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Pynchon, Susan Reynolds. "Resisting humiliation in schooling : narratives and counter-narratives /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7766.
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Brems, Makella. "Islamic State Online Recruitment: Narratives and Counter-Narratives." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1708.
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This thesis looks beyond the sensationalized coverage of Islamic State and instead utilizes Islamic State materials as a window into the remote radicalization and recruitment process of susceptible English-speaking individuals in the West. This thesis considers Islamic State’s mode of operation in conjunction with the appeals made in its online materials to devise a framework for understanding how Islamic State materials interact with susceptible individuals. The framework lends insight into how the body tasked with creating counter-narratives within the U.S. State Department can more effectively disrupt the remote recruitment and radicalization process.
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Hopper, Keith. "Imagining otherwise : Neil Jordan's counter-narratives." Thesis, University of Oxford, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669873.
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Vanni, Nneamaka. "Narratives and counter-narratives in pharmaceutical patent law making : experiences from 3 developing countries." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/90970/.
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This empirical thesis explores the ways some Third World States use the patent regime as set out in the TRIPS Agreement to effect certain development and public health goals. It also investigates how non-state actors in these countries participate in patent law making, thereby creating narratives and counter-narratives that are challenging global norms on pharmaceutical patent protection. To do this, the thesis takes the three different examples of Brazil, India, and Nigeria and tells the story of patent law making within each of them. Adopting a Third World Approach to International Law as a macro-theoretical guide and nodal governance theory as a supplement, the thesis maps the broad interpretations and contestations of international patent law within the Third World. In doing this, the thesis pays particular attention to the everyday life of international patent law through the examination of practices that unfold through the different sites and objects in which international law operates today. In unpacking the patent law making in the aforementioned countries, the thesis posits that there is an emerging body of IP jurisprudence from the Third World that is expanding the aperture on norms governing pharmaceutical patent rules and medicines access discourse. In other words, the politics of international law making and implementation is shifting dramatically due to the confluence of different actors from various sectors in different forums in Brazil and India that are articulating counter-hegemonic pharmaceutical patent rules. The concomitant effect is not only the adoption of alternative pharmaceutical patent laws that are pro-human rights – especially pro-public health rights – in its articulation, but are also hermeneutic expressions of resistance against, and reform of, the international IP regime. In interrogating these narratives and counter-narratives that frame the global intellectual property regime in Third World forums, this thesis articulates successful counter-hegemonic discourses on patent law making and extrapolates lessons for Nigeria.
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AlMaawi, Mohammad. "Counter-terrorism in Saudi Arabia : narratives, practices and challenges." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/54562/.
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Since 9/11, both in the Middle East and worldwide, the academic, political and religious focus on extreme radicalisation has intensified. The attacks carried out in Riyadh, the capital of the Kingdom of Saudi Arabia, by Al-Qaeda in 2003, motivated a succession of bombings within and outside of the Kingdom. These events have led to a plethora of general and specific studies to understand the phenomenon of extremism. This thesis investigates radicalisation in Saudi Arabia since 2001, focusing on the impact of Al-Qaeda and its impact on individuals and the state. It specifically focuses on the role of the Mohammed bin Naif Centre for Counselling, Rehabilitation and Care, in this context referred to as ‘the Centre’, analysing its function as a tool for the ‘soft power’ strategy that has been initiated by the Saudi Arabian Government, intended to de-radicalise individuals who are perceived by the state to have been misled. The study uses a detailed literature review to unpack the historical trends regarding the origins of Saudi Arabia, the political differences therein, as well as the different religious interpretations which are attributed as being a root cause of discontent which thereby leads to radicalisation and violent extremism in the region. In this thesis, I trace the various schools of thought regarding the treatment of religion and governance in relation to local and international politics, and how this impacts upon the radicalisation of individuals. A Critical Terrorism Studies (CTS) approach is used to highlight the need to view studies on security from a reflexive perspective, both in the researcher and the researched subject matter, namely the terrorist organisations and the governments against which they are fighting. The concept of governance is analysed and how this either precipitates or prevents dissent that results in violence. In addition, the political and religious solutions to radicalisation are assessed, with a specific focus on the de-radicalisation process, as reflected through a qualitative research on the views and thinking of the practitioners working in the Centre. In this context, I investigate the motives, roles, responsibilities and strategies used in executing their roles, with the aim of seeking possible explanations for the causes of radicalisation and the challenges faced in de-radicalising individuals. Their views are used to form the main basis for the data for this research. This study should be of interest to politicians, security experts, academics, religious leaders, Islamic scholars and interested individuals. It will be a valuable contribution towards an understanding of the causes, consequences and possible solutions to addressing Islamic extremism and radicalisation.
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Arora, Kulvinder. "Assimilation and its counter-narratives twentieth-century European and South Asian immigrant narratives to the United States /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3200730.
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Thesis (Ph. D.)--University of California, San Diego, 2006.Title from first page of PDF file (viewed March 1, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 240-248).
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Anderson, Carol. "On the contrary : counter-narratives of British women travellers, 1832-1885." University of Western Australia. English and Cultural Studies Discipline Group, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0058.
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This study examines five counter-narratives written by British women between 1832 and 1885 who wrote in a non-conformist or negative manner about their travel experiences in foreign countries. In considering a small number of women travellers who took an alternative approach to narrating their experiences, a key objective of this study is to consider the reasons for the way in which the women writing counter-narratives positioned their writing. After considering how the quasi-scientific concept of domestic womanhood attempted to restrict Victorian women in general, and in particular influenced how women travellers were viewed, an exploration of counter-narratives questions whether the sustained interest in more positive travel accounts reflects a simplified contemporary, if not feminist, reading of Victorian women. An examination follows of the influence of discourse criticism, alternative interpretations of geographical space, and the presence of intertextuality in travel writing. The chapters are then arranged chronologically, with each counter-narrative being analysed as emanating from the range of discourses that were in conflict during the period. The writers form a varied group, travelling and living in five different countries, with a range of contradictory voices. Susannah Moodie and Emily Innes are outspoken in their criticism of British government policy for Canada and the Malay States respectively; Isabella Fane in India and Emmeline Lott in Egypt are disdainful of foreign practices which were otherwise considered fascinating on account of their exoticism; Frances Elliot differentiates her writing by opposing the ubiquitous influence of guidebooks for European travel. Thus each account records an aspect of political or cultural opposition to established discourses circulating at the time, as the women challenge the 'grand narratives' of foreign travel in different ways. Because such accounts may be challenged by literature of the period, the study positions the women in the context of their contemporaries, and thus each chapter examines the counter-narrative alongside another account by a female writer who travelled or lived in a similar area during the same era. Moreover, before examining the range of discursive complexities and tensions that emerge in each case study, the writers are positioned in their geographical locations and historical moments so that the texts are read against the cultural background to which the women were originally responding. The marginalisation of such counter-narratives has led to gaps in our understanding of travel writing from the period: where accounts once coexisted they are separated, and positive accounts are privileged over negative ones. It is this discontinuity of knowledge that the study will address in order to create a truer picture of the diversity of travel writing at the time.
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Fritz, Horzella Heidi. "Everyday feminist subjectivities : schoolteachers' micro resistance and (counter) narratives to patriarchy." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/109193/.
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This thesis traces how feminist subjectivities are shaped, formed and lived through a focus on English schoolteachers from postwar (1945-1979) and neoliberal (1980-2015) generations. The data is located in British society at a time of resurgence in feminist activism which is also simultaneously a period of ‘postfeminist sensibilities’ combined with the pervasiveness of neoliberal rationalities. In this contradictory scenario, and using a feminist approach and qualitative methods, this research is based on fifteen life story interviews that include five further in depth thematic interviews which have been thematically analysed. The core arguments of this thesis are located in a feminist poststructuralist framework. This approach highlights the fluidity of selfhood shaped by experiences, relationality and language. Subjectivity within poststructuralism is understood as neither completely free nor absolutely determined and power relations are not only limiting but also become productive in forming the subjectivities. Accordingly, this thesis explores how feminist subjectivities are constructed and shaped in multiple ways. In particular, the feminist schoolteachers in this thesis narrated the emergence of early forms of ‘protofeminism’ located in an unarticulated sense of injustice. They spoke of the influence of ‘significant women’ and the bonds of ‘imagined sisterhood’ as enabling a more fully developed awareness of gender injustice. They also talked of their practices to support gender justice, mostly non oppositional in form or as micro resistances to patriarchal practices. All these, I argue, are experiential resources for these women to draw upon in order to enable them to form alternative and counter narratives to patriarchal discourses, and thus construct feminist subjectivities and live feminist lives to resist patriarchal regimes in neoliberal times.
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Clyburn, Tiffani A. "African American Literary Counter-narratives in the Post-Civil Rights Era." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313514090.
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Ross, Genesis. "Black Deathing to Black Self-Determination: The Cultivating Substance of Counter-Narratives." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1617984242373826.
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Holland-Muter, Susan. "Negotiating normativities: Counter narratives of lesbian queer world making in Cape Town." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27892.
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This thesis explores the different modes and meanings of queer world making (QWM) of lesbians in Cape Town. Through an analysis of in depth interviews and focus groups it reveals lesbians' constructions of their intersectional and permeable QWM through a series of counter narratives enacted in three interconnected socialities. Generational narratives reveal psycho-social processes of recognition of lesbian desire and coming into a lesbian subjectivity in a range of modes of QWM. Lesbian erotic world making centres their entitlement to enact sexual autonomy and sexual pleasure. Their counter narratives reveal how they simultaneously inhabit and extend normative gender regimes. Their productions of desire reveal a lesbian centred frame of sexual pleasure that extends the erotogenic body beyond the genitalia, innovates and transforms hegemonic libidinal zones, and extends phallocentric culture. Lesbian motherhood as a site of QWM reveals the participants' negotiations, conflict, stress and agency in relation to the 'good mother' discourse that undergirds mothering practices in South Africa. Their counter narratives reveal how they simultaneously resist and re-inscribe heteronormativity in their motherhood practice. Ironically, it is through publicly assuming their sexuality that they are they able to perform 'good motherhood'. They perform private resistance and public complicity with good mother ideologies; and simultaneously centre and destabilize the role of the father. They manage their 'difference' to the heterosexual norm by providing their children with tools to navigate heteronormativity, while simultaneously claiming being an unexceptional family. Their queer place making strategies in everyday spaces in Cape Town demonstrate how they rework racialised notions of belonging to incorporate the queer body (at times ephemerally) to make Cape Town home. Their creation of lesbian social networks and communities, embodied in lesbian social scenes and within their private homes, reveals how Cape Town is experienced as a hybrid space, their contrasting and competing narratives of the city revealing narratives of fractured belonging. QWM reveals how lesbians resist and (re)shape hegemonic identities, discourses and practices, revealing 'a mode of being in the world that is also inventing the world' (Muñoz, 1999: 121). QWM is about borderlands (Anzaldúa, 1987), where one lives within the possibility of multiple plotlines (Clandinin & Rosiek, 2006). Their queer life worlds are permeable to racialised heteronormativities. But their agency reveals multi-vocal and multivalent queer life worlds, enmeshed in the web of racialised, gendered, sexualised, aged and class-based hierarchies in Cape Town. There is no singular way of doing a lesbian subjectivity, no singular utopian notion of a lesbian community. Their differences are located in their varying political perspectives and their social positionalities of privilege and penalty, in short, how they position themselves within the 'politics of belonging' (Yuval Davis, 2006).
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Källeskog, Anna. "The "Good" Faces of Faith : Secularism and Counter-Narratives in Religious Peacebuilding." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-416773.
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There is an increasing interest in international relations to engage with religious actors for peacebuilding purposes. This development is an example of what is referred to as a restorative narrative, which responds to a current 'resurgence' of religion in the political sphere by prescribing the restoration of benevolent forms religion in international politics, to counteract 'dangerous' religion. This narrative reinforces secularist dichotomies of 'good' and 'bad religion', or what Elizabeth Shakman Hurd calls 'The Two Faces of Faith' (Hurd 2017, 100). As many peacebuilding efforts take place in the MENA-region, where western secularism and liberalism are often met with suspicion, this thesis aims to investigate how secularist narratives are reproduced and challenged within religious peacebuilding in the region. It does so through discourse analysis of three international and transnational organizations of 'secular' and faith-based character. The result indicates that secularist narratives still set the frames for what role religion is allowed to play in peacebuilding, but also that faith-based actors can challenge secularist narratives in several ways. Furthermore, the result shows that in international discourses, secularist or non-secularist categories are not always clear-cut, and even narratives that challenge secularism might not challenge the liberal peace paradigm at large.
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Bartee, Seth James. "Imagination Movers: The Creation of Conservative Counter-Narratives in Reaction to Consensus Liberalism." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/73149.
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The purpose of this study was to explore what exactly bound post-Second World War American conservatives together. Since modern conservatism's recent birth in the United States in the last half century or more, many historians have claimed that both anti-communism and capitalism kept conservatives working in cooperation. My contention was that the intellectual founder of postwar conservatism, Russell Kirk, made imagination, and not anti-communism or capitalism, the thrust behind that movement in his seminal work The Conservative Mind.
In The Conservative Mind, published in 1953, Russell Kirk created a conservative genealogy that began with English parliamentarian Edmund Burke. Using Burke and his dislike for the modern revolutionary spirit, Kirk uncovered a supposedly conservative seed that began in late eighteenth-century England, and traced it through various interlocutors into the United States that culminated in the writings of American expatriate poet T.S. Eliot. What Kirk really did was to create a counter-narrative to the American liberal tradition that usually began with the French Revolution and revolutionary figures such as English-American revolutionary Thomas Paine.
One of my goals was to demystify the fusionist thesis, which states that conservatism is a monolithic entity of shared qualities. I demonstrated that major differences existed from conservatism's postwar origins in 1953. I do this by using the concept of textual communities. A textual community is a group of people led by a privileged interpreter—someone such as Russell Kirk—who translates a text, for example Burke's Reflections on the Revolution in France, for followers. What happens in a textual community is that the privileged interpreter explains to followers how to read a text and then forms boundaries around a particular rendering of a book. I argue that conservatism was full of these textual communities and privileged interpreters. Therefore, in consecutive chapters, I look at the careers of Russell Kirk, John Lukacs, Christopher Lasch, and Paul Gottfried to demonstrate how this concept fleshed out from 1953 and well into the first decade of the new millennium.Ph. D.
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Castro, Salazar Ricardo. "Educational achievement of Mexican immigrants in the face of adversity : counter-history and counter-narratives of community college graduates in Arizona." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/1895/.
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Dare, Jennifer K. "Throwing the book at him : feminist counter-narratives to evangelical apocalyptic theologies 1973-2003 /." Connect to title online (ProQuest), 2009.
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Siddiqa, Ayesha. "Relational identities and politics in African-American and postcolonial Pakistani women's literary counter-narratives." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/11955/.
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This thesis explores the question of “identity” in feminism through an intertextual reading of African-American and Pakistani women’s writing. Its comparative approach to women-centred counter-narratives is also informed by a transnational, postcolonial frame alert to continuities between colonialism and neocolonialism. Although “identity” has become less central in some current linguistic and ontological modes of feminist inquiry, given the enduring relevance of identities both as social meaning-making processes and as repressive political categories, this thesis reshifts focus towards identities by foregrounding their emancipatory potential for feminist politics. Through critical engagement with Judith Butler’s and Allison Weir’s theories of relationality and with the epistemological and ontological dimensions of selected counter-narratives, this thesis reconceives identities as relations of interconnection and interdependence, thus encompassing but also moving beyond definitions in terms of restrictive social categories. Through investigating the (re)narration of histories and (re)presentation of discourses in Harriet Jacobs’s Incidents in the Life of a Slave Girl (1861), Toni Morrison’s Beloved (1987), Bapsi Sidhwa’s Cracking India (1991), and Kamila Shamsie’s Burnt Shadows (2009), the thesis seeks to develop a relational conception of identities, agency, and coalition in a feminist historicist, relational framework. As well as expanding the sparse comparative scholarship on Pakistani and American literatures, this study considers the peculiar positionality of African-Americans vis-à-vis other “postcolonial” groups in the emergence of the U.S. as a neocolonial power. A valuable lens for understanding such transnational politics is found in a feminist analysis of the intersecting histories of racism and imperialism and their contemporary neocolonial manifestations. The contribution of this thesis is thus twofold: it newly brings together the arenas of African-American and Pakistani women’s counter-narratives that renegotiate identities and histories in relational terms; in doing so, it also starts to imagine an anti-imperialist transnational feminist political paradigm that conceives individual and collective identities and political alliances within a relational social ontology.
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Anandavalli, Lakshmikanthan. "From within and without : corporeal counter narratives and the female body in India's partition /." May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Espino, Michelle M. "Master Narratives and Counter-Narratives: An Analysis of Mexican American Life Stories of Oppression and Resistance Along the Journeys to the Doctorate." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195733.
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This study focused on the testimonios [life narratives] of 33 Mexican American Ph.D.s who successfully navigated educational systems and obtained their doctorates in a variety of disciplines at 15 universities across the United States. The theoretical and methodological frameworks employed were critical race theory (CRT), Latina/o critical race theory (LatCrit), and narrative analysis in order to examine power relations, multiple forms of oppression, and the intersections of race, social class, and gender within educational contexts. CRT and LatCrit frameworks were expanded by attending to the experiences of middle class participants and participants who identified as second- or third-generation college students, which challenge traditional paradigms that essentialize Mexican American communities. This study uncovered and contextualized the ways that Mexican American Ph.D.s resisted and reproduced power relations, racism, sexism, and classism through master narratives constructed by the dominant culture to justify low rates of Mexican American educational attainment. The findings suggested that as the dominant culture develops master narratives, Mexican American communities reproduce these stories as well. Mexican American communities also crafted counter-narratives that resisted the master narratives. The dominant culture master narratives were: Mexican American families do not value education; Mexican American women are not allowed to get an education; The dominant culture and Mexican American communities reproduce masculinist ideology; If Mexican Americans would work hard enough and persevere, they can succeed in education; The U.S. is a colorblind, gender-blind, and class-blind society; and Mexican Americans are only in college/graduate school because they are minorities. In addition, Mexican American communities constructed two master narratives in an effort to advocate for educational equity and increase research in Mexican American communities: Mexican Americans must struggle through educational systems and Mexican American Ph.D.s should research Mexican American issues. This study provided a venue for narratives on Mexican American educational attainment that reflected struggle and survival, privilege and merit, as well as overcoming obstacles and not finding any barriers along the way. These narratives have the power to reshape, reframe, and transform discourses of deficiency to those of empowerment and resistance in K-12 education, postsecondary education, and graduate school.
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Maslen, Robert W. "Elizabethan fictions : espionage, counter-espionage, and the duplicity of fiction in early Elizabethan prose narratives /." Oxford [GB] : Clarendon press, 1997. http://catalogue.bnf.fr/ark:/12148/cb36968775r.
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Gundrum, Duane A. "(Neo) revolutionary messages : an analysis of the impact of counter-narratives versus state narratives during the 1991 Coup D'etat in the former Soviet Union." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/685.
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On August 19, 1991, government hard-liners overthrew the Soviet Union for a period of 72 hours. Boris Yeltsin, the President of Russia, staged a protest on the steps of the Russian White House, where he gave speeches against the coup d'etat, releasing these speeches for dissemination between the hard-liners and the masses gathered to support Yeltsin. Yeltsin 's protest created a constituted identity amongst the people gathered who became part of the protest against the government. This created a confrontation between the two publics, where the state message developed a narrative involving a glorified past to which they wished to return, while the counter-public created a counter-narrative that argued a future of continued reforms would benefit the people of Russia and the Soviet Union. In the end, the counter-narrative achieved stronger approval from the masses, essentially replacing the state's narrative with its own. As a result, the hard-liners lost their grab for power, and Yeltsin emerged the winner in an ideological struggle for the future of the Russia and the Soviet Union.
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Subert, Maria. "Storying Dreams, Habits and the Past: Contemporary Roma/Gypsy Narratives." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1447837410.
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Alex, Stacey Margaret. "Resisting Erasure: Undocumented Latinx Narratives." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563164119840926.
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Casebeer, William D. "Military force and culture change systems, narratives, and the social transmission of behavior in counter-terrorism strategy." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2006. http://library.nps.navy.mil/uhtbin/hyperion/06Mar%5FCasebeer.pdf.
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Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, March 2006."March 2006." Thesis Advisor(s): James A. Russell. Includes bibliographical references (p. 77-81). Also available online.
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Krieg, Elizabeth Anne. "Stories from outside the textbook : "Counter Points" to colonial narratives in the British Columbia public education system." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32885.
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This thesis is an exploratory study into three participants' perspectives regarding Aboriginal representation, or the lack of it, in Chapter 15, "Urbanization" of the Social Studies 11 textbook Counter Points: Exploring Canadian Issues. The participants were Libby, a recently graduated high school student from the Musqueam Band, Arleen, a Euro-Canadian Social Studies 11 teacher, and Clayton, an acquaintance of mine of Tlingit and European descent. The participants shared how they felt their cultures were being privileged or marginalized by Eurocentric content in Chapter 15 and the public education system in general.
Collaborative expert interviews, storytelling, and reflexivity ensured that the participants' perspectives and knowledges were at the forefront of the research. At the heart of my thesis were the participants' stories, created with their input and feedback, and consisting of a mixture of their interviews, personal reflections, and testimonial excerpts taken from the 1912-1916 McKenna McBride Commission. The testimonies helped to demonstrate how colonial ideologies of the past continue to persevere into the present. My personal family history was also braided into the historical analysis as a part of the reflexive component to the thesis.
The stories from Aboriginal learners Libby and Clayton challenge the banality of colonialism within Chapter 15 and how it could be read as an extension of the settler society's assertion to land title. Arleen and I found that our perceptions regarding Chapter 15 changed upon our reflections of Libby and Clayton's stories, causing us to question how public education disassociates the colonial actions of the past with the present. Further critical reflection had us consider what our roles are to help stop colonial ideologies from being further perpetuated.
The research indicated that Eurocentric knowledge continues to be disseminated in education and how storytelling may be a tool to challenge this information and build relationships between Aboriginal and non-Aboriginal learners. Future study needs to be conducted to determine whether these methods could create safe spaces in classrooms to engage teachers and students with the types of issues that were discussed in the thesis.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Hall, Amanda F. ""WE ARE...": CREATING DISCURSIVE SPACES FOR THE CONSTRUCTION OF COUNTER NARRATIVES THROUGH PHOTOVOICE AS CRITICAL SERVICE LEARNING." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5464.
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Broader social issues that affect students’ lives manifest in the classroom and the current neo-liberal reform structures in education (e.g., the accountability movement combined with punitive discipline measures and structural classism/racism) fail to acknowledge the impact of these issues on student identity within school and community. While this era of standardized testing has brought about anti-democratic realities in schools of all sorts, it is also the case that schools that pass tests often enjoy a more liberatory climate while schools struggling to meet testing requirements are more likely to possess oppressive qualities. Not coincidentally, the more oppressive schools are often populated by poor kids, kids of color, and very often in urban schools, poor kids of color. Deficit thinking runs rampant in urban schools and marginalized communities – student experiences perpetuate oppressive social hierarchies and students are pushed to think that they can’t, won’t, and aren’t capable. Critical service learning, and more specifically photovoice as a form of critical service learning, has promise to provide a different kind of educational experience.
This project is an exploratory qualitative study using photovoice, photo elicitation, and critical thematic analysis to determine what narratives students construct while participating in photovoice as a form of critical service learning. This study posits a way to move from deficits to possibilities by providing a space for traditionally marginalized youth to legitimize their sense of place, identity, and connection to their community while empowering them to be advocates for social change. Students served as action researchers, constructing counter narratives through an adaptation of photovoice documentation, addressing social inequities by highlighting strengths and assets in their own schools and community. In addition to using photovoice as a methodology, this study also addressed how photovoice as critical service learning pedagogy can serve to create discursive spaces for those counter-narratives to circulate and to be heard. This project addressed the need for a critical service learning approach in education that empowers students to become agents of change, using their own stories and cultural/social capital to disrupt deficit perspectives while promoting possibility perspectives – moving us closer to a more democratic public education.
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Proszek, James Michael. "Drawn Apart: Visual Representations of the Persian Wars in Contemporary Graphic Novels and Film." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1833.
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Over the past two millennia, dominant Western narratives of the Persian Wars have established a problematic East-West binary in which Greece is represented as a defender of democracy whose improbable victory over the Persians laid the foundation for the development of Western civilization and the Persians are represented as a power hungry, totalitarian “Other” determined to subjugate all whom they encounter. Frank Miller’s graphic novel, 300, and its subsequent film adaptations, 300, and 300: Rise of an Empire (collectively referred to as the 300 franchise) have reinforced and contributed new problematic elements to the dominant Persian War narratives with contemporary visual representations of key historical figures, locations, and events as they pertain to the conflict. In this thesis I conduct a visual rhetorical analysis of the 300 franchise to identify and explain its problematic visual representational tactics for both the Greeks and Persians. Next, I conduct a visual rhetorical analysis of a non-Western Persian Wars counter-narrative, Ramin Abhari’s Xerxes Speaks. Throughout my analysis of Xerxes Speaks I identify instances in which the counter-narrative addresses 300’s problematic representations of the East as “Other.” I conclude by discussing the importance of critiquing visual representations in order to continue to disrupt dominant Western Persian War narratives and subsequently try to establish a currently marginalized Persian perspective on the Persian Wars.
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Wale, Kim. "'Making our own means' : counter-narratives in squatter memories of violence, resistance and transition in the Western Cape." Thesis, SOAS, University of London, 2013. http://eprints.soas.ac.uk/18074/.
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The transition from apartheid to democracy in South Africa did not bring structural economic transformation and the majority of black South Africans remain marginalised. This thesis examines the role of memory in legitimising and challenging this contradiction of transition without transformation. It asks how local actors who were involved in the squatter struggles of Crossroads in the 1980s bring their lived memories into conversation with national memory discourse. Key findings demonstrate a contradictory relationship between respondents' lived memory and national memory discourse. On the one hand, local memory is used as a resource through which respondents attempt to gain inclusion into the dominant memory identities and discourses of transitional justice and post-conflict development. On the other hand, it acts as a weapon which challenges the underlying assumptions of this broader memory field. This thesis offers insights into the way in which memory works and the ideological role it plays in the field of transitional justice and postconflict development. Conclusions draw out an alternative narrative of struggle and transition that challenges the memory politics of South Africa's recent history.
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Kranz, Tova E. "Body, Land, and Memory| Counter-Narratives in the Poetry of Minnie Bruce Pratt, Brenda Marie Osbey, and Natasha Trethewey." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10618383.
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In the South, as William Faulkner famously observed in his 1951 novel Requiem for a Nun, “The past is never dead. It’s not even past.” The power of historical narrative is not lost on the region’s contemporary writers either, including poets Minnie Bruce Pratt, Brenda Marie Osbey, and Natasha Trethewey. This thesis examines these poets’ works within the context of Southern studies, as well as the ways in which each poet grounds counter-narratives in Southern soil, and communal memories in the region’s marginalized bodies. Establishing these bodies—those of black, mixed-race, and lesbian women in particular—as sources of intensely regionalized knowledge and memory legitimizes the kind of subjective histories from which these poets appear to draw while also establishing a tradition of multiplicity in narrative. Tracing memory’s evolution and preservation in marginalized bodies also casts them as sources of collective memory capable of augmenting or dismantling the white patriarchal master narrative of Southern history.
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Prasad, Allison S. "Lift Every Voice: The Counter-Stories and Narratives of First-Generation African American Students at a Predominately White Institution." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397667313.
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Marrone, Melanie. "Three Latina Counter-narratives of Courage, Strength, and Resiliency Experienced from the Margins of a White Majority High School." Thesis, Lewis and Clark College, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=22623009.
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Few studies focus on the voices of students of color and their insight and recommendations for school leaders wishing to transform their schools into socially just and equitable institutions. This dissertation bridges the gap in the literature by giving voice to three Latina women who attended the same predominantly White high school within a ten-year period. The purpose of the study was to understand how the participants described their ethnic racial identity, and how they experienced schooling, within a predominantly White educational space. Further, the study offers concrete suggestions for school leaders wishing to transform their schools into culturally responsive institutions. Narrative storytelling was the chosen methodology, with the expressed goal of honoring the participants’ lived experiences navigating a predominantly White educational system. Three in-depth semi-structured interviews were conducted with each participant. By voicing their challenges, strengths, and resiliency, this study provides three counter-narratives through which educational leaders may come to better understand the needs of Latino/a students. Key findings of this study included an examination of the exclusionary treatment experienced by the participants and an analysis of the ways in which these experiences impacted their ability to fully access or benefit from their education. Within each narrative, I grouped the participant experiences under two categories: Identity and School Experience. Themes and sub-themes emerged within each category. These were included to provide deeper, richer narratives. The theme of the critical role of family emerged under the first category, Identity. Under the second category of School Experience, three overarching themes emerged. These included the participants’ experiences of exclusion, support, and empowerment in school. Within exclusion, the girls reported experiences related to racism and discrimination, dominant discourse/White privilege, institutional barriers, belonging, disengagement, discipline/unequal treatment, physical/emotional mistreatment, and silencing. Under support, sub-themes were identified around adult allyship, relationships with staff, and parental attitude toward education. Finally, within empowering experiences, the sub-theme voice—particularly the use of voice to speak out against inequities—emerged. The combined voices, told through the participant narratives, provide valuable insights for educational leaders wishing to reform their schools into more inclusive, socially just institutions.
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Boltokova, Daria. "Intergenerational disjunctures in the Dene Tha First Nation of northern Alberta : adults' nostalgia and youths' 'counter-narratives' on language revitalization." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43123.
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This thesis analyzes generational differences that create social and linguistic ‘disjunctures’ (Meek 2010) influencing revitalization ideologies among members of the Dene Tha First Nation of northern Alberta. Unlike many First Nations people in Canada, most Dene Tha adults still speak their language, Dene Dháh, the Dene language, fluently. Individual fluency among younger generations, however, varies as language shift to English has begun to affect the extent to which children learn and use Dene Dháh. Dene adults and Elders observe increasing disinterest among younger people in maintaining their heritage language and culture, and they often contrast these observations with their own experiences of learning about traditional customs and values. Nostalgia for the past, and romanticizing a “proper” Dene way of living and behaviour, is commonplace among older generations of the Dene Tha. I argue that, although young people are criticized for their disinterest in the Dene language and culture, their narratives, which I describe as ‘counter-narratives’ following McCarty et al. (2006), suggest deeply felt concerns about the future of their language and culture. In particular, youth are developing eclectic ways of blending traditional culture and contemporary practices that may not necessarily fit with “proper” Dene ways, as understood by Elders. Their ‘counter-narratives’ instead reveal youths’ interest in maintaining and ‘modernizing’ their own language and culture.
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Balbi, Anne-Marie. "Constructing Counter-narratives to Terrorism - A Comparative Analysis of Collective Resistance in the aftermath of the terror attacks in Bali and Norway." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/78145.
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This dissertation explores the communicative dimensions of counter-terrorism (CT) and countering violent extremism (CVE), and how counter-narratives to terrorism and violent extremism (VE) emerge organically. Examining the symbolism of terror attack sites in Bali and Norway, it explores a) the discourses and local/national meanings attached to the sites b) the local resilience and collective action generated, conducting a discussion on the tangible insights and opportunities for emancipation for the field of CVE in general.
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Theuri, Naomi. "Gender and Contextual Perspective in Countering Violent Extremism (CVE): Examining Inclusion of Women and Contextual Factors in Online Approaches to CVE." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25174.
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A holistic approach to Counter Violent Extremism (CVE) in the Internet Environment and Social Media is essential. This thesis focuses on gender and context consideration in online approaches to CVE through use of a literature review and samples of online counter-narrative campaigns. This has led to determination of the extent to which gender and context have been considered in online approaches to CVE and identifying what they mean for CVE online, while highlighting full participation of women in online approaches that are aimed at countering violent extremism as well as the critical role of contextual factors in online approaches to CVE. In addition, the thesis shows that more research is needed to fill the gaps identified. These gaps are the role of women in online CVE campaigns as well as contextual factors that are associated to violent extremism. More so, online narratives should be all rounded since this study found that CVE narratives have failed to identify a predictable psychosocial trajectory to explain de-radicalization processes that are crucial to disengage radicals.
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Harald, Patrice E. "Is it too late by eight? Recognising the protective factors of culture, education and family in raising resilient Aboriginal and Torres Strait Islander children." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112183/1/Patrice_Harald_Thesis.pdf.
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This study explores the development of resilience and cultural resilience and the strength of Aboriginal and Torres Strait Islander children in the early years 0-8 years. Cultural resilience is based on success and Indigenous worldviews. Participants indicated that culture, family and community play a significant role in growing up children. It enabled children to cope with transitioning between home, community and the school community. Factors such as a knowing one's culture, protocols, having respect for self and others builds strength,identity and ability to display empathy to others. Family and culture provide children from a young age that knowing where they belong, where they come from and in having strong connection to country and kin, and community enables them to navigate the many challenges in society they may face in a positive and respectful way.
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Sadddler, Craig A. Sr. "People Who Care: Counter-Stories of Unitary Status in Rockford, Illinois." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1452594736.
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Silva, Santa Julia. "“Vem vamos juntos! Dá-me tua mão e vamos juntos!”: reconhecimento e narrativas sobre a trajetória de Oliveira Silveira." Universidade Federal de Pelotas, 2014. http://repositorio.ufpel.edu.br/handle/ri/2690.
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Este estudo aborda numa perspectiva antropológica, a trajetória política e intelectual de Oliveira Silveira considerando um intelectual contemporâneo com uma significativa contribuição para a atualização do pensamento social brasileiro, por meio da elaboração de contranarrativas sobre a presença negra no país. As múltiplas frentes de atuação de Oliveira Silveira impulsionam a refletir sobre os atravessamentos identitários por meio dos quais este se constitui na pessoa-personagem narrada pelos interlocutores dessa pesquisa. Tomando como aporte as discussões que procuram atualizar o campo antropológico em termos teórico-metodológico, este trabalho se inspira na perspectiva de Sahlins (1990), Turner (2005) e Gonçalves (2010), autores que pensam a relação entre ação e estrutura, bem como a relação entre esquemas culturais prévios e as apropriações que os sujeitos fazem deles. Incorpora-se a perspectiva de Said (1993) que discute o papel do intelectual na sociedade contemporânea. Busca-se nos estudos pós-coloniais elementos convergentes para situar Oliveira Silveira como intelectual diaspórico e como portador de uma identidade híbrida representada pela articulação conjunta de sua identidade regional e de sua identidade negra. O estudo procura descrever os deslocamentos vivenciados por Oliveira Silveira tanto no sentido geográfico como sentido simbólico. Este foi o proponente do Vinte de Novembro como data de maior significado para a história negra do país, sendo também atuante em organizações negras, tais como: clubes sociais negros, escolas de samba, congadas. Além disso, organizou vários grupos de ativismo político na capital, o primeiro deles, o Grupo Palmares e depois o Grupo Semba, Razão Negra, Revista Tição e Associação Negra de Cultura. Todas as organizações lideradas por Oliveira Silveira se destinavam, simultaneamente, à luta política e à promoção da cultura negra. Essa dissertação se propõe a apresentar o percurso etnográfico percorrido para apreender como diferentes pessoas, que conviveram com Oliveira Silveira em diferentes momentos compreenderam, significaram e valorizaram a trajetória deste intelectual e ativista. A partir da proposta de etnografia multisituada de George Marcus (1994), a pesquisa procurou identificar a forma como cada interlocutor(a) elaborou sua percepção e interpretação a respeito da trajetória de Oliveira Silveira, convertendo-as em narrativas.
The presuppositions of this study address the political and intellectual trajectory of Oliveira Silveira based on an anthropological perspective. This study takes into consideration that he is a contemporary intellectual that provides a meaningful contribution to the update of the Brazilian social thought, through the presentation of counter-narratives related to the black presence in the country. The many places that Oliveira Silveira occupies stimulated the reflection about the identity crossings from which he is constituted in the person-character, narrated by his interlocutors.Taking as a guide to the discussions that focus on updating the anthropological field in theoretical-methodological terms, it was adopted in this study the perspectives of Sahlins (1990), Tunner (2005) e Gonçalves (2010), authors that think the relation between action and structure, as well as the place of the individual in the cultural life. In this study, it was incorporated the perspective of Said (1993) who discusses the role of the contemporary intellectual. Studies on convergent elements of the post-colonial period were also consulted in order to place Oliveira Silveira as a diasporic intellectual with a hybrid identity represented though the simultaneous articulation of his regional and black identity. In this study, it is intended to describe this displacement lived by Oliveira Silveira in the physical as well as in the symbolic way. This was the proponent of November twentieth as the date of greatest meaning to the black history of the country, being also active in black organizations, such as: clubs, samba schools and congadas. Besides, he has organized many groups in the capital, the first of them, the group Palmares and after the group Semba, Razão Negra, Revista Tição and Associação Negra de Cultura. All these organizations were lead by Oliveira Silveira and aimed at the political fight and to the promotion of the black culture. These dissertations aim at showing how different people, at different moments, understood, made sense and valued the intellectual trajectory of this activist. The choice of the topic of this study brings, a priori in an implicit way, the observation of the meaningful role played by Oliveira Silveira. This research aimed at identifying how each one chose to narrate their perception and comprehension related to the trajectory of Oliveira Silveira.
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Lauri, Marcus. "Narratives of governing : rationalization, responsibility and resistance in social work." Doctoral thesis, Umeå universitet, Statsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-119783.
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For many years, Sweden has had a reputation for having a comprehensive and women friendly welfare state. However, as in many other European countries during the past few decades, the organization and governing of welfare has undergone profound changes. Through interviews with social workers and the application of theories of governmentality, this thesis analyzes the expressions and consequences of such current organization and governing. One result is that the introduction of meticulous documentation practices of social workers contact with clients, regulate their interaction and constitute a control over both client and social worker. Another result is that the current organization fragments labor and awards more authority to managers, which functions to produce loyalty to the organization and management, rather than clients. This is expressed in demands not to voice protest, as it is said to create a bad mood. It is also expressed in demands to spend as little as possible on clients; short duration of treatment, preference for outpatient treatment and by making it difficult to receive financial support. This austerity is legitimized through the intermeshing of different ideals; budget awareness, evidence that supports short and outpatient treatment and that clients in order to change their course of life should to be allowed or coerced into taking individual responsibility. Another important finding is that the current governing and organization of social work produce distance and detachment, and thus discourage caring subjects. This is a complex process in which an assemblage of different techniques and rationalities undermines the cultivation of a relationship between social worker and client. 1) The ideal of evidence-based practice favors rigid methods over a flexible and holistic approach. 2) Ideals of rationality, closely connected to notions of masculinity and professionalism, value objectivity and devalue and deter the surfacing of emotions. 3) Meticulous practices of documentation reduce the amount of time available to meet clients. 4) Ideals and particular methods designed to promote individual responsibility in clients legitimize social workers distancing themselves from clients’ dependency and needs. 5) A division of labor, in either assessment or treatment, reduces time spent with clients for those who work with assessment and ultimately engage in the rationing of resources. 6) Standardized digital templates, installed to aid in assessments, regulate and proceduralize interactions with the client. 7) Austerity, heavy workloads, individualized responsibility and stress further accentuate distance, as detachment becomes a means to cope with arduous working conditions. The transformation of social work described above produces alienation and a fragmentation of social workers’ collective subjects. Simultaneously, an ethos of caring makes some social workers work extra hard to provide for clients, which ultimately covers for flaws in the system. Although such an ethos of caring allows for the further exploitation of social workers, it is also understood as a means of resistance, which in turn also forms the basis for organized resistance.Sverige har ett internationellt rykte för att ha en omfattande och kvinnovänlig välfärd. Även om riktigheten i en sådan uppfattning sedan länge ifrågasatts har på senare år, likt i många andra Europeiska länder, det svenska välfärdssystemet genomgått en omfattande förändring i avseende på dess räckvidd, men också dess organisering och styrning. Fokus för denna studie är just denna organisering och styrning, och mer specifikt, hur detta påverkar ett av välfärdens kanske mest centrala område: socialt arbete. Genom att intervjua socialarbetare undersöks i denna studie uttryck för och konsekvenser av en sådan förändring, bland annat genom att undersöka hur könsbundna föreställningar och förväntningar är sammanflätade med det sociala arbetets organisering och styrning. I studien konstateras att socialarbetare erfar att deras arbete genomgått omfattande förändringar, vilket kopplas ihop med både organiseringen och styrningen av det sociala arbetet. Detta uttrycks både i de ideal som kringgärdar arbetet men också i dominerande arbetssätt. En sådan förändring är införandet av omfattande dokumentationsprocedurer av socialarbetarens arbete och kontakt med klienter, vilket medför att kontakten med klienterna blir ytligare. Dokumentationsprocedurerna utgör också en sorts kontroll av både klienterna och socialarbetarna själva. En annan förändring som konstateras är att nya organisationsmodeller och en förändrad ledarskapskultur skapar förväntningar på socialarbetarna att vara lojala med organisationen och ledningen snarare än klienterna. Bland annat utrycks detta genom förväntningar att inte protestera och skapa dålig stämning på arbetsplatsen, men också genom uttalade krav att spendera så lite resurser som möjligt på klienterna; korta behandlingstider, öppenvårdsalternativ och orimligt hårda krav för att få ekonomiskt bistånd. Detta legitimeras genom sammanväxningen av flera olika ideal; budgetmedvetenhet, att klienter inte mår bra av långa institutionsvistelser, men också att klienterna ska tillåtas eller bör tvingas att klara att sig själva. Ett av studiens huvudresultat är att den nuvarande organiseringen och styrningen av socialt arbete skapar avstånd och likgiltighet. Genom flera sammankopplade ideal och arbetssätt styrs dagens socialarbetare till att bry sig mindre om de klienter de möter. På så sätt undermineras förutsättningarna för framväxten av en djup relation mellan socialarbetare och klient; 1) Idealet och kravet att socialarbetare ska arbeta utifrån evidens, det vill säga metoder och förhållningssätt som i speciellt utformade utvärderingsmodeller visat sig ha effekt, gör att väl strukturerade och rigida metoder ges företräde. Denna instrumentalisering underminerar ett flexibelt, relationsorienterat och helhetsfokuserat sätt att arbeta. Dessutom gör evidensidealets fokus på enskilda individer och avgränsade utvärderingstider att mer samhällsinriktat kritiskt och långsiktigt inriktat arbete undermineras. 2) Ett rationalitetsideal, tätt sammanbundet med föreställningar om professionalitet och maskulinitet, värderar objektivitet och förmågan att frikoppla socialarbetarens egna känslor från sitt arbete. Detta maskuliniserade professionsideal innebär att empati och solidaritet med klienten undergrävs. 3) Omfattande krav på olika former av dokumentation av det sociala arbetet gör att tiden som socialarbetaren har till sitt förfogande för att besöka och att ha möten med klienten blir knapp. 4) Ett allmänt samhällsideal kring individuellt ansvar och en särskild arbetsmetod (motiverande samtal) som många socialarbetare förväntas lära sig, framhäver klientens eget ansvar för och vilja till förändring. Detta legitimerar ett avståndstagande från klientens behov av hjälp och stöd enligt logiken ”du måste klara detta själv”. 5) En vanligt förekommande uppdelning av socialarbetarnas arbetsuppgifter i en så kallad beställar-utförarmodell gör att vissa socialsekreterare arbetar med hjälp och stöd, medan andra arbetar med bedömningar av klienters behov. De senare, som också har inflytande över resurstilldelning, blir med en sådan organisering av arbetet alltmer frikopplade från den stödjande och hjälpande verksamheten och kontakten med klienten. 6) Standardiserade digitala bedömningsinstrument, skapade för att på ett likvärdigt sätt bedöma klienters behov och dokumentera det sociala arbetet, reglerar och instrumentaliserar kontakten med klienter. 7) Tunga arbetsbördor, individualiserat ansvar och stress, bidrar ytterligare till att skapa avstånd och likgiltighet eftersom det för vissa utgör ett sätt att genomleva en ohållbar arbetssituation. En allmän åtstramning av socialtjänstens resurstilldelning förstås som en viktig orsak till behovet av att skapa ovan distansmekanismer. Men distansen hänger också ihop med en tendens till ett återupplivande av en tidigare dominerande förståelse av marginalisering och sociala problem; där människors nöd ses som ett utslag av dålig karaktär och ett resultat av dåliga individuella val. De förändringar av det sociala arbetets premisser som beskrivits ovan gör att socialarbetarna alltmer görs främmande inför sitt arbete – de alieneras. Detta främmandegörande uttrycks genom att inte kunna identifiera sig med arbetet självt, sina kollegor eller med sig själv. Ett sådant främmandegörande underminerar, eller fragmentiserar, både relationen till klienten, men också en känsla av gemenskap med andra socialarbetare. En gemenskap som kan utgöra ett ”vi” och ligga till grund för att ställa krav, protestera och göra motstånd mot avhumaniserande ideal och reformer. På så vis är främmandegörandet inte bara en konsekvens av dagens organisering och styrning, utan också något som fyller en viktig funktion för en sådan styrning och organisering, och genomförandet av en allmän åtstramning i socialpolitiken. Samtidigt som dagens organisering och styrning av socialt arbete är främmandegörande, slår vissa socialarbetare knut på sig själva och arbetar extra hårt för att täcka upp för systemets brister och krympande resurser, för att trots det svåra läget ändå försöka ge det stöd som de upplever att klienten behöver. Ett sådant historiskt förankrat femininiserat omsorgsideal, dvs känslor av ansvar och empati inför behövande och en ilska inför oförrätter, utgör därmed på samma gång grund för en fördjupad exploatering av socialarbetarna, och ett vardagligt motstånd mot rådande system. I ett läge när flera upplever att kollegialiteten som grund för motstånd på arbetsplatserna underminerats, utgör ett sådant omsorgsideal samtidigt också grunden för organiserat motstånd utanför arbetsplatsen, bortom chefernas insyn, kontroll och härskartekniker. Medan nuvarande styrningssystem underminerar ett visst sorts motstånd, uppstår samtidigt grunden för nya.
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Rahman, Shamsul Abdul. "A web site for narrative interactive learning environments /." Leeds, 2001. http://www.leeds.ac.uk/library/counter2/compstmsc/20002001/rahman.ps.
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Rodrigues, Gustavo Carbonaro. "Narrativas brasileiras: identidade e discurso diplomático no governo Lula." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-25112015-101347/.
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Este trabalho propõe uma reflexão sobre como o discurso diplomático estabelece um enredo para a identidade nacional e colabora para a construção de uma narrativa de país. Em um mundo cada vez mais interdependente e conectado, a metanarrativa de país precisa do suporte de uma inserção internacional autônoma, criativa e pragmática para continuar a se estabelecer. Diante desse contexto, o governo Lula (2003-2010) reposicionou o Brasil no cenário internacional e colocou a política externa a serviço de seu projeto de nação. O governo adotou uma estratégia de valorização da autoestima, reforçada pela ideia de Brasil emergente, da solidariedade latino-americana e da reaproximação com a África, para alterar algumas figuras narrativas da rede simbólica da identidade nacional e tentar superar suas diversas contradições. A partir da análise de discursos da diplomacia brasileira, estabeleceu-se um percurso teórico interdisciplinar para demonstrar as inter-relações entre narrativa de país, discurso diplomático e identidade nacional, ajudando a revelar a estrutura do mito nacional brasileiro.This research proposes a reflection on how the diplomatic discourse establishes a plot to national identity and contributes do build a narrative of country. Faced with an increasingly interdependent and connected world, the metanarrative of country needs the support of an autonomous, creative and pragmatic international insertion to establish itself. In this context, Lula administration (2003-2010) repositioned Brazil internationally and put foreign policy in the service of its national project. The strategy adopted by the government was to enhance self-esteem, strengthened by the idea of the emerging Brazil, the Latin American solidarity and the rapprochement with Africa, to change some narratives figures of the symbolic network of national identity, and try to overcome its many contradictions. From the analysis of speeches of Brazilian diplomacy, It was settled an interdisciplinary theoretical path to demonstrate the interrelationships between country of narrative, diplomatic discourse and national identity, revealing the structure of the Brazilian national myth.
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Faircloth, Glenn L. Jr. "A Qualitative Study/Counter-StoryTelling: A Counter-Narrative of Literacy Education For African American Males." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240574908.
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Faircloth, Glenn L. "A qualitative study/counter-storytelling a counter-narrative of literacy education for African American males /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1240574908.
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Ng’ok, Ivy Chemutai. "A counter-narrative analysis of psychological riot in contemporary painting." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/60458.
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I am rioting against a system of my own beliefs about the world. In my mind, I struggle to overcome these beliefs, hence, I construct the psychological riot as ‘the disturbance of the mind’. In this mini-thesis, I argue that it exists in the psyche too. This definition of psyche becomes painterly. My psychological riot is difficult to trace, let alone paint. The beliefs that I target are patriarchy within a post-colonial context. I use theories that are simultaneously psychological and corporeal. They address violence colonialist system. The psychological riot is an practical submission.
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Franklin, Joseph. "Incongruity, Context, and Counter-Narrative: Challenging Assumptions About Multilingual Writers." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430408685.
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Berman, Ellen. "Evaluating the Effectiveness of Counter-Narrative Tactics in Preventing Radicalization." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7461.
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The U.S. Department of State disseminates counter-radicalization information through social media but has been unable to reach users due to an inability to create engaging posts due to a lack of understanding of the interests of the general population. The purpose of this quantitative study was to assess the utility of data analytics when administering counter-radicalization social media campaigns. The population for this study were social media posts published on the Quilliam Facebook page between 1 January 2018 and 31 December 2018. The nonexperimental quantitative descriptive research design sought to examine the correlation between the independent variables (topic of a post, use of visual aids in the post, and the geopolitical region the post addresses) and the dependent variables (resulting likes and shares). This study relied on the strategic choice theory which argues that individuals perform a cost and benefit analysis when deciding to join a terrorist organization and commit acts of terrorism. Specifically, individuals are often interested in participating in terror-ism in an effort to gain resources and feel a sense of belonging but can be dissuaded upon realization that terrorism can actually degrade their quality of life. The research found that social media can be used as a tool to increase the perceived costs of terrorism and decrease the perceived benefits of terrorism. The study concluded that posts which involved a personal story emphasizing the ramifications of terrorism and included a video resulted in the highest number of likes and shares, respectively. The findings provide a strong argument for utilizing data analytics to improve the dissemination of counter-radicalization information which could prevent individuals from joining terrorist organizations and committing acts of terrorism.
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Eastman, Rayshawn Lawndale. "Beyond the messages: A counter-narrative of Black men navigating college." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1512052759139359.
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Beckwith, Deonne. "Teachers' Narratives on Turnover in Focus County Schools." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/5604.
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Focus County School District in the Mideast United States experienced a 12% teacher turnover rate over the last 2 years. The purpose of this study was to explore those factors that led to teachers leaving the district. Bandura's social cognitive theory was the guiding theory to examine and explain those factors that contributed to the district's teachers' attrition. Using narrative inquiry, the teachers' thick descriptions of their experiences were collected through the interview process. The data consisted of 9 personal interviews of teachers who left the district. .The data were analyzed and coded through the 6-part LaBovian model of abstract, orientation, complicating action, evaluation, result, and coda. The semistructured interviews were analyzed with thematic analysis of the interviews. The 4 themes, developed inductively, were (a) lack of administrative support, (b) mentoring, (c) teacher preparation, and (d) salary. The results of the study prompted questions about how teacher careers might be sustained by considering each person's narrative stories. A policy paper project was created based on the findings of the study. The policy paper addresses teacher turnover in Focus County schools and ways to mitigate the turnover crisis. Positive social change will result from the school district being better positioned to improve teacher stability. Through increased teacher stability, the students will be situated for improved instruction.
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Mortensen, Camilla Henriette. "Healing the handless maiden : women's (counter) narrative and the recuperation of agency /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3061959.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 227-239). Also available for download via the World Wide Web; free to University of Oregon users.
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Vander, Stoep Beth A. "Cross Country Kibitizing| Narratives of North American Jewish Intentional Communities." Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426708.
Full textAbstract:
My thesis is focused on the formation of Jewish Intentional Communities (JICs) in the United States. What is a Jewish Intentional Community (JIC)? I define a Jewish Intentional Community as a group of households that come together to form a cooperative housing and or shared economic structure. The form of capital exchanged may be labor, land, wisdom, tradition-al knowledge, skills, and or finances.
In this paper I use Grounded Theory to encounter the specific reasons why American Jews choose to live in JICs. JIC is a loose term. As the reader will find in many cases it means a co-housing-kibbutz development, in other cases it's an economic development, a havurah type socially focused development, or in more cases than not, some combination of all.
Kavanah means intentionality. The sages suggest that there is nothing done that is Jewish that is without kavanah, thus community is always an intentional act. Thus, it is well worth not-ing that the idea of a Jewish Intentional Community in Diaspora is nothing short of an ancient concept. Stories within Tanakh speak of making community in exile. In the days before the Inquisition, Sephardic Jews excelled in business, scholarship, and medicine. Prior to the Shoah, Yiddish culture was thriving. In the United States Yiddish Theater is considered a major contributor in contemporary comedy. This thesis delves into the history of the movement, it's influences, and specifically why millennial Jews in America are drawn this way of doing Jewish community.
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Fahd, Ahmad, and George Bsirini. "Syrians of The Diaspora : Seeding and harvesting the design of a book and a manifesto." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105450.
Full textAbstract:
This project proposes and uses co-creation design methods, a design approach based on allowing users to play a design role; by creating a project. The design process comprises design specialists and participants from various specialties and ages, then finding common ground and interests to develop a future work plan. Collective creation designers can provide tools and workshops to support and develop a fledgling community initiative that works within design and change. After the Syrians were exposed to a movement towards world countries, forming a diaspora condition within their families and host societies. This project was implemented in January 2021, with two collaborating students of the Bachelor of Design + Change at Linnaeus International University in Sweden, titled ‘’Syrians of The Diaspora’’. The project deals with collective creation in addressing issues to which immigrants are exposed, several issues that cause feelings of despair, and loss of creative value, influenced by their neglected skills and life experiences. To create a ‘’vocational cultural knowledgeable club’’ in the host country that employs their skills and presents them to the host community, facilitating integration plans.
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Trinchero, Beth. "Counter Narrating the Media’s Master Narrative: A Case Study of Victory High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/261.
Full textAbstract:
Since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), Berliner and Biddle (1995) have argued media have assisted leaders in creating a “manufactured crisis” (p. 4) about America’s public schools to scapegoat educators, push reforms, and minimize societal problems, such as systemic racism and declining economic growth, particularly in urban areas. The No Child Left Behind (NCLB) Act (2001) functions as an important articulation of this crisis (Granger, 2008).
Utilizing the theoretical lenses of master narrative theory (Lyotard, 1984), Critical Race Theory (Delgado & Stefancic, 2001), and social capital theory (Bourdieu, 1986; Coleman 1988), this study employed critical discourse analysis (Reisigl & Wodak, 2009) to unmask the mainstream media’s master narrative, or dominant story, about Victory High School (VHS), which was reconstituted under the authority of the NCLB Act (2001). Findings revealed a master narrative that racialized economic competition, vilified community members, and exonerated neoliberal reforms.
Drawing on the critical race methodology of counter-narratives (Yosso, 2006), individual and focus group interviews with 12 VHS teachers, alumni, and community elders illustrated how reforms fragmented this school community, destroying collective social capital, while protecting the interests of capitalism and neoliberalism.
By revealing the interests protected by the media’s master narrative and beginning a counter-narrative voiced by members of the community, this study contributes to recasting the history of the VHS community, to understanding the intersections between race and class in working class communities of color, and to exposing the impact of neoliberal educational reforms on urban schools.