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Rodness, Roshaya. "Embodying suffering: the autobiographical pain narrative." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104760.
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This study offers an analysis of the representation of chronic and episodic pain in narrative life-writing. I have surveyed six contemporary memoirs that are each concerned with the author's chronic pain experience. In the field of pain studies – both in the humanities and medical sciences – the adequacy of language to represent pain is a vexed issue. Many assert that pain is difficult to represent in language because, in part, we fail to experience it as a meaningful event. Narrative is the most common mode of communication with which we express events that happened in the past; it thus offers writers ways to represent their pain in the same respect, with the same effects, as other less problematic past happenings. In pain studies there is rarely a distinction made between the varying representability of acute pain (temporary) and chronic or episodic pain (long term), when in fact each form affects a life in radically different ways. Chronic or episodic pain implies a temporal element and will become a fixture in an individual's long-term experiences. As a mode that encodes change over time in space, narrative is ideal for the representation of both chronic and episodic pain. In this study I have isolated three types of autobiographical pain narratives that exhibit different ways chronic pain is represented. Chapter one describes the "triangulation of pain," in which narrators talk about their own pain obliquely by referring to the pain of others. Chapter two looks at the "translation of pain," in which narrators try to describe their pain as directly as possible. Chapter three observes the journey or quest pattern found in pain narratives that tend to focus on the pursuit of cures. Although pain can be difficult to articulate, there are a diversity of narrative methods that give it self-determined meaning that works to supersede the limitations we face when trying to come to terms with such an inexorable and interior phenomenon.Cette étude présente une analyse de la représentation de la douleur chronique et épisodique dans les récits de vie en mode narratif. J'ai compulsé six ouvrages contemporains de mémoires, chacun s'intéressant à l'expérience de douleur chronique de l'auteur. Dans le domaine de l'étude de la douleur – en sciences humaines et médicales –, la capacité de la langue à représenter la douleur est un enjeu controversé. Plusieurs affirment que la douleur est difficile à transmettre par le langage parce que, d'une part, nous échouons à en faire l'expérience en tant qu'événement significatif. La narration est le mode de communication le plus courant par lequel nous exprimons des événements qui se sont produits dans le passé; elle offre par conséquent aux écrivains des moyens de représenter leur douleur de la même manière et avec les mêmes effets que lorsqu'ils relatent des événements passés moins problématiques. Les études sur la douleur font rarement une distinction entre la représentabilité variable de la douleur aiguë (temporaire) et celle de la douleur chronique et épisodique (à long terme), alors que, dans les faits, chaque forme influence la vie de manières radicalement différentes. La douleur chronique ou épisodique est accompagnée d'un élément temporel et deviendra un repère parmi les expériences à long terme d'une personne. En tant que mode qui marque l'évolution dans le temps et l'espace, la narration est idéale pour représenter la douleur chronique et épisodique. Pour réaliser cette étude, j'ai isolé trois types de récits narratifs autobiographiques traitant de la douleur, ces récits présentant différentes façons utilisées pour exprimer la douleur. Le Chapitre I décrit la « triangulation de la douleur » grâce à laquelle les narrateurs parlent indirectement de leur propre douleur en faisant référence à celle de tiers. Le Chapitre II examine la « traduction de la douleur » grâce à laquelle les narrateurs décrivent leur douleur le plus directement possible. Le Chapitre III observe le cheminement ou le modèle de quête découverts dans des récits sur la douleur qui tendent à se concentrer sur la recherche de traitements. Même s'il peut être difficile d'exprimer la douleur, il existe une diversité de méthodes narratives qui lui donnent une signification autodéterminée qui contribue à faire tomber les limites auxquelles nous sommes confrontés quand nous essayons d'assumer un phénomène aussi inexorable et intérieur.
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Allen, Micah G. "Linguistic correlates of psychopathology in autobiographical narrative." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1056.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Psychology
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Enright, Corinne S. "Imagery and narrative characteristics associated with autobiographical memories." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ28485.pdf.
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Russell, Deirdre Doran. "Narrative identities in contemporary French autobiographical literature and film." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492087.
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This thesis uses concepts of narrative identity to assess the functions and characteristics of storytelling in the articulation of personal and cultural identity in four French literary and filmic autobiographical texts from the 1980s and 1990s: Azouz Begag's novel Le Gone du Chaäba (1986), Claire Denis' film Chocolat (1988), Annie Ernaux's book Journal du dehors (1993) and Dominique Cabrera's film Demain et encore demain (1998). Synthesising various accounts of narrative identity expounded by a range of philosophers, sociologists, psychologists and historians (including Paul Ricceur, David Carr, Jerome Bruner and Adriana Cavarero), the thesis argues that they offer a fruitful approach to autobiographical discourse in terms of the temporal configuration of lived experiences, the blend of historiographical and fictional modes and above all the intersubjective basis of autobiographical identity. The enquiry focuses on evaluating the texts' critical interrogations of the storytelling mode alongside their own uses of narrative. Structured in two parts, the analyses in Part I focus on textual narrative approaches to the intersections and tensions of contested myths and histories in the constitution of hybrid postcolonial identities. Chapter One argues that using a narrative approach to lives and selves to analyse Le Gone du Chaäba yields insights into the formation and expression of identities by individuals located between conflicting traditions and discourses. Chapter Two, on Chocolat, broaches similar territory, but with a greater emphasis on memory processes and the visual dynamics of identity. The analysis probes the film's depiction of the narrative underpinnings of imperialism and its remembrance, as well as how the text develops alternative narrative practices which undermine the totalising knowledge of History in favour of a subjective positioning which foregrounds its own European perspective and limitations. Part II shifts attention to two diaristic works as a means of assessing the validity of the concept of narrative identity regarding texts which appear to eschew the narrative form as the best means of representing lives. Chapter Three, examining Journal du dehors, contends that a spontaneous narrative impulse is crucial to the text's responses to everyday experience and urban public life, and is ultimately expressive of the author's autobiographical identity. Chapter Four focuses on the twofold narrativity of Demain et encore demain: that of living (during the filming), and that of textual revision (during the editing), arguing that the interplay of these two levels and mediation of documentary and fictional registers are central to the therapeutic value of the project. The thesis concludes that while the four texts share a certain scepticism regarding the ideological uses of narrative, they also all express desires to understand and articulate the narrative fabric of lives.
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Geesey, Patricia. "Writing the decolonized self : autobiographical narrative from the Maghreb /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389394768.
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Joubert, Nina. "Decoding the notion of a constructed identity within an autobiographical picture narrative." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1015685.
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This study presents an investigation into the process of constructing an autobiographical self within the genre of the autobiographical picture narrative, and explores this process both in terms of a theoretical study of this concept as well as an interpretation of a number of photographs. The interpretation entails a reading of selected autobiographical picture narratives by the artist-photographers Maggie Taylor and Lori Nix by means of a method derived from visual social semiotics. Specifically, the semiotic reading focuses on Taylor and Nix’s photographs Twilight swim (2004) and Ice Storm (1999), respectively, after which the researcher’s own autobiographical photograph entitled Fennel and coriander is read by means of the same methodological approach. The semiotic reading is guided by five salient characteristics of the autobiographical picture narrative, namely fabrication and reality, autobiographical memory, socio-cultural relevance, commonalities in female narration and narrative function. Harrison’s (2003) visual social semiotic framework (which reflects the work of social semioticians Kress and Van Leeuwen, 2002) was augmented in light of the five salient characteristics in order to construct an appropriate methodological framework. A comparative reading of the works by Taylor, Nix and the researcher reveals that although each of the artistphotographers followed a peculiar and unique approach in constructing the autobiographical picture narrative, parallels can be established in terms of various central concepts, as is evident from the semiotic reading. In particular, the role of memory and the interpretation of autobiographical elements emerged as common denominators. The process of constructing an autobiographical memory therefore provides the narrator-photographer with the options of escaping into and not from memory, thus allowing for unique possibilities in terms of interpretation, fantasy and construction.
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Rego, Virginia Marie. "You are my mirror : one teacher’s autobiographical narrative inquiry into mental illness." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62570.
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This research is presented as an autobiographical narrative inquiry about one teacher’s experience of living with mental illness. The main objective of this research is to contribute to expanding our understanding of how our education systems must include acceptance and inclusion of the large number of students, educators, school trustees, education bureaucrats, parents and administrators who live with mental illness. According to the Centre for Addiction and Mental Health, mental illness will impact one in two Canadians by age 40 with the onset of symptoms occurring during adolescence, making the school system an important public institution for recognizing and treating mental illness. Yet, there continues to be stigma and fear around mental illness, which may hinder peoples’ ability to recognize it in themselves or others.
The autobiographical texts contained in this dissertation emerged as I, the researcher, examined my own context in relation to who I was as a researcher, and in particular, as an educational researcher, and specifically, as a teacher, and even more specifically, a teacher with mental illness. My particular illnesses were anxiety and eating disorders. The texts are a collection of stories, journal entries, and report card comments interspersed with and analyzed in relation to literature that includes academic theory, research, poetry, and fiction. I am following in the tradition of others such as Pelias (2016) who puts themselves on display as a researcher “in the belief that an emotionally vulnerable, linguistically evocative, and sensuously poetic voice can place us closer to the subjects we wish to study” (p. 1). In this study I put mental illness on display to examine it from the perspective of curiosity and openness rather than from a place of stigma or fear.
I surmise that if a teacher’s educational responsibility is to be open to what Biesta (2013) pens is the call to act in the intervention of others, then one such act is showing up as a human being, with one’s struggles and vulnerabilities, and being open to those of others.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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NASCIMENTO, MARIANA CUSTÓDIO DO. "AMONG GENRES AND MEMORIES: A STUDY ON JOSÉ CARDOSO PIRES` AUTOBIOGRAPHICAL NARRATIVE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12194@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O objetivo desta dissertação é investigar e compreender a composição da escrita de teor autobiográfico em José Cardoso Pires a partir de uma análise dos livros E agora, José? e De Profundis, valsa lenta. O estudo pretende examinar como a autobiografia em Cardoso Pires se situa entre a ficcionalização do real e a historicização do ficcional. Tal característica será analisada com base na reflexão do filósofo francês Paul Ricoeur acerca da revalorização da narrativa como forma de expressão e configuração da experiência. Assim, considerando a hibridização de gêneros manifesta na produção autobiográfica do escritor português, o exame sobre a sua narrativa de teor memorialístico demanda um aprofundamento teórico que possa reunir história e ficção, público e privado, real e imaginário em um único espaço capaz de abarcar a diversidade de formas e temas tratados por este diferente modo de escrita autobiográfica.
The aim of this dissertation is to exam and understand the configuration of José Cardoso Pires` autobiographical writing by analyzing two of his books, E agora, José? and De Profundis, valsa lenta. The research intends to investigate how Cardoso Pires` autobiography intersects the fictionalization of the real and the historicization of fiction. This characteristic enables an analysis based on Paul Ricoeur`s thoughts on the value of narrative as the essential mean of expression and configuration of human experience. Thus, considering the amalgam of genres in Cardoso Pires` autobiographical writings, an enquire into his non-fictional narrative demands a theoretical approach which may join history and fiction, public and private, real and imaginary in a single space able to unite the diversity of narrative forms and themes highlighted by this different kind of autobiographical writing.
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Dennett, Janet Mary. "Dreaming myself : combining dreams, autobiographical writing and psychotherapy in addressing narrative fracture." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51129/.
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This study springs from my experience of what I term ‘narrative fracture', a life-hiatus or crisis that derails one's current life pattern and self-identity. It examines the nature of this phenomenon and its possible roots in early infancy and childhood. Three therapeutic modalities: dreams, psychotherapy and autobiographical writing, which were instrumental towards resolution of that narrative fracture for me, are then explored. The study uses first person heuristic methodology because my own experience, and ongoing process towards resolution, lies at the heart of the research. It also, as part of that methodology, draws on the experience of three ‘textual co-researchers' as recorded in their autobiographical writings. Each of the segments of the study, narrative fracture, roots of narrative fracture, and modalities towards resolution, are interrogated from three directions: my autobiographical narrative relating to that segment, and extracts from the other authors' texts of theirs, then examination of these in light of the relevant theory, and finally a reflexive review made of the findings, following thus a pattern, identified by Michelle Davies, of a narrative ‘voice', an interpretive ‘voice' and an unconscious ‘voice'. Most traumatic for me at narrative fracture was loss of self-identity and erupting internal chaos. Psychoanalyst/interpersonal theorist Karen Horney's theories around the formation of a ‘false self' and the related palliative measures of addiction and controlling are my foremost source of understanding here. To discover how self-identity is formed and can potentially be impeded, the mother-baby relationship, the issue of attachment, and the crucial involvement of the body in the infant developmental matrix are explored, principally through the works of Donald Winnicott and John Bowlby; and the related development of ‘affect-regulation' and ‘mentalization' through Peter Fonagy's breakthrough work. Ulric Neisser and Jerome Bruner's theories bring further understanding of development of the self and the socially constructed elements of self-identity. In the process towards ‘reconstruction' Donald Kalsched's theory of the crucial necessity of ‘re-traumatization' is foregrounded, and the study holds this in mind during exploration of the three therapeutic modalities. Neuroscience and brain research also inform this exploration, and a common denominator is found between the three therapeutic modalities via Ernest Hartmann's notion of a ‘continuum' of modes of mental functioning. It is established that the REM programming and reprogramming state, and input from unconscious mental processing are increasingly at work as we operate at the ‘creative'/'dreaming' end of this continuum, and that here psychotherapy, autobiographical writing and dreaming are all shown to be located. Four key points emerge in understanding the impact of these three modalities on healing narrative fracture: the centrality of the relational; the emotions as ‘linchpin'; the power of pattern, metaphor and image; and the potency of the sleeping brain. With its personal accounts, and the new syntheses made between aspects of the different academic fields it mines, this study offers a new perspective on the nature, and lifelong consequences, of early childhood development. It is envisaged that this will provide valuable insight to the burgeoning numbers of quantitative researchers now recognising the need for first person input to their third person research, and to those who are professionally involved in the care of others, as well as to related policy-makers.
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Masterson, Philip Richard. "Exploring the role of a special school teacher : an autobiographical narrative inquiry." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12380/.
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The aim was to explore my own professional experiences in the role of a special school teacher; a role which I had recently moved to after 16 years teaching in mainstream education. The purposes framed this study: 1. To gain an insight and in-depth understanding of the role of the special school teacher. 2. To examine the influences of teacher identity, personal morality, autonomy and power, upon the role through autobiography. Using Clandinin and Connelly’s (2000) narrative inquiry methodology, data sources included field texts, reflective journal and other salient material. Deep and ongoing reflection using the three-dimensional inquiry space and narrative thinking played a significant part of ensuring the rigour of the study. Results indicate that there is a significant impact upon the role of the teacher due to a lack of specialist training, which impacted upon power and leadership roles within the relationships across teaching teams. Teacher identity, beliefs and personal morality appeared to have an influence upon professional decisions. Generous autonomy and lack of direct accountability appeared to be a significant factor in providing opportunity for a cultural acceptance of poor standards by a small minority of staff. My personal histories were seen to have a significant impact upon my present values and attitudes and had a significant impact upon the shaping of my teacher identity. This narrative inquiry assists in understanding the role of the special needs teacher at a time of profound interest in SEN. It supports understanding the complexities of teacher identity during a time of significant role change and how this affects the teaching role. This study supports a deeper understanding of factors such as morality, power and autonomy and their interconnectedness with relationships in special education.
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Maia, Janicleide Vidal. "Teaching ethos in narrative autobiographical techno: embodiment, reframing and self reflection image of themselves in teacher vie rÃcits." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18087.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorThe new world order, called Technocracy (XAVIER, 2009) indicates that the school can not ignore the reality in which it operates, it is constituent of a communications transformation process promoted by new technologies, but incidents also in ways of working , to decide, to think. Given this and new pedagogical framework, we aim therefore investigate the constitution of the discursive ethos anchored in three aspects of autobiographical narratives, namely the report of the teaching pedagogical praxis - front postmodern contextual influence and adequacy challenge to current educational environment in the clinical interview (MAIA-VASCONCELOS, 2005), the redefinition of the self-image of the teachers vie ârÃcitâ and narrative self-receptivity. The research corpus is composed of 20 techno autobiographical narratives. The research rhetoric composition has a multidisciplinary theoretical approach, which includes studies in the areas of education, sociology, philosophy and linguistics, under different axes, namely: the studies of autobiographical narratives, as a research method, data analysis and formation of narrative (BOLÃVAR, DOMINGO e FERNÃNDEZ, 2001; DOMINICÃ, 2007; PASSEGI, 2011; BERTAUX, 2010; BRUNER, 2006; JOSSO, 2009; LEJEUNE, [2008] 2014; MAIA-VASCONCELOS, 2003; PINEAU e LE GRAND, 2012; BAKHTHIN, 2003); studies of the self-image in speech (AMOSSY, 2005), the biographical embodiment (JOSSO, 2007, 2008, 2012); the sensitive body (BOIS e RUGIRA, 2006; HUMPICH, 2008); the discursive ethos (MAINGUENEAU, 1995, 2006, 2011); technological habitus (BOURDIEU, 2002, 2003, 2004; BOURDIEU e CHARTIER, 2012; ALBUQUERQUE, 2005); the relationship between the foreshadowing, figuration and refiguration narrative (RICOEUR, 1994, 1995, 1997, 2000a, 2000b, 2011); the approaches to the post-modern educational context and the new pedagogy (UNESCO, 2005, 2008; DEMO, 2009; FINO, 2008; LIBÃNEO, 1998; CAHRLOT, 2008; KENSKY, 2012, 2013); the relationship between time and reflexivity (GIDDENS, 2002); the postmodern historical context (BALMAN, 2001). The analysis has revealed that teachers show be aware that, in addition to expertise in their area, must show, in particular, digital skills (CARENZIO, 2012). Therefore, the survey results allow us to say that the teachers ethos emerges in techno autobiographical narrative in the unveiling of a discursive game in which the narrative setting signifies that, interwoven by a dialectical relationship, in the same proportion that the pedagogical praxis report influences in the reframing and the constitution of the image itself, it is also reinterpreted and made from that image of themself new meaning. In this perspective, the driving strength that propels the subject to this constant reinterpretation of the image itself is grounded in the desire to break paradigms and improve on the use of digital technologies. Thus, the formation of technological habitus depends less generational factor and more social capital, cultural and economic teacher. So whether or not presenting a geek ethos, the postmodern teacher who took a praxis mediated by pedagogical digital artifacts is, above all, curious and this insignia is revealed in the desire to learn and improve themselves constantly.
A nova ordem mundial, denominada de Tecnocracia (XAVIER, 2009) indica que a escola nÃo pode ignorar a realidade na qual està inserida, vez que à constituinte de um processo de transformaÃÃo das comunicaÃÃes promovido pelas novas tecnologias, mas incidentes tambÃm nos modos de trabalhar, de decidir, de pensar. Diante desse novo quadro pedagÃgico, objetivamos, pois, investigar a constituiÃÃo do ethos discursivo ancorado em trÃs vertentes de narrativas tecnoautobiogrÃficas, a saber, o relato da prÃxis pedagÃgica docente - frente a influÃncia contextual pÃs-moderna e o desafio de adequaÃÃo à atual conjuntura educacional na entrevista clÃnica (MAIA-VASCONCELOS, 2005), a ressignificaÃÃo da imagem de si no rÃcit de vie dos professores e a autorreceptividade narrativa. O corpus da pesquisa à composto de 20 narrativas tecnoautobiogrÃficas e a composiÃÃo retÃrica da pesquisa tem um aporte teÃrico multidisciplinar, que compreende estudos nas Ãreas da educaÃÃo, da sociologia, filosofia e da LinguÃstica, sob diferentes eixos, a saber, os estudos das narrativas autobiogrÃficas, enquanto mÃtodo de pesquisa, anÃlise dos dados e narrativa de formaÃÃo (BOLÃVAR, DOMINGO e FERNÃNDEZ, 2001; DOMINICÃ, 2007; PASSEGGI, 2011; BERTAUX, 2010; BRUNER, 2006; JOSSO, 2009; LEJEUNE, [2008] 2014; MAIA-VASCONCELOS, 2003; PINEAU e LE GRAND, 2012; BAKHTHIN, 2003); os estudos da imagem de si no discurso (AMOSSY, 2005), a corporificaÃÃo biogrÃfica (JOSSO, 2007, 2008, 2012); o corpo sensÃvel (BOIS e RUGIRA, 2006; HUMPICH, 2008) o ethos discursivo (MAINGUENEAU, 1995, 2006, 2011); o habitus tecnolÃgico (BOURDIEU, 2002, 2003, 2004; ALBUQUERQUE, 2005); a relaÃÃo entre a prefiguraÃÃo, a figuraÃÃo e a refiguraÃÃo da narrativa (RICOEUR, 1994, 1995, 1997, 2000a, 2000b, 2011); as abordagens sobre o contexto educacional pÃs-moderno e a nova pedagogia (UNESCO, 2005, 2008; DEMO, 2009; FINO, 2008; LIBÃNEO, 1998; CHARLOT, 2008; KENSKY, 2012, 2013); a relaÃÃo entre tempo e reflexividade (GIDDENS, 2002); o contexto histÃrico pÃs-moderno (BALMAN, 2001). A anÃlise nos revelou que os professores demonstram ter consciÃncia de que alÃm da competÃncia na sua Ãrea de atuaÃÃo, deve apresentar, sobretudo, habilidades digitais (CARENZIO, 2012). Portanto, os resultados da pesquisa nos permitem afirmar que o ethos docente emerge na narrativa tecnoautobiogrÃfica no desvelar de um jogo discursivo no qual a configuraÃÃo narrativa atesta que, imbricados por uma relaÃÃo dialÃtica, na mesma proporÃÃo que o relato da prÃxis pedagÃgica corrobora para ressignificaÃÃo e constituiÃÃo da imagem de si, ele à tambÃm ressignificado e constituÃdo a partir dessa imagem de si ressignificada. Nessa perspectiva, a forÃa motriz, que impele o sujeito à essa constante ressignificaÃÃo da imagem de si, se ancora no desejo de quebrar paradigmas e aperfeiÃoar-se no uso das tecnologias digitais. Sendo assim, a formaÃÃo do habitus tecnolÃgico depende menos do fator geracional e mais do capital social, cultural e econÃmico do professor. Portanto, quer apresentando ou nÃo um ethos geek, o professor pÃs-moderno que assumiu uma prÃxis mediada por artefatos pedagÃgicos digitais Ã, sobretudo, um curioso e essa insÃgnia se revela no desejo de aprender e de aperfeiÃoar-se incessantemente.
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Manini, Emy. "Pseudomemoirs : the enunciation of Jewish female identity in autobiographical narrative from Mexico and Argentina /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/8291.
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Wolson, Shane. "In conversation with a gay man a deconstruction of autobiographical documents /." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-09182007-121756/.
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Westley, Hannah Ruth. "The body as medium and metaphor : autobiographical interventions or the construction of the anti-narrative." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.620394.
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MOREIRA, WILLIAM MATHIAS. "BETWEEN FICTION AND REALITY: THE TRAUMATIC TESTIMONY IN SEQUENTIAL AND AUTOBIOGRAPHICAL NARRATIVE OF BAREFOOT GEN." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25068@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A presente dissertação tem como proposta compreender como são construídas as representações do testemunho traumático, no caso a experiência dos sobreviventes da bomba atômica que atingiu Hiroshima e Nagasaki, a partir da narrativa gráfica da obra de Keiji Nakazawa, Gen - Pés Descalços. Visando assinalar a importância da interdisciplinaridade nos estudos históricos e assim compreender com maior profundidade o contexto histórico e o episódio, foi necessária a realização de discussões que envolvem a relação entre ficção e realidade, a questão da memória, o conceito de narrativa, o discurso histórico, a questão da representação e da imagem, a noção de autobiografia, a concepção de trauma e a ideia da mimesis.
This work has the purpose to understand how representations are constructed of traumatic testimony, if the experience of the survivors of the atomic bomb that hit Hiroshima and Nagasaki, from the graphic narrative of the work of Keiji Nakazawa, Barefoot Gen. Aiming to emphasize the importance of interdisciplinarity in historical studies and so understand more deeply the historical context and the episode was needed for discussions involving the relation between fiction and reality, the question of memory, the concept of narrative, the historical discourse the question of representation and image, the notion of autobiography, the conception of trauma and the idea of mimesis.
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Miguel, Regina Lima Dantas. "A escritura autobiográfica em Céline: um estudo de Mort à crédit." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-17082018-132149/.
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Atualmente, a autobiografia é considerada um gênero literário de grande alcance, o que pode ser verificado pela quantidade de títulos e variedade de obras. No entanto, sua definição não deixa de ser complexa como demonstram os numerosos estudos consagrados à matéria (Starobinski, 1970, Genette, 1972, Lejeune, 1975). A premissa que norteia a presente pesquisa sustenta-se na ideia que perante as narrativas autobiográficas, na verdade, são as estratégias ficcionais as construções narrativas que serão relevantes. Esta investigação tem por objeto o estudo da escritura autobiográfica do escritor francês Louis-Ferdinand Céline e no decorrer deste trabalho demonstraremos que diante do processo autobiográfico, certamente a problemática do estilo é de relevância ímpar uma vez que a construção de si, por parte do autor, se dá através da escritura. Neste sentido, sua produção literária nos parece ser das mais significativas. De fato, quando Céline escreve, não se impõe como necessária uma identidade entre autor, narrador e personagem ou em reconstituir a verdade de sua trajetória de vida preceitos do pacto autobiográfico mas sim em construir variações ficcionais sobre sua vida através de uma escritura suficientemente expressiva permitindo traduzir a emoção e os sentimentos dolorosos de sua realidade. Assim sendo, a hipótese que tentaremos demonstrar, a partir do estudo de nosso corpus literário, o romance Mort à crédit, é a de que Céline desenvolveu uma nova escritura autobiográfica que daria a primazia ao estilo e para tanto teria modificado as regularidades formais do gênero ao ressaltar a importância da enunciação em relação aos conteúdos. Com Céline, o discurso não tem como primeiro objetivo a narração de uma história: o importante é a expressão, ou seja, a preeminência da função estética.Nowadays, the autobiography is considered a wide-ranging literary genre, which is borne out by the great number of titles and variety of works. However, its definition remains complex, which is demonstrated by the number of studies devoted to the subject (Starobinski, 1970, Genette, 1972, Lejeune, 1975). The guiding premise of the present study is based on the idea that facing autobiographical narratives, in reality, are fictional strategies narrative constructions which will be of significance This research has as its object the study of the autobiographical writings of the French writer Louis-Ferdinand Céline. In the course of this work we shall be demonstrating that faced with the autobiographical process there can be no doubt that the question of style assumes disproportionate relevance, given that the the construction of self by the author is produced through the writing . In this sense, Celines literary output shows itself as one of the most significant. In fact, when the author writes the question of identity does not impose itself on author, narrator and character, or endeavor to reconstitute the truth of his lifes trajectory precepts faithful to the autobiographical covenant but rather constructs fictional variations of his life through a form of writing sufficiently expressive as to translate his reality into feelings of pain and emotion. Given the aforementioned, the hypothesis that we shall endeavor to demonstrate, based on the study of our literary corpus, the novel Death on Credit is that it is from this that Celine developed a new autobiographical structure which would give primacy to style, thereby modifying the formal order of the genre by emphasizing the importance of expressivity over content. With Celine, the main objective of discourse is not narrating a story, that is to say, the preeminence of the aesthetic function.
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Kent, Peggy Rosann. "From Teacher to Teller: How Applied Storytelling Informs Autobiographical Instruction." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2137.
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This thesis uses autobiographical inquiry to "re-member" how I came to understand that applied storytelling was a valid teaching tool in facilitating autobiographical expression in mature learners. It is an examination of how story sharing and story listening can transform a continuing education classroom into a learning community. Applied storytelling can help elders reframe their negative mental models about the value of their stories, memory, and mythology and create opportunities for positive story sharing experiences. I selected highlights of my journey that best represented my experience and use of applied storytelling techniques. Each chapter includes an exercise and reflection as well as a story and commentary. In the appendices, I include stories written by the elders.
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Rios, Ana Maria Galrão. "O entretecimento das experiências vividas, memórias e fantasias na construção da narrativa autobiográfica de crianças." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/15411.
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Previous issue date: 2015-04-10The aim of this work is to study the development of autobiographical narrative in children, using the Jungian Psychology as theoretical reference. From the moment the children proved able to tell their story, at two and a half years old. Children s autobiographic narratives were studied considering their development due to age, gender and environmental influence, understood here as the education level of the mothers. The autobiographical narratives of children were considered from the point of view of its volume, content, presence of emotions, intentions, autonomy, presence of others and interactivity of scenarios, social inclusion and determinants of identity. Fantasy inclusion in autobiographical narrative was also studied. Participants were 410 children from two to six and a half years old, interviewed in their schools in São Paulo. The instrument used for data collection was a semi-open interview. The children answered five questions about events experienced in the past, recent events and imaginary ones, and were also invited to talk about themselves. The research was characterized as combined quantitative and qualitative methods, which sets up a mixed method. The strategy used for data collection was Concurrent Triangulation design, which allows quantification of the qualitative data. Statistical analysis of the results indicated that the autobiographical narrative develops with age in volume and complexity, suffering influence of gender and culture. Autobiographical narrative includes both experienced or fantasized elements, edited on the individual webs of explicit and implicit memories, within a specific cultural pattern that guides the inclusion, exclusion or emphasis of elements in the narrative. The children were able to tell stories about themselves from age two and a half years on
Este trabalho teve como objetivo estudar o desenvolvimento da narrativa autobiográfica nas crianças, utilizando-se como referência a linha teórica junguiana. O relato da criança foi estudado quanto a seu desenvolvimento, decorrente da idade, gênero e influência ambiental, entendida aqui como a escolaridade das mães. As narrativas autobiográficas das crianças foram consideradas do ponto de vista de seu volume, conteúdo, inclusão de emoções, intenções, autonomia, presença de terceiros, interatividade dos cenários, inserção social e determinantes da identidade. A inclusão da fantasia no relato autobiográfico também foi estudada. Os participantes foram 410 crianças entre dois anos e seis anos e meio, entrevistados em suas escolas no município de São Paulo. O instrumento usado para a coleta de dados foi uma entrevista semiaberta. As crianças responderam cinco questões a respeito de eventos vividos no passado, eventos imediatamente acontecidos e eventos apenas fantasiados, e foram ainda convidadas a falar sobre si mesmas. A pesquisa caracterizou-se como uma investigação de ordem tanto quantitativa quanto qualitativa, o que configura um método misto. A estratégia usada para a coleta dos dados foi a triangulação concomitante, segundo a qual os dados qualitativos são quantificados. Foram feitos estudos estatísticos dos resultados, que indicaram que a narrativa autobiográfica desenvolve-se em volume e complexidade com a idade, sofrendo influência do gênero e da cultura. A narrativa autobiográfica inclui elementos experimentados como fantasiados, editados sobre as teias individuais de memórias explícitas e implícitas, dentro de um padrão cultural específico que orienta a inclusão, ênfase ou exclusão de elementos na narrativa. As crianças mostraram-se capazes de contar histórias a seu próprio respeito a partir dos dois anos e meio
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Collier, James Gordon. "Autobiographical Memory during Narrative Message Processing:The Role of Trait Empathy, Camera Angles, Scene Affect and Parasocial Interaction." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1367501115.
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Evans, Tracy. "Giving birth to maternal subjectivity : narrative, rhythm and caesura in an autobiographical practice of birth story-telling." Thesis, Aberystwyth University, 2017. http://hdl.handle.net/2160/310d7139-a248-4bd0-8267-0ebd2f5735b4.
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Within feminist scholarship there is a growing body of literature on pregnant and particularly maternal subjectivity. However, there has been very little published about women’s birth stories and their birthing subjectivities from an embodied perspective. This thesis attempts to respond to this gap. Using a practice-as-research methodology that combines modes of writing and speaking the body (l’écriture feminine) and deep listening, I attempt to design platforms (performative and written) that enable me to write (and re-write) my birth stories in the feminist tradition of autobiographical performance.
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Lyn, Francesca. "Graphic Intimacies: Identity, Humor, and Trauma in Autobiographical Comics by Women of Color." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5904.
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Graphic Intimacies: Identity, Humor, and Trauma in Autobiographical Comics by Women of Color examines works of comics art about the lived experience of the comics’ creator. These graphic narratives address racialized difference and the construction of identity while also using humor to negotiate their narrations of traumatic events. I argue that these creators employ the structure of comics to replicate the fragmentary nature of memory. Comics allow for the representation of trauma as being intimately linked to corporeality. The comics medium allows creators to make visible and present fractured versions of the self, a product of traumatic fragmentation. Drawing traumatic memories becomes a symbolic enactment of transformation. Comics become a way of coping with the fragmentary nature of traumatic memory, permitting a consolidation of memory even when a totality is impossible.
Graphic Intimacies examines representative texts by four autobiographical cartoonists: Lynda Barry, Belle Yang, MariNaomi, and Whit Taylor. Each of these cartoonists engages in critiques of social issues through the negotiation of a multilayered identity. For instance, Barry’s One Hundred Demons (2002) explores her identity as a white-passing Filipino American growing up in a low-income neighborhood. In Forget Sorrow: An Ancestral Tale (2011), Yang a Taiwanese born Chinese American artist, tells the story of her father’s family in order to heal from the trauma of intimate partner abuse. Biracial Japanese American artist MariNaomi explores her disconnection from her Japanese heritage while chronicling her experiences working in Japanese-style hostess bars in Turning Japanese (2016).
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Alencastro, Luciano da Silva. "Relações entre estilo cognitivo verbal-visual, recordação e expressão narrativa de eventos autobiográficas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/21415.
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A presente dissertação investigou a relação entre estilo cognitivo verbal-visual, recordação e expressão narrativa de eventos autobiográficos. Cento e quatro estudantes universitários realizaram as seguintes tarefas: 1) Relato de Evento Autobiográfico; 2) Questionário de Memória Autobiográfica (QMA); 3) Questionário Verbalizador-visualizador (QVV); e 4) versão reduzida do Bett´s Questionnarie Upon Mental Imagery. A análise fatorial do Estudo I distinguiu dois níveis da recordação de eventos pessoais: 1) processos cognitivos pouco dependentes de recursos reflexivos e concomitantes ao ato de recordar, como a vivacidade de imagens; e 2) processos reflexivos, nos quais se destacam as avaliações e juízos acerca da importância do evento. O Estudo II indicou a inconsistência empírica do fator visual do QVV e a adequação psicométrica do fator que avalia preferências cognitivas verbais. O Estudo III não confirmou a expectativa de correlação entre preferências cognitivas (por palavras ou por imagens) e memória autobiográfica (tanto na recordação quanto no relato de eventos pessoais). No entanto, o teste t revelou diferenças significativas (p>0,01) entre dois grupos (Psicologia e Letras versus Odontologia e Biomedicina) quanto às variáveis: escore em estilo verbal, número de palavras e coerência narrativa. O grupo Psicologia e Letras apresentou os maiores escores nas três variáveis. Os resultados sugeriram a existência de um construto que abarca tanto estilo cognitivo verbal quanto características narrativas: perfil cognitivo verbalnarrativo. A análise quantitativa/qualitativa do Estudo IV apontou a proporção equilibrada entre descritores objetivos e subjetivos como condição para a obtenção de alta coerência narrativa. Além disso, verificou-se que características verbais e narrativas estavam alicerçadas em habilidades imaginativas. Este achado contradiz a freqüente concepção de que preferências verbais e imaginativas seriam polaridades excludentes, indicando interação entre estes dois processos cognitivos.This research investigated the relationship among verbalizer-visualizer cognitive style, recall, and narrative expression of autobiographical events. One hundred and four undergraduate students were asked to complete four tasks: 1) Report of an Autobiographical Event; 2) Autobiographical Memory Questionnaire (AMQ); 3) Verbalizer-visualizer Questionnaire (VVQ); 4) Bett´s Questionnarie Upon Mental Imagery – Short Version. Factorial Analisys of Study I distinguished two factors in recalling of personal events: 1) pre-reflexive cognitive processes (poorly dependent on reflexive resources, such as imagery vivacity); 2) reflexive cognitive processes (such as evaluations concerning the event significance). Outcomes of Study II highlighted an empirical inconsistency of the visual factor of VVQ and appropriate psychometric properties of its verbal scores. In Study III the expected correlation between cognitive preferences (for words or images) and autobiographical memory (for recall and report of personal events) was not confirmed. However, a t test analysis indicated significant difference (p>0,01) between two groups (Psychology and Languages versus Odontology and Biomedicine) concerning the following variables: verbal scores, narrative coherence and narrative volume. Psychology and Languages students presented higher scores in such variables. A new construct is suggested in order to explain both verbal cognitive style and narrative characteristics: the verbal-narrative cognitive profile. Qualitative/quantitative analysis in Study IV indicated that a similar balance between objective and subjective narrative descriptors is needed to achieve high levels of narrative coherence. Moreover, it was observed that verbal and narrative characteristics depend upon imaginative skills. Thus, outcomes contradict the ordinary assumption that verbal and imaginative preferences should be taken as excluding polarities: an interaction between these two cognitive processes was found.
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Degnen, Cathrine. "Mining experience : the ageing self, narrative, and social memory in Dodworth, England." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19487.
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In response to the anthropological literature on old age and ageing that remains largely isolated from more contemporary anthropological theory, this thesis re-focuses anthropological attention on the experiences of ageing. Towards this end, I examine the way macro- (history, politics, economics) and micro-level processes (social relations, intergenerational relations, local contexts, individual histories) intersect to frame the cultural construction of old age, personal experiences of "being old", and the self. A central point of intersection between these processes comes from the recent history of social transformation in my fieldsite, Dodworth, a former coal-mining village. Since the late 1980s, this is an area that has been grappling with the rupturing effects of the closure of the coal-mining industry. Attending to these conditions and how they inform the everyday reality and the experiences of ageing and of the self are critical concerns in this thesis. My approach to the ageing self is one that privileges narrativity and temporality as key constitutive elements and which considers the potentially different position of older people in relation to time and to the self. Growing older is a complicated mixture of bodily and social change, and negotiating these shifts has crucial implications for one's sense of self and subjectivity. While "old age" is a category which is readily used in daily discourse and living, what old age is and who is old nevertheless resists anchoring. What old age, being old and ageing meant to my research participants are key questions in order to understand the experience of growing older in Dodworth. Throughout the thesis, I focus on the dialectics of interpersonal interactions in order to speak meaningfully about how the experience of old age is organised and constructed. Emerging in tandem with these issues is another major topic of this thesis: social memory. Talk in Dodworth about places, absences, and relations continually brought the past and present together and was involved in how a sense of self is created. What emerged was a three-dimensionality of memory, an individual and collective way of placing oneself and others in relation to spatial aspects of the villagescape.
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Robertson, Rachel Anne. "‘And Besides: Autobiographical Essays on Parenting and Difference’ and ‘Representation, Counter-narrative and Culture in Parental Memoirs about Autism’." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2569.
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This thesis comprises a creative work and an exegesis, and explores parental memoirs about autistic children. I examine the narrative stances and strategies available to parental memoirists and how these can be used to represent the child ethically, to create a counter-narrative and to engage with the cultural dimensions of autism. The creative work is a series of autobiographical essays. The exegesis analyses five published parental memoirs and the narrative strategies used within them.
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Dowling, Kristie Kelly. "The Tyranny of Plot: Anzia Yezierska's Struggle to Free the Voices of Her Community through the Autobiographical Self." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3080.
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This thesis explores the very different ways that both the novel and autobiography mediate individual and group identities by comparing Anzia Yezierska's novel Salome of the Tenements to her autobiography Red Ribbon on a White Horse. Yezierska's texts establish the inherent difference between the novel and autobiography in that her novels contribute to the dominant ideology by colluding with the capitalist narrative of individualism while her autobiography resists that very narrative. In calling forth the multiple voices of her community, her autobiography reveals, in a series of metatextual comments, the fictional nature of the self and autobiography. Comparing these two narrative modes, and using the concept of the self as defined by Lacan, I will illustrate the trappings of the novel's construction, its emphasis on verb and the form of rising action, conflict, climax and resolution (what I call "the tyranny of the plot") to the sublimation of character. In foregoing character for plot, Yezierska's novels caricature Jewish identity in a way which ultimately engenders and reinforces Jewish stereotypes and also Jewish self-hatred. However, I will also argue that Yezierska's autobiography resists capitalism's master narrative of the American Dream in ways that her fiction simply does not and cannot. Not only is Red Ribbon on a White Horse under-studied, but the lack of any real comparative study between any immigrant fiction and immigrant autobiography is surprising. While many have theorized immigrant autobiography, there are few studies which have tried to understand the very real differences in these two modes.
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Garfield, Diana. "Neo-Platonic dualism to postmodern fragmentation? : a narrative inquiry into construction and expression of self-identity in lay Christians in a contemporary secular workplace." Thesis, Anglia Ruskin University, 2011. http://arro.anglia.ac.uk/306164/.
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This research is concerned with the construction and expression of selfidentity in a sample of lay Christians working in a contemporary workplace. It seeks to understand how these believers construct and sustain, in and through autobiographical narrative, a faith-full self-identity at work. It is inspired by my own experience as a Christian believer in a secular workplace. The results of the study contribute to the discipline of practical theology in the specific area of understanding autobiographical construction of Christian self-identity. Although the study takes an overt Christian theological stance, it draws not only from the theory of autobiographical narrative in theology, but also from corresponding theory in philosophy, sociology and psychology. In particular the research draws on the Confessions of St. Augustine (c AD 400), using this patristic text as a benchmark expression of Christian selfidentity. Augustine’s neo-platonic thinking informs the central research question which asks whether fragmentation of self-identity is experienced by Christians in the challenging environment of the present-day workplace. Narrative is both phenomenon under study and research methodology. It is a particularly appropriate means by which to study faith identity. The concept is a fluid one and narrative inquiry is more concerned with establishing meaning and significance than facts and truth. The research resides within a constructivist paradigm and acknowledges that the findings are limited and specific. The findings suggest that fragmentation of self-identity is experienced by the research actors in work/faith tensions. However, these believers move through a process of growing self-awareness and awareness of God’s action in their lives as they construct personal work/life narratives. The research findings explore this process of self-identity construction and offer conclusions about the discovery of a sense of deep self-identity amidst the experience of fragmentation.
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Garfield, Diana. "Neo-Platonic dualism to postmodern fragmentation? A narrative inquiry into construction and expression of self-identity in lay Christians in a contemporary secular workplace." Thesis, Anglia Ruskin University, 2011. https://arro.anglia.ac.uk/id/eprint/306164/1/Garfield-Final-draft-thesis.pdf.
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This research is concerned with the construction and expression of selfidentity
in a sample of lay Christians working in a contemporary workplace. It
seeks to understand how these believers construct and sustain, in and
through autobiographical narrative, a faith-full self-identity at work. It is
inspired by my own experience as a Christian believer in a secular
workplace.
The results of the study contribute to the discipline of practical theology in the specific area of understanding autobiographical construction of Christian
self-identity. Although the study takes an overt Christian theological stance,
it draws not only from the theory of autobiographical narrative in theology,
but also from corresponding theory in philosophy, sociology and psychology.
In particular the research draws on the Confessions of St. Augustine (c AD
400), using this patristic text as a benchmark expression of Christian selfidentity.
Augustine’s neo-platonic thinking informs the central research
question which asks whether fragmentation of self-identity is experienced by
Christians in the challenging environment of the present-day workplace.
Narrative is both phenomenon under study and research methodology. It is a
particularly appropriate means by which to study faith identity. The concept
is a fluid one and narrative inquiry is more concerned with establishing
meaning and significance than facts and truth. The research resides within a
constructivist paradigm and acknowledges that the findings are limited and
specific.
The findings suggest that fragmentation of self-identity is experienced by the
research actors in work/faith tensions. However, these believers move
through a process of growing self-awareness and awareness of God’s action
in their lives as they construct personal work/life narratives. The research
findings explore this process of self-identity construction and offer
conclusions about the discovery of a sense of deep self-identity amidst the experience of fragmentation.
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Aljehani, Khulod. "NOVICE ENGLISH LANGUAGE SAUDI TEACHERS BUILDING PROFESSIONAL IDENTITY." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1777.
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This study is a qualitative examination of the construction of identities of three novice English teachers at one university-level institute in Saudi Arabia. The study uses multiple theoretical frameworks to build a narrative describing construction of these identities: Goffman’s (1959; 1963; 1974) performing, frame analysis, and spoiled identity concepts, Anderson’s (1991) imagined community, Canagarajah’s (1996) “from bottom up” narrative style, Wenger’s (1998) three modes as a framework of the identity construction, and Pinar and Grumet’s (1976) currere. The purpose of this study is twofold: (a) to offer a rich description of how novice, nonnative English speakers (NNES), especially teachers, constructed their identities and their positions, both inside and outside the classroom, and how they negotiated their access to power and were perceived as legitimate bilingual English teachers, as it pertains to the NNES label, and (b) theoretical multiplicity establishes a novel methodological approach to use narrative as a research tool that can fully capture the complexity of novice teachers’ identities. These purposes are embedded in an action and movement to remove stigmas that NNES English Language teachers experience because of the NNES label given to them and their learners (Kamhi-Stein, 2016). This study adopted the interview autobiographical narrative approach, reflections, and observations inside and outside the classroom because of the many life stories that were shared as a window or frame into understanding the participants’ experiences as English Language teachers. The findings suggest that the dichotomy of the native and nonnative English speaker is power-driven and political, rather than linguistic power (Canagarajah, 1999; Phillipson, 1992). This study’s participants were able to strategically position themselves as legitimate speakers where they were able to show a part of their identity that was worthy of investment. Their investment did not fit the community of practice (CoP) expectations. They were able to build relationships with the CoP and they felt satisfied in their job positions.
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Ball, Karen. "Trois pieces en forme de poire the narrated self : creating identity as autobiographical narrative through appropriation and reference to the other /." Connect to full text, 2007. http://hdl.handle.net/2123/2249.
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Thesis (M.V.A.)--University of Sydney, 2008."Printmedia"--T.p. Submitted in fulfilment of the requirements for the degree of Master of Visual Arts to the Sydney College of the Arts. Degree awarded 2008; thesis submitted 2007. Includes bibliographical references. Also available in print form.
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Lee, Jirye. "Stage of Her Own: Autobiographical Solos by Women in New York City in the First Decade in the 21st Century." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1494288492098892.
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Duffus, Cheryl. "Mudslinging storytellers : autobiographical narrative form, identity, and métissage in novels by Mayotte Capécia, Michéle Lacrosil, Jacqueline Manicom, Maryse Condé, and Myriam Warner-Vieyra /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1260790371&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1193421366&clientId=22256.
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Hansler, Kathryn Marie. "Re-examining the personal narrative in first year composition." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2471.
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This thesis explores the current theories on the personal narrative (as a tool in teaching freshman composition) and examines the ways that this essay is now being used in first year courses at California State University, San Bernardino.
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Bessa, LetÃcia Leite. "AdolescÃncia, Risco e ProteÃÃo: Um Estudo Narrativista-DialÃgico sobre TrajetÃrias de Vida." Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4866.
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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoA presente pesquisa intitulada AdolescÃncia, risco e proteÃÃo: um estudo narrativista-dialÃgico sobre trajetÃrias de vida trata de um estudo interessado nas histÃrias de vida de adolescentes que vivem em situaÃÃes de vulnerabilidade social, a fim de perceber o que suas narrativas revelam sobre risco e como se processa a construÃÃo social dessas significaÃÃes. Para tanto, foram entrevistados, por meio da tÃcnica de entrevista narrativa auto-biogrÃfica, cinco adolescentes, alunos da Escola de DanÃa e IntegraÃÃo Social para CrianÃa e Adolescente â Edisca, organizaÃÃo nÃo-governamental, que trabalha com uma proposta educativa centralizada na arte, junto a crianÃas e adolescentes provenientes de Ãreas em desvantagem social da cidade de Fortaleza. Para fins de anÃlise, trabalhou-se com trÃs das cinco histÃrias autobiogrÃficas. Duas perspectivas teÃricas emolduraram a abordagem adotada com essa problemÃtica: a narrativista e a dialÃgica. A primeira amparada nos estudos interessados na natureza narrativa da experiÃncia humana, tendo como expoente o psicÃlogo Jerome Bruner. A segunda fundamentada nas elaboraÃÃes teÃricas de Mikhail Bakhtin a respeito dos processos de dialogismo, polifonia e alteridade. TambÃm contribuÃram teoricamente as reflexÃes da teoria do desenvolvimento humano RedSig sobre âcircunscritoresâ e âposicionamentoâ, assim como as elaboraÃÃes da psicologia positiva a respeito de risco, proteÃÃo e resiliÃncia. Independente do estatuto ontolÃgico dos eventos e circunstÃncias que apresentam perigo ou dano aos jovens, este trabalho evita fixar o significado de ârisco socialâ, investigando, por meios narrativos e numa perspectiva dialÃgica, como adolescentes compreendem o risco no seu cotidiano e como se podem interpretar tais significados em diÃlogo com os narradores e os textos acadÃmicos sobre a temÃtica. A partir das histÃrias de vida desses trÃs adolescentes, observou-se que cada um, ao seu modo, pÃde revelar suas significaÃÃes sobre risco e proteÃÃo social, sendo possÃvel, em alguns casos, uma aproximaÃÃo com o conceito de resiliÃncia. Nessas histÃrias, escutam-se sinalizaÃÃes sobre as trajetÃrias de outros jovens, prÃximas a eles, ambientadas em situaÃÃes de risco. Na co-construÃÃo das narrativas de vida, as famÃlias aparecem em destaque. A Edisca mostra-se como uma voz que ajuda a construir um desenvolvimento saudÃvel. à comum a expectativa de um futuro feliz. A pretensÃo desta pesquisa à contribuir com os diÃlogos acadÃmicos e sociais a respeito da adolescÃncia que vive em situaÃÃo de vulnerabilidade social, como tambÃm a respeito de risco e proteÃÃo social, rompendo com estigmas sobre o destino de adolescentes de determinadas condiÃÃes, entendendo-os como protagonistas de suas âhistÃrias de vida compartilhadasâ. AlÃm de subsidiar reflexÃes Ãs instituiÃÃes e aos profissionais, em especial aos psicÃlogos, que desenvolvem aÃÃes com adolescentes, a respeito de suas construÃÃes subjetivas.
This research entitled Adolescence, risk and protective: a study on dialogic narrativist-life trajectories it is a study interested in the life stories of teens who live in situations of social vulnerability in order to understand what their narratives reveal about risk and how it handles the social construction of these meanings. For both, were interviewed using the technique of auto-biographical narrative interview, three teenagers, students of the School of Dance and Social Integration for Children and Adolescents - EDISCA, non-governmental organization that works with an educational approach centered on art together children and adolescents from socially disadvantaged areas of the city of Fortaleza. Two theoretical perspectives framed the approach taken with this problem: the narrativist and dialogic. The first supported in studies interested in the narrative nature of human experience, with the exponent of the psychologist Jerome Bruner. The second grounded in theoretical elaborations of Mikhail Bakhtin concerning the processes of dialogism, polyphony and otherness. Theoretically also contributed to the reflections of human development theory RedSig on "constraints" and "positioning" as well as the elaboration of positive psychology on risk, protection and resilience. Independent ontological status of events and circumstances that present a danger or harm to young people, this work avoids fixing the meaning of "social risk" by investigating, by means of a narrative and dialogical perspective, how teens understand the risk in their daily lives and how they can interpret such meanings in dialogue with the narrators and the scholarly literature on the topic. From the life stories of three teenagers showed that each, in their way, might reveal their meanings about risk and social protection, if possible, in some cases, an approach to the concept of resilience. In these stories, listen to signals on the paths of other young people close to them, acclimated in risky situations. In the co-construction of life narratives, families appear highlighted. The EDISCA shows up as a voice that helps build a healthy development. It is a common expectation of a happy future. The intention of this research is to contribute to the academic and social dialogues about teenager living in socially vulnerable, but also about risk and social protection, breaking stigmas about the fate of adolescents with certain conditions, understanding them as protagonists of their "life stories shared." In addition to funding considerations to institutions and professionals, especially to psychologists, to develop actions with adolescents about their subjective constructions.
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Nyberg, Johanna. "Berätta då : En narratologisk och tematisk analys av alla vilda och Kärlek i Europa." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136239.
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The focus of this study is on how the identity narrative is constructed and how the narrative effects the reader’s perception of the protagonist’s identity in the autobiographical novels Kärlek i Europa and alla vilda by Birgitta Stenberg. The discourse of autobiographical writing is used to analyse the novels with the perspective that an autobiographical text communicates with it’s readers. By close-reading the pattern of the narrative becomes visible. The analys of the narrative show that the narrator changes positions throughout the novels. In effect, this means that the narrator and the protagonist sometimes occupies the same position in the text, and sometimes not. By mapping the narrator’s positions and by separating the author, narrator and protagonist the narrative structure emerges as complex. The authors position and the referentiality to something ”real” outside the text creates a picture of the protagonist as a part of the awareness of gender discrimination toward female writers. It also raises the issue of the historical discrimination toward LGBTQ persons and ethnic groups. The narrator’s changing position re-structures time and space by inserting different timelines. Through the historical, the traveling and the future timelines the development of the protagonist’s identity emerges. In contrast to the genre bildungsroman the identity narrative becomes visible as a self-reflexive project. The reflexive project allows the narrator to compare the identity of the self through time. This structure also invites the reader to co-create the protagonist identity alongside the narrator.
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Diógenes, Eliane Vasconcelos. "Narrativas (auto)biográficas no documentário brasileiro: do privado ao público." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20484.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research analyzes significance and singularity of the current communication phenomenon in which documentary filmmakers, under the influence either of death trauma or the absence of a person from their family group, aim to recover their stories and their memories through moviemaking. We scrutinize how such intimate, tragic and personal family narratives turn into attractive documentaries that are becoming increasingly prestigious in the audiovisual scene. The first stage of the research consisted in investigating designations and concepts of the documentary with autobiographical narrative. Then, we ascertained about some family stories in the history of documentary cinema, exploring traditions and changes and, subsequently, we examined (auto)biographical narratives in media culture. After that, we analyzed the searching experience for the other through documentary (the interlace between memory and fantasy, mourning preparation and the ethical question between public and private tensions), and at last we explored the aesthetic experiences (creation and reception) implied in this type of documentary. For the dissertation corpus, we selected only the Brazilian feature documentaries exhibited in film festivals that had an impact in specialized criticism. The documentaries are: Diário de uma busca (Flávia Castro, 2010), Elena (Petra Costa, 2012), Mataram meu irmão (Cristiano Burlan, 2013) and Os dias com ele (Maria Clara Escobar, 2013). This research is theoretically based in the interdisciplinary perspective originated from the interface between communication and psychoanalysis. From the studies of documentary film in the communication area, we highlight the following themes: the documentary concept, the history of documentary, the family film, the use of archive image, alterity, ethics and aesthetics. From the psychoanalitic theory, concerning Sigmund Freud and Jacques Lacan’s paradigm, we approach the following concepts: subject, memory, fantasy, family romance, mourning, ethics, sublimation and relation between the subject and the image. In terms of methodology, the research is characterized as bibliographic research and as film analysis, presenting an investigation about narration, image, connections between image and sound and montage. In these Brazilian (auto)biographical documentaries, we watch a performing mode to narrate the story of the other who had gone. The documentary filmmaker’s subjectivity interferes decisively in this narrative which memory and fantasy interlace, resulting in an engaging narrative that has its own hybrid language. Therefore, these stories are no longer intimate and particular, they also become public and universal in a public-private-shared-collective metamorphic state of flux. The complexity of life is contemplated, when the borders of documentary advance on the limits of art and its creative possibilities
Esta pesquisa analisa a significação e a singularidade do fenômeno comunicacional atual, no qual o documentarista, sob efeito do trauma da morte ou da ausência de uma pessoa do seu complexo familiar, busca recuperar suas histórias e suas memórias por meio da realização do filme. Examinamos como essas narrativas familiares tão íntimas, trágicas e particulares se transformam em documentários atraentes e cada vez mais prestigiados no cenário audiovisual. A primeira etapa da pesquisa consistiu em investigar nomeações e conceitos de documentário com narrativa autobiográfica. Em seguida, averiguamos histórias de família na história do cinema documental, explorando tradições e transformações e, posteriormente, examinamos narrativas (auto)biográficas na cultura midiática. Após isso, analisamos a experiência de busca do outro por meio do documentário (entrelaçamento entre memória e fantasia, elaboração do luto e questão da ética nas tensões entre o privado e o público) e, por fim, exploramos as experiências estéticas (criação e recepção) implicadas nesse tipo de documentário. Para o corpus deste trabalho, selecionamos apenas os documentários brasileiros de longa-metragem exibidos em festivais de cinema e que tiveram repercussão na crítica especializada. São eles: Diário de uma busca (Flávia Castro, 2010), Elena (Petra Costa, 2012), Mataram meu irmão (Cristiano Burlan, 2013) e Os dias com ele (Maria Clara Escobar, 2013). Esta pesquisa fundamenta-se teoricamente na perspectiva interdisciplinar a partir da interface entre comunicação e psicanálise. Dos estudos provenientes da área da comunicação sobre cinema documentário, destacamos os seguintes temas: conceito de documentário, história do documentário, filme de família, uso de imagem de arquivo, alteridade, ética e estética. A partir da teoria psicanalítica, por meio do paradigma de Sigmund Freud e de Jacques Lacan, abordamos os seguintes conceitos: sujeito, memória, fantasia, romance familiar, luto, ética, sublimação e relação entre sujeito e imagem. Quanto à metodologia, a pesquisa se caracteriza como pesquisa bibliográfica e como análise fílmica, apresentando a investigação sobre narração, imagem, relações entre imagem e som e montagem. Nos documentários (auto)biográficos brasileiros, assistimos ao modo performático de narrar a história do outro, que partiu. A subjetividade do documentarista interfere decisivamente nessa narrativa, em que memória e fantasia se entrelaçam, resultando numa narrativa envolvente, com linguagem própria e híbrida. Desse modo, essas histórias deixam de ser apenas íntimas e particulares, passando também a ser públicas e universais, no fluxo das metamorfoses público-privado-compartilhado-coletivo. A complexidade da vida está contemplada, quando as fronteiras do documentário avançam os limites da arte e suas possibilidades criativas
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Grosvenor, Rachel. "The Second Space ; and, A contribution to the narrative of women's literature : themes from the second space : the assumption of autobiographical writing and the label of women's fiction." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7216/.
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The Second Space is a novel that presents the place of women in a patriarchal society, exploring themes such as sexuality, reclamation of space, and the power of physical objects. It follows the story of a woman who escapes from the prospect of marriage and works to discover her self-identity, forging meaningful relationships with other women. The accompanying critical study contributes to the knowledge of women’s writing and the creative process by acknowledging the existence of a distinct space for women in a patriarchal society. This concept is called ‘The Second Space’. This study refutes the assumption that women’s fiction is autobiographical due to the use of themes such as domesticity and motherhood, demonstrating the value of building a narrative for women. The sources that support this research include creative, critical and feminist texts, as follows: Elena Ferrante’s The Days of Abandonment, Margaret Atwood’s Lady Oracle, and Miranda July’s The First Bad Man, Carla Kaplan’s The Erotic’s of Talk: Women’s Writing and Feminist Paradigms, Sean Burke’s Authorship: From Plato to the Postmodern, Micaela Maftei’s The Fiction of Autobiography, Margaret Atwood’s On Writers and Writing, Shulamith Firestone’s The Dialectic of Sex, and Germaine Greer’s The Female Eunuch.
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Lester, Pamela Lyn. "Learning Chinese : three autobiographical narratives." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/30501.
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This autobiographical case-study is an arts-informed narrative inquiry into learning (Mandarin) Chinese as an Additional Language (CAL). I have been studying Chinese for over a decade, but in this thesis I focus on the six months (September 2009–February 2010) I spent studying CAL at a high intermediate level in Taipei. I offer three creative non-fiction narratives connected to that experience. The first is a language memoir that mixes languages (English and Chinese), poetry and prose. The second is a reader’s theatre script that re- presents conversations on Chinese with a variety of people (students, teachers and expatriates) from my CAL community in Taipei. The third is a bricolage of image-texts related to CAL selected from internet sources. I conceptualize all three narratives as autobiographical in that they explore various sources – individual, communal, and societal – that are invariably woven together in any story of the self.
By using multiple autobiographical accounts to explore lived experience I am working with an opportunity to explore the elusive, shifting, context- dependent and influential nature of narrative sense-making. This approach also provides an opportunity for tensions, resolutions, dissonances, and resonances to reverberate across the stories in ways that stimulate unity without the expense of uniformity. Further, each narrative serves to triangulate the others, drawing as they do on different source materials and perspectives. Yet all three narratives are also fundamentally individual creations, identity texts (Cummins, 2006) even, and as such work to investigate how the personal is inevitably professional, the artistic simultaneously academic, and how representation is always also creation.
This investigation of narratives and identities is not peripheral to CAL learning itself. As my understanding of the forces operating on my CAL identity increases, implications for my trajectory as a language learner emerge in significant, liberating ways. This in turn, allows the integration of CAL-related linguistic, sociolinguistic, and cultural habits into my ongoing personal narrative to become more conscious, comfortable and complete.
I offer this study as an invitation to participate in the important, complex, and urgent work of increasing awareness of one’s self-in-context.
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Farrero, Mireia. "Los relatos autobiográficos y su análisis como herramienta para el desarrollo de la práctica profesional en la formación inicial de maestros a través del arte contemporáneo." Doctoral thesis, Universitat de Lleida, 2016. http://hdl.handle.net/10803/385355.
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La investigación realizada en la presente tesis doctoral explora la narración del relato
autobiográfico y su análisis como herramienta para el desarrollo de la práctica profesional en
formación inicial de maestros a través del arte contemporáneo. Durante el estudio se han
analizado un total de 407 relatos autobiográficos realizados durante la formación de docentes en
la Universidad de Lleida en las promociones 2009-2010, 2010-2011, 2011- 2012 y 2012-2013.
Como resultado la narración de esta investigación deviene mi propio relato autobiográficos
construido a través de la polifonía. Explorar y analizar el papel que el arte contemporáneo ha
tenido en el desarrollo de la práctica docente en formación inicial de maestros en la Universidad
de Lleida nos lleva a explorar y desarrollar una metodología de análisis de los relatos
autobiográficos. El análisis de los relatos autobiográficos se concreta en tres momentos distintos
que responden a los interrogantes que emergen a lo largo de la investigación. De este modo los
resultados nos invitan a desarrollar el relato autobiográfico como estrategia de mejora de la
práctica profesional.La investigació realitzada en la present tesi doctoral explora la narració del relat autobiogràfic i el seu anàlisi com a eina per al desenvolupament de la pràctica professional en formació inicial de mestres a través de l'art contemporani. Durant l'estudi s'han analitzat un total de 407 relats autobiogràfics realitzats durant la formació de docents a la Universitat de Lleida en les promocions 2009-2010, 2010-2011, 2011- 2012 i 2012-2013. Com a resultat la narració d'aquesta investigació esdevé el meu propi relat autobiogràfics construït a través de la polifonia. Explorar i analitzar el paper que l'art contemporani ha tingut en el desenvolupament de la pràctica docent en formació inicial de mestres a la Universitat de Lleida ens porta a explorar i desenvolupar una metodologia d'anàlisi dels relats autobiogràfics. L'anàlisi dels relats autobiogràfics es concreta en tres moments diferents que responen als interrogants que emergeixen al llarg de la investigació. D'aquesta manera els resultats ens conviden a desenvolupar el relat autobiogràfic com a estratègia de millora de la pràctica professional.
The present research explores the writing of autobiographical narrative and its analysis as a tool for the development of professional practice in initial teacher education through contemporary art. During the research, 407 autobiographical narratives written in teachers’ education in the University of Lleida from 2009-2010, 2010-2011, 2011-2012 y 2012-2013 academic years have been analised. For this purpose, the narrative of the investigation becomes my own autobiographical narrative built through the polyphony. In order to explore and analyse the importance of contemporary art on the development of teaching practice in initial teacher training at the University of Lleida, we ought to explore and develop a methodology for the analysis of autobiographical narratives. The analysis of autobiographical narratives is conducted at three different moments to answer the questions that emerge throughout the investigation. Consequently, the results invite us to develop the autobiographical narrative as a strategy for improving professional practice.
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Allé, Mélissa. "Exploration de la continuité de soi dans la schizophrénie au travers des récits de vie de patients." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAJ081/document.
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L’objectif de nos travaux de thèse était de mieux comprendre les troubles de l’identité dans la schizophrénie, et en particulier les perturbations du sentiment de continuité de soi dans le temps. Dans ce but, nos recherches ont consisté en une analyse exhaustive de la cohérence narrative de récits de vie recueillis auprès de patients schizophrènes stabilisés. Nos résultats mettent en évidence un défaut de raisonnement autobiographique au sein des récits de patients accompagné de perturbations de la cohérence temporelle. Ces altérations sont liées aux déficits exécutifs des patients d’une part et à la diminution de leur sentiment subjectif de cohérence personnelle d’autre part. Nos résultats vont dans le sens d’une dysconnexion entre le self et la mémoire autobiographique dans la schizophrénie conduisant à une perturbation du sentiment de continuité de soi dans le temps. Nous concluons notre travail en développant des applications cliniques et thérapeutiques en vue d’aider les patients à recréer un récit cohérent de leur vie et tenter de renforcer leur sentiment de continuité de soiThe purpose of this project was to better understand disorders of the self in schizophrenia, and more particularly impairments of the sense of self-continuity observed in these patients. In order to do so, we deeply investigated narrative coherence of stabilized patients’ life stories. Our analyses showed a lack of autobiographical reasoning within patients’ narratives and a decreased of temporal coherence. Those impairments were related to patients’ executive dysfunction and to their subjective feeling of less coherent life. Our results suggest a disconnection between the self and autobiographical memory in schizophrenia leading to an impoverishment of the sense of self-continuity across time in those patients. To go further, clinical and therapeutic applications could ensue from our work. Indeed, it would be possible to help patients creating new and more coherent life stories through psychotherapy and by this way help them to retrieve a sense of self-continuity
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Millan, Roberto. "Illustrating autobiography : rearticulating representations of self in Bitterkomix and the visual journal." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20268.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: This thesis explores an analysis of autobiographical illustration, as it relates directly to autobiographical devices employed in Bitterkomix and my own visual journals. The result is a practitioner-specific approach that frames my own work within a discourse of comics and consequently within the larger discourse of visual narrative. These devices are analysed in the works of artists in Bitterkomix who employ autobiography, not only as a means of effecting more intimate interactions between the reader and the narrative, but also as a form of legitimising narrative. A principal deduction that I have made is that autobiographical writing operates through the filter of memory and language translation. A divergence occurs within Bitterkomix, as well as within my own work, between the artist as himself and the artist as his autobiographical self - the two are never identical. I choose to define autobiographical illustration as an interpretative and experimental visual writing process used to affirm and negate perceived concepts of self through the filters of memory, language translation and imagination. Imagination acts as an extension of current memory from which perceived past, present and future identity constructs emanate and extend. These constructs are by no means indicative of historical fact but often appear to be so given autobiography's association as a referential text. The visual journal as an autobiographical object, like Bitterkomix, seeks to legitimise itself in 'naturalising narrative' by feigning to make it the outcome of a documentative process. It is exactly the tension between autobiography's perceived characteristic as a genre that involves 'real' experiences and its actual function as a narrative construction of identity that merits its use as a strategic device. I argue how my visual journals constitute autobiographical narrative objects and archives of autobiographical illustrative form and content. This tension is amplified in my visual journals in their association as deeply personal objects and as a result of what is perceived to be the artist's natural process. Most importantly, these narrative objects are placed within the public's gaze and are made to be read as autobiographical texts, ultimately as documents of this process.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek outobiografiese illustrasie wat direk verband hou met outobiografiese praktyke wat in Bitterkomix en in my eie visuele joernale gebruik word. Die resultaat is 'n praktisyn-spesifieke aanslag wat my eie werk binne die diskoers van stripkuns plaas, en sodoende binne die groter diskoers van visuele narratief. Hierdie praktyke word geanaliseer in die werk van Bitterkomix-kunstenaars wat outobiografie gebruik, nie net as 'n manier om meer intieme interaksies tussen die leser en die narratief te bewerkstellig nie, maar ook om die narratief legitiem te maak. Ek maak die afleiding dat outobiografiese skryfwerk deur die filters van geheue en taal werksaam is. In beide Bitterkomix en my eie werk is 'n skeiding tussen die kunstenaar self en die kunstenaar se outobiografiese self sigbaar – die twee is nooit identies nie. Ek verkies om outobiografiese illustrasie te definieer as 'n interpretatiewe en eksperimentele visuele skryfproses wat gebruik word om waargenome begrippe van die self deur die filters van geheue, vertaling en verbeelding te bevestig en te negeer. Die verbeelding dien as 'n voortsetting van huidige geheue waaruit waargenome identiteitskonstrukte van die verlede, hede en toekoms voortvloei. Hierdie konstrukte is geensins aanduidend van historiese feite nie, maar kom dikwels so voor gegewe outobiografie se assosiasie as verwysende teks. My argument is dat my visuele joernale beide outobiografiese narratiewe objekte én argiewe van outobiografiese illustratiewe vorm en inhoud is. Visuele joernale as outobiografiese objekte, soos in die geval van Bitterkomix, probeer sigself legitiem maak deur middel van 'naturaliserende narratief', deur voor te gee dat dit die resultaat van 'n dokumenterende proses is. Dit is juis die spanning tussen outobiografie se aard as 'n genre wat gegrond is op 'ware' ervaringe, en outobiografie se funksie as 'n narratiewe konstruksie, wat die gebruik daarvan as 'n strategiese middel die moeite werd maak. Hierdie spanning word in my visuele joernale verhoog deur hulle diep persoonlike aard, en as gevolg van wat gesien word as die kunstenaar se natuurlike proses. Belangriker nog is dat hierdie narratiewe objekte binne die publiek se sigveld geplaas word om as outobiografiese tekste gelees te word, en ook uiteindelik as dokumente van die proses.
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Silva, Lenina Lopes Soares. "Narrativas do Brasil nas mem?rias de Pedro Nava." Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/13744.
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Previous issue date: 2010-11-30This thesis is a translation of work of the Brazilian doctor, Pedro da Silva Nava (1903-1984), in particular, his memoirs and chronicles, articulated with the writings of medicine history, aiming to defend that the autobiographical narratives are sources of research capable of promoting discussions on the expansion of the present at the confluence of complex and unequal society in constant changing process as the Brazilian. The theoretical and methodological support circulates around studies, proposals and thesis by Boaventura Santos about empowering past, destabilizing subjectivity, sociology of absences, cosmopolitan reason and translation work. The empirical support drawn from the literature produced by Nava were analyzed with reference this reasoning and studies that have facilitated the flow of translation among others, the studies of Antonio Candido, Arrigucci Jr., Boris Cyrulnik, Beatriz Sarlo, Ecl?a Bosi, ?talo Calvino, Jos? Willington Germano, Jos? Maria Can?ado, Lev Vygotsky, Marilena Chau?, Paul Ric?eur and Walter Benjamim, without neglecting what we consider indispensable to scientific research, the production of relevant knowledge and prudent, in view of a decent life. The initial inflections reflect the subject of the Memoirs and its education/training, to then place the Memoir subject in the literary context, scientific, historical and Brazilian poetic (1972-2010), bringing great interpreters and discussing the rationale used by the Narrator that we defend stand closer to the cosmopolitan, showing the formation of narratives whose presence insert itself beforehand to modernist verve, linked to the discursive array against the literature as domination space, disseminated in Brazil in the early twentieth century. So, it articulate with those in which the concerns adjust the construction of the social formation of Brazil as a national heritage through literary narrative that focuses on a historical principle that becomes the past empowering, allowing his rereading, whose converge to memory, the lifestyles, the plurality of language and Brazilian culture, formed by several people, converging into a design not of culture but multiculturalism in Brazil. The memory issue was addressed in the space-time of experiences of being that narrates, shaped by a destabilizing subjectivity that sought to order the testimony of a time, a history and society, retelling them by creative imagination, almost fictional, to make circulate his knowledge about Brazil attached to his medical knowledge, as well as other subjects in his living group and other groups with whom they maintained contact. Thus, he portrayed both tangible and intangible cultural assets of the country as a form of preservation, giving them meanings and sense. It approaches, therefore, from the perspective of sociology of absences, the expansion of the present and by the logic inherent in his narratives of self and Brazil
Consiste, este trabalho de tese, de uma tradu??o da obra do m?dico brasileiro, Pedro da Silva Nava (1903-1984), em particular, de seus escritos memorial?sticos e das cr?nicas, articulados com os de hist?ria da medicina, objetivando-se defender que as narrativas autobiogr?ficas s?o fontes de pesquisas capazes de promover discuss?es sobre a dilata??o do presente na conflu?ncia de uma sociedade desigual e complexa, em constante processo de mudan?a, como a brasileira. A fundamenta??o te?rica e metodol?gica circula no entorno dos estudos, propostas e teses de Boaventura Santos sobre passado capacitante, subjetividade desestabilizadora, sociologia das aus?ncias, raz?o cosmopolita e trabalho de tradu??o. As bases emp?ricas, extra?das da literatura produzida por Nava, foram analisadas tendo como referentes esta fundamenta??o e estudos que possibilitaram o fluir da tradu??o, entre outros, de Antonio Candido, Arrigucci Jr., Boris Cyrulnik, Beatriz Sarlo, Ecl?a Bosi, ?talo Calvino, Jos? Willington Germano, Jos? Maria Can?ado, Lev Vygotsky, Marilena Chau?, Paul Ric?eur e Walter Benjamim, sem descurar daquilo que consideramos imprescind?vel ? pesquisa cient?fica, ? produ??o de conhecimentos prudentes e pertinentes, na perspectiva de uma vida decente. As inflex?es iniciais traduzem o sujeito das Mem?rias e sua educa??o/forma??o, para, em seguida, situar as Mem?rias do sujeito no contexto liter?rio, cient?fico, hist?rico e po?tico brasileiro (1972-2010). Trazem seus principais int?rpretes, discutindo a racionalidade empregada pelo Narrador, que defendemos aproximar-se da cosmopolita, evidenciando a constitui??o de narrativas cujas presen?as inserem-se de antem?o ? verve modernista, vinculada ? matriz discursiva contr?ria ? literatura como espa?o de domina??o, disseminada no Brasil no in?cio do S?culo XX. Desse modo, articula-se ?quela na qual as preocupa??es conformam a constru??o da forma??o social do Brasil, como patrim?nio nacional, atrav?s da narrativa liter?ria com enfoque em um princ?pio hist?rico que torna o passado capacitante. Permite, assim, sua releitura, para cujas tramas convergem ? mem?ria, os modos de vida, a pluralidade da linguagem e da cultura brasileira, formada por v?rios povos, confluindo para uma concep??o, n?o de cultura, mas de multiculturalidade brasileira. A quest?o da mem?ria foi tratada no espa?otempo das experi?ncias do ser que narra, moldado por uma subjetividade desestabilizadora que buscou ordenar os testemunhos de um tempo, de uma hist?ria e de uma sociedade, recontando-os pela imagina??o criadora, quase ficcional, para fazer circular seus conhecimentos sobre o Brasil, unidos aos seus conhecimentos m?dicos, bem como aos de outros sujeitos de seu grupo de conviv?ncia e de outros grupos com os quais manteve contato. Assim, retratou bens culturais materiais e imateriais do pa?s como forma de preserva??o, atribuindo-lhes significados e sentidos. Aproxima-se, portanto, da perspectiva de sociologia das aus?ncias, pela dilata??o do presente e pelas l?gicas a ela inerentes em suas narrativas de si e do Brasil
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Stillwell, Arlene Marie. "Motivated biases in autobiographical narratives of interpersonal transgressions." Case Western Reserve University School of Graduate Studies / OhioLINK, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=case1057092210.
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Schulz-Burgdorf, Ulrich. "Ujuzi wa watoto/vijana katika simulizi za maisha." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-100797.
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Kutoka elimu ya lugha tunajua kwamba kila mtu aliyenena ana ujuzi maalum - kama John Lyons alivyoeleza katika kitabu chake Language and Linguistics (1981), katika sura kuhusu lugha na utamaduni wa wasemaji. Lyons anatueleza kwamba kila mtu hushika ujuzi huo kwa njia ya kufunzwa lugha na huutumia ujuzi, huuongeza na huubadilisha kwa muda wa maisha yake yote; ni jinsi yake ya kujua mambo ya ulimwengu. Katika maelezo yafuatayo napenda kuonyesha ujuzi uliomo katika habari nilizopewa na kijana, jina lake ni Timothy Lawrence ambaye alikuwa na umri wa kumi na tatu siku zile. Ujuzi wake ni juu ya maisha yake ya kipokomo na pia ni ujuzi wa kumweleza mgeni mambo hayo - yaani ujuzi au uwezo wa kuzisimulia habari hizo. Habari zake zinatuonyesha vizuri simulizi ya maisha ya binafsi (au autobiographical narrative) ni nini, yenye ujuzi gani na jinsi gani ya kutazama maisha kwa macho ya mwenyeji kijana.
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Gibson, Lindsay Smith. "Considering critical thinking and History 12 : one teacher's story." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/2801.
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This thesis uses analytic philosophical inquiry and autobiographical narrative
inquiry to identify a conception of critical thinking (CT) that is “most adaptable” for
teaching History 12, and then discusses the strengths and limitations.
The CT literature includes several conflicting conceptions of CT, and I use two
specific types of analytic philosophical inquiry, (conceptual analysis and conceptual
structure assessment), to identify which conception is “most adaptable” for teaching
History 12. After considering the degree to which each conception meets the criteria
developed for the “most adaptable” conception of CT, I conclude that the Critical
Thinking Consortium’s (TC²) conception is the most adaptable. Of all the conceptions
developed thus far, the TC² approach is unique because it is designed solely as a
pedagogical model for embedding CT throughout the curriculum of each subject and
grade level.
In the second section of the thesis, I use autobiographical narrative inquiry to
reflect on the strengths and limitations of the TC² model after using the model to teach
History 12 for a year. One of the foundational principles of the TC² conception is the
notion that embedding CT throughout the curriculum is a powerful way of improving
understanding. I determine that this contention is accurate because students improved
their knowledge of the curriculum, the epistemology of history, and the adoption of CT in
their everyday lives. Furthermore, use of the TC² conception helped improve my
planning and assessment practices, and initiated a positive change of my role in the
classroom.
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Jones, Jennifer A. "Aboriginal women's autobiographical narratives and the politics of collaboration /." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phj7761.pdf.
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Watson, Christine Elizabeth. ""My own eyes witness" : Australian Aboriginal women's autobiographical narratives /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16158.pdf.
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Fisher, Darren Clint. "Autofictographics: Exploring Truth and Identity in Autobiographical Comics." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366969.
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This exegesis documents my investigation into autobiographical sequential art narratives, surveying both the studio work of my doctoral candidature and key contextual research I undertook, and articulating the interrelations between theory and practice in this field. The prime contention of this research is that autobiography is inherently fictive, as it relies on fallible memory and fractured personas in order to convey narrative. Furthermore, the medium of sequential art as a vehicle for autobiographical narratives brings with it slippery interactions between image, word, and meaning, which are subject to variations of
interpretation across different readers. Through my research, I have observed the indistinct lines that separate truth and fiction, both within genre and medium, while exploring methods of authorship that adhere to principles of an emotional rather than a literal truth. In this exegesis, I seek to define methods by which an author can put this ambiguity of ‘truth’ to constructive use through their informed manipulation of the sequential art medium, with the aim of actively and authentically communicating experiences of the past to readers. The exegesis moves between a third-person theoretical stance and a first-person point of view, reflecting the separation of self that is fundamental to autobiographical narrative. It is through this separation that the ‘I’ of today is able to reflect upon the ‘I’ of the past. This separation also serves as a function the doctoral exegesis itself, where personal work is examined within an academic context.Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
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Brocanelli, Noelma da Silva. "A morte nas crônicas memorialísticas de Helena Silveira." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8149/tde-23112009-155832/.
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Esta dissertação tem como objetivo principal o estudo das crônicas de memória de Helena Silveira contidas em sua obra Sombra Azul e Carneiro Branco. Publicada em 1960, trata-se de uma seleção de crônicas escolhidas em vida pela autora, que, inicialmente, foram publicadas na seção Paisagem e memória do jornal Folha da Manhã. A caracterização das crônicas tem como principal objetivo o reconhecimento de suas técnicas de composição, partindo da temática referente à morte. Esta análise permitirá discutir a relação entre os gêneros cronístico e memorialístico, resgatar a importância da produção literária de Helena Silveira e traçar um perfil de sua relação com a temática. Para isso, constará neste estudo um resgate histórico e conceitual sobre os gêneros cronístico e memorialístico, uma análise minuciosa de tais crônicas no tocante às técnicas de composição da autora, ao ponto de vista, à temática e à presença das crônicas no gênero memorialístico brasileiro.This paper aims to present the study about Helena Silveiras memory chronicles in her book Sombra Azul e Carneiro Branco. Released in 1960, the book is an authors selection of chronicles, which was previously published in the Folha da Manhã newspaper, inside the section Paisagem da memória (Memorys landscape, in verbal translation). The chronicles characterization has, as main purpose, the recognition of composing techniques starting from the death theme. This analysis allows the discuss about and between the chronicle and the memory text styles, as a rescue of the influence of Helena Silveiras literary work; and also allows a profile trace of her relation with the mentioned theme. This paper is a study about the historical and conceptual redemption of chronicle and memory text styles; it is a particular analysis of the chronicles of Sombra Azul e Carneiro Branco book concerning the authors composition techniques, her point of view, the selected theme, and the Brazilian chronicles written with the memorial text style.
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Oliveira, 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.
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No presente trabalho faz-se uma reflexão sobre as narrativas de vida indígenas a partir da hipótese de que, em contraposição ao modelo canônico ocidental, elas apresentam uma concepção de self marcada por uma posicionalidade social diversa tanto a nível de experiência histórica quanto da visão epistemológica e ontológica. Meu objetivo é mostrar como os escritores indígenas se apropriam de um modelo ocidental que, na sua configuração canônica, servia para sustentar narrativas de individuação e o utilizam para curar feridas históricas resultantes da violência do processo colonizatório e suas conseqüências e, com isso, criar possibilidades de sobrevivência coletivas. Com esse propósito, faço uma breve revisão de dois momentos fundamentais do desenvolvimento do gênero no ocidente que, num primeiro momento, confundem a história da autobiografia com a confissão cristã e, num momento posterior, com o processo de individuação. Numa perspectiva mais contemporânea, discute-se a impossibilidade lingüística de se falar do eu sem se deparar com uma série de descontinuidades e becos sem saída que parecem impor uma fragmentação total do eu, a ponto de se pensar ser impossível dizer o dêitico "eu." A esta visão canônica da história do gênero, contraponho as narrativas indígenas que se valem das histórias de vida como forma de buscar as experiências que lhes dão sustentação tanto como forma de reavaliação do vivido quanto como abertura para novas possibilidades no futuro. Num segundo momento, reviso a noção de tempo ocidental mostrando como, apesar da concomitância de várias cronosofias que definem o tempo como cíclico, linear ou a-direcional, nossas sociedades se estruturam a partir do modelo de progresso, que fundamenta o binômio modernidade/colonialidade. Em outras palavras, a visão linear do tempo aliado ao processo histórico de subjugação dos povos e conquista de territórios, estabeleceu um modelo que se auto-define como inovador, ou de ponta, relegando todas as outras formas de organização humanas a estágios mais atrasados do mesmo processo. Baseando-me no paradigma de co-existência, discuto outras visões epistemológicas, contrapondo esta visão do tempo linear e progressivo à forma como os indígenas concebem o espaço como catalisador das histórias que sustentam as relações indígenas com o Outro. Importante ressaltar que a noção de Outro usada aqui abrange tudo aquilo que está em relação com o eu, incluindo, além dos seres humanos, animais, plantas, rios, a terra, o sol, e mesmo entidades não físicas. Finalmente, analiso em Storyteller de Leslie Marmon como os escritos de vida indígena manifestam este modo de ser e seu potencial curativo.In 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.
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Ho, Wan Ching. "Computational memory architectures for autobiographic and narrative virtual agents." Thesis, University of Hertfordshire, 2005. http://hdl.handle.net/2299/7772.
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This thesis develops computational memory architectures for autobiographic and narrative virtual agents. Humans and many animals naturally possess a sophisticated memory system for reasoning, learning and also sharing information with others. However it has been a difficult challenge to model the characteristics of such a memory system in the research fields of both Artificial Intelligence and Artificial Life. We propose a framework for enhancing reactive autonomous agents to retrieve meaningful information from their dynamic memories in order to adapt and survive in their environments. Our approach is inspired by psychology research in human memory and autobiographic memory – through remembering the significance of episodic events that happened in the past, agents with autobiographic memory architectures are capable of reconstructing past events for the purpose of event re-execution and story-telling. The memory architectures that were developed are capable of organizing and filtering significant events which originate in agents’ own experiences as well as stories told by other agents. To validate our memory architectures, both simple and complex Artificial Life type of virtual environments with static as well as dynamic resources distribution were implemented that provide events with different levels of complexity and affect the internal variables of the agents. The performance of various types of agents with different memory control architectures are first compared in single-agent experiments. Each agent’s behaviour is observed and analysed quantitatively together with its lifespan and internal states measurements. Group performance with and without communication are measured in experiments with multiple autobiographic ii agents. Results confirm our research hypothesis that autobiographic memory can prove beneficial – resulting in increases in the lifespan of an autonomous, autobiographic, minimal agent. Furthermore, higher communication frequency brings better group performance for Long-term Autobiographic Memory agents in multi-agent experiments. An interface has been developed to visualise agents’ dynamic autobiographic memory to help human observers to understand the underlying memory processes. This research leads to insights into how bottom-up story-telling and autobiography reconstruction in artificial autonomous agents allow temporally grounded behaviour to emerge. This study therefore results in a contribution to knowledge in Artificial Life and Artificial Intelligence.