Dissertations / Theses: 'Counternarrative'

1

Albrecht, Morgan. "Broadcasting from the Streets: The Counternarrative Potential of Livestreaming." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1130.

Full text

Abstract:

As livestreaming has become more ubiquitous in recent years with its expansion over social media platforms, and as mainstream media outlets begin to take advantage of the medium, it is important to recognize that the technology has important roots in the hands of marginalized communities. Specifically, livestreaming has historically been an outlet used by activists in protest settings in order to counter the narratives of mainstream media. This paper seeks to evaluate the counternarrative potential of livestreaming by looking into footage from both the 2012 student protests in Montreal and the 2014 protests in Ferguson in direct comparison to traditional broadcast coverage from these events. Ultimately, I argue that while there are dangers that inherently accompany the use of livestreaming, it nonetheless has the potential to be a powerful and practical tool in the hands of protesters.

APA, Harvard, Vancouver, ISO, and other styles

2

Davis, Luis Carlos. "Mascara: Creating, Producing and Analyzing a Counternarrative Film-Text." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612430.

Full text

Abstract:

Máscara is an analysis of an existing film about sicarios, hit men who have been part of organized crime in Mexico. Máscara and it is based on the lives of three sicarios. The first and youngest sicario, in his mid twenties, wears a white ski mask and goes by the alias La Liebre. The second one wears a red ski mask and goes by the alias of El Monstruo and is in late forties. The third one, in his sixties, wears a green ski mask and goes by the alias of El Tanque.

APA, Harvard, Vancouver, ISO, and other styles

3

Dorson, James [Verfasser]. "Counternarrative Possibilities : Virgin Land, Homeland, and Cormac McCarthy's Westerns / James Dorson." Frankfurt am Main : Campus Verlag, 2016. http://www.campus.de/home/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Senff, Sarah A. "IN SEARCH OF A POLYPHONIC COUNTERNARRATIVE: COMMUNITY-BASED THEATRE, AUTOPATHOGRAPHY, AND NEOLIBERAL PINK RIBBON CULTURE." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1376083772.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Villela, Berenice. ""Nudge a Mexican and She or He Will Break Out With a Story": Complicating Mexican Immigrant Masculinities through Counternarrative Storytelling." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/98.

Full text

Abstract:

In this thesis, I explore Latino masculinities and contest their uniformity through transforming an oral history conducted with my father into a collection of short stories. Following storytelling traditions of Latino/Mexican culture, I converted an oral history interviews with my dad into a collection of short stories. From these short stories I extracted themes relating to the micro and macro manifestations of gender policing. Drawing from Judith Butler's Theory of performativity and Gloria Anzaldua's theory of Borderland identities, I rethink masculinity and offer Jose Esteban Munoz's theory of disidentification. With these theories in conversation, I analyze the themes of the short stories I present. In Chapter One, I investigate the potential of verguenza and respeto, or shame and respect, to complicate masculinity. In Chapter Two, I critically analyze my father's interaction with INS officials during his interview to become a U.S. resident. In these two sets of stories, I use disidentification to uncover the third space relationship with masculinity. I see this relationship at the intersections of race, class, gender and ability, the identities which come together to leave my father in the borderlands. Ultimately, I complicate masculinity through these analyses, offering a space for a nonoppressive masculinity.

APA, Harvard, Vancouver, ISO, and other styles

6

Moore, Belinda S. "Young adult dystopian fiction in the postnatural age." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/101535/1/Belinda_Moore_Thesis.pdf.

Full text

Abstract:

This creative works thesis comprises an exegesis and a novel. Both explore the ways that a postnatural perspective can shape the reading and writing of young adult dystopian fiction. Approaching literature from a postnatural perspective can highlight a connection between shifts in a novel's key terms and the development of the protagonist towards understanding their world as an interconnected ecosystem. Through its grounding in ecocriticism and children's literature criticism, this research investigates the contributions a postnatural perspective offers young adult dystopian fiction generally, and specifically, in the development of the novel When the Cloud Hit the Kellys.

APA, Harvard, Vancouver, ISO, and other styles

7

Hylton, Rhonda C. "Who Are We? My Sisters and Me: A Multiple Case Study of Black Women Faculty and How Their Teaching Experiences and Positionality Influence Their Perceptions of Their Literacy Pedagogy." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594836145961.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Pinheiro, Anderson Vitorino. "Entre as ruínas da contranarrativa: a representação da realidade em Homem em queda, de Don DeLillo." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8151/tde-18012016-134527/.

Full text

Abstract:

Esta dissertação investiga os modos de representação da realidade no romance Homem em queda, do norte-americano Don DeLillo. O método utilizado é a análise interpretativa de trechos chaves do romance que possam representar a arquitetura de toda a narrativa, ao modo de Erich Auerbach. Escritos do teórico Fredric Jameson acerca do inconsciente político e da questão temporal na pós-modernidade se somam a teorias de Karl Marx (alienação) e Guy Debord (sociedade do espetáculo) para auxiliar a leitura sócio-histórica do romance.
This master\'s thesis investigates the representation of reality in the novel Falling Man, by Don DeLillo. The method is the interpretative analysis of key excerpts of the novel which may represent the whole architecture of the narrative, following the steps of Erich Auerbach. Writings by Fredric Jameson about the political unconscious and temporality in postmodernity as the theories of Karl Marx (alienation) and Guy Debord (society of the spectacle) helped us leading a socio-historical reading of the novel.

APA, Harvard, Vancouver, ISO, and other styles

9

Henesy, Megan Louise. "Novels of precarity : neoliberal counternarratives in contemporary British women's fiction." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/413764/.

Full text

Abstract:

This thesis argues that there isa growing canon of contemporary women’s literature that is interested in exploring and reimagingthe ‘capitalist fraying’1 of conventional good-life fantasies in contemporary Britain. By primarily using the theories of Lauren Berlant and Sara Ahmed as a framework for understanding how precarity can be considered from an affective standpoint, this thesis will study how the chosen authors present British neoliberal society as an inherently precarious environment. The thesis begins by discussing the evolution of the neologism ‘precarity’ from a term used to describe the shifting socioeconomic environment at the turn of the millennium, to one utilised across a range of disciplines to broadly describe the affective experience of living and working under neoliberal capitalism. In the first chapter, the thesis will explore how Ali Smith’s novel Hotel World presents contemporary Britain as an exclusionary environment epitomised by the non-‐place at the centre of its interweaving narratives: the Global Hotel. The second chapter discusses Kate Atkinson’s Started Early, Took My Dog, a novel which utilises the genre of detective fiction to explore two time frames that bookend the age of neoliberal ideology, the 1970s and the present day. The third chapter will study how Hilary Mantel’s Beyond Black utilises gothic tropes to display a fractured contemporary Britain, which teeters on the edge of social and environmental ruin. The thesis aims to demonstrate that these writers, in challenging the traditional narratives of the good life fantasy, are creating works that present a counternarrative to neoliberalism.

APA, Harvard, Vancouver, ISO, and other styles

10

Beckham, Jack Marlin. "Demythologizing Mexico counternarratives in Twentieth century American literature and film /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=42&did=1905732471&SrchMode=1&sid=2&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270143668&clientId=48051.

Full text

Abstract:

Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 156-162). Issued in print and online. Available via ProQuest Digital Dissertations.

APA, Harvard, Vancouver, ISO, and other styles

11

Haugen, Hayley Mitchell. "Writing the "self-determined" life representing the self in disability narratives by Leonard Kriegel and Nancy Mairs /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1147369805.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Fuller, Denise Ann. "Creating Resistance on the Border: Coalitions and Counternarratives to S.B. 1070." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492606102229575.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Harewood, Terrence O'Neal. "Struggling to Find Black Counternarratives:Multiculturalism,Black Entertainment Television, and the Promise of 'Star Power'." Miami University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=miami1020349622.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Harewood, Terrence O'Neal. "Struggling to find black counternarratives multiculturalism, black entertainment television, and the promise of 'Star Power' /." Oxford, Ohio : Miami University, 2002. http://www.ohiolink.edu/etd/view.cgi?miami1020349622.

Full text

Abstract:

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2002.
Title from first page of PDF document. Document formatted into pages; contains 354 p. Includes bibliographical references (p. 336-354).

APA, Harvard, Vancouver, ISO, and other styles

15

Penn, Carlotta M. "Thriving and Surviving: The Counternarratives of Black Women Teachers of English to Speakers of Other Languages." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1495467541318935.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

O'Brien, Emily Jane. "Reclaiming Abortion Politics through Reproductive Justice: The Radical Potential of Abortion Counternarratives in Theory and Practice." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami154363378481013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Donovan, Christopher. "Postmodern counternarratives : irony and audience in the novels of Paul Auster, Don DeLillo, Charles Johnson, and Tim O'Brien /." New York : Routledge, 2005. http://catalogue.bnf.fr/ark:/12148/cb39975904p.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Perro, Ebony Le'Ann. "Coming of (R)age: Constructing Counternarratives of Black Girlhood from the Angry Decade to the Age of Rage." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/196.

Full text

Abstract:

This dissertation assesses rage and its utility for fictional Black girls and adolescents in asserting their humanity, accessing their voices, and developing strategies of resistance that contribute to their identity formation. Through analyses of six novels: 1) God Bless the Child, 2) Breath, Eyes, Memory, 3) The Hate U Give, 4) The Bluest Eye, 5) Daddy Was a Number Runner, and 6) The Poet X, this research presents rage as a canonical theme in Black women’s coming-of-age narratives and presents connections between rage, rights, and resistance. The connections, revealed through stimuli and adaptations associated with rage, frame an argument for North Americas as an arbiter of anger. The novels construct an “arc of anger” that places them in conversation about Black girl rage and presents a tradition of Black women crafting Black girl protagonists who are conduits for counternarratives of rage. This dissertation also examines how history, memory, and culture contribute to Black girls’ frustrations and knowledge bases. By looking to works published between the angry decade (the 1960s) and the age of rage (the 2010s), the research presents ways Black women novelists and their characters return to rage to combat social institutions and critique social constructions of Black girlhood and womanhood.

APA, Harvard, Vancouver, ISO, and other styles

19

Nouar, Adel. "Le 11 septembre et la fiction américaine : écritures d'un contre-récit." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0097.

Full text

Abstract:

Les attentats du 11septembre 2001,qui ont visé l’Amérique mais dont la ville de New York a payé le plus lourd tribut,ont laissé le pays sans voix. Très vite, les auteurs de fictions ont été sollicités pour apporter un semblant de sens aux attaques les plus dévastatrices jamais perpétrées contre l’Amérique, sur son propre sol. Don DeLillo,le premier, répond à cet appel en publiant dès le lendemain des attaques un essai qui esquisse les contours de la résistance littéraire au terrorisme mais également au triomphalisme guerrier d’une Amérique qui a érigé son deuil en un discours normé contre lequel toute démarcation relevait du blasphème antipatriotique. Le contre-récit que DeLillo appelle de ses vœux dans «In the Ruins of the Future» offre ainsi la possibilité à la littérature de prendre pleinement part à l’écriture du 11 septembre qui a donné le jour à une fiction dite «post-11septembre» d’une grande variété que cette thèse propose de sonder à travers l’analyse d’un large corpus d’œuvres. De la reconquête de la ville meurtrie à la réinterprétation de l’histoire nationale, jusqu’à la redéfinition du rapport de l’Amérique avec le reste du monde, le contre-récit littéraire au 11 septembre nourrit un questionnement éthique sur les pouvoirs de la fiction, inscrivant cette étude dans la vaste recherche d’éléments de réponse à la question «Que peut la littérature?»
The terrorist attacks that targeted America on September 11, 2001,and whose price was paid by NewYork city in the harshest and bloodiest way,left the country speechless, at loss for words. Soon, authors of fiction were asked to providea semblance of meaning for the worst attacks ever launched on American soil. Don DeLillo was the first writer to answer this call by publishing an essay on the very next day following the attacks that frames where the literaryresponse, and that of fictionmore specifically, to9/11 should begin. The challenge facingthe writers of fiction was to opposeboth terrorism and the belligerent triumphalism of an America that had turned its mourning into a normative discourse from which the slightest deviation was deemed unpatriotic. The counternarrative thus called for by DeLillo in «In the Ruins of the Future» gave literature the opportunity to fully take part into the writing of 9/11. Such an endeavour gave birth to what was soon labelled «post-9/11 fiction» and characterised by a great diversity that this study seeks to sample. From reclaiming the wounded city, to reinterpreting American history, all the way to redefining America’s relationship with the rest of the world, the counternarrative provides the occasion to reflect upon the powers of fiction, making this study take part into a largerdebate over“What can literature do?”

APA, Harvard, Vancouver, ISO, and other styles

20

Jordan, Valin Skye. "A Mixed Methodology Exploration of White Female Pre-Service Teachers' Discussions of Race and Gender through Presentations of Counternarratives in Children's Literature Books." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10247994.

Full text

Abstract:

This research utilized performance autoethnography and case study methodologies to explore the ways in which White female pre-service teachers’ perceptions of race and gender are informed by their reading of four counternarratives about Black females written by Black female authors and their participation in a book club. Specifically, this study looked to uncover how engaging with a practical classroom tool like children’s literature books in a book club format creates a transformative space for White female pre-service teachers to critically interrogate notions of race and gender. Performance autoethnography allowed for an exploration of how I contributed to and was affected by the book club setting as a Black female and teacher educator. Case study methodology was used to explore the research questions more directly to capture the essence of the bounded system of the book club.

A review of literature revealed teacher education needs more structured spaces to support pre-service teachers’ ability to have conversations about race, gender, and other categories of diversity. This study focused particularly on White female pre-service teachers as they make up the majority of the teaching force in the United States. Additionally, focus was given to White female pre-service teachers as the literature shows that White women tend to use “white talk”—or ways of talking about race which allows them to protect themselves from having a conversation about race.

The results of the study are presented in the order of the books read by the pre-service teachers and myself. The findings show that the pre-service teachers did not experience the counternarratives as counternarratives, they reappropriated the texts to fit their dominate narrative. Further, the pre-service teachers were more comfortable having discussions of gender rather than race. The discussion provides description of how each book resonated with the pre-service teachers by focusing on how they conceptualized the messages presented in each counternarrative. Implications of this study for teacher education as well as further research are also provided.

APA, Harvard, Vancouver, ISO, and other styles

21

Deardorff, Karen Sickels. "Catalytic Innovations in Appalachia Ohio Health Care: The Storying of Health Care in a Mobile Clinic." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1245354639.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Phillips, Louise Gwenneth. "Young children’s active citizenship : storytelling, stories, and social actions." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/38881/1/Louise_Phillips_Thesis.pdf.

Full text

Abstract:

This thesis inquires into possibilities for young children‘s active citizenship as provoked through a practice of social justice storytelling with one Preparatory1 class of children aged five to six years. The inquiry was practitioner-research, through a living educational theory approach cultivating an interrelational view of existing with others in evolving processes of creation. Ideas of young children‘s active citizenship were provoked and explored through storytelling, by a storytelling teacher-researcher, a Prep class of children and their teacher. The three major foci of the study were practice, narrative and action. A series of storytelling workshops with a Prep class was the practice that was investigated. Each workshop began with a story that made issues of social justice visible, followed by critical discussion of the story, and small group activities to further explore the story. The focus on narrative was based on the idea of story as a way knowing. Stories were used to explore social justice issues with young children. Metanarratives of children and citizenship were seen to influence possibilities for young children‘s active citizenship. Stories were purposefully shared to provoke and promote young children‘s active citizenship through social actions. It was these actions that were the third focus of the study. Through action research, a social justice storytelling practice and the children‘s responses to the stories were reflected on both in action and after. These reflections informed and shaped storytelling practice. Learning in a practice of social justice storytelling is explained through living theories of social justice storytelling as pedagogy. Data of the children‘s participation in the study were analysed to identify influences and possibilities for young children‘s active citizenship creating a living theory of possibilities for young children‘s active citizenship.

APA, Harvard, Vancouver, ISO, and other styles

23

Shaver, Erik James. "Controversy and counternarrative in the social studies." Diss., 2017. https://doi.org/10.7912/C2PS90.

Full text

Abstract:

Indiana University-Purdue University Indianapolis (IUPUI)
This qualitative study sought to explore reasons why social studies teachers chose to teach controversial issues and counternarratives in their classroom in an era where doing so is dangerous for teachers and their job security, and how they go about doing so in their classrooms. The theoretical framework of this study encompassed the notion that the five selected teachers embodied and practiced elements of Foucauldian parrhēsía, which is teaching the truth despite the risk of doing so, despite not having explicit knowledge of this particular philosophy, and utilized counternarratives and controversial issues as a means of challenging dominant social norms to bring about a more just and equitable society. The existing literature suggests that their pre-service teacher education provided little influence on their decisions, despite the positive historical, personal, and democratic outcomes from teaching a curriculum exploring controversial issues and counternarratives. Five teachers were recommended for this study due to their reputations for teaching controversial issues and counternarratives in their social studies classrooms. After interviewing and observing these teachers, a number of interesting findings came to light, including a list of best practices for how to teach controversial issues in the classroom, reasons why the teachers taught controversial issues in the classroom, structures of support and barriers for teaching a critical social studies curriculum, and differences between those who believed they taught controversial issues in their classroom but did not, and those who actually did.

APA, Harvard, Vancouver, ISO, and other styles

24

Yu, Haiqing. "Chinese media spectacles in the new millennium: counternarratives of modernity in China." 2006. http://repository.unimelb.edu.au/10187/3306.

Full text

Abstract:

This thesis investigates the centrality of media spectacles in contemporary Chinese media culture, as sites of contestation over identity, citizenship and ethics. It examines four media spectacles - the media event of the new millennium celebrations, the news event of SARS reportage, the media stories about AIDS and SARS by new media users, and the media campaign war between Falun Gong and the Chinese state - to show how such contestation occurs in the interplay between the state and the non-state. It argues that the praxis to define identity, citizenship and ethics is not only in contestation (featuring resistance and opposition), but also in conjunction (characterized by mutual accommodation and appropriation) between the state and the non-state. Chinese modernity is produced in such interplay.
This thesis is an interdisciplinary study of Chinese media culture, which combines theories from media studies and critical theory with those from China studies, particularly cultural studies in and about China. Chapter One examines trajectories of studies on Chinese media and culture within the context of China's structural transformations in the post-Mao era. It also offers conceptual discussions of counter narratives of modernity as a tripartite concept and Chinese media spectacles in relation to the thematic structure of the thesis. Chapter Two examines the interplay of the state and the non-state through a case study of the new millennium celebrations. It argues that the interplay produces a rejuvenation millennialism that harbingers China's second coming in the third millennium. This rejuvenation millennialism is a hybrid discourse of nostalgia, nationalism, and utopianism, all of which require a post as their signifier. Chapter Three uses SARS reportage as a case study to examine the intellectual politics of Chinese journalists in their interplay with the state and the society. It shows how journalists use strategies of double-time narration to mediate the different logics that are imposed upon them. It argues that mediation journalism defines and confines contemporary Chinese journalism.
Chapter Four studies media stories about AIDS (the case of Li Jiaming) and SARS (the cases of Sun Zhigang and SMS rhymes about SARS) that are produced, circulated and consumed by Internet and mobile phone users in urban China. It shows how new media users are able to re-configure their subjectivities through the interplay with the state and intellectual/journalist communities. It argues that by allowing the reformation of political subjectivities, talking, linking and clicking has become an important means of exercising citizenship for the subjects of postsocialist China. Chapter Five examines Falun Gong's media campaign war with the state, with the focus on their representations of the body, in order to argue that the contestation between the state and the non-state constitutes a crisis not only for body politics but also for ethics. Falun Gong represents an historical force to split the ethics of the self and the nation from the politics of the state. Representing four aspects of counter narratives of modernity in China, these four media spectacles will inform Chinese politics, culture, society and everyday life in the 21st century.

APA, Harvard, Vancouver, ISO, and other styles

25

Miller, Jordan Forrest. ""I Wanna Know Where the Rule Book Is": YouTube as a Site of Counternarratives to Transnormativity." 2017. http://scholarworks.gsu.edu/wsi_theses/60.

Full text

Abstract:

In June 2015, Caitlyn Jenner created waves of excitement with her coming out announcement on the cover of Vanity Fair: “Call me Caitlyn.” From the perspective of critical trans politics, however, the heightened visibility of trans people in mainstream media does not call for unequivocal celebration. Though trans women of color, such as Laverne Cox and Janet Mock, are more visible in mainstream media than ever before, mainstream media still largely depicts trans people through white constructs of what it means to be trans, namely medicalized binary transitions. Many trans people who deviate from mainstream media’s depiction of trans people are creating their own media on YouTube to voice their lived experiences. I argue that while YouTube is a particularly accessible platform for trans people to challenge transnormativity, the reach of trans YouTubers’ messages are highly limited by the medium’s design and genre conventions.

APA, Harvard, Vancouver, ISO, and other styles

26

Ma, Yue. "The catastrophe remembered by the non-traumatic: counternarratives on the Cultural Revolution in Chinese literature of the 1990s." Thesis, 2004. http://hdl.handle.net/2152/1368.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Hayes, Danielle Christi. "Exploring counternarratives: African American student perspectives on aspirations and college access through a critical process of narrative inquiry." 2009. http://hdl.handle.net/2152/6675.

Full text

Abstract:

This dissertation explored the perspectives of African American youth aspirations for college, their support systems, and their academic and social development towards college. The narratives of 7 student participants were used to gather perspectives of their supports and school circumstances in order to understand how some youth overcome or navigate the path towards higher education. This exploratory study was situated around two primary research questions: (a) In what ways do student aspirations intersect with capacity building systems (supports and interventions) for college, and (b) how does that intersection impact the academic and social development of students aspiring towards college? This study contributed to two areas. The first area had to do with providing an outlet for African American youth’s perspectives, particularly on the role that their aspirations and support systems play in their ability to access college. In the liberating tradition of critical race framework, accessing the experiences and perspectives “of the people” is the defining element of this study. We often hear about the pitfalls of minority students; their families and the communities from which they hail. There is general emphasis on this deficit perspective as the public education system strains under a multitude of contending factors. This dissertation, through the narratives of students, explored what students believed to work, what they perceived to fail, and the direction that their perspectives might contribute towards improved policy and practice. Thus, a second potential contribution of this study is its application for policy studies in that a participant-centered perspective is articulated. This multiframed approach demonstrated a more informed space from which to shape policy.
text

APA, Harvard, Vancouver, ISO, and other styles

28

Ma, Yue Chang Sung-sheng Yvonne. "The catastrophe remembered by the non-traumatic counternarratives on the Cultural Revolution in Chinese literature of the 1990s /." 2004. http://repositories.lib.utexas.edu/bitstream/handle/2152/1368/may78418.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Tivis, Tierra. "She ain no crack ho', she's her baby's mama : counternarratives of drug addiction, parent-child interactions, and academic achievement from African American mothers /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3290402.

Full text

Abstract:

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.
Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4612. Adviser: Susan Noffke. Includes bibliographical references (leaves 260-269) Available on microfilm from Pro Quest Information and Learning.

APA, Harvard, Vancouver, ISO, and other styles

30

Barclay, Vaughn. "Patterns Perceptible: Awakening to Community." Thesis, 2012. http://hdl.handle.net/10214/3656.

Full text

Abstract:

This paper interweaves narrativized readings and experiential narratives as personal and cultural resources for counterhegemonic cultural critique within our historical context of globalization and ecological crisis. Framed by perspectives on epistemology, everyday life, and place, these reflections seek to engage and revitalize our notions of community, creativity, and the individual, towards visioning the human art of community as a counternarrative to globalization. Such a task involves confronting the meanings we have come to ascribe to work and economy which so deeply determine our social fabric. Encountering the thought of key 19th and 20th century social theorists ranging from William Morris, Gregory Bateson, and Raymond Williams, to Murray Bookchin, Martin Buber, and Wendell Berry, these reflections mark the indivisible web of culture in the face of our insistent divisions, and further, iterate our innate creativity as the source for a vital, sustainable culture that might reflect, in Bateson’s terms, the pattern that connects.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Counternarrative'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles