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Dissertations / Theses on the topic 'Ethnographic Fiction'
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Bloom, Elizabeth A. Bloom Elizabeth A. "Down in the scrub club exploring the possibilities in ethnographic fiction /." Diss., Online access via UMI:, 2006.
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Shaik, Zuleika Bibi. "Anthropology and literature: Humanistic themes in the ethnographic fiction of Hilda Kuper and Edith Turner." University of Western Cape, 2021. http://hdl.handle.net/11394/8167.
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Magister Artium - MAThis mini-thesis makes an argument for the significance of a female-dominated hidden tradition of experimental ethnographic writing in British social anthropology. It argues that the women anthropologists who experimented with creative forms of ethnography were doubly marginalised: first as women in an androcentric male canon in British social anthropology and American cultural anthropology, and second as creative writers whose work has been consistently undervalued in sombre scholarly circles. The study proposes that Hilda Beemer Kuper (1911-1995) and Edith Turner (1921-2016) should be regarded as significant in a still unexcavated literary tradition or subgenre with Anglo-American anthropology. It showcases the narrative craft of Kuper through a detailed textual analysis of her two most accomplished experimental ethnographies A Witch in My Heart (written in 1954, performed in 1955, and published in siSwati in 1962 and English in London in 1970) and A Bite of Hunger (written in 1958 and published in America in 1965). I highlight Kuper‟s multiple literary techniques in evoking of the fraught position of young Swazi co-wives, modern women and women accused of witchcraft in a patriarchal culture with particular attention to her gifts in creating dramatic plots, complex characters and dialogue rich in vernacular metaphor and proverbs. It then celebrates the even more experimental creative writing of Edith Turner. While Turner has sometimes been acknowledged for her hidden contributions to the co-production of her deeply loved and more famous husband Victor, she has not been given her due as an experimental ethnographer, also placing the experiences of African women centre-stage. In what she overtly advertised as “female literary style”, Turner‟s belatedly published 1987 novel The Spirit and the Drum. A Memoir of Africa is analysed with meticulous attention to the literary techniques by which she seeks to explore an anthropology of experience and empathy. These accomplished but under-acknowledged women creative writers sought to explore what they both explicitly conceived of as gestures of humanist cross-cultural engagement.
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Shaik, Zuleika Bibi. "Anthropology and literature: Humanistic themes in the ethnographic fiction of Hilda Luper and Edith Turner." University of Western Cape, 2020. http://hdl.handle.net/11394/8176.
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Magister Artium - MAThis mini-thesis makes an argument for the significance of a female-dominated hidden tradition of experimental ethnographic writing in British social anthropology. It argues that the women anthropologists who experimented with creative forms of ethnography were doubly marginalised: first as women in an androcentric male canon in British social anthropology and American cultural anthropology, and second as creative writers whose work has been consistently undervalued in sombre scholarly circles. The study proposes that Hilda Beemer Kuper (1911-1995) and Edith Turner (1921-2016) should be regarded as significant in a still unexcavated literary tradition or subgenre with Anglo-American anthropology.
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Quillen, Ethan Gjerset. "Everything is fiction : an experimental study in the application of ethnographic criticism to modern atheist identity." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/19556.
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This Thesis is an experiment. Within its pages a number of stories will be told, the foci of which will apply a particular methodology—what I call ‘Ethnographic Criticism’—to the examination of a specific concept: modern Atheist identity. First, it will introduce Ethnographic Criticism as a new and significant style of literary analysis aimed at reading fictional texts in order to generate anthropological insights about how particular identities are formed. Second, it will use this new means of criticism to discuss and evaluate how Atheist identity might be perceived as being constructed within a dialectic between seemingly exclusive forms of Theism and Atheism. Ethnographic Criticism exists at the nexus between fiction and ethnography, and its genesis derives from three foundational pillars: ethnographic construction, Ethical Criticism, and discourse analysis. In the three Chapters of Part One, each of these pillars will be established, both exegetically and critically. This examination will play a key role in explicating how the ‘made-up’ qualities of fiction might be converted into the ‘made-from’ qualities of ethnography. Additionally, these Chapters will reveal the roots of Ethnographic Criticism through an analysis of discourses dealing with the ‘literary turn’ in the theory of anthropology, how Ethical Criticism associates fictional character development with identity construction, and the anthropological benefits of discourse analysis. As a case study, I will apply Ethnographic Criticism to an analysis of Atheist identity construction. Due to the combination of a relative absence of existing ethnographic sources on the subject, an ambiguous academic discourse on the definition of the term, and a paucity of cultural units or ‘tribes’ of Atheists in which to observe, my use of Ethnographic Criticism will attempt to fill a methodological lacuna concerning the study of Atheist identity. Thus, in Part Two, I will focus on two fictional texts by the contemporary English novelist Ian McEwan: Black Dogs (1992) and Enduring Love (1997). In this analysis, not only will McEwan’s fictional characters be treated as if they are ‘real,’ historical individuals, they will be evaluated through an anthropological lens in order to isolate within their interactional validations a means to understand how Atheists define themselves via dialectical communication. In this way, and in both explicating and reflecting upon this approach, my experimental analysis will identify a number of dynamic, yet no less precarious, outcomes that might surface from reading fictional texts as if they were authoritatively equal to ethnographic ones.
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Nephew, Irene J. "An ethnographic content analysis of children’s fiction picture books reflecting African American culture published 2001-2005." Diss., Kansas State University, 2009. http://hdl.handle.net/2097/2067.
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Doctor of PhilosophyDepartment of Secondary Education
Jacqueline D. Spears
BeEtta L. Stoney
An ethnographic content analysis was conducted to explore the African American cultural content contained in the text of picture books portraying African Americans published 2001 through 2005. The picture books were limited to beginning readers, stories in rhyme and poetry, historical fiction, fictional biography, and contemporary fiction portraying African Americans and set in the U.S. The books were categorized based on the genre to which they belong and classified as generic books or books with African American cultural content. The African American cultural content in the books in the study was compared to the cultural content contained in picture books in a survey conducted by Rudine Sims Bishop in 1982. Differences between the work of African Americans and non African Americans are discussed. A data collection instrument was constructed and used by several additional raters to test the reliability of the instrument. Each additional rater was given an operational definition for generic books and books with cultural content. The raters were each given one book to evaluate. The research revealed (1) that more than half of the picture books published during the period of this study were classified as generic, (2) in most cases, only the books written by African Americans contained cultural content and (3) more than half of the picture books with cultural content are classified as historical fiction. (4) Although it is possible for a non African American to write an authentic picture book with cultural content, such books are usually the result of in depth research. (5) During the period of this study, not all generic picture books were written by non African Americans; some African American authors choose to write generic books portraying African Americans with minimal content specific to African American culture.
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Nephew, Irene J. "An ethnographic content analysis of children's fiction picture books reflecting African American culture published 2001-2005." Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1802.
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Norval, Sara Marie. "Altering perceptions of child sexual abuse survivors and individuals with dissociative identity disorder." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19235.
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Master of ArtsDepartment of Communications Studies
Sarah E. Riforgiate
At 47 years old, Lori is a high-functioning businesswoman, matriarch, and contributing member of society. Lori is also diagnosed with Dissociative Identity Disorder (DID). From age 3, Lori was violently raped and assaulted by several perpetrators, yet views her multiple personalities as strength, as survival mechanisms, and wants to share her story to help prevent child sexual abuse. Utilizing methods drawn from communication studies, ethnodrama, and autoethnography, this study aims to tell a person’s story in her own words and in a format that can easily be shared with both academic and non-academic audiences. Lori’s story is woven together as an ethnodramatic play that includes original interview transcripts along with an autoethnographic monologue describing the experience of writing someone’s truth when it challenges the hegemonic views of society, and instead embraces the feminist ideals of equality and deconstruction of power. Academic research needs to reach further than academic journals to make a true impact. Through the non-conventional venues of autoethnography and ethnodrama, we can breathe life into our research and provide accessibility to innovative information for those who may need it most.
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Sevgi, Mehmet Ali [Verfasser], Dorle [Akademischer Betreuer] Dracklé, Dorle [Gutachter] Dracklé, and Cordula [Gutachter] Weißköppel. "Writing Migration : Lives as Ethnographic Fiction / Mehmet Ali Sevgi ; Gutachter: Dorle Dracklé, Cordula Weißköppel ; Betreuer: Dorle Dracklé." Bremen : Staats- und Universitätsbibliothek Bremen, 2016. http://d-nb.info/1153119307/34.
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Alam, M. Y. "Ethnographic encounters and literary fictions : crossover and synergy between the social sciences and humanities." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/6295.
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Over the past 14 years, working independently and with other original thinkers, I have produced works that have on two fronts contributed to the evolving understanding of ethnic relations in contemporary Britain. The first is around social/community cohesion, media and representation as well as counter-terrorism policy as explored through the social sciences. The second domain covering the same themes is couched within the humanities, in particular, the production of literary fiction.
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Häggblom, Charlotta. "Young EFL-pupils reading multicultural children's fiction : an ethnographic case study in a Swedish language primary school in Finland /." Åbo : Pargas : Åbo Akademi University Press ; distribution, Tibo-Trading, 2006. http://www.loc.gov/catdir/summary/eng0801/2007358492.html.
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Hayhurst, Lauren Amy. "Fictive responsibility : why all novelists are political writers (whether they like it or not)." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33196.
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This PhD is part novel and part thesis. The novel, The Girl Upstairs (TGU), is in three parts. Parts one and two are included here in full. A synopsis of part three is included in the appendices. The thesis presents an original “action model” for Creative Writing (CW) called “fictive responsibility”. TGU can be treated as a case study, demonstrating the practical application of this new model. TGU follows a Bengali-Muslim family as they confront the wayward behaviour of Kifah Rahman, a feisty sixteen-year-old. Set somewhere in south-west England, Kifah’s misadventures start when she discovers an envelope discarded in a drawer. The address is her mother’s childhood home across the city, but she’s never heard of the addressee, Zubi Rahman. Kifah sneaks off school to investigate. Kifah’s clandestine visits incite rumours and soon Kifah is accused of tarnishing the family’s reputation. TGU confronts the difficult subjects of “honour”-based-violence (HBV), domestic violence and “crimes-of-passion”. By exploring different types of violence-against-women (VAW), TGU shows how perceived differences in, for example, “culture”, religion, or heritage, rather than dividing us, can present new ways to connect across moral values or lifestyles, ultimately promoting togetherness and empathy between different cultures. The thesis explores how the “political” relates to “literature” through the writer’s creative process, suggesting that all novelists are inherently politicised individuals and fictions are produced through an inherently politicised process. The significance of this is undermined by those who claim fiction writers just “make it up”. Failing to recognise the “politics of representation” that operates alongside invention in CW has contributed to the recent exacerbation around “cultural appropriation”. For some writers this presents a threat to “free” expression. For others, “free” expression must be treated with respect, especially when fictionalising characters that appear external to the writer’s own experience. Theoretical and conceptual analysis is drawn from cultural studies, ethnography, literary criticism and philosophy. Case studies include fictions with Muslim female characters in a post-9/11 setting. In addition to literary analysis, the thesis explores how “authenticity” interacts with an author’s perceived affiliation with characters or themes within the fiction.
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Van, Luyn Ariella. "The artful life story : the oral history interview as fiction." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60921/1/Ariella_Van_Luyn_Thesis.pdf.
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This practice-led PhD project consists of two parts. The first is an exegesis documenting how a fiction writer can enter a dialogue with the oral history project in Australia. I identify two philosophical mandates of the oral history project in Australia that have shaped my creative practice: an emphasis on the analysis of the interviewee’s subjective experience as a means of understanding the past, and the desire to engage a wide audience in order to promote empathy towards the subject. The discussion around fiction in the oral history project is in its infancy. In order to deepen the debate, I draw on the more mature discussion in ethnographic fiction. I rely on literary theorists Steven Greenblatt, Dorrit Cohn and Gerard Genette to develop a clear understanding of the distinct narrative qualities of fiction, in order to explore how fiction can re-present and explore an interviewee’s subjective experience, and engage a wide readership. I document my own methodology for producing a work of fiction that is enriched by oral history methodology and theory, and responds to the mandates of the project. I demonstrate the means by which fiction and the oral history project can enter a dialogue in the truest sense of the word: a two-way conversation that enriches and augments practice in both fields.
The second part of the PhD is a novel, set in Brisbane and based on oral history interviews and archival material I gathered over the course of the project. The novel centres on Brisbane artist Evelyn, who has been given an impossible task: a derelict old house is about to be demolished, and she must capture its history in a sculpture that will be built on the site. Evelyn struggles to come up with ideas and create the sculpture, realising that she has no way to discover who inhabited the house. What follows is a series of stories, each set in a different era in Brisbane’s history, which take the reader backwards through the house’s history. Hidden Objects is a novel about the impossibility of grasping the past and the powerful pull of storytelling.
The novel is an experiment in a hybrid form and is accompanied by an appendix that identifies the historically accurate sources informing the fiction. The decisions about the aesthetics of the novel were a direct result of my engagement with the mandates of the oral history project in Australia. The novel was shortlisted in the 2012 Queensland Literary Awards, unpublished manuscript category.
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Huertas, Millan Laura. "Eclats et absences. Fictions ethnographiques." Thesis, Paris Sciences et Lettres (ComUE), 2017. http://www.theses.fr/2017PSLET022/document.
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“Eclats et absences. Fictions ethnographiques” développe une enquête autour de la représentation ethnographique, donnant lieu à un ensemble de films où s’entrelacent l’anthropologie et la fiction : les “fictions ethnographiques”.Cette enquête sensible et pratique commence autour de la notion d’exotisme, en analysant la construction de “l’indigène” dans le “Nouveau Monde”. Ces premières recherches donnent lieu à des films mettant en scène de “jungles” in vivo et in vitro, en Europe et en Amérique, qui relient des jardins botaniques et serres tropicales aux archives de la colonisation. Ces films explorent ainsi les moments de “premier contact” entre voyageurs et autochtones. La fiction apparaît comme stratégie narrative pour faire contrechamp à une Histoire racontée majoritairement du point de vue des conquérants.L’enquête établit par la suite un dialogue avec l’anthropologie visuelle. Il s’agit d’opérer un déplacement par rapport à l’ “ethnofiction” articulée par Jean Rouch, tout en incluant les démarches le précédant et celles postérieures à lui, où l’ambigüité est de mise entre l’immersion ethnographique et la fiction. Un ensemble de nouveaux films est développé entre le laboratoire d’ethnographie expérimentale le Sensory Ethnography Lab de l’université de Harvard, la Colombie et le Mexique.Si cette recherche doctorale prends source dans l’analyse des représentations cinématographiques de “l’indigène”, elle évolue au fil du temps vers l’auto-ethnographie et l’autofiction, démarches auto-réflexives pour construire une place d’énonciation singulière. Ainsi, il ne s’agit plus de “parler sur…” une communauté (démarche propre du documentaire télévisuel), mais plutôt parler de “près d’(elle)” (en suivant les mots de la réalisatrice Trinh T. Min-ha) ou bien de “parler avec” elle (faisant écho à la formulation de l’anthropologue Eduardo Viveiros de Castro). La fiction et ses recours narratifs sont indispensables dans les films crées lors de cette enquête : elle construit un espace partagé, des laboratoires politiques pour penser l’émancipation sociale, individuelle et collective. Sol Negro (2016) et La Libertad (2017) constituent les pièces clés de cette dernière série.La création de ces oeuvres a aussi donné naissance à un ensemble d’écrits, d’articules publiés, de performances et à une exposition publique de fin de thèse, intitulée “Disappearing operations — Opérations de la disparition, Opérations disparaissantes, Opérations pour disparaître”. Cette exposition itinérante, matérielle et immatérielle, s’est déroulée entre le 30 novembre et le 15 décembre 2016, au Cinéma Le Méliès, Les Laboratoires d’Aubervilliers, les Beaux-Arts de Paris"Shards and absences. Ethnographic fictions” develops a survey around ethnographic representation, giving rise to a series of films in which anthropology and fiction intertwine: the "ethnographic fictions ".This sensitive and practical inquiry begins around the notion of exoticism, analyzing the construction of "the native" in the "New World". This initial research gives birth to films staging in vivo and in vitro jungles in Europe and America, which link botanical gardens and tropical greenhouses with the archives of colonization. These films also explore the moments of "first contact" between travellers and natives. Fiction appears as a narrative strategy to counteract a History mostly told from the point of view of the conquerors.The inquiry then establishes a dialogue with visual anthropology. A displacement is made in regard to Jean Rouch’s "ethnofiction", while including the practices preceding him, and those subsequent to him, with an intrinsic ambiguity between ethnographic immersion and fiction . A series of new films are developed between the laboratory of experimental ethnography Sensory Ethnography Lab of Harvard University, Colombia and Mexico.If this doctoral research takes its source in the analysis of the cinematographic representations of the "native", it evolves over time towards forms of auto-ethnography and autofiction, self-reflexive approaches to construct a place of singular enunciation. Thus, it is no longer a question of "talking about ..." a community (a specific approach of the television documentary), but rather of speaking "close to it" (following the words of the director Trinh T. Min-ha ) or to "speak with" it (echoing the formulation of the anthropologist Eduardo Viveiros de Castro). Fiction and its narrative uses are indispensable for the films created during this inquiry: it allows building a shared space, political laboratories to think of social emancipation, on an individual and collective level. Sol Negro (2016) and La Libertad (2017) are the key pieces of the latter series.The creation of these works also gave birth to a set of writings, published articulations, performances and a public exhibition at the end of this thesis, entitled "Disappearing operations" . This traveling exhibition, material and immaterial, took place between 30 November and 15 December 2016, at the Cinéma Le Méliès, Les Laboratoires d'Aubervilliers and the Beaux-Arts in Paris
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Alam, M. Yunis. "Ethnographic encounters and literary fictions: crossover and synergy between the social sciences and humanities. Statement in support of application for Doctor of Philosophy by published works (1998-2012)." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/6295.
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Over the past 14 years, working independently and with other original thinkers, I have produced works that have on two fronts contributed to the evolving understanding of ethnic relations in contemporary Britain. The first is around social/community cohesion, media and representation as well as counter-terrorism policy as explored through the social sciences. The second domain covering the same themes is couched within the humanities, in particular, the production of literary fiction.
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Gregg, Rebecca A. "Delivery and engagement in public health nutrition : the use of ethnographic fiction to examine the socio-cultural experiences of food and health among mothers of young children in Skelmersdale, Lancashire." Thesis, University of Chester, 2013. http://hdl.handle.net/10034/310904.
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Encouraging good nutrition is particularly important in the early years of life for the development of appropriate food habits and healthy adults in later life. These are governed by many contending and conflicting influences. Objective: This research examines the food choice influences for mothers of young children in Skelmersdale, West Lancashire (UK). Participants were recruited from a large community food intervention (clients) and were compared with those not involved in the initiative (non-clients). This enabled the reflection of the broader socio-cultural experiences of food and the influence of 'structure' and 'agency' on food choices. The research adopted a phenomenological approach using ethnographic recording techniques (interview and observation). The research findings are presented as ethnographic fictions. These short fictional stories provide a 'thick' description of the participant's lifeworld. They locate these choices in the person and the place. A hierarchy of food choice influences emerged from the data, with three main findings. Most prominently, the influence of individual capacity on the food choices made. Secondly, the influence of place, town planning and the geography of an area on food choices. Thirdly, the influence of gender, relationships and social networks. Central to the thesis of this research is the use of ethnographic fiction to enable a better understanding of the complexity involved in food choice and community development approaches to nutritional change. The use of ethnographic fiction conveyed a better understanding of people and of the role and impact of an intervention upon the wider processes involved in food choice. Ethnographic fiction was used here for the first time in public health nutrition to explain the complex picture of food choice for mothers of young children in Skelmersdale, and to convey new insight on food choice and the complexity of food choice influence.
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Keys, Philip Mark. "Primary and secondary teachers shaping the science curriculum : the influence of teacher knowledge." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15920/1/Philip_Keys_Thesis.pdf.
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This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change.
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Keys, Philip Mark. "Primary And Secondary Teachers Shaping The Science Curriculum: The Influence Of Teacher Knowledge." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15920/.
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This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change.
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Jouvenceau, Maxime. "Produire des valeurs scolaires dans toutes les classes ? : flux et fictions dans l'enseignement et les établissements." Thesis, Paris 10, 2018. http://www.theses.fr/2018PA100093/document.
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Cette thèse a pour objectif d’analyser les mécanismes qui organisent les flux des élèves et des étudiants dans le système scolaire français. La différenciation des carrières des élèves se fait essentiellement au lycée et a des conséquences en termes d’inégalités des apprentissages et d’orientation ultérieure dans l’enseignement supérieur. Les différences relatives aux apprentissages sont une des raisons de l’affaiblissement du contrat didactique entre les enseignants et les élèves. Les élèves qui fréquentent les segments les moins valorisés de l’enseignement secondaire sont conscients de leur situation de relégation et ont de faibles espérances scolaires. Ceux des meilleures séries de baccalauréat ont de fortes espérances car ils acquièrent des « valeurs scolaires » reconnues dans l’enseignement supérieur ou sur le marché du travail. L'existence d'un baccalauréat à statut unique, mais de fait organisé en séries différenciées permet une mobilité scolaire à la marge tout en produisant une insidieuse fiction d’égalité. En conséquence, la capacité de formation de l’organisation scolaire et son efficacité en termes d'apprentissage sont réduites. La focalisation sur l'unique question de l'inégalité scolaire apparaît in fine comme un obstacle à la bonne compréhension de ce qui se joue dans l'institution scolaire et à l'identification des mécanismes qui pourraient, ne serait-ce qu'à la marge, améliorer son fonctionnement pour tous. L'enjeu serait d'étudier les possibilités d'optimisation d'apprentissage de l'ensemble des élèves, quelles que soient leurs origines sociales et leurs parcours scolaires, soit de chercher à maximiser la production de « valeurs scolaires » pour tousThe object of this thesis is to analyse the mechanisms governing the fluxes of pupils and students in the French education system from ethnographical and statistical angles. Differentiation of the pupils' careers takes place essentially in high school, the second cycle of secondary education. This differentiation has consequences in terms of inequalities of learning and thereby of the subsequent paths followed in higher education. The differences as regards academic learning are one of the reasons why the educational contract between teachers and pupils is losing impetus. Pupils engaged in the least valued sectors of secondary education are aware of their second-best status and consequently do not place great expectations in their academic future. Pupils following the "best" streams of the baccalauréat can entertain high hopes as they acquire an "academic ranking" which is acknowledged in higher education or on the job market. The organisation of the baccalauréat streams allows a marginal academic mobility but an insidious fiction of equality blankets the mechanisms governing the fluxes. This fiction results in the pupils believing less not only in the educational institution but also in their cursus. Analysis of the mechanisms involved in the educational system should question their "usefulness" and their "efficiency" rather than their strictly equalitarian functioning. This analysis standpoint enables the possibilities of maximisation of the pupils' acquisition of knowledge and, more broadly speaking, of their "academic values" to be envisaged, whatever their academic class or social background
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PERDIGÃO, ELAINE RODRIGUES. "STORIES WE TELL ABOUT EACH OTHER: ETHNOGRAPHY AND FICTION IN PERSPECTIVE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26897@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Nesta tese de doutoramento, pleiteio uma análise de etnografias considerando-as como produções textuais autobiográficas que, ao registrarem um acontecimento real, se valem de artifícios literários e da subjetividade de seus autores. Com vista a identificar um sentido da etnografia enquanto produtora de conhecimento, objetivo articular os pressupostos teóricos da Literatura Clássica antropológica com os textos etnográficos surgidos no contexto pós-moderno. Proponho a leitura de etnografias como possibilidade literária que enseja um certo estar no mundo do autor, trazendo à tona perspectivas ligadas à noção de indivíduo, tais como as da autoria e construção de si. Para esta abordagem, busco tecer aproximações entre etnografias contemporâneas, testemunhos e romances.
In this doctoral thesis, plead one ethnographic analysis considering them as autobiographical textual productions that, by registering a real event make use of literary devices and subjectivity of their authors. To identify a sense of ethnography as a producer of knowledge, aim to articulate the theoretical assumptions of the anthropological classic literature with ethnographic texts originated in the postmodern context. I suggest reading ethnographies as a literary possibility which entails a certain being in the author s world, bringing up prospects concerning the notion of individual, such as the construction of authorship and of itself. For this approach, I try to weave similarities between contemporary ethnographies, testimonies and novels.
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Nabers, Drayton. "Race's half-life : British fiction and the sciences of race, 1850-1930." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319094.
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Meiners, Erica. "Inquiries into the regulation of disordered bodies, selected sick and twisted ethnographic fictions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0016/NQ37732.pdf.
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Hills, Matthew. "The dialectic of value : the sociology and psychoanalysis of cult media." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298675.
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Kozar, Seana. "Deliberations between the covers : an audience-centred ethnography of Chinese popular fiction readers /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34716.pdf.
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Helgesson, Ralevic Sonya. "Stuck in the Truck: Oil Dependency, Acceleration, and the Nature of Catastrophe : An Ecocritical Reading of The Wages of Fear (Le Salaire de la Peur, Henri-Georges Clouzot, 1953)." Thesis, Stockholms universitet, Filmvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182340.
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As a medium of modernity, film has always been entwined with the energy regime sustaining it. This thesis is interested in the interrelation between film and oil, and approached as a piece of petro-fiction, Henri-Georges Clouzot’s film The Wages of Fear (1953) is subject to a close, ecocritical analysis. A selection of four additional oil-films are used as points of comparison. By looking at a variety of representational and aesthetic aspects, the study explores how the film visualises the Anthropocene and negotiates the oil culture in which it exists. By reading the film in terms of oil, this thesis finds that the film in various ways expresses an entanglement with oil culture, while also criticising the same dependency. From the five oil films that have been analysed, catastrophe is an inherent motif, and part of the attraction of oil as subject matter, mirrored in broader culture of exuberance. In contrast to the other films, The Wages of Fear plays less into spectacle but opens to a critical examination of the various exploitations involved at the hands of the oil industry.
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Wyndham, Karen Louise Smith. "Traffic in books: Ethnographic fictions of Zora Neale Hurston, Salman Rushdie, Bruce Chatwin, and Ruth Underhill." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279845.
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This dissertation studies the works of four writers who attempt cross-cultural advocacy through writing fiction based upon their fieldwork or other travels. In order to explain cultural differences, however, all four writers inadvertently rely upon the very Orientalist stereotypes, the "ethnographic fictions," which they seek to undermine. Three underlying causes for this dynamic are identified and traced through works by the authors as well as contemporary post-colonial, queer, feminist, and ethnographic interdisciplinary scholarship. First, in order to explain the significance of native cultures in the language of the mainstream or dominant one, cross-cultural advocates must balance novelty with intelligibility. A critique of an epistemology of empire, then, better taps "ethnographic fictions" through mimicry, mockery, and minstrelsy, rather than appealing to abstract, ahistorical universals. Second, Odysseun myths remain a powerful set of presumptions about the relationship between travel, individuality, and empowerment. Yet the idea that freedom and free thought are both the goals and consequences of travel fails to account for the history of pilgrims, refugees, and community-based activists. Third, Orientalism and Anthropology are organized around the idea that sex/gender roles reveal the essence of indigenous cultures. The result is a disproportionate focus upon women's living quarters (harems, zezanas, huts), and indigenous sexuality (berdaches, hijras, shamen). For the four authors, the relationship between advocacy and self-identification is a crucial element. Close reading of the writers' texts reveals how they each seek validation of their sex/gender identities through investigations abroad. As queer, feminist, and/or bi-cultural people, the writers are particularly sensitive to conventions of belonging and exclusion. This study reveals how advocacy and alienation interact in 20th-century literature and scholarship of the Other.
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Wilde, Jenee. "Speculative Fictions, Bisexual Lives: Changing Frameworks of Sexual Desire." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19279.
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While studies of lesbian, gay, and transgender communities and cultural production have dramatically increased, research on bisexuality remains highly undervalued in humanities and social science disciplines. To challenge this lack of scholarship, this doctoral dissertation applies both textual and ethnographic methods to examine bisexual representation in non-realistic or “speculative” narratives and to explore the insider perspectives of bisexual people who are also science fiction fans.
The overall trajectory of chapters follows a progression from grounded research and analysis to theory and application. First, I explore bisexual worldviews through ethnographic research in overlapping sexual and fan communities and through textual analysis of a 1980s bisexual fanzine. Next, I establish theoretical and methodological foundations for a new sexual paradigm, called dimensional sexuality, and work to intervene in interpretive methods that may restrict readings of sexuality in cinematic narratives. And finally, I test dimensional sexuality as an interpretive mode by offering dimensional readings of science fiction television and novels.
From one direction, the project seeks to understand bisexuality as a position from which to theorize sexual knowledge. A major claim is that bisexual epistemology offers an alternative to dominant monosexual frameworks. Specifically, the multivalent logic of bisexuality refutes the “either-or” structure of heterosexuality and homosexuality. By embracing the logic of “both-and,” bisexuality as a category of knowledge enables the reorganization of sexuality within a non-binary, non-gender based multidimensional framework.
From another direction, the project demonstrates the productive textual and social spaces offered by speculative narratives for questioning what we “know” about gender, sex, sexuality, and other intersections of social identities. Science fiction bears a deep structural affinity with the dialectical thinking found in critical theory. By asking “what if” questions that challenge our assumptions about “what is,” non-realistic narratives estrange us from the “known” world, interrogate our assumptions about the world, and make visible ideas and experiences outside of the norms we use to interpret what is “real” in a particular social and historical moment. As such, speculative narratives enable us to imagine sexual and gender possibilities beyond the episteme of the moment.
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Moore, Andrew Benjamin. "A documentary like no other? : Harvard's Sensory Ethnography Lab, embodied knowledge & the art of non-fiction film." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19989/.
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This thesis explores the relationship between cinematic techniques and forms of knowledge in the non-fiction film. The purpose of many documentary films is to convey knowledge about the world to the viewer. But the degree of emphasis on this function varies enormously from film to film. The kind of knowledge that a documentary provides also shifts depending on what formal strategies it employs. The films produced by Harvard’s Sensory Ethnography Lab (SEL), claimed by some commentators to represent a radical new form of documentary filmmaking, often eschew the epistemic and didactic function that is often associated with the documentary in favour of providing a more immediate, intimate and sensuous representation of particular locales and environments. Their emphasis on the material, physical, affective and sensuous qualities of lived experience suggests that SEL filmmakers are interested in conveying a different kind of knowledge, one that cannot be reduced to words or easily communicated with propositional statements. This thesis contributes to and expands upon existing scholarship on the relationship between film form and knowledge production and transmission, and counters the discourse of newness that has surrounded the SEL, by analysing the relationship between the cinematic techniques and ways of knowing of a number of important precursors to two of the lab’s key works: Lucien Castaing-Taylor and Ilisa Barbash’s Sweetgrass (2009) and Castaing-Taylor and Véréna Paravel’s Leviathan (2012). Finally, this thesis provides new analyses of these two SEL films, informed by this historical overview. It argues that the different ideas about the epistemological function of the moving image embodied in the earlier filmmaking activity have fed into the philosophy and praxis of these two films. Finally, the study concludes that the kind of knowledge that Sweetgrass and Leviathan convey can be thought of as an ‘embodied knowledge’, and it argues that it is through the use of what Laura Marks calls ‘haptic’ audiovisual strategies that these films are able to convey this kind of knowledge.
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Carey, Neil Martin. "Telling sexual auto-ethnography : (fictional) stories of the (homo)sexual in social science." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/336049/.
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The dissertation is an autoethnographic exploration of some of the meanings available, from within a contemporary British urban context, in naming and locating male same-sex genital relations (Moran, 1996). In particular, the dissertation analyses some of the dynamics at stake in locating male samesex genital relations under the sign ‘gay’. An argument is made for the pervasiveness of this nomenclature in contemporary liberal western contexts in describing male same-sex desire/attraction/activity and, concomitantly, what might be lost in consigning male same-sex sexuality thus. Autoethnography is adopted as a methodological approach in (re)tracing some elements of my biography in order to disrupt the potentially assimilationist impulse attaching to ‘gay’ as a way of normativising male same-sex relations. I adopt this approach given the uneases by which I recognise my own same-sex sexual proclivities as fitting (or not) within the homonormative (Duggan, 2004) excesses of ‘gay’. The autoethnographic approach allows me to reflect on previous experience as a means of que(e)r(y)ing the seeming ease with which ‘gay’ might be seen as accounting for all those who labour under its sign. In particular, I explore (my) Irishness, (my) queered relation to gender, (my) in/disciplined engagements with psychology, (my) Class location and (my) early childhood sexuality in an attempt to explore how these might locate me more queerly in a contemporary socios that has a tendency to render (me as a) males with same-sex inclinations as identifiable and knowable. Alongside this autoethnographic work I explore how writing creative fictions might complement/supplement the impulse to queer ‘gay’. This aspect of the work is borne out of an interest in how Humanities-inspired academic discourses might be brought to bear in bending those Social Science discourses through which I became academic and through which I have come to understand (my) (homo)sexuality. Ultimately, the dissertation is an attempt to find a writing voice that speaks to and for the multiply queered (dis)locations that I have become subject to in ‘becoming’ (academic). It is an attempt to (re)write (my) (homo)sexuality into social science discourse without recourse to those discursive frames that tolerate and/or pathologise. This is my journey into doctoring myself.
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Duncan, Alasdair John. "Who are the MySpace generation and how can they be represented in a work of fiction?" Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/20176/1/Alasdair_Duncan_Thesis.pdf.
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This document contains a creative work – the text of a young adult novel, The girl and the sea – and an exegesis examining the MySpace Generation through the methodological prisms of online ethnography and literature review.
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Duncan, Alasdair John. "Who are the MySpace generation and how can they be represented in a work of fiction?" Queensland University of Technology, 2008. http://eprints.qut.edu.au/20176/.
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This document contains a creative work – the text of a young adult novel, The girl and the sea – and an exegesis examining the MySpace Generation through the methodological prisms of online ethnography and literature review.
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MANZI, LUCA. "L'AUTORE DI FICTION TELEVISIVA IN ITALIA, UNA RICERCA ETNOGRAFICA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/256.
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La tesi descrive il processo di ideazione e scrittura di lunga serialità in Italia attraverso l'osservazione etnografica di due scritture di fiction avvenute nel 2007; attraverso l'analisi etnografica si evidenziano le prassi professionali e le dinamiche interpersonali che si stabiliscono durante i processi di ideazione e scrittura, con particolare attenzione ai processi di negoziazione creativa e di differenze generazionali.Thesis describes the creative and writing process of two fiction series in Italy, through ethnographical observation of two writing processes which took place in 2007; through ethnographical analysis professional habits and interpersonal dynamics are underlined, during creative and writing process; spotlight has been put on creative negotiations processes and generational differences.
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Ikonomakis, Roula. "Post-war British fiction as "metaphysical ethnography" : gods, godgames and goodness in John Fowle's "The Magus" and Iris Murdoch's "The sea, the sea /." [S.l. : s.n], 2005. http://catalogue.bnf.fr/ark:/12148/cb40143287n.
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Berry, Jessica, and n/a. "Re:Collections - Collection Motivations and Methodologies as Imagery, Metaphor and Process in Contemporary Art." Griffith University. Queensland College of Art, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070327.151934.
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By the 1990's many modes of artwork incorporated the constructs of the museum. Art forms including, 'ethnographic art', 'museum interventions', 'museum fictions' and 'artist museums' were considered to be located in similar realms to each other. These investigations into this emerging 'genre' of collection-art have primarily focussed upon the critique of the public museum and its grand-narratives. This thesis will attempt to recognise that the critique of institutional hierarchical systems is now considered integral to much collection art and extends this enquiry to incorporate private collections which examine the narratives of everyday existence. This paper adopts an interdisciplinary approach to material culture and art criticism in examining everyday objects within contemporary collection-art. In this context, this paper argues that: the investigation of collection motivations (fetish, souvenir and system) as metaphor, process and imagery in conjunction with the mimicking of museology methodologies (classification, order and display) is an effective model for interpreting everyday objects within contemporary collection-art. In formulating this argument, this paper examines the ways in which artists emulate museology methodologies in order to convey cultural significance for everyday objects. This is explored in conjunction with the employment of collection motivations by artists as a device to understand elements of human/object relations. In doing so, it contemplates the convergence between the practices of museums and collection-artists. These issues are explored through the visual and analytic investigations of key artist case studies including: Damien Hirst, Sylvie Fleury, Mike Kelley, Christian Boltanski, On Kawara, Luke Roberts, Jason Rhoades, Karsten Bott and Elizabeth Gower. In doing so, this paper argues that the everyday objects of collection-art can represent a broad range of socio/cultural concerns, so delineating a closer relationship between collection-art and material culture.
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Nolan, Leeann Margaret Rose. "'I wouldn't say that' : finding a young adult, female voice in a Queensland mining town." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/66809/2/Leeann_Nolan_Thesis.pdf.
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This is a practice-led project consisting of a Young Adult novel, Open Cut, and an exegesis, 'I Wouldn't Say That': Finding a Young Adult, Female Voice in a Queensland Mining Town. The thesis investigates the use of first person narration in order to create an immediate engaging, realist Young Adult Fiction. The research design is bound by a feminist interpretative paradigm. The methodology employed is practice-led, auto-ethnography, and participant observation. Particular characteristics of first person narration used in Australian Young Adult Fiction are identified in an analysis of Dust, by Christine Bongers, and Jasper Jones, by Craig Silvey. The exegesis also contains a reflection on the researcher's creative work, and the process used to draft, edit, plot and construct the novel. The research contributes to knowledge in the field of Young Adult Literature because it offers a graphic portrayal of an Australian mining town that has not been heard before.
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Guerrero, Pico María del Mar. "Historias más allá de lo filmado: Fan fiction y narrativa transmedia en series de televisión." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/385849.
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Esta tesis tiene como objeto de estudio el fan fiction (historias derivadas escritas por los fans de un producto de la cultura de masas) como modalidad de expansión narrativa de universos ficcionales transmedia originados en series de televisión. Concretamente, se ofrece un acercamiento a la capacidad creativa de los fans en entornos transmedia oficiales, y al fan fiction atendiendo a su dimensión textual y práctica a partir del estudio de caso de seis ficciones locales e internacionales: Águila Roja, Game of Thrones, Infidels, Mistresses, Fringe y Lost. Para ello se desarrolla un análisis textual fundamentado en la semiótica y la narratología, bases teóricas y metodológicas que se complementan con la etnografía digital en el estudio de una comunidad online de fan fiction. La utilización de estas metodologías supone un aporte innovador a los Fan Studies y la narrativa transmedia por los escasos referentes de su aplicación integrada en ambos campos.The object of study of this dissertation is fan fiction ––derivative stories written by fans of a mass culture product— as a form of narrative expansion in television-based transmedia fictional universes. Specifically, an approach to fans’ creative capacity in official transmedia environments is offered alongside an insight to the textual and practical dimensions of fan fiction focusing on the case study of six local and international television series: Águila Roja, Game of Thrones, Infidels, Mistresses, Fringe and Lost. In order to achieve this, a textual analysis drawing on semiotics and narratology is applied. Both theoretical and methodological sources are complemented with digital ethnography techniques in the study of an online fan fiction community. The application of these methods posits an innovative contribution to Fan Studies and transmedia storytelling research due to lacking models of their joint implementation in both fields.
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Pollard, Lachlan Timothy. "The lost boys : creating appealing and engaging fiction for adolescent male reluctant readers & Duende a young adult novella." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/60876/1/Lachlan_Pollard_Thesis.pdf.
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Reading plays an important role in establishing lifelong learning and providing the reader with an avenue to new experiences and a language with which to express their ideas and feelings (Owen 2003; Hamston & Love 2005). In particular adolescents need a language that allows them to 'play with their identities in a safe and controlled manner to explore who they want to be in this ever changing world' (Koss & Teale 2009, 569). Block (1995) advances that there is a distinct correlation between what we read and how we live in the world, and argues 'if what we read influences our identity in the world, the ways we are able to imagine and live in the world, then there is some responsibility to address these various texts, their readers and possible reading experiences' (Koss & Teale 2009, 569). Within my research I attempt to take on this responsibility by establishing a connection between reluctant adolescent male readers, and their reading experiences and by using their opinions to create a novella that seeks to more fully engage them.
Centred within the larger debate about boys and books are two central discussions: why don't boys read and what should boys read? While a number of reasons why adolescent boys don't read are mentioned in this paper and it might not be possible to fully account for why many are reluctant readers, it is possible to argue that specific forms of literature addressing certain themes and topics relevant to the age group might appeal to reluctant readers.
The conceptual framework for this research was structured using a mixed-method approach consisting of four phases. In positioning my research for determining literature that reluctant readers may want to read I draw on a variety of material which tends to support the longevity of S.E Hinton's (1967) argument that 'teenagers today, want to read about teenagers today' (cited in Smith & Wilhelm 2002, 6). My practice-based research was conducted within a high school in Brisbane, Australia. Six participants were selected and required to read three recently published Australian Young Adult novels, and opinion was collected via semi-structured interviews on these case studies. Grounded Theory (Charmaz 2003; Charmaz 2006; Glaser & Strauss 2011) informed the design of the questions, and the process of concurrent interviews and analysis of opinion. This analysis led to construction of my theory: adolescent male reluctant readers want to read about female relationships and family conflict within a story that consists of an adventure that, although unlikely to happen, could happen.
From this study there are two main contributions, which have theoretical and practical implications for stakeholders with a vested interest in the discussion regarding boys and books. First, this study, through the research methodology, presents key findings that indicate that reluctant readers are interested in realistic texts addressing themes that will help with the construction of, and understanding of, their own lives. Secondly, the grounded theory derived from these findings is applied to my own praxis and my creative artefact (Duende) is included with this exegesis as a text intended to create a connection between engaging texts and adolescent male reluctant readers.
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Yazdanian, Shenin Nadia. "Body-Image-Text: Exploring Female Adolescents on Facebook and Concurrent Identity Formation (CIF)." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33420.
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Using a uniquely developed research methodology called ‘feminist virtual ethnography’ this thesis explores female adolescent subculture on the social network site Facebook, looking specifically at a group of four girls who are ‘Facebook friends’ with each other as well as friends at the same high school in a large metropolitan city in south-western Ontario in Canada. The thesis is guided by research questions that focus on how these girls virtually-represent their bodies on Facebook, and develops a theory of concurrent identity formation (CIF) as a way to understand the translatability and conversion between the ‘real’ and the ‘virtual.’
Built as a collaborative inquiry between the researcher and research participants, I invited the girls to analyze screenshots of their own (and each other’s) virtual self-representations during a series of virtual conversations and to express their understandings of femininity and beauty as they problematize their identities on Facebook and in ‘real’ contexts such as at school and at home. Overall, findings reveal an interplay of body, image, and text within the girls’ systems of imagery and language. I suggest that the female adolescent body is virtually self-represented in negotiated as well as discursive ways, and that the girls’ identities are always in flux. While CIF provides a good basis for understanding these girls’ identities as ‘in flux,’ further investigation into virtual representation and CIF is needed to understand how and why adolescents display their bodies and articulate their identities in certain ways. Pedagogical implications are also discussed in my concluding chapter, where I call for a reconceptualization of literacies and methodologies, especially when dealing with girls on/and Facebook.
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Gaspar, Andrea Marques. "'Where does the new come from?' : an ethnography of design performances of 'the new'." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/where-does-the-new-come-from-an-ethnography-of-design-performances-of-the-new(cd77bec4-ba9b-48ed-b2c4-f53ed0eb7e03).html.
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The core concern of my thesis is with shifting the focus from the description on how innovation is done (predominantly STS accounts of innovation in-the-making) to what designers do with conceptions of innovation. The thesis is based on ethnographic fieldwork within a group of interaction designers of Milan. Despite the different conceptions and traditions of innovation that these designers bring in – the artistic and technological ones – I observed that a design-centered conception of innovation is reproduced, as well as the idea that plans and intentions precede things. However, another key idea of my fieldwork is the importance designers give to imagining things as they might be, rather than focusing on how things are. This is where different models of action, planned and open ones coexist in creative ways: it is these processes that the ethnography details.
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Magnusson, Petra. "Meningsskapandets möjligheter : multimodal teoribildning och multiliteracies i skolan." Doctoral thesis, Malmö högskola, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-15174.
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This thesis concerns the changing predispositions and conditions for contemporary meaning-making in school education. From a socio-cultural perspective, multimodal theory formation is used to find suitable tools and concepts for developing teaching and learning. The overall aims are to investigate and conceptualize meaning-making in school in the frame ofmultimodal theory. Firstly, the research questions are concerned with how teachers work with written; paper-based, expository texts, and secondly, with students' meaning-making, working with meaning-offerings from different modes and media. This is followed by questions surrounding the predispositions for a multimodal view in the Swedish curriculum outline. Finally, the consequences for the role of fiction in education, using multimodal theory formation as a framework are addressed. The thesis presents two empirical studies which investigate meaning-making in upper secondary education, followed by critical discussions of the cmTiculum outline and the role of fiction. The empirical data was collected using methods inspired by ethnography in classes taking social sciences and media courses. The analyses were inspired by multimodal research, and the main analytical tools consist of a discourse framework and model inspired by Roz IvaniC, the Leaming Design Sequence developed by Staffon Selander, the wheel of multimodality and the pedagogy of multiliteracies, both developed by the New London Group and Bill Cope and :Mary Kalantzis. The first study focuses on the teachers' perspective in trying to develop students' meaning-making through written, paper-based expository texts. Analyses within the discourse framework and design layer model are used to describe the teachers' practical theory. The wheel ofmultimodality is used to differentiate the meaning-offerings used in class, and the pedagogy of multiliteracies is used to describe and analyze the discussions in groups and with the teacher. Results highlight three major possibilities for working with written, paper-based expository texts: a vvider view on meaning-making, meaning-offerings encompassing several modes and media, and the teacher's modeling ofthe reading through discussion. The second study describes and analyzes meaning-making and design in learning \vith meaning-offerings from different modes and media from the students' perspective. The analytical tools are the wheel of multimodality, the Learning Design Sequence and the further-developed pedagogy of multiliteracies. Results show a similarity in meaning-making regardless of mode and media, staiiing with the visual mode and with the students focusing their efforts on comprehending the meaning-offering. This can be explained by lack of clarity and lack of guidance which are seen as obstacles for learning. The discussions surrounding the curriculum outline and the role of fiction show that, in using a multimodal theory formation frame, the curriculum does not explicitly support a multimodal view on meaning-making and that fiction can not be seen as unique due to neither mode nor media. The results suggest that multimodal theory formation gives access to tools that are useful in developing students' meaning-making according to the predispositions and conditions oftoday, in which reading development is viewed as part of developing meaning-making as a who lei and that meaning-making in school should be based on a non-hierarchical and inclusive view on modes and media to create a readiness and a flexibility to meet demands of a rapidly-changing society. As a consequence, the curriculum outline needs to be reworded and the role of fiction in education needs to be problematized.
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Stenberg, Peder. "Den allvarsamma leken : Om World of Warcraft och läckaget." Doctoral thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-42073.
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Through more than five years of extensive, participatory research the writer became a fully integrated member of the World of Warcraft community he set out to study. By actually living the grounded practices that constitute the everyday life he concludes that the mundane, often repetitive practice has very little to do with the cyber-utopian claim that one can flee the body and become who they want on the Internet. Instead this doctoral thesis argues that the constant transitions of the borders between offline and online, virtual and real, body and avatar, play and work, player and producer are best described with the concept of leakage. Using leakage to describe the perforated borders that surrounds the game not only allows an understanding of World of Warcraft as a powerful site for production of meaning and culture but also places it far from the traditional understandings of separated fun, play and games. Play as an activity has traditionally been described with three intrinsic features: it is separable from everyday life, in particular from work; it is safe, meaning that it isn’t productive nor does it carry consequence and finally that play is pleasurable or fun. World of Warcraft doesn’t easily admit to these features and should not be understood as neither innocent utopia nor as a devoured mimesis, but rather as an expansion of the life space where players repeatedly and deliberately stretch beyond the producer’s intentions and create a world consisting of work, unwritten social norms, creativity and friendship. Players are social laborers that produce the core of what makes World of Warcraft what it is: a serious game.
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Mansfield, Charles. "The role of literary texts in tourism destination management, place creation and marketing : a case study on Concarneau in Finistère, Brittany, and the Simenon Novel, The Yellow Dog." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/4785.
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This doctoral thesis approaches literary tourism initially from an historical perspective in order to define the phenomenon through a review of the existing academic literature in the field. The forms of literary tourism are analysed to provide a typology and from this the value of literary tourism is explained both from the visitor's point of view and the destination manager's. Current theories underpinning the existing literature on literary tourism, including Bourdieu's concept of cultural capital are reviewed. To extend the current state of research and to answer the research questions a case study of successful urban literary tourism is identified, in this case in Brittany, France. The uses of French literature in literary tourism are reviewed to provide a sound basis on which to examine French texts and tourist destinations. Novel methods of field research are developed to formalise and to make reproducible the methodology for this study and for future work drawing on, and seeking to combine both literary theory and ethnography. Following a pilot study on the French Riviera the full discovery instruments are designed and applied in fieldwork on the case destination, Concarneau, using the detective novel, The Yellow Dog, which is set in Concarneau. Analysis of the findings from this provide a new contribution to the field of literary theory, in the area of reader interpellation, and answer the research questions in the form of a new set of recommendations for DMOs and tourism stakeholders. From the empirical study that used Web 2.0 social media, only available since 2013, an analysis of which novels do stimulate literary tourism is presented for the first time. Out of the research process new methods have been evolved, and are presented in the conclusion, for the DMO to synthesise and leverage digital resources. This provides DMOs with interpretation processes for its managed heritage to use with its local stakeholders in hotels and in tourism businesses. Finally, an innovative conceptualisation of what constitutes tourism knowledge is proposed.
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Luu, Trieu Vy. "Revealing The Nature Of Human Characteristics Through Interaction Design." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-141054.
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Everyday we come up with new solutions for our existing problems. But the solutions of today are tomorrow’s problem. The products we create as designers are often bringing more complexity in our society than it is initially intended for. This thesis aims to give a new perspective on the design practice community. Instead of starting with a problem-solving scope, this thesis intent is to find what is truly meaningful for human life, meaning finding, and to propose how we can envision new ways of meaning making within interaction design. The two processes together of meaning finding and meaning making is how we can aim for concrete results that are relevant for our society. To better understand what truly matters for human life, I collected 14 stories through ethnographic research. These ethnographic stories reveal the nature of human characteristics when people face and overcome big challenges in life. Some of these ethnographic stories highlights the life of a WWII survivor, war refugee, leukaemia child-patient and a widow. Parallel, to the ethnographic work, I explored how I can evoke a deeper connection between people, by making them listen to each-other’s heartbeat. Inevitably, by exploring the fundamental elements of human life and observing the emotions and behaviour of my interviewees and participants, the thesis find itself often on the playground between philosophy and human life. But by taking a strong interaction design perspective, these insights were manifested in the human design manifesto booklet. This booklet proposes six expressions for designers, with the intention to embrace the fundamental elements of human life when we design: 1. Design attitudes, not solutions. 2. Design the medicine of the mind. 3. Design for relationships. 4. Design for our direct senses. 5. Design for the deep human connection. 6. Design the act of kindness Later on, for the meaning making part: one statement from the Human Design Manifesto was selected to explore in depth: Design the act of kindness. For this expression project Hidden Figures was created. Hidden Figures is a design proposal which demonstrates that a design creation can be driven by the fundamental elements of human life. In this case proposing the act of kindness as a vision on how our society could be. In overall, this master’s thesis demonstrates how our design proposals can embody and resonate well between the three levels of design philosophy, a designer’s vision and interaction design practice: How we, as designers, can use meaning-making and meaning-finding to create more relevant impact for our society. Last, I hope this work encourages other designers to think deeply about their own creations and its impact. And help designers reflect on why they create and how they could also alternatively practice design.
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Kapp, Sébastien. "L'immersion fictionnelle collaborative : une étude de la posture d'engagement dans les jeux de rôles grandeur nature." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209549.
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Qu’implique concrètement le fait de s’engager dans une fiction ?La question que pose cette thèseest celle des efforts, des activités ou des « travaux » que doit effectuer le joueur de jeux de rôles
grandeur nature quand il veut s’immerger dans un univers fictionnel. Cette activité ludique demande
l’adoption d’une posture d’engagement dont le trait principal est qu’elle fonctionne sur un mode
collaboratif. Sollicitant les cadres théoriques d’Howard Becker (approche par mondes et division du
travail créatif), de Jean-Marie Schaeffer (dispositifs d’immersion fictionnelle), de Laurent Thévenot et
de Nicolas Auray (régimes d’engagement), j’examine trois de ces efforts, essentiellement grâce à une
ethnographie poussée. Le premier effort consiste à accéder à l’univers en créant un personnage actif
et autonome ;le second revient à interagir au sein du monde fictionnel dans un double mouvement
qui consiste à repousser ses cadres tout en les renforçant ;le troisième implique d’imaginer des
modes d’organisation pour donner un cadre à l’action.
Doctorat en Sciences politiques et sociales
info:eu-repo/semantics/nonPublished
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Bogdanoff, Helene Rebecca. "Women in the rabbinate and in American fiction: a literary and ethnographic study." 2006. http://www.lib.ncsu.edu/theses/available/etd-04182006-211348/unrestricted/etd.pdf.
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Izzo, Justin. "Citizens of a Genre: Forms, Fields and Practices of Twentieth-Century French and Francophone Ethnographic Fiction." Diss., 2011. http://hdl.handle.net/10161/3953.
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This dissertation examines French and Francophone texts, contexts and thematic problems that comprise a genre I call "ethnographic fiction," whose development we can trace throughout the twentieth century in several geographic locations and in distinct historical moments. During the twentieth century in France, anthropology as an institutionalized discipline and "literature" (writ large) were in constant communication with one another. On the one hand, many French anthropologists produced stylized works demonstrating aesthetic sensibilities that were increasingly difficult to classify. On the other hand, though, poets, philosophers and other literary intellectuals read, absorbed, commented on and attacked texts from anthropology. This century-long conversation produced an interdisciplinary conceptual field allowing French anthropology to borrow from and adapt models from literature at the same time as literature asserted itself as more than just an artistic enterprise and, indeed, as one whose epistemological prerogative was to contribute to and enrich the understanding of humankind and its cultural processes. In this dissertation I argue that fiction can be seen to travel in multiple directions within France's twentieth-century conversation between literature and anthropology such that we can observe the formation of a new genre, one comprised of texts that either explicitly or more implicitly fuse fictional forms and contents together with the methodological and representational imperatives of anthropology and ethnographic fieldwork. Additionally, I argue that fiction moves geographically as well, notably from the metropole to Francophone West Africa which became an anthropological hotspot in the twentieth century once extended field research was legitimated in France and armchair anthropology was thoroughly discredited. By investigating ethnographies, novels, memoirs and films produced both in metropolitan France, Francophone West Africa, and the French Caribbean (including texts by Michel Leiris, Amadou Hampâté Bâ, Jean Rouch, Jean-Claude Izzo and Raphaël Confiant), I aim to shed light on the kinds of work that elements of fiction perform in ethnographic texts and, by contrast, on how ethnographic concepts, strategies and fieldwork methods are implicitly or explicitly adopted and reformulated in more literarily oriented works of fiction. Ethnographic fiction as a genre, then, was born not only from the epistemological rapprochement of anthropology and literature in metropolitan France, but from complex and often fraught encounters with the very locations where anthropological praxis was carried out.
Dissertation
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Olmanson, Justin Douglas. "What’s going on at Zapata Elementary? people, research, and technology in educational spaces : an experiment in experience and possibility." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-4259.
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Given the proliferation of technological tools, environments, and supports within the field of education, and the predominant investigative orientation of educational technology researchers being intervention-focused, a minority of scholars have called for other ways of understanding the nuance and contours of educational interactions and technology. This study explores the possibilities for such an orientation at the public elementary school level by maintaining a non-traditional theoretical and wide contextual focus. Toward this end, this study performs and constitutes an experimental mode of address meant to further considerations of educational technology use and educational technology discourse in and around school libraries, second, third, fourth, and fifth grade bilingual, ESL, and regular classrooms.
This work is a Deleuzian experiment in New Ethnographic Writing and New Ethnography that also explores aspects of critical design ethnography and the affinity-based design of an educational mashup. Ethnographic attentions were applied over four-year period concentrating on language arts, ESL, and literacy activities. Through performative writing, loose networks of individuals, artifacts, places, processes, movement, and machines are explored.text
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Woolford, Ian Alister. "Renu village : an ethnography of north Indian fiction." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5214.
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The Hindi author Phanishwarnath Renu (1921-1977) is credited with initiating the “regional” literary genre in India—a form characterized in part by its use of village song and performance. Renu's work is unusual for the deep debt it owes to his village's performance community; he described himself as a product of folksong, and there are hundreds of textual examples of village song in his writing. Both the songs performed in Renu's village, and also those performed in his fiction, are products of sensibilities local to the folklore region of northeast Bihar. This dissertation draws on textual analysis and on fieldwork in Renu's village, Aurahi-Hingana, and uses a performative approach to explore this Hindi author's unusual station on the border of written and oral tradition.
Renu was no passive reproducer of song, but a performer himself, and for certain individuals in his village Renu was a singer first and writer second. Some illiterate village singers even claim him as one of their own. He had a direct hand in shaping the life of his community's folklore as a singer and teacher, and his influence is such that he has become a character within the twenty-first-century village performance repertory. If Renu was a performer, then there is something to be gained from considering his writing as a performance category. The songs in his writing inhabit space, geography, and history—they are worldly—in the same way that live performances of village song inhabit the world. This dissertation proposes a contrapuntal method of reading both fiction and performance that demonstrates the multi-layered complexity of one of Hindi's much-loved authors, and affirms the many layers, the complexity, and the importance of the song tradition to which that author belonged.text
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Binder, Leila. "Cloud village: a novel." Thesis, 2014. http://hdl.handle.net/2440/98269.
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v. 1 Cloud village, a novel: Major work -- v. 2 Ethnographic surrealism and the New World baroque: ExegesisThis thesis examines the moments in which the differences between cultures create new systems of meaning, the moments in which people reinvent themselves and their values, and in which a new language or expression is created. James Clifford calls these moments “Ethnographic Surrealism”, particularly when ethnography provides a critical distance from one’s own culture in order to subvert its assumptions. The creative part of this thesis may be seen as a work of ethnographic surrealism, because it places its main characters, a North American family, on a commune in an isolated mountain in Colombia where their cultural assumptions are denaturalised. Their endeavour is what Mary Louise Pratt called an “anti-conquest”. Instead of wishing to convert others, they wish to be converted by the local tribe. The family is unaware that they survey others with “imperial eyes”. This exegesis focuses specifically on the New World Baroque, an exuberant and inclusive style appropriate to a mestizo culture. It first discusses the Latin American neo-baroque, later expanding the category to certain North American works. Then it looks at the genre of magical realism as a subcategory of the neo-baroque. It uses Clifford’s conception of Ethnographic Surrealism’s juncture between cultures and the notion of a magical realist clash of paradigms to examine fiction about the Other, in particular The Lost Steps by Alejo Carpentier (the story of an anti-conquest) and One Hundred Years of Solitude by Garcia Marquez. It examines moments of ethnographically surrealist collage in which images of the culturally familiar and the strange are juxtaposed. Then it discusses North American works which contain an inclusive baroque spirit: the work of Henry Miller and the invented worlds of Ursula K. Le Guin. Ethnographic surrealism shares with the neo-baroque a sense of inclusiveness, proliferation, expansiveness and syncretism.
Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2014.
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CHU, YO-CEHN, and 朱祐辰. "A Future Ethnography of Posthumans: Design Fiction Through Mythology." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/s3nsmf.
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碩士實踐大學
媒體傳達設計學系碩士班
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This thesis postulates new roles of mythology in/for Design Fiction (DF). Since Bruce Sterling (2005) first used the term (p. 30), DF has been developed into a distinctive design concept tied to science fiction (SF). Sterling admitted the two are much alike and hardly separable for a normal reader. However, when DF, are introduced and practiced primarily as a creative method similar to SF prototyping, its ways of production and subsequent conversations are often confined to some more popular SF genres, particularly Hard SF. As this thesis concerns, such situation may limit the scope and possibility of DF and thus fosters an incentive to look for alternatives. From reviewing the concepts and theories of myth to applying them to DF, this thesis, in fact, seeks to elicit, emulate and embody the core values of Social, or Soft, SF, in order to suggest an atypical, supplementary, yet qualified framework for DF. Following a research for/into DF and Critical and Speculative Design (CSD), it experiments and proposes a design strategy through making a resultant design project: TeCultnology, a diegetically curated exhibition that showcases an ethnographic fiction (Hecht, 2006, p. 8) of posthuman races. In adopting a Research Through Design (RtD) approach (Frayling, 1993; Zimmerman et al., 2007), this thesis follows the principles of Annotated Portfolio (Bowers, 2012) to document and explicate the creative process and results, including my practice of mythical narrative and ritualistic artifact, as a demonstration of the proposed strategy: “Mythic DF”. With analyses of myth-science and ritual-technology relationships, this thesis argues: mythology, being affiliated with as well as comparable to SF (T. Lombardo, 2006, 2015), also has considerable potential for navigating and exploring DF.
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van, Toledo Samara. "Schooling sexuality: an intergenerational investigation of the educational experiences of Australian gay men and teens." Thesis, 2021. https://vuir.vu.edu.au/42966/.
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This study (re)presents the intergenerational experiences of gay men in Australian schools, communities and families across a fifty-year period. A snowball sample of six participants, ranging in age from fifteen to sixty-five, participated in life history interviews that focussed on eliciting narratives of (re)membered school experiences connected to the social and cultural discourses of (homo)sexuality. This study contributes to the scholarship of sexuality in Australian contexts. A particular gaze is directed on how schooling, family and community norms form and storm subjectivity and identity in childhood and adolescence.
This research is framed by the national debate regarding lesbian, gay, bisexual, transgender, intersex, and queer (LGBTIQ)+ rights in Australia that erupted over the implementation of the Safe Schools Coalition program across Australian states. The ensuing moral panic incited by conservative groups, and the public scrutiny surrounding the proposed support mechanisms and inclusivity for LGBTIQ+ adolescents and their peers, inspired my resolve to undertake this research. Drawing on a sociocultural framework to look at the intersections around sexuality, in conjunction with the embodied knowledge of Othering, I saw the importance of a discursive examination of experiential encounters with institutionalised heteronormativity in Australian schools, family dynamics and community settings.
The lived experiences of same-sex-attracted informants is an under-explored area within the scholarship of sexuality in Australian schools. This study elucidated firsthand experiences of what it has meant, and means, to be gay in Australian schools communities and families over a fifty-year period. The conclusions of the study indicate that all participants, regardless of age, have encountered overt (homo)phobia, and describe how heteronormativity has limited and negatively impacted on their ability to contribute and participate in school, in their families and in community settings.
This investigation is presented in the form of a creative product and an exegesis. In each of the components there is an understanding of how deviations from binary constructions of gender and sexuality are articulated. This study adds to the plethora of work and rethinking which needs to be done in Australian schools, families and communities to support LGBTIQ+ individuals.