea of progress, which sustains the binomial modernity/coloniality. In other words, the linear view of time allied to a historical process of subjugation of peoples and territorial conquest has established a model that defines itself as innovative, or state of the art, classifying all other human forms of organization as primitive stages of the same process. Using the paradigm of co-existence, I present other epistemological views, contrasting this linear and progressive time to the ways Native Americans discuss space as a catalyst of the stories that sustain indigenous relationships to the Other. It is important to emphasize that the concept of Other used here encompasses everything which is in relation with the self, including besides other human beings animals, plants, rivers, the land, the sun, and nonphysical entities. Finally, I analyze how indigenous life writing manifests this way of being and its healing potential in Leslie Marmon Silko's Storyteller.
Gazetas, Aristides. "Imagining selves : the politics of representation, film narratives and adult education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25053.pdf.
Повний текст джерелаGrey, Leslee. "Multiple Selves, Fragmented (Un)learnings: The Pedagogical Significance of Drag Kings' Narratives." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/59.
Повний текст джерелаJardine, Kathryn Frances. "Transitions of women counsellors-in-training, self-defining memories, narratives, and possible selves." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0017/NQ32711.pdf.
Повний текст джерелаSirino, Tallyssa Izabella Machado. "Narrativa e resistência em Selva Trágica, de Hernâni Donato." Universidade Estadual do Oeste do Parana, 2013. http://tede.unioeste.br:8080/tede/handle/tede/2343.
Повний текст джерелаThis research aims to reflect about narrative and resistance as themes, represented on the novel Selva Trágica (2011),written by Hernâni Donato. The study of relations regarding space and literary representation of characters that, in the literary narrative of Selva Trágica, live under labor conflicts in a borderline space (Brazil-Paraguay) becomes the point from which and to which the reviews and interpretations of this study will converge. From the narrative s study, the inner structure is revealed as built by means of the representation of individuals explored by a Company, well-known as Companhia Mate Laranjeira, an argentine company of yerba mate processing, as external elements for the literary narrative. It is considered that the representation of herbals, on the narrative, in a borderline localization, in which characters live under constant shifts, regarding geographical, identity, cultural and linguistic changes, motivated by the labor fronts, becomes an structuring element of the narrative. Thus, the structural aspects such as the space and the characters are studied from the theoretical and methodological assumptions of the dialectic constitution of literature, based, particularly, on theoretical and analytical studies of Antonio Candido (2010), about the inherent relationship between internal and external elements in preparing aesthetics of the literary text. The studies on transiting identities, or in the context of boundary identities and alterity, are based on theoretical assumptions of Homi K. Bhabha (1998) and Stuart Hall (2009 and 2011). The saga of exploitation of yerba mate is understood as a metaphor for the strength of the ruling power, because through such exploitation, the oppression is exerted on the man, subjugating the characters and enslaving them in the herbal space - degraded space - degrading, thereby, characters. Therefore in Selva Tragica, it is observed that resistance consists in bringing such degrading and oppressive situations afloat by the aesthetic-ideological choice inherent to the narrative construction of the author, and it is perceived that this strategy can be approximated to the reflections of novel construction by Adorno (2003), Benjamin (1987), Goldmann (1989) and Santiago (2002), as well as the notion of degraded hero of Lukacs (1965). Hence, this study enables the reflection on represented spatiality, as well as the relationships between space, theme, characters, identities, resistance and territoriality in the literary work Selva Tragica as representative of a borderline literature corpus.
A presente pesquisa propõe uma reflexão sobre o tema da narrativa e resistência, problemática representada na obra literária Selva Trágica (2011), de Hernâni Donato. O estudo das relações entre espaço e representação das personagens que, na narrativa de Selva Trágica, vivem conflitos trabalhistas e existenciais em uma região de fronteira (Brasil-Paraguai) torna-se o ponto para onde e de onde convergem as análises e interpretações aqui desenvolvidas. A partir do estudo da narrativa, desvela-se a estrutura interna construída por meio da representação de indivíduos subjugados por uma metrópole econômica exploradora, a saber, a Companhia Mate Laranjeira, empresa argentina de beneficiamento da erva-mate colhida nos ervais brasileiros, elementos externos. Entende-se que a representação do espaço dos ervais, situado na narrativa, em uma localização de fronteira, no qual se apresentam personagens em constantes deslocamentos, seja da ordem do geográfico, identitário, seja da ordem cultural e linguística, motivadas pela mobilidade das frentes de trabalho constitui-se em um elemento estruturante da narrativa. Dessa forma, os aspectos estruturantes a exemplo do espaço e das personagens são estudados a partir dos pressupostos teórico-metodológicos da constituição dialética do texto artístico, tomando como base teórico-analítica, especialmente, os estudos de Antonio Cândido (2010), sobre a relação intrínseca entre os elementos internos e externos no processo de elaboração estética da obra de arte. Já os estudos sobre identidades em trânsito, ou identidades em contexto de fronteira e alteridade se fundamentam nos pressupostos teóricos de Homi K. Bhabha (1998) e Stuart Hall (2009 e 2011). Compreende-se a saga da exploração da erva-mate como uma metáfora da força do poder dominante, pois, por meio de tal exploração, é exercida a opressão sobre o homem, subjugando-o e escravizando-o, no espaço do erval espaço degradado degradando, assim, as personagens. Portanto, em Selva Trágica, constata-se que a resistência consiste em trazer tal situação degradante e opressiva à tona, pela escolha estético-ideológica inerente à construção narrativa do autor, percebe-se que este utiliza de estratégias de linguagem que podem ser aproximadas às concepções acerca da construção romanesca de Adorno (2003), Benjamin (1987), Goldmann (1967) e Santiago (2002), bem como da noção de herói degradado de Lukács (1965). Sendo assim, tal estudo possibilita a reflexão sobre a espacialidade representada, bem como as relações entre espaço, tema, personagens, identidades, resistência e territorialidade na obra Selva Trágica, representativa de um corpus de literatura e fronteiras.
Currie, Sean E. "Sacred Selves: An Ethnographic Study of Narratives and Community Practices at a Spiritual Center." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002799.
Повний текст джерелаZuo, Yijia. "Narratives of complementarity and transformation : Chinese young people constructing selves in a transcultural context (UK)." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/17582/.
Повний текст джерелаREIS, CLAUDIA MARIA BOKEL. "LANGUAGE, EVIDENTIALITY, AND TEACHERNULLS POSITIONING: THE CONSTRUCTION OF THE COHERENCE OF SELVES IN NARRATIVES OF EXPERIENCE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6696@1.
Повний текст джерелаA tese Linguagem, evidencialidade e posicionamentos de professor: A construção da coerência dos selves em narrativas de experiência discute a construção das identidades profissionais de duas professoras de Língua Portuguesa e Lingüística através de suas histórias de trajetória profissional. As narrativas das professoras são analisadas, discursivamente, através uma postura teórica e metodológica que articula evidencialidade, posicionamento e narrativa. O trabalho assume uma perspectiva interdisciplinar que inclui a Pragmática, a Sociolingüística Interacional, Teorias Socioconstrucionistas, a Psicologia Social e a Psicologia Cultural. Buscamos demonstrar que a construção das identidades profissionais, como posicionamentos, perpassa não somente por questões da biografia pessoal e profissional, mas também pela construção e interpretação que as professoras fazem de horizontes de contextualização interdependentes: o contexto interacional, as comunidades de prática e o contexto macro social de mudanças, incluindo a nova ordem do trabalho. Na construção da coerência narrativa, as narradoras colocam em ação não apenas posicionamentos profissionais, mas também posicionamentos pessoais, posicionamentos de outros e posicionamentos interacionais. Os resultados apontam para a construção diferenciada da coerência dos selves nas narrativas, a partir de escolhas que alternam entre o foco na ação, nos eventos relatados, e o centramento na avaliação e/ou explicação dos eventos, conduzindo a posicionamentos morais. A proposta teórica de articular a evidencialidade com posicionamentos em narrativas de experiência mostrou-se extremamente produtiva, resultando em contribuições relevantes para essas teorias e para o estudo das identidades do profissional de Letras.
The dissertation Language, evidentiality, and teacher´s positioning: The construction of the coherence of selves in narratives of experience discusses the construction of professional identities of two Portuguese Language and Linguistics teachers through their stories of professional trajectory. The narratives produced by the teachers are discursively analyzed from a theoretical and methodological tenet which articulates evidentiality, positioning, and narrative. We assume an interdisciplinary approach which includes Pragmatics, Interactional Sociolinguistics, Socioconstructionist Theories, and Social and Cultural Psychologies. We demonstrate that the construction of professional identities, as positioning, encompasses not only issues of our personal and professional biographies but also the teachers´ construction and interpretation of three horizons of interdependent contextualization, namely, the interaction context, the communities of practice, and the macro-social context of changes, including therein the New Work Order. In the construction of narrative coherence, the narrators not only enact professional positionings, but personal positionings, positionings of others, and interactional positioning. The results point towards a differentiated construction of coherence for the selves in the narratives, aimed at choices that alternate between the focus on action, and on reported events, and the focus on evaluation and/or explanation of events, which conducts to moral positionings. The theoretical proposal of articulating evidentiality with positioning in narratives of experience has shown extremely productive, resulting in relevant contributions for these theories, and for the study of identities of language professionals.
MENDES, TALITA ROSETTI SOUZA. "NARRATIVES OF DYSLEXIC UNDERGRADUATE STUDENTS EXPERIENCES: CONSTRUCTION OF SELVES AND OTHERNESS IN SCHOOL AND FAMILY CONTEXTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23254@1.
Повний текст джерелаCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O presente estudo investiga como são construídas identidades de si e do outro nos contextos da escola e da família em narrativas de dois jovens universitários com dislexia, junto à pesquisadora-professora, em entrevistas de pesquisa. As bases teóricas e metodológicas situam-se no campo dos estudos da narrativa e identidade com foco em experiências com a dislexia, envolvendo relações de alteridade, processos de estigmatização e de manipulação de informação, a partir de uma abordagem qualitativa e interpretativista. Os mecanismos norteadores da análise das construções identitárias de si e do outro se constituem na noção de dêixis, de self, de polifonia e de discurso relatado. Os resultados da análise das narrativas construídas pelos jovens universitários com dislexia apontam não só relações harmônicas e desarmônicas no ambiente escolar, mas também conflitos e entendimentos no contexto familiar, com performances elaboradas e emergência de estigmas. As narrativas destacam também inteligibilidades sobre o distúrbio de aprendizagem, sobre as necessidades pessoais e possibilidades de superação através de uma postura reflexiva, engajada e, por vezes, emotiva. A pesquisa busca contribuir com e para estudos sobre a relação existente entre dislexia, família e escola, ressaltando, do ponto de vista teórico e metodológico, a importância da narrativa em entrevista de pesquisa como forma de propiciar reflexão, ação e mudança.
This study investigates how self and other identities are construed in school and family contexts in the narratives of two dyslexic undergraduate students during research interviews granted to the professor-researcher. The theoretical and methodological frameworks belong to the fields of narrative and identity, involving otherness, processes of stigmatization and information manipulation, from a qualitative and interpretativist approach. The procedures that orient the analysis of the construction of self and other are based on constructs such as deixis, self, polyphony and reported discourse. The results of the analysis of the narratives constructed by dyslexic undergraduate students point to not only harmonious and disharmonious relationships within the university environment, but also to conflicts and understandings in the family context, with stigma performances and display. The narratives also highlight intelligibilities on learning disorders, personal needs, and possible ways of overcoming challenges through a reflective, committed and, sometimes, emotional attitude. The purpose of this research is to enrich the studies concerning the relationship among dyslexia, family and school, highlighting the importance of narrative in the research interview as a way of raising reflection, action, changes, from a theoretical and methodological point of view.
Jackets, Kristina. "An exploration of the perceptions of future 'eminence' among high-achieving secondary schoolgirls, through 'possible selves' narratives." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/an-exploration-of-the-perceptions-of-future-eminence-among-highachieving-secondary-schoolgirls-through-possible-selves-narratives(7b4fa64a-d70b-4cc3-bfe3-218133d27437).html.
Повний текст джерелаWoodiwiss, Joanna. "Stories to live by, selves to live with : constructing the self through narratives of childhood sexual abuse." Thesis, University of York, 2004. http://etheses.whiterose.ac.uk/14153/.
Повний текст джерелаBresnahan, Krystal M. "From Portraits to Selfies: Family Photo-making Rituals." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6472.
Повний текст джерелаAbdi, Muna. "Storying selves in turbulent times : exploring four young Somali men's experiences of identity and belonging through self-representing narratives." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19410/.
Повний текст джерелаLucas, Jeane. "A subversão do gênero em Leopardso de Kafka." Universidade Presbiteriana Mackenzie, 2010. http://tede.mackenzie.br/jspui/handle/tede/2322.
Повний текст джерелаLiterary production of the nineties and the early years of the twenty-first century is characterized the release of some literary genres, specifically what Literary Theory defined as being a novel, which do not fit the standards of Classical Literature or the peculiarities of the so-called Best Sellers. Therefore, this thesis has as its object of study the book Leopardos de Kafka, by Moacyr Scliar, which is part of the collection of detective novels Literature and Death, released by the publisher Companhia das Letras. This study aims to show the narrative resources and how they were used in the novel aforementioned, so that we can show that they break the existing boundaries between Classical Literature and Best Sellers and the standards of the traditional detective novel. For this objective to be achieved, the theoretical foundation of this thesis was based, mainly, on studies of the detective novel, done by Boileau and Narcejac (1991), Albuquerque (1979), Reimão (1983, 2005) and others; in researches on Best Sellers, done by Sodré (1978), Caldas (2000) among others and on studies of Historiographic Metafiction, postmodernism and narcissistic narrative, made by Hutcheon (1984, 2002).
O panorama da produção literária da década de noventa e dos primeiros anos do século XXI é marcado pelo lançamento de alguns gêneros literários, especificamente o que a Teoria Literária definiu como sendo romance, que não se ajustam nem às regras da Literatura Culta nem às peculiaridades do que se convencionou chamar de Literatura de Massa. Por isso, esta tese tem como objeto de estudo o livro Leopardos de Kafka, de Moacyr Scliar, pertencente à coleção de romances policiais Literatura ou Morte, lançada pela editora Companhia das Letras. O presente estudo objetiva mostrar os recursos narrativos e o modo como estes foram empregados, no romance citado, a fim de que se possa evidenciar que eles rompem com as fronteiras existentes entre a Literatura Culta e a Literatura de Massa e com as regras do romance policial tradicional. Para que esse objetivo fosse alcançado, a fundamentação teórica desta tese foi baseada, principalmente, nos estudos sobre o romance policial, feitos por Narcejac (1991), Albuquerque (1979), Reimão (1983, 2005) e outros; nas pesquisas sobre Literatura de Massa, realizadas por Sodré (1978), Caldas (2000) e outros e nos estudos sobre Metaficção Historiográfica, pós-modernismo e narrativa narcísica, realizados por Hutcheon (1984, 2002).
Paiani, Flavia Renata Machado. "A hist?ria como best-seller : aspectos narrativos dos livros de divulga??o hist?rica no Brasil." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2017. http://tede2.pucrs.br/tede2/handle/tede/7644.
Повний текст джерелаMade available in DSpace on 2017-09-06T17:08:27Z (GMT). No. of bitstreams: 1 TES_FLAVIA_RENATA_MACHADO_PAIANI_COMPLETO.pdf: 2115769 bytes, checksum: 4a389d2bf62931636f966884d7360eb7 (MD5) Previous issue date: 2017-08-29
Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
This dissertation is a critical evaluation of seven popular history books concerning nineteenth-century Brazil, published between 2006 and 2013: Condessa de Barral, O Pr?ncipe Maldito, A Carne e o Sangue, and O Castelo de Papel by Mary Del Priore, and 1808 [in English, The Flight of the Emperor: How a Weak Prince, a Mad Queen, and the British Navy tricked Napoleon and changed the New World], 1822, and 1889 by Laurentino Gomes. Priore is a Brazilian historian with academic affiliation, specialized in historical biographies in which she constructs quasi-literary historical characters. Instead, Gomes is a Brazilian journalist, best known for the great commercial success of his three books, featuring picturesque characters in a fragmented storytelling format. Thus this study aims to investigate the relationship of their works with historiography as well as the role assigned to their readership, by analyzing the text structure and its narrative elements. In this regard, the analysis develops a theoretical and historiographical discussion, in order to understand the aesthetic realm of popular history books and its epistemological implications.
Esta tese ? uma an?lise cr?tica de sete livros de divulga??o hist?rica, publicados entre 2006 e 2013, que versam sobre o Brasil do s?culo XIX: Condessa de Barral, O Pr?ncipe Maldito, A Carne e o Sangue e O Castelo de Papel, de Mary Del Priore, e 1808, 1822 e 1889, de Laurentino Gomes. Priore ? uma historiadora brasileira com filia??o acad?mica, especializada em biografias hist?ricas, nas quais ela constr?i personagens hist?ricos romanceados. Gomes, por seu turno, ? um jornalista brasileiro, mais conhecido pelo grande sucesso comercial de seus tr?s livros, nos quais ele apresenta personagens pitorescos em um formato fragmentado de contar hist?ria. Este estudo pretende, pois, investigar a rela??o das obras desses autores com a historiografia, bem como o papel atribu?do ao seu p?blico leitor a partir da an?lise da estrutura do texto e de seus aspectos narrativos. Nesse sentido, uma discuss?o te?rica e historiogr?fica ? desenvolvida na an?lise, de modo a compreender a dimens?o est?tica dos livros de divulga??o hist?rica e suas implica??es epistemol?gicas.
Lunde-Whitler, Joshua Harrison. "Making Disciples, Constructing Selves: A Narratival-Developmental Approach to Identity and its Implications for the Theology, Pedagogy, and Praxis of the Present-Day Church in the United States." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108090.
Повний текст джерелаThis project explores the concept of identity through the lens of narrativity, a multifaceted concept that describes the way the consciousness makes meaning about life, throughout life. Narrativity depicts meaning-making as both an intensely personal and communal endeavor, epitomized in the way people tell and listen to life stories together. Narrativity is endemic to who we are as humans; yet it dramatically evolves over time. Indeed, it must continuously evolve, so that we might continue to learn, love, and maintain hope amidst the myriad circumstances and exigencies we face. And so when theologians and researchers in the social sciences alike speak of an “identity crisis” at work in the United States today, they are speaking directly to a deficiency in the way people make meaning together—a deficiency that, in the present view, is indelibly linked to the country’s history of hegemonic, colonizing practices of exclusion and domination by those in power. This history, which is also our present, has profoundly shaped the capacities of people from every walk of life to co-create meaning. Understood in this way, identity formation must be seen as a pivotal task for Christian religious educators in the United States. Of course, such educators are typically interested in the formation of a “Christian identity,” and rightly so. But this work makes the case that nurturing narrativity—that is, personhood and personal identity-development—is part and parcel to Christian identity formation, which in turn is inseparable from social and political engagement. In this view, narrativity is actually ingrained into the very pedagogy and praxis of the discipling community that Jesus cultivated through his ministry. Present-day Christian communities should likewise consider themselves as discipling communities, who embody this collective (or communal) identity precisely to the extent that they cultivate narrativity through their missional-pedagogical practices. This will require most US churches to radically re-imagine their structure and aims. The primary tasks of this work are threefold: (1) It defines identity in terms of the psychosocial and spiritual notion of narrativity—and Christian identity in terms of discipleship, which awakens and restores narrativity. These definitions inform a holistic philosophy of narratival meaning-making, and a practical and liberationist approach to theological anthropology, ethics, and ecclesial mission. (2) It attempts to depict narrativity as it evolves through the lifespan, with the help of current research in neuroscience and narrative developmental psychology. This is articulated in terms of a “narratival-developmental” perspective. (3) Guided by these definitions, it suggests ways that churches in the present-day United States might begin to re-orient their missional and teaching practices around these notions of narrativity and narratival-development. Chief among these suggestions are four hypothesized principles for teaching for narrativity, which emerge at project’s end
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
Mbachu, Innocent. "Transition Towards Entrepreneurship : An Exploratory Study about African Immigrants' Entrepreneurial Identity Generation Process: Evidence from West African Immigrants Entrepreneurs in Sweden." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-77811.
Повний текст джерелаFresquet, Roso Maria. "Estudio sobre el género, las funciones y la calidad literaria del best seller. Los best seller híbridos en España y estudio comparativo con los autores más vendidos en Francia." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/403875.
Повний текст джерелаThis dissertation addresses a corpus that has not yet been studied in depth. The purpose is to provide an overview of best sellers since their first great impact in Spain and identify the most successful type of works which, as we will later see, are those with a hybrid nature. The works have been selected from the reader's point of view, that is, the works selected are those readers can have access to, whether the authors are national or have been translated. The results of the analysis have been compared to best sellers in France during the same period of time so that they will not be examined in absolute and isolated terms and the conclusions can have a larger scope. Firstly, for the purposes of this dissertation I have created a new subgenre within best sellers, which serves to identify the most successful works: hybrid best sellers. And then, within hybrid best sellers (books that have the characteristics of different literary genres), those that are based on the most successful genres: historical and crime novels. I have not considered niche genres, such as erotic novels, science fiction or children's and young adults literature, as these have a more specific audience. Hybrid best sellers and genre novels are currently the most successful books and their origin dates back to 19th century serialised novels. The main characteristic of this type of hybrids is their literary ambition. This hybridism comes from a very convenient combination of the legacy of serialised novels (in which adventure is the main core, together with other elements taken from all popular genres) and literary ambition, which appears when the work is not identified with a specific genre. The literary ambition also feeds from the elements that I have identified in the analysis of these works, which raise the cultural level, such as giving information in an explicit way or superficial and sensationalist rhetoric, which is caused by the will to dignify consumer literature. Secondly, I have examined the reasons why best sellers are associated with poor literary quality. On a literary basis, I have come to the conclusion that there is no direct relationship between literary quality and high sales. Thirdly, I have compared different ways of approaching this phenomenon in order to provide both a global perspective and economic, sociological and literary definitions. As to the literary approach, I have considered the best seller as a genre itself, as that is what readers consider them. This leads us to the main purpose of this dissertation, which is to reinforce the literary theory of the best seller as a genre, to outline its most important discourse characteristics, and to find out what reading needs it covers. I shall refer to these needs as functions. After analysing the corpus, I have noticed three elements that work on the plot level to channel these functions: secrets, abuse or injustice, and woman as the new heroine. These three elements intertwine in the plot by means of links that work as suspense techniques and make the adventures more enjoyable: cliff-hangers, dialogues that help readers to understand every bit of the plot, an omniscient narrator and, generally speaking, 19th century narrative techniques.
Huntly, Alyson C. "In Parables: The Narrative Selves of Adolescent Girls." Thesis, 2009. http://hdl.handle.net/1974/5374.
Повний текст джерелаThesis (Ph.D, Education) -- Queen's University, 2009-12-18 17:19:42.63
Agger, Helen. "Anishinaabewaajimodaa sa: re-siting our selves home through narrative." 2017. http://hdl.handle.net/1993/32136.
Повний текст джерелаFebruary 2017
PAN, TSAI-YI, and 潘采儀. "Becoming a Self--A Narrative Study on Social Interaction between Inner Selves in Schooldays." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/u3grr9.
Повний текст джерела南華大學
生死學系碩士班
105
This research thesis aims to explore the process of social interaction in my schooldays. It refers to Goffman's theory of dramaturgy and is conducted with self-narrative analysis to construct the story of the researcher's life. Then it is understood that people are all playing their own roles on the stage of their daily lives. The qualitative research analysis involves texts of my story, kinds of notes in my schooldays and relative research literature. This study also refers to Goffman's theoretical concepts in his book, The Presentation of Self in Everyday Life. Herein, all the self, teachers, and classmates in my schooldays appear as actors on the stage of everyday life and their process of interaction resembles the process of acting in a play.
Sheppard, Janet. "Emergent selves, emergent lives: the role of curriculum in the identity development of undergraduate students : a narrative phenomenological study." Thesis, 2010. http://hdl.handle.net/1828/2733.
Повний текст джерелаLiccardo, Sabrina. "Re-imagining scientific communities in post-apartheid South Africa : a dialectical narrative of black women’s relational selves and intersectional bodies." Thesis, 2016. http://hdl.handle.net/10539/19428.
Повний текст джерелаAllen, Ayana Ma-El. "Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions." 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029.
Повний текст джерелаNel, An-Mareé. "Differentiation: a journey to a repertoire of selves." Diss., 2006. http://hdl.handle.net/10500/1513.
Повний текст джерелаPsychology
M.A. (Clinical Psychology)
Shih, En-Hui, and 施恩惠. "Recollecting Selves: Rereading the Narrating Self in Paul Auster’s Three Novels." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/63wj29.
Повний текст джерела國立臺灣大學
外國語文學研究所
101
This dissertation aims to probe into the interrelation between memory, recollection and the self. Contrary to traditional memory studies which conceives memory as a storehouse of personal lived experiences, this dissertation will explore the issue in terms of Bergson and Deleuze’s concept of pure memory to see how the self is dissolved and recreated in an act of recollection. Bergson-Deleuze’s pure memory reorganizes the image of time—time as undivided duration--- and rejects the image of the self as an agent representing memory via recollection. This concept provides us with a theoretical base to reinvestigate the relations between the self and memory in Paul Auster’s three novels in which the narrators attempt to find out who they are by means of recording their recollections but find no anchorage for their selves. Actually, they are becomers who are recreated by their recollections. This dissertation is divided into five parts. In chapter one, “A Diagram of Memory: From Plato to Deleuze,” I will offer a comprehensive overview of the concept of memory developed from the image of a storehouse to that of the ontological plane. In chapter two, “The Dissolution of the Recollecting Self in The Invention of Solitude,” the focus will be placed on how the narrator’s self is dissolved from the self as the subject to the self as the other via recollection. In chapter three, “Expressing Senses of the Self in Recollection in Invisible,” I try to connect sense and memory to discover the narrator’s real inner desire and how he recreates new senses of his self via recollecting narratives. In chapter four, “Voices beyond the Narrating Self: Forgetting in Travels in the Scriptorium,” the issue of forgetting will be dealt with. Here, I argue that forgetting is a necessary condition of creativity and the forgotten belongs to part of memory. Forgetting is used as a strategy by Auster which enables him to rethink his position as a writer.
Gilmour, R. J. "'Imagined bodies and imagined selves' : cultural transgression, 'unredeemed' captives and the development of American identity in colonial North America 1520-1763 /." 2004. http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99176.
Повний текст джерелаTypescript. Includes bibliographical references (leaves [386]-425). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99176
Van, Wyk Vicki Alexandra Ross. "Performativity in art as reconstructions of the self in addressing conditions of depression." Thesis, 2014. http://hdl.handle.net/10321/1433.
Повний текст джерелаThe motivation for this research results from the notion that art-making is a regenerative enriching process that can counteract the sense of dislocation that one suffers as a consequence of depression. The study has two objectives: to open a discourse around the transformative function of art for a person suffering depression; and challenge notions of dominant constructed ideals of normality by presenting alternative realities of the performative mind. From the earliest memories of my life, I knew I did not fit in, I was not part of the crowd. Depression has been my companion ever since I can remember. The intention for this self-study is to interrogate the ways in which art can become a self-actualising process in coping with depression. The content for this research deals with narratives of the mind, that is, my understanding of who I am. I have therefore, positioned myself as the pivot for this research, drawing on authentic personal experiential knowledge. This autobiographical phenomenological study is thus a self-reflexive exploration addressing concepts of difference and belonging in relation to social constructs of acceptability. The study looks at contemporary concepts of multiple selves, relationality and the application of therapeutic methodologies within art practice. Art-making becomes games of truth, mind games that offer alternative realities and possibilities for the construction of complex, multi-faceted narratives as dialogues between the self and the inner critic. Of importance is the concept that self is not a fixed conclusive notion but one that continues to unfold, shift and become a multi-layered construct. These new narratives examine how creativity enables or creates a sense of belonging or re-positioning of one’s states of mind. The overall intention of the art-making process is its potential for transformative self-recovery processes – the re-construction of who we are, rather than how we are perceived. This research thus examines the notion of belonging in this world through body/land enactments of ritualised behaviour. The body as metaphor investigates rites of passage as the re-tellings of one’s story within specific body/site/space relationships. The ideal of connection to site is central as a means of renewal and recovery – these performative relationships become the creative meaning-making processes of locating or positionality. In support of these ideas and concepts, the work of Ana Mendieta, Magdalena Abakanowicz and Suzanne Lacy are considered in relation to ideals of positionality and as reflecting each artist’s ethics or paradigms of equality. Artworks are examined against the notion of locating oneself within social contexts. The aim is to question the intention and outcomes of art-making as social function in dealing with issues of marginalisation and stigma. Performativity, personal writings/reflections and memory drawings are the quintessential tools of my art-making. The written psychological renderings and unravellings of my mind, questionings that are both reflexive and critical, are intentionally presented in dialogical, conversational and direct modes. This personal tone aims to allow a scope into my mind – it is my perspective from the inside, my voice, my personal understanding of the potential of art as a metaphorical process of transformation. Lacy asserts that the artist becomes a witness, reporter and analyst for socio-culturally biased concerns; a performance gives public articulation and permission to speak out loud, gives voice to internal dialogues, reveal information that requires questioning and that personal individual experience has profound social implications. Lacy believes that it is an innate human need to reflect on the meaning of one’s life and one’s work (2010:176-177). Central to the findings of this study, are both the transgressive and transformative functions of art.
M
Tsai, Yi-Hsiu, and 蔡宜秀. "What a Fantastic World: A Self-Narrative Inquiry on the Essentail Self’s Transforming Experience of Spirituality." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/50408159337351331632.
Повний текст джерела南華大學
生死學系
102
This dissertation described my findings of the essential self’s through spirituality. It was a journey of self-awareness. From each moment and each event, I learned to observe myself, realized myself, and accepted all my greed, anger and ignorance. I was aware of my life-context deeply from my experiences of spirituality. If I hadn’t taken this journey in self, I wouldn’t have had a chance to encounter my deep personality. Therefore, I couldn’t have finished this thesis of self-narrative inquiry which mentioned the experiences of how I could encounter my past lives, accept myself of this life, and try to achieve my unfinished business of many lives. “Holistic-content” analysis method was adopted in this research. Based on the process of reading, realizing, meta-reading and meta-realizing, I analyzed and researched the context data. This study mentioned about my life experiences on spirituality process. The motivation of my writing about self-narrative inquiry was that I noted all events and reviews of my spirituality process on my blog from 2008. I recorded not only all my experiences but also the self-growth and self-transforming of inner self. This study stated from the hurt of spirit as well as the awareness of spirit to the healing and transforming of it. This research not only described the experiences of spirituality and the phenomena of spiritual world, but also told how I developed my brand-new meaning of life and my self-affirmation. Through the experiences, I learned how to face myself, accept myself, and let go of myself. I gained a different view of seeing this world: a view without “right” and “wrong”, a view of the neutral position. In terms of this neutral position, I realized that as I became accepting, loving and affirming myself, I began accepting, loving and affirming others. I grew up from a person who chased after the perfect future or was brought up in the traumatic and regretful past gradually. I realized that I ought to cherish what I am and what I have owned in the course of living in the real moments.