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1
Donno, Julian. "American Progress - A Foucauldian Discourse Analysis." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21695.
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19th century America is shaped greatly by territorial expansion into NativeAmerican lands. A famous painting which represents this process is called AmericanProgress by John Gast. This study argues that the display of power between the settlersand the Native Americans in the painting mirrors the dominant discourse on 19th centurywestward expansion. So, the analysis is concerned with how the settlers are constructed,how the Natives are displayed and how this results in a power hierarchy. These findingsare then compared to 19th century discourse on the westward movement. The analysis isguided by the methodological tool of Foucauldian discourse analysis. The analytical stepsare informed by the two American Studies scholars Angela Miller and Martin Christadler.The research is based on pragmatism with a leaning towards constructivism. This studyfinds that American Progress contrasts civilisation and nature in similar ways as thisdichotomy is established in the discourse of the 19th century. Westward expansion in thepainting and in 19th century discourse is justified by constructing the Natives as godlessand the settlers as godly. The difference in brightness in American Progress supports thedichotomies of civilisation and nature as well as godliness and godlessness.
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Allan, Margaret D. "Migrant ESOL learners : a Foucauldian discourse analysis." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22335.
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This study aims to contribute uniquely to both the debate and the literature on diversity and difference within the college sector in Scotland. It investigated how migrant ESOL learners are supported within one large college in Glasgow, and adopted a qualitative approach underpinned by a previously under-used strand of Foucault’s theory of practices of the self to interpret the language and practices of both ESOL learners and their lecturers. It analysed how the college situates the migrant learners’ experience by examining the discourses of two focus groups of learners and staff, as well as seven individual members of staff and selected learners at both Intermediate and Advanced levels. The research found that both the learners and their lecturers have to negotiate quite different manifestations of power as they work towards their individual goals. The learners’ practices illustrate their sophistication as they assimilate behaviours and language which help to ease their progression through and beyond the college, while the lecturers work within the challenges of their role to enable, with evident care, the goals of the learners which are entangled with their own. The findings raise issues for practitioners working within the field of ESOL learning and teaching, specifically how to support students in negotiating the learning process, and the associated layers of power embedded within the practices of the college. The key beneficiaries of this study are the lecturers but, ultimately, the migrant ESOL learners and the potential is identified for Foucault’s framework of practices of the self to be used to support lecturers in developing more culturally sensitive practices.
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Carmichael, Helen. "Clinical supervision in mental health : a Foucauldian discourse analysis." Thesis, University of Essex, 2010. http://ssudl.solent.ac.uk/2950/.
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The practice of clinical supervision amongst mental health practitioners is hampered by a lack of shared understanding of its nature and purpose and by a complex mixture of assumptions and external expectations. As a result, potential benefits of supervision are diminished and its practice risks losing credibility amongst those in a position to resource it. This study addresses these conflicts through an analysis of the discourse of supervision within mental health nursing, counselling and clinical psychology.
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Dlodlo, Nobuhle. "Employability as a treatment goal? : a Foucauldian discourse analysis." Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/19884/.
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The research aims to understand if the integration of psychological practice with social entrepreneurship can support individuals at risk for social exclusions enhance their employability, while enabling psychological professionals to remain sensitive to social justice. This appears challenging to do in state funded, institutional settings. There is limited evidence to support and explore such integration. However it has been noted that third sector settings can effectively accommodate socially just practice. In light of the above, Foucauldian Discourse Analysis is preliminarily applied to explore how social enterprises construct employability and to examine the implications for practice. The research study is concerned with social justice, with the contextual factors influencing psychological practice and with the integration of psychological practices and social entrepreneurship. The leaders of these social enterprises appeared to draw on discourses of neo-liberal citizenship and neo-liberal paternalism. They constructed employability using psychological constructions of motivation to internalise employability as an assumption and a responsibility of the individual. However, they also resisted aspects of these neo-liberal citizenship and psychological discourses to then integrate those discourses with economic and neo-liberal paternalistic discourses. This appeared useful in managing the aspirational and obliging tensions of their neo-liberal subject position. The participants’ constructions were effective in delineating the contexts and practitioners most appropriate for the implementation of employability enhancement interventions. This appeared to create particular implications for the practice. These implications in turn challenged the possibility of integrating psychological practice with social entrepreneurship. The findings of the analysis were contextualised with existing literature to explore the implications for social justice in integrating these practices to enhance client employability.
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Bonaria, Michela Galea. "Constructing bilingualism in the Maltese therapeutic context : a Foucauldian Discourse Analysis." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/constructing-bilingualism-in-the-maltese-therapeutic-context(efa6ca85-38c7-4290-98c6-a95b9f807b21).html.
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To date, there is a dearth of studies addressing therapeutic uses of bilingualism as applied to counselling psychology in postcolonial contexts. This study explored some of the ways in which Maltese therapeutic practitioners1 understood and worked with bilingualism. Nine semi-structured interviews were conducted with accredited therapeutic practitioners. Taking a poststructural epistemological approach, a Foucauldian informed discourse analysis was applied to the data produced. In the analysis, three key discourses were identified: professional, cultural, and deviant that produced bilingualism as a power-laden discursive site of therapeutic ideas and practices. Further examination of how these discourses resourced discursive constructions of Maltese-English bilingualism highlighted how these firstly positioned uses of English and Maltese as serving different therapeutic functions, with participants understanding counselling ideas in English while cultural experiences were best expressed in Maltese. Secondly, some of the postcolonial resonances that privilege English over Maltese were illustrated as still evident in these accounts through the construction of English as sophisticated and Maltese as crude. Finally, code-switching was variously objectified as both facilitative and frustrating in enabling therapeutic communication and maintaining the therapeutic relationship. This analysis therefore contributes to an alternative understanding of bilingualism in Maltese therapeutic practice by highlighting the social, cultural and historical processes that have shaped these discursive constructions. This may inform Maltese practitioners in developing their critical reflexivity regarding the power implications of using Maltese and English, and may also be useful to the wider therapeutic community, including counselling psychologists, working in other bilingual contexts.
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Kantor, Barbara. "A Foucauldian discourse analysis of South African women's experience of involuntary childlessness." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_5335_1180442818.
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As a consequence of positioning women within the dominant gender role of motherhood, the inability to have a child has exposed women, and more notably women in Africa, to extreme social consequences that often violate their human rights and lead to socio-economic disempowerment. The aim of this study was to consider prevailing discursive construction that position women within dominant ideologies that engender motherhood for women, and to explore how women make sense of and construct meaning regarding their experience when they desire but are not able to have a child.
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Olson, Travis Heath. "The Governmentalities of Globalism: A Foucauldian Discourse Analysis of Study Abroad Practices." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436909222.
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Myhill, Claire. "A Foucauldian Discourse Analysis of Professional South African Ballet Dancers’ Subjective Performance Experiences." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64120.
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Extensive research into the lives of professional ballet dancers has been conducted by the psychological and medical fields, but much of this research has focused on problems in the environment, sometimes in a way that further pathologizes dancers. Professional ballet is a highly demanding performance area, yet little research into ballet dancers’ performance lives has been conducted, which further shapes perceptions about this population. This study explores how South African professional ballet dancers’ performance lives are shaped by discourse, and how they draw on available discursive resources to construct their subjectivity and create meaning, and to what ends, in relation to performance. Findings suggest that dancers are caught up in several powerful, dominant discourses, some of which may position them in ways that cause subjective harm, but that alternatives do exist. Insights into the complex web of intersecting discourses surrounding ballet are offered, and questions posed to create possibilities, but ultimately, dancers must decide which positions they want to claim or resist, as they continually form their subjectivities.Mini Dissertation (MA)--University of Pretoria, 2017.
Psychology
MA Counselling Psychology
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Seabrook, Marianne. "Exploring 'medically unexplained symptoms' with GPs and counselling psychologists : a Foucauldian discourse analysis." Thesis, London Metropolitan University, 2017. http://repository.londonmet.ac.uk/1216/.
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"Medically unexplained symptoms" or "MUS" has been constructed as a term to describe persistent physical symptoms for which no medical aetiology can be found. "MUS" account for at least 20 per cent of UK medical consultations, yet fit uneasily within a biomedical discourse where illness is legitimised by medical diagnosis. "MUS" supposedly operates as a neutral category, yet critical review of the literature problematises this so-called neutrality: it fails to be neutral whilst avoiding depicting the situation as it is. There is widespread conflict about terminology and aetiology, which results in the subjective creation of legitimacy criteria; disavowal of a psychological dimension; and patients receiving costly and ineffective treatment. This research, motivated by the need within this conflict to better understand the implications of how we talk about “MUS”, explores how practitioners are constructing “MUS”. Four semi-structured interviews with GPs and counselling psychologists were undertaken and analysed using Foucauldian Discourse Analysis. Alongside underlying biomedical discourses, discourses of separation, mindbody dualism, psychology and holism were identified. These contributed to various constructions of "MUS", including "MUS-as-choice", "MUS-as-challenge", "MUS-as-unreal", "MUS-as-placeless" and "MUS-as-untold-story". This research problematises the separation of illness into categories, the psychologisation of "MUS" and the lack of availability of an acceptable holistic discourse with which to construct illness. It emphasises the performative nature of our talk about "MUS" and the importance of discourse awareness for deepening our understanding of social and cultural influences on how we see the world and act within it. Exclusive biomedical and psychological constructions of illness displace "MUS" as legitimate illness and limit opportunities for constructive dialogue. As practitioners, we need to resist getting caught up in these frameworks. Suggestions are made for how practical disturbances of current working practices might be achieved.
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Pournara, Maria. "Discursive power games in therapeutic accounts of Antisocial Personality Disorder : a Foucauldian Discourse Analysis." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/discursive-power-games-in-therapeutic-accounts-of-antisocial-personality-disorder(40e850c1-9cfa-4126-8f90-60e268672857).html.
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Antisocial Personality Disorder (ASPD) is understood as a difficult category to work with in various contemporary mental health settings. Additionally, to date, there is a dearth of research on this topic in Counselling Psychology. Therefore, the aim of this study is to explore how Counselling Psychologists (CoPs) and other Psychological Practitioners (PPs) discursively construct ASPD and to investigate any discursive power games that may be implicated in therapeutic practice accounts. Ten semi-structured interviews were conducted and a Foucauldian Discourse Analysis (FDA) was applied to the data. The findings of the analysis produced five distinct therapeutic subject-positions: “Dangerous to Know”, “Damaged Goods”, “The White Collar Psychopath”, “Resisting to Psychiatric Norms” and “Critical Questioning”. Overall this analysis argues that ASPD is a problematic construct as it is produced by these participants as multiple, power laden and opaque. Additionally, these therapeutic subject-positions highlight how ASPD is variously produced in specific therapeutic contexts, such as medium secure units and private practice/ corporate environments. Such findings may contribute to raising awareness among CoPs and other PPs by making visible the power relations and contextual influences implicated in particular ASPD therapeutic accounts. Finally, it is also proposed that this Foucauldian gaze may be applied in other practice areas, to enable critical thinking in relation to potential uses of psychological knowledge, practice and research.
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Wang, Zhi-Zhong. "UNDER ATHENIAN EYES: A FOUCAULDIAN ANALYSIS OF ATHENIAN IDENTITY IN GREEK TRAGEDY." Oxford, Ohio : Miami University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1050628367.
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Richardson, Timothy Kevin. "Environmental integration in infrastructure planning : a Foucauldian discourse analysis of the trans-European transport network." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/3157/.
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Planning theory is turning again towards the question of power, particularly in relation to recent claims to a new communicative planning 'paradigm'. This thesis investigates how Foucauldian discourse analytics, embracing concepts of discourse, power/knowledge, rationality and space can contribute in sensitising planning research to power. A Foucauldian approach is developed which problematises the construction of rationality in spatial planning processes, focusing on the institutionalisation of rationality in the tools that provide decision-support. The power relations that condition this construction process are investigated in a detailed case study of the treatment of environmental risks in the policy process for the trans-European transport network. Key events are analysed, as a new policy discourse of European space and mobility emerges and is institutionalised in an ED policy framework. A narrative of the micro-politics of power at work focuses on the construction of Strategic Environmental Assessment as the principal tool in institutionalising a new discourse of environmental integration into TEN-T policy discourse. The case study operationalises discourse analytics in a way which embraces social practices and institutional dynamics as well as texts, showing the value of a non-textually oriented research design. The result is a detailed analysis of how power relations affected environmental integration in a critical area of ED policy making. Discoursive struggles were found to shape the local struggles taking place within the policy process, between EU institutions, individuals within them, and other interests. The policy outcome for environmental risks was found to be heavily conditioned by these struggles. These findings contribute to general understanding of the struggles for hegemony between economic, political and environmental discourses in spatial planning at EU and other levels. The operationalisation of a Foucauldian discourse analytic approach in this study suggests its usefulness in planning research, as well as in exploring theoretical questions about the relations between discourse, rationality, power/knowledge and space in spatial planning.
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Mohammadi, Nahid. "Transformational subjectivity : a Foucauldian discourse analysis of "identity", "gender" and "nature" in Adrienne Rich's poetry." kostenfrei kostenfrei, 2007. http://d-nb.info/988881195/34.
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Massey, Alan. "Referral to occupational health : a Foucauldian discourse analysis of statutory documents and student nurses' perceptions." Thesis, University of Chester, 2015. http://hdl.handle.net/10034/620344.
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This study was carried out using a Foucauldian discourse analysis and involved the examination of three statutory reports into the provision of occupational health in the workplace. The reports analysed were the Report of the Select Committee on the Bill for the Regulation of Factories (1832); the Safety and Health at Work Report (1972); and Working for a Healthier Tomorrow (2008). Additionally, analysis was carried out on oral events with nursing students, which sought to understand their perceptions of referral to occupational health. The objective of this study is to explore how referral is constructed through discourse, categorising how this practice is constrained or liberated by specific discourses and how nursing students are positioned by these discourses. My study highlights both structural and subjective barriers to the use of occupational health. At the structural level, it is observed that referral to occupational health commenced as a form of governmentality, introducing dividing practices which subjected the workforce to forms of classification and surveillance. For those classified as healthy a culture developed within workplaces in which health behaviours needed to comply with the standards set down by occupational health and by the risk management approach. Risk management processes and stigmatisation are used to ensure compliance with the state’s wishes for a healthy and productive workforce. This trend is seen across the reports analysed, and is increased within the Black Report to the surveillance of health both in and out of the workplace for those of a working age. Subjectively, occupational health was identified as a disciplining and subjugating structure by the nursing students. The students evidenced notions of Cartesian duality in their discussions of the outcomes of referral, as they readily accepted surveillance of the body whilst seeking to avoid surveillance of their mental health capabilities. Through observation of architectural signs and organisational images of discourse, students categorised occupational health as an instrument of the higher education institute and not as a form of holistic health support. The research highlights how occupational health acts as a barrier to the students’ fulfilling their societal roles as good students and good nurses. The research also highlights a desire on the part of the student nurses to utilise occupational health within a public health framework which addresses their health in a preventative rather than punitive manner.
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Adams, Joanne. "Therapists' constructions of practice in relation to women experiencing orgasm difficulty : a Foucauldian discourse analysis." Thesis, University of East London, 2016. http://roar.uel.ac.uk/5393/.
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The aim of this thesis is to explore how clinicians construct their practice with women experiencing difficulty with orgasm, by adopting a Foucauldian Discourse Analysis (FDA). In the first part, a critical review of the literature is presented, which illustrates the socio-historical constructions of female orgasm in relation to three distinct temporal periods; classical, modern and contemporary. The discursive constructions of orgasm within these epochs are considered in relation to research and treatment development. The thesis then presents the analysis which used semi-structured interviews to explore how six clinical psychologists and two psychosexual therapists make sense of the work they do with women experiencing difficulty with orgasm. The transcripts were analysed using a FDA. A critical realist social constructionist epistemological position was adopted in this research to facilitate the exploration of the constructed nature of orgasm, both at the local level of the text and the wider institutional level, to explore contextual and social factors and their implications for subjectivity. The analysis identified that clinicians construct their understanding of therapy with women experiencing difficulty with orgasm in three main ways. They constructed their practice in terms of pursuing expert knowledge to secure professional power. They constructed the women with whom they work as ‘problematic’ yet ‘untreatable’ in the context of dominant biomedical discourses. Finally, they constructed the broader service context as regulating the ways in which they are able to conceptualise and ‘treat’ this presentation, thus perpetuating a pathologising construction. This thesis recommends that clinicians should focus on interventions that promote a strength-based and systemic approach, which adopt a preventative stance towards addressing this phenomenon, involving social action and community development. Finally, supervision and reflective practice is recommended to increase awareness of the impact of social discourses on the subjectivity of the women who present for ‘treatment’.
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Irving, Hannah. "Dancing with Difference: An Auto/ethnographic Analysis of Dominant Discourses in Integrated Dance." Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19725.
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Through six months of ethnographic and autoethnographic fieldwork, which included participant observation and ten individual semi-structured interviews, I sought to determine how dominant discourses in dance, especially those pertaining to professionalism, ability, validity, and legitimacy, are circulated in and through training, and how we as dancers responded to these discourses. Following the stand alone thesis format, this thesis is comprised of two publishable papers. The first is an ethnography of one integrated dance company’s members’ experience with negotiating space for alternative forms of dance in contemporary dance. The second is an autoethnographic piece of writing where I show the challenges of resisting dominant discourses of validity and legitimacy in both qualitative research as well as contemporary dance. Together, these papers form a thesis that strengthens our scholarly understanding of the discourses and associated tensions at work in participating in and writing about integrated dance.
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Al-Motairy, Obaid Saad. "Understanding the emergence and functioning of the organising and regulating of the auditing profession in Saudi Arabia : a Foucauldian perspective." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299071.
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Yates, Scott. "Power and subjectivity : a Foucauldian discourse analysis of experiences of power in learning difficulties community care homes." Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/4322.
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Polig, Sophie. "Resistance is Freedom : A Foucauldian Discourse Analysis on the Armed Self-Defence of the YPJ in Rojava." Thesis, Malmö universitet, Malmö högskola, Institutionen för globala politiska studier (GPS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-18483.
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Lebedeva, Alexandra, and Mercedes Lopez. "The Construction of Immigrants´ Identity in the EU : A Foucauldian discourse analysis of EU common migration policy." Thesis, Umeå universitet, Statsvetenskapliga institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-120728.
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The aim of the study is to analyse the discursive construction of the immigrants‟ identity within the EU‟s common migration policy. More specifically, this study seeks to identify what discourses are constituted within the EU, and how these discourses are constructed. Moreover, the study efforts to understand what consequences these discourses may have to the identity of immigrants. In order to achieve the aim of the study, a number of policy documents and agreements have been analysed. This analysis is implemented by applying a social constructivist approach, based on the notion about ethnic identities, securitisation theory, discourse theory and the theoretical concepts of Eurocentrism and Europeanisation. The methodological approach applied to the analysis is the Foucauldian genealogical discourse analysis.The conclusion of the study is that the EU, through its policy documents, has contributed to the construction of the following discourses: identity discourse, threat discourse and power discourse. Consequently, the analysis showed that these discourses may affect the image of immigrants negatively. The strengthening of “we” and “them” identities is emphasised through categorisation of immigrants, integration provisions, and through managing security and migration questions together.
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Jones, Lee. "Discursive power games in counselling psychologists' therapeutic accounts of working with male sexual dysfunction : a Foucauldian analysis." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/Discursive-Power-Games-in-Counselling-Psychologists’-Therapeutic-Accounts-of-Working-with-Male-Sexual-Dysfunction(1a0082e1-8173-42a8-b940-7f7ea1d6a903).html.
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Male sexual dysfunction is considered to be a problematic discursive site due to the diverse ways in which it is constructed and therapeutically conceptualised. Under-researched within the discipline of counselling psychology to date, this diagnostic category needs to be explored to identify ways in which counselling psychologists construct this presenting problem. Therefore the aim of this research was to interrogate how a volunteer group of counselling psychologists understood and worked with male sexual dysfunction in order to make visible some of the masked discursive practices related to its diverse constructions. Ten counselling psychologists were interviewed and a Foucauldian discourse analysis conducted, which interrogated the discursive power games implicated in these participants' accounts. The findings produced firstly identified the wider contextual cultural norms that seemed to regulate male sexuality within gendered masculinity discourses. Secondly, three distinct discursive therapeutic subject positions and their related power games were identified as talked about by these participants. Overall, it is argued that these findings indicate that for these counselling psychologists, male sexual dysfunction is a mutable, diversely power-laden, and thereby problematic, construct. Furthermore this analysis may be understood as a contribution to counselling psychology in raising practitioners' awareness to the power games in their talk about working with male sexual dysfunction.
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Davidson, Lucy. "Caught in the complex web of words : a Foucauldian discourse analysis of Counselling Psychologists' accounts of grief work." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/caught-in-the-complex-web-of-words(b2916be6-7e2c-4989-98d8-7124325b8724).html.
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Hore, Beth. "How do counselling psychologists in the UK construct their responsibilities to the wider world? : a Foucauldian discourse analysis." Thesis, London Metropolitan University, 2014. http://repository.londonmet.ac.uk/681/.
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Counselling psychology’s Professional Practice Guidelines state that "counselling psychologists will consider at all times their responsibilities to the wider world". (Division of Counselling Psychology, 2005, p.7). It is suggested that the way in which counselling psychologists construct their relationship with the wider world could impact on practice, training, research and counselling psychology professional identity. A critique of the extant literature found that this issue has not previously been researched. Five counselling psychologists were asked in semi-structured interviews about their responsibilities to the wider world. Foucauldian Discourse Analysis was applied to the transcript of the interviews. Different constructions of the relationship between counselling psychology and the wider world were identified in the transcript and located in four wider discourses: professionalism, scientific, social activism and guru. Common themes across responsibilities constructed by participants utilising the different discourses included: the wider world being outside of the consulting room; difficulties defining responsibilities; and responsibilities being weighty. Responsibilities to communicate knowledge were constructed using three of the discourses. Both the guru and scientific discourses were mobilised to construct responsibilities to engage with technologies of the self (Foucault, 1988). In contrast the professionalism discourse was used to construct a responsibility to perform to others in order to appear professional. The implications of these constructions for counselling psychology, and the discourses mobilised by participants, are discussed.
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Bartlett, Alison. "What do men over 65 say about health, illness and masculinity? : a qualitative study using Foucauldian discourse analysis." Thesis, University of East London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532601.
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This study used Foucauldian Discourse Analysis to explore how men over 65 discussed their understandings of health and illness, relating to their past, present and future. The analysis worked intensively with interview material from a sample of eight men aged 66 - 81 to identify the discourses referred to within the men's talk and the `subject positions' afforded to them and others through these. Social constructions of such concepts as health; illness; gender; and ageing are considered and the potential dilemmas arising as a result of conflicts between these, with a particular focus on ways in which these men may renegotiate their gendered id entities to accommodate their experience of later life. Six interrelated discourses are identified: Health as the preserve of women; Men's health as physical activity; Health as a long-term investment; Health as a `given' in youth but requiring effort in older age; Health as a personal responsibility; and Health care professionals as experts and authority figures. A subjugated form of masculinity is exposed through the participants' expression of improved adherence to health-promoting behaviours in later life, whilst the hegemonic ideal of not attending to health concerns is positioned as a trait endorsed by those who lack the power to either think about or to act upon such `rational' decisions. Implications of the findings are discussed in the context of potential strategies for improving men's healthcare practices.
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Na, Dongkyu. "A Sociocultural Analysis of Korean Sport for International Development Initiatives." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42014.
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This dissertation focuses on the following questions: 1) What is the structure of the Korean sport for international development discourse? 2) How are the historical transformations of particular rules of formation manifested in the discourse of Korean sport for international development? 3) What knowledge, ideas, and strategies make up Korean sport for international development? And 4) what are the ways in which these components interact with the institutional aspirations of the Korean government, directed by the official development assistance goals, the foreign policy and diplomatic agenda, and domestic politics? To address these research questions, I focus my analysis on the Korea International Cooperation Agency (KOICA) and its 30 years of expertise in designing and implementing sport and physical activity–related programs and aid projects.
For this research project, I collected eight different sets of KOICA documents published from 1991 to 2017 as primary sources and two different sets of supplementary documents including government policy documents and newspaper articles. By using Foucault’s archaeology and genealogy as methodological frameworks, the analysis highlights how KOICA sport has functioned for three decades as 1) an international development tool, 2) a diplomacy tool, and 3) a domestic policy tool of the Korean state. The conclusion focuses on 1) the relevance of findings to the larger context of SFD, sport diplomacy, and domestic policy and political literature; 2) additional cases demonstrating the ways other nations might employ sport for political purposes, in comparison with KOICA sport; 3) KOICA sport’s potential future as an alternative to Korean SFD and future direction of my research journey toward a big picture of East Asian SFD.
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Hodgson, Damian Edward. "Discipline, discourse and the subject : a Foucauldian analysis of the control of employees in the UK financial services industry." Thesis, University of Leeds, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434130.
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Thompson, James. "Appeasing the mushroom gods : a Foucauldian discourse analysis of magic mushroom users' constructions of meanings surrounding psilocybin mushroom use." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642034.
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Magic mushrooms, more than any other psychoactive substance, are steeped in mythology. Since their (re)discovery by the West in the mid-20th Century they have been constructed as spiritual sacraments, recreational drugs, psychological tools and gateways to metaphysical realities (Letcher 2007). Each of these conceptions represents multiple and competing discourses which constitute magic mushrooms and the experiences they occasion. In this thesis I address how these multiple and competing discourses are utilised and negotiated by people who consume magic mushrooms in the contemporary social world. Data was generated for this study through active interviews, combing narrative and semi-structured styles, which were conducted in person, via Skype and by telephone. Twenty three participants (7 female, 16 male; aged 19-60) were recruited to the study representing varied styles and frequencies of magic mushroom use; from psychedelic enthusiast ‘psychonauts’ to more casual poly-drug users. Using Foucauldian Discourse Analysis I explore the discourses participants mobilised and negotiated in constructing accounts of the meanings surrounding magic mushrooms. Analysis focused upon three key aspects of magic mushrooms, their use and the experiences they occasion: ‘what magic mushrooms do’; how participants conceptualised the ways they ‘alter reality’, ‘what magic mushrooms are’; ‘natural’ drugs or beings with agency, and ‘what magic mushrooms are for’; recreation or spiritual improvement. In addition I explore the relationships between discourses; how magic mushroom users construct new and complex understandings by negotiating, wrestling, and playing with available discourses, to make sense of experiences which often appear ineffable and bizarre. In exploring these discourses and the relationships between them, participants constructed magic mushrooms in three broad ways: as ‘just drugs’ as ‘drugs of distinction’ and as ‘neo-shamanic sacraments’. I discuss these ways of conceptualising magic mushrooms in light of the dominant neo-liberal order and the limited potential of magic mushrooms to provide a counter-cultural alternative.
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Earl, Stacy. "An exploration of how mental health service users construct meaning from the Work Capability Assessment process, using Foucauldian Discourse Analysis." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/16323/.
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Welfare reform has seen disabled people finding their eligibility for unconditional welfare benefits reassessed through the Work Capability Assessment. The welfare-to-work policy has seen those that are economically inactive and unemployed constructed as problematic groups who require intervention to become productive members of mainstream society. The Work Capability Assessment process has been criticised for not adequately assessing work capability in people with mental health difficulties and has been deemed discriminatory against mental health service users. There is a paucity of research in this area, particularly in relation to users of mental health services, and within the psychology discipline. Semi-structured interviews were conducted with ten users of mental health services who had participated in the Work Capability Assessment process. Foucauldian Discourse Analysis was used to explore how service user’s constructed the Work Capability Assessment process, and how they were constructed through their involvement in the process. Participants were constructed as “fraudulent versus genuine”, “workshy”, “an economic drain”, and “just a number”. Participants constructed the process as a “catch 22 situation”, “something you either pass or fail”, “an all or nothing process” (work versus non-work), “a political act” and a “threat”. The findings of the research are discussed in relation to implications for clinical practice, wider policy, and future research.
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Clemens, Julie Lynn. "Making Peace in Peace Studies: A Foucauldian Revisioning of a Contested Field." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1228179006.
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Coetzee, Louise. "Exploring the discourse construction of the Basic Human Values Theory across South African Racial Groups." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62691.
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Shalom Schwartz invented the theory of Basic Human Values in 1987 – based on a study in which the quantitative data he collected, had been organised within an obscure manner. His theory has been validated and positioned as the universal way all individuals organise their values on a personal and cultural level, and has been researched in over 70 countries. South African researchers have however found significant challenges in replicating Schwartz's model within this multi-cultural society, and have ascribed the difficulties to ‘unintended item biases' within Schwartz's measurement instruments. This has been observed when utilising two different measurement instruments, as well as when further assessing ‘finer' sub-value types. A viable quantitative trend in utilising non-verbal assessment techniques has emerged, but has not been adapted for adults yet. In addition, Schwartz's theory has largely only been explored from a quantitative perspective, since its inception in 1987. Only four qualitative studies could be traced within Values-research which all highlighted a different way values were constructed and ordered, through utilising psycho-lexical research methodology. This type of research methodology does not necessarily highlight the effect of socio-economic and educational disparities within its participant's constructions, which Schwartz' highlighted a possible effect within South African research efforts. This study utilised a Social Constructionist approach known as Foucauldian Discourse Analysis to assist in deconstructing the ecology of values-talk from South African participants' linguistic expressions. Four focus group discussions were conducted across four different racial groups (White; Black; Indian and Coloured), as a means for unlocking the different discourses which govern the different ways in which South Africans ‘talk' about personal values. The analysis uncovered five different discourses which were activated and replicated throughout discussions – when constructing values which embraced participants socio-economic and educational positions. These discourses seemed to function in a complimentary and opposing nature at times, depending on the value being discussed. These constructions were compared to Schwartz's Basic Human Values model, and similarities and differences in constructions were discussed. In addition, the research findings were scrutinised to see how they could inform future qualitative research efforts to further explore how Schwartz's Basic Human Values model is ‘lived'. Finally, the study discusses its limitations and various considerations researchers would need to employ, when considering applying non-verbal assessment methodology within an abstract topic like values.Dissertation (MCom)--University of Pretoria, 2017.
Human Resource Management
MCom
Unrestricted
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Duffy, Deirdre. "Beyond good and bad practice : disrupting power and discourse at "Urban Youth" : a Foucauldian analysis of the possibilities of youth work." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/14558/.
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Youth work, as a form of engaging young people "in which the participation of young people is voluntary and the aims are broadly educational" (Harrison and Wise (eds.), 2009: 1) has been positioned as an inherently ethical practice (see: Sercombe, 1998; National Youth Agency, 1999). However, what makes youth work ethical and what constitutes ethical youth work is currently the subject of some debate. At present, two broad, overlapping schools of thought exist: that youth work is made ethical by the fact that the procedures within it are more equitable and fairer (Young, 1999; NYA, 1999); or that youth work is made ethical by the fact that it holds the young person as its primary constituent, receiving its 'mandate' directly from them (Sercombe, 1998; 2010). To this debate I would like to provide an alternative model of ethics which focuses on the potential to disrupt unequal relations of power and unsettle discourse. In doing so I will be able to highlight the existent possibilities for and limitations on the production of an ethical youth work practice. This model is drawn from a Foucauldian reading of ethics. Foucauldian ethics focuses on the capacity of the subject to disrupt discourse and challenge power relations. Applying this Foucauldian ethics, the thesis explores what about youth work creates openings for the subject to disrupt discourse. These openings, I argue, are rooted in the ambiguity of the discourse of youth work. This ambiguity is the result of the production of youth work discourse by multiple, contradictory understandings of youth, adulthood and 'good' youth-adult relations. These manifest in the varying sub-discourses of positive youth work co-existent within the overarching youth work discourse. Using evidence from policy textwork and ethnographic fieldwork at a youth club in Nottingham (Urban Youth) I illustrate how the co-existence of these understandings renders the subject-positions and subject-functions of youth workers and young people in youth work discourse ambiguous. As such what constitutes positive youth work, a 'good' youth worker and the dimensions of positive youth worker-young person relationships is unclear. Because of this ambiguity, openings for critical reflection and disassembling of the subject (what Foucault considers as the epitome of being ethical) emerge.
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Perezalonso, Andrés. "Truth matters : an assessment of Foucauldian discourse analysis through the case study of the George W. Bush's administration's war on terrorism." Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/1029.
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The discourse of the war on terrorism of the George W. Bush administration is used as a case study and a platform to assess the ideas of Michel Foucault on discourse analysis and power. Foucauldian notions prove to be useful tools for highlighting several aspects of the discourse, such as the link between knowledge and power, the construction of the concept of the terrorist, the role of identity in regards to security practices, or biopolitics as the management of life in the context of the war on terrorism. However, a number of specificities in regards to power relations and discursive practices escape a Foucauldian approach. These are revealed by stressing the importance of agency, facts and events for discourse analysis; and by complementing a Foucauldian perspective with the perspectives of alternative authors, such as Erich Goode and Nachman Ben-Yehuda, Giorgio Agamben or Ernesto Laclau and Chantal Mouffe, among others. The process of assessing Foucauldian discourse analysis allows to simultaneously accomplish a secondary objective of analyzing the discourse of the war on terrorism itself.
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Bang, Sang-Yeol. "Investigation of institutional discourse on change in South Korean football from 1945 to pre-2002 FIFA World Cup." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/9953.
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This research explores institutional discourse on change in South Korean football. It seeks to understand the construction and legitimisation of change in Korean football as a product of both national and international dynamics. It explores the debates on modernity and modernisation of football in Korean society as a product of Korean colonial and postcolonial histories, including Korea s construction of self and otherness in relation to North Korea, Japan, China, and the West. In doing so, this research s ambition is to contribute to East Asian studies in general and South Korean society (politics, culture, economy, and history) in particular. It emphasises the application of modernity and tradition debates, as well as postcolonial critique and Foucauldian discourse analysis for the study of sport and football in Korea.
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McDonald, Cherelle Dione Almena. "Language and teaching in multilingual schools : a Foucauldian discourse analysis of primary school teachers' talk about their teaching practice in multilingual schools." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5362/.
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This study explores discourses in teachers’ talk about their teaching practice in multilingual schools, with a focus on discourses relating to language. The study adopts a Foucauldian approach to discourse and views social structures and institutions as formed in discourse specific to a social and historical context. Semi-structured interviews were carried out with teachers in schools where a high proportion of pupils spoke a first language other than English. Eight teachers were interviewed, and the data were analysed using Foucauldian Discourse Analysis. The findings indicate that in the teachers’ talk there are discourses of a monolingual education system where other languages are used to support pupils to transition to using English and for recognising culture in non-curricular activities. The discourse is contradictory, as the structures of teaching are described as suitable for all, yet as inaccessible and disadvantageous to pupils learning EAL. The discourse also excludes a number of alternative discourses including the regular use of first languages during curricular activities. Disciplinary powers are identified in the standard curriculum structures, and they are discussed in relation to how they constrain practice in multilingual schools. Lastly, there is a discussion of implications for educational psychology practice and ideas for future research.
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Mittmann, Verônica de Lima. "Tudo é rede, conexão e simultaneidade! Problematizações foucaultianas sobre a interdisciplinaridade : um campo interdisciplinar de enunciabilidades disciplinares." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172124.
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A presente Dissertação teve por objetivo problematizar a interdisciplinaridade, entendendo que essa tem se constituído em uma das verdades contemporâneas pertencentes ao discurso do campo educacional que teria por objetivo romper, ou minimizar, as fronteiras disciplinares. Neste sentido, as questões que moveram a investigação foram: Quais são as enunciações dos educandos do Curso Licenciatura em Educação do Campo: Ciências da Natureza a respeito da interdisciplinaridade? Que enunciados emergem de tais enunciações? Que efeitos de verdade sugerem? No intuito de responder tais questões entrevistei 32 discentes do curso Licenciatura em Educação do Campo: ciências da natureza – da Universidade Federal do Rio Grande do Sul – campus Litoral Norte UFRGS/CLN. Para análise e produção do material empírico visitei a oficina de Foucault e recolhi algumas ferramentas conceituais tais como: enunciado, enunciação, discurso e verdade. O exercício analítico sobre o material empírico mostrou que: a) a interdisciplinaridade é adotada como perspectiva para o curso Licenciatura em Educação do Campo porque há alinhamentos entre as enunciações dos pesquisadores vinculados a discussões sobre a educação para os povos do campo e os discursos sobre a Interdisciplinaridade. b) os estudantes, mesmo em um curso interdisciplinar, ainda fazem referência aos campos disciplinares e isto talvez ocorra em virtude do baixo grau de remanência das enunciações interdisciplinares e c) o discurso da interdisciplinaridade tem aditividade com os provenientes do campo da sociologia que se propõe a descrever as condições da sociedade atual. Estas articulações entre os enunciados acabam por fortalecer ambos os discursos, forjando-os como verdades contemporâneas.The purpose of this dissertation was to problematize interdisciplinarity, understanding that this has become one of the contemporary truths belonging to the discourse of the educational field that would aim to break, or minimize, the disciplinary boundaries. In this sense, the questions that moved the research were: What are the enunciations of the students of the Graduation Course in Field Education: Nature Sciences regarding interdisciplinarity? What statements emerge from such enunciations? What effects do they suggest? In order to answer such questions, I interviewed 32 students of the Undergraduate Course in Field Education: Nature Sciences - from the Federal University of Rio Grande do Sul - North Coast campus UFRGS / CLN. For analysis and production of the empirical material, I visited Foucault's workshop and collected some conceptual tools such as statements , enunciation, speech and truth. The analytical exercise on the empirical material showed that: a) interdisciplinarity is adopted as a perspective for the graduation course in Field Education blecause there are alignments between the enunciations of researchers linked to discussions about education for the rural people and the discourses about the Interdisciplinarity. b) students, even in an interdisciplinary course, still make reference to the disciplinary fields and this may occur because of the low degree of remanence of interdisciplinary utterances and c) the discourse of interdisciplinarity has additivity with those coming from the field of sociology that proposes to describe the conditions of present-day society. These articulations between the statements end up strengthening both discourses, forging them as contemporary truths.
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Macfarlane, Kym Majella. "An analysis of parental engagement in contemporary Queensland schooling." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16322/.
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This thesis examines an instance of the failure of a parent-led bid for a new local school in Queensland at the end of the last millennium. This parent-led and school-endorsed initiative failed despite a policy climate that appeared actively to encourage such initiatives from government funded school communities. The work shows that the parents of Sunnyvale College, (a pseudonym), were both encouraged by the policy environment and discouraged by the response given to their new schooling initiative, from being full educational partners in the process of the schooling of their children. The unanticipated failure is investigated as a case study of parent engagement set against a background of relationships between government and particular educational stakeholders in that time and place. It examines how these relationships are played out in this context and what the implications of this are for contemporary relationships of this type. Because the approach to the case study is not based on any assumption that the " failure" was the outcome of a pernicious state, the investigation acknowledges the discontinuous nature of such educational relationships and thus, refuses notions of linearity and continuity. The case study approach draws on poststructuralist scholarship, in particular the work of Michel Foucault (1979-84), who is the key theorist informing the investigation. Foucault's theories relating to truth, power and governmentality, are of particular interest and are used as a basis for argument and analysis. The case study is conducted in three key parts. First, the study brings together an overarching framework of interpretive and theoretical bricolage, which works to allow multiple theoretical perspectives and understandings to inform the process of investigation. Second, there is an acknowledgement of the importance of history and also, of historical contingency, in the production of events such as this failure. Thus, there is an historical account of the establishment of schools in Queensland, particularly in the 1990s, and an exploration of the differences in the establishment process across this decade. This exploration is undertaken by working backwards through relevant archival documents and other data in order to highlight the discontinuous nature of such processes. This means that parent/school relationships are historicised, using a macro and micro analysis to understand how such relationships have been produced over time. The case in question is situated within this historicising, allowing for an exploration of its nature and setting, its historical background, the roles of particular individuals, and the processes and procedures that were important in the development of the case. The third part of the study involves re-theorising parent/school relationships in contemporary contexts. The main argument of the case study is that there was a shift in the discursive constitution of schooling that was taking place at the very time that the initiative was undertaken in 1997. It is argued that the school community in question was working out of a set of assumptions about school partnerships, which had already been substantially reinscribed by a new discursive system. This new system reframed " choice" and " community" in terms of the " performative" rather than the " democratic" school. The main arguments and findings in the case study are then used to re-theorise parent/school relationships in post-millennial Queensland, particularly in relation to policy reform. This re-theorising is conducted in the form of a discourse analysis of current federal and state government policy and other types of data, which are relevant to schooling in contemporary contexts. Various interpretive and theoretical perspectives are used in this process of re-theorising, including notions of performativity (Ball, 2003a, 2003b, 2004), responsibilisation (Rose, 1990, 1999, 2000) and pedagogicalisation (Popkewitz, 2003). Such notions are employed to build on the lines of inquiry that develop as a consequence of the use of Foucauldian theory in the earlier part of the study. These concepts are also used to develop new epistemological understanding of parent/school relationships in contemporary contexts. The work of Pierre Bourdieu (1984, 2001) further assists in the conceptualisation of parent engagement in schooling as a game played on the field of schooling. As a consequence of this re-theorising, it is argued that parent engagement in schooling is a focus of increased attention on the part of educational stakeholders and is increasingly demanded by way of increased levels of responsibilised participation. This trend raises questions about the levels of fatigue and anxiety that could result for parents as a consequence of such demanding levels of performance. Additionally, an argument is presented that " performative" parenting is a prescribed set of activities, not an open invitation to leadership and high-level decision-making. Thus, as previously mentioned, choice is always already framed, as " proper" parents make " informed" choices with regard to their children's schooling. This thesis concludes that " performative" schools offer new and problematic subject positions for " performative" parents, which are inviting more engagement but constraining the type of partnership that is possible between parents and schools.
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MacDonald, Keith D. "An Archaeological Analysis of Canadian Immigration Legislation: From Welfare State Liability to Neo-Liberal Subject." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19860.
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This study analyzes the three most recent pieces of Canadian immigration legislation: the Immigration Act of 1952, the Immigration Act of 1976, and the Immigration and Refugee Protection Act of 2001 (herein referred to collectively as the documents). The intent is to contribute to the archaeology of immigration in Canadian Federal legislation, and more specifically, to the ways that the immigration applicant, immigrant, and the immigration process in Canada, have been constituted over time. This project uses a modified version of Jean Carabine’s (2001) method of Foucauldian discourse analysis to articulate the various meanings and potential effects that are produced in the documents. The work of Michel Foucault and the governmentality approach is then applied to make sense of these findings. Two main conclusions are generated. The first details how elements of state racism and bio-nationalism are apparent in all three acts, and must be regarded as complimentary to one another, as they co-exist and operate together on different planes. The second discusses a shift in the documents from a focus on welfare rationalities, to neo-liberal rationalities, using the example of the shifting portrayal of the immigrant (and immigration applicant) from someone with the potential to become a liability to the welfare state, to a neo-liberal subject.
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Souza, Elaine de Jesus. "Educação sexual “além do biológico” : problematização dos discursos acerca de sexualidade e gênero no currículo de licenciatura em biologia." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/181806.
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Nesta tese problematizo os modos de incorporação da Educação Sexual no currículo de licenciatura em Biologia da Universidade Federal de Sergipe (UFS). Para tanto, busquei articular os campos de estudos de sexualidade e gênero, estudos sobre currículo e os estudos culturais pós-estruturalistas com aporte em teorizações foucaultianas, visando analisar como discursos acerca de sexualidade e gênero atravessam a proposta de Educação Sexual desse currículo. Para produção do material empírico, essa trajetória investigativa envolveu: exame de documentos, como o projeto político pedagógico e a matriz curricular do curso; grupos focais com sete licenciandos/as e/ou recém-licenciados/as em Biologia organizados em três encontros; realização de 14 entrevistas semiestruturadas com os sete participantes do grupo focal e mais sete formandos/as e/ou egressos do curso. A trajetória analítica foi norteada pela análise foucaultiana do discurso, que permitiu descrever os limites e as possibilidades da Educação Sexual incorporada nesse currículo. No primeiro capítulo analítico, questiono ‘o que a biologia tem a enunciar’ sobre sexualidade e gênero. Os ditos dos/as (futuros/as) biólogos/as anunciaram questionamentos, conflitualidades e contradições decorrentes de uma multiplicidade de discursos essencialistas, fundacionalistas e universalistas, que instituem binarismos e normatizações acerca dessas dimensões da vida. Entretanto, um incessante exercício de problematização e desconstrução desses discursos deixou marcas nesse currículo para além do que a Biologia costumava ‘enunciar’, principalmente ao reconhecer sexualidade e gênero como “constructos socioculturais”. Ao argumentar a Educação Sexual como um campo transdisciplinar que engloba discursos sobre sexualidade e gênero, a partir das enunciações dos/as participantes, discuti as (des)conexões entre abordagens biológico-higienistas e sociocultural, bem como problematizei as pedagogias culturais encenadas nesse currículo. Nesse cenário, destaquei os limites e as possibilidades para mudanças e ressignificações, visto que o currículo investigado sugeriu tanto conflitualidades quanto rasuras e deslocamentos decorrentes da problematização de “verdades absolutas” acerca das temáticas da Educação Sexual; principalmente por meio da inclusão das disciplinas Corpo, Gênero e Sexualidade (CGS) e Perspectivas culturais no Ensino de Biologia e Educação, que instigaram acionar um campo discursivo com múltiplas identidades e diferenças ecoantes além da Biologia. Conclusões contingentes e transitórias permitem sintetizar esse processo sociocultural e político ensaiado para uma ressignificação da Educação Sexual “além do biológico”, o que instiga múltiplos questionamentos e (des)aprendizados acerca dos regimes de verdade no campo da Biologia e distintos modos de produção e/ou manutenção de relações de poder que marcam sexualidade e gênero.In this thesis, I problematize the ways of incorporating Sexual Education in the undergraduate curriculum in Biology of the Federal University of Sergipe (FUS). In order to do so, I sought to articulate the fields of sexuality and gender studies, studies on curriculum and post-structuralist cultural studies with contributions in Foucauldian theorizations, aiming to analyze how discourses about sexuality and gender cross the Sexual Education proposal of this curriculum. For the production of the empirical material, this investigative trajectory involved: examination of documents, such as the pedagogical political project and the curricular matrix of the course; focus groups with seven graduates and/or recent graduates in Biology organized in three meetings; 14 semi-structured interviews with the seven focal group participants and seven other graduates and/or alumnus of the course. The analytical trajectory was guided by the Foucauldian discourse analysis, which allowed us to describe the limits and possibilities of Sexual Education incorporated in this curriculum. In the first analytical chapter, I question ‘what biology has to say’ about sexuality and gender. The sayings of future biologists have raised questions, conflicts and contradictions stemming from a multitude of essentialist, foundational and universalist discourses that institute binarisms and norms about these dimensions of life. However, an incessant exercise in the problematization and deconstruction of these discourses left traces in this curriculum beyond what Biology used to ‘enunciate’, especially when recognizing sexuality and gender as ‘sociocultural constructs’. In arguing Sexual Education as a transdisciplinary field that encompasses discourses on sexuality and gender, from the enunciations of the participants, I discussed the disconnections and connections between biological-hygienist approaches and sociocultural, as well as problematizing the cultural pedagogies staged in this curriculum. In this scenario, I highlighted the limits and possibilities for changes and resignifications, since the curriculum investigated suggested both conflicts and destabilities and displacements resulting from the problematization of “absolute truths” about the themes of Sexual Education; mainly through the inclusion of the disciplines Body, Gender and Sexuality (BGS) and Cultural Perspectives in the teaching of Biology and Education, which instigated a discursive field with multiple identities and echoing differences beyond Biology. Contingent and transient conclusions allow us to synthesize this socio-cultural and political process rehearsed for a re-signification of Sexual Education “beyond the biological”, which instigates multiple questions and learning and/or unlearning about the regimes of truth in the field of Biology and different modes of production and/or maintenance of power relations that mark sexuality and gender.
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Bibri, Simon Elias. "A Foucauldian–Fairclaughian Discursive Analysis of the Social Construction of ICT for Environmentally Sustainable Urban Development – the Case of European Society." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21110.
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ICT has become so deeply embedded into the fabric of European society – in economic, political, and socio-cultural narratives, practices, and structures – that it has been constructed as holding tremendous untapped and inestimable potential for instigating and unleashing far-reaching societal transformation, addressing key societal challenges, and solving all societal problems. It has recently been seen, given its ubiquity, as a critical driver and powerful catalyst for sustainable urban development due to its potential to enable substantial energy savings and GHG emissions reductions in most urban sectors, especially buildings. However, related to this ubiquity, there are also a lot of visions (of limited modern applicability), hopes, myths, fallacies, and oxymora, which applies for the environmental subsystem of information society where debates focus on whether ICT can advance environmental urban sustainability. There are intricate relationships and tradeoffs among the multidimensional effects of ICT for the environment that flow mostly from the use and application of ICT – e.g. energy efficiency technology - throughout the urban sphere. Regardless, the technological orientation and framing of the sustainable city and the green economy has gained dominance in European society and become prevalent in what has come to be identified or known as the discourse of ICT for sustainable urban development (ICT4SUD). The aim of this study is to carry out a critical reading of the social construction of ICT4SUD, the underlying ideology about the ICT potential in advancing environmental urban sustainability. To achieve this aim, a Foucauldian-Faircloughian discursive approach is employed to examine the selected empirical material. This approach consists of nine stages: (1) surface descriptors and contextual elements; (2) historical-diachronic dimension; (3) epistemic and cultural frames; (4) discursive constructions and discourses; (5) social actors and framing power; (6) discursive strategies; (7) discursive mechanisms; (8) political practice, knowledge, and power; and (9) ideological standpoints.As a scholarly discourse, ICT4SUD is inherently part of and influenced by economic, societal, and political structures, and produced in social interaction. ICT4SUD is thus neither paradigmatic nor value-free, but rather socio-politically situated. It is shaped by cultural frames that are conventionalized by European society and attuned to its values, and it is a matter of a pre-intellectual space where ICT and sustainability constitute salient defining factors of the dominant configuration of knowledge, institutions, and material forces of European society. Indeed, ICT4SUD is impacted by earlier representations of reality and how they were reproduced in relation to the significance of discursive constructions of ICT and sustainability issues in the broader context of European culture. Moreover, the ICT4SUD discourse plays a major role in (re)constructing the image of the ICT industry as a social actor and in defining its identity and relation with other constituents of society, in that it is relocated new roles and attributed new societal missions. The dominant framing of the reports is clearly the one advanced by the ICT industry: it is constituted into the main definer of the represented reality. Further, positioning the ICT industry as the driver of the low-carbon city/economy aids the construction of an image of leadership in creating a low carbon society. The reports’ construction of energy efficiency technology is a powerful legitimation of the ICT industry’s views and actions. In addition, the ICT4SUD discourse is exclusionary, namely a number of facts and issues pertaining to structural, indirect, and systemic effects of ICT and the associated rebound effects are left out, concealed, or neglected. Also, the discourse is inclined to be deterministic, i.e. it postulates that ICT, supported by policy, will achieve SUD while it falls short in considering social behaviour and socio-economic relationships. It moreover tends to be rhetorical – that is, it promises environmentally SUD without really having a holistic strategy to achieve that goal. Furthermore, given the scientific discourse and the legitimation capacity of computing, climatology, and sustainability indicators, one can subsume a range of social and political effects under the category of discourse mechanisms through which ICT4SUD operates, which both show the power of discourse and potentially empower the ICT industry and its cohorts. There are different justifications for the development of energy efficiency technology in relation to decision-making processes. Plus, politics, as a consequence of its interaction with ICT4SUD, forces, though different mechanisms, the emergence and development of the ICT4SUD discourse, which is, simultaneously, influenced by the power/knowledge relations established in European society that bounds or expands its success. Finally, as to ideological reproduction, the ICT4SUD discourse reconstructs cultural claims, conveys ideological messages, and reproduces and legitimizes power structures.
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Barrington, Jane. "Shapeshifting prostitution and the problem of harm : a discourse analysis of media reportage of prostitution law reform in New Zealand in 2003 : a thesis submitted to AUT University New Zealand in partial fulfilment of the requirements for the degree of Master of Health Science, 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/471.
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Interpersonal violence and abuse in New Zealand is so widespread it is considered a normative experience. Mental health nurses witnessing the inscribed effects of abuse on service users are lead to consider whether we are dealing with a breakdown of the mind or a breakdown in social or cultural connection (Stuhlmiller, 2003). The purpose of this research is to examine the cultural context which makes violence and abuse against women and children possible. In 2003, the public debate on prostitution law reform promised to open a space in which discourses on sexuality and violence, practices usually private or hidden, would publicly emerge. Everyday discourses relating to prostitution law reform reported in the New Zealand Herald newspaper in the year 2003 were analysed using Foucauldian and feminist post-structural methodological approaches. Foucauldian discourse analysis emphasises the ways in which power is enmeshed in discourse, enabling power relations and hegemonic practices to be made visible. The research aims were to develop a complex, comprehensive analysis of the media discourses, to examine the construction of harm in the media debate, to examine the ways in which the cultural hegemony of dominant groups was secured and contested and to consider the role of mental health nurses as agents of emancipatory political change. Mental health promotion is mainly a socio-political practice and the findings suggest that mental health nurses could reconsider their professional role, to participate politically as social activists, challenging the social order thereby reducing the human suffering which interpersonal violence and abuse carries in its wake.
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Steinfield, Laurel. "Rethinking materialism : a question of judgements and enactments of power." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:44de01c0-db06-45b7-a230-2fea4941b7e2.
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This thesis traces the etymology of 'materialism' using a Foucauldian discourse analysis to bring to the fore the word's use as discursive mode of power. Through examining over 5000 texts, spanning across 400 years, I trace a line from the origins of materialism in philosophical thought of the Renaissance and Enlightenment eras to its uptake in American rhetoric and integration into the consumer behaviour literature. This approach leads to a reconceptualization of materialism. Commonly viewed in consumer studies as a measurable value, trait, or motive inherent in the consumer, I situate materialism as external to the consumer. The word's history, especially in consumer studies, demonstrates that it embodies moral condemnations. I find that accusations of materialism rise in discourses during moments of intense social dislocations. It is wielded by social groups as part of a play for status. In this analysis, concepts of power as per Foucault and social distinctions as per Bourdieu, are used to explain the motives residing behind the use of the word. These motives, which reflect sociocultural dynamics and geo-political agendas, manifest in the meanings attributed to 'materialism', and the directionality of the allegation. Thus I argue that 'materialism', at its essence, is an epithet used to advance or demobilise a set of interests. This is what I term, delegitimizing discourse - words used to debase other social groups. Studying 'materialism' as a case in point, I note that groups use delegitimizing discourse either an assimilative measure - rhetoric geared towards indoctrination - or as a defensive mechanism - rhetoric used to debase threatening elements and behaviours. It is hoped that this new perspective will encourage academics to be rethink their approach to studying materialism, or in the least, to be aware of what is being measured, and what moral judgements and interests they are perpetuating through their continued studies.
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Evdoxia, Tsaousi. "Girlhood through film representation : Reconstructing spaces and places for girls." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-183372.
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There is a scholar consensus that girls have been marginalized in childhood studies. Taking into account the gender effect in constructing different childhoods for boys and girls this thesis explores the frontiers of girlhood. Girlhood as being abandoned and not perceived in the here and now is constructed only in the future, namely in the frames of femininity and womanhood. This initiates pathology in the lives of girls. This thesis through film representation explored new constructions of girlhood. Two films Barbie as Rapunzel and Tangled based in the fairy tale of Rapunzel were explored through Foucauldian Discourse Analysis. The discursive constructions, the “preppy” girl and the “alternative” girl emerged accordingly as the versions of the “authentic” girl that is searching for her identity and leading to the “self-regulated” girl discourse as a way to reconstruct girlhood.These discursive constructions can be used in the reorientation of girlhood as they unravel the necessities that exist in girl studies.
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Parnell, Mike. "A genealogical analysis of the deployment of personality disorder in the UK psychiatric context since 1950 : corpus linguistics as an adjunct to a Foucauldian discourse analysis of diachronic corpora of psychiatric texts from 1950 to 2007." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/13537/.
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In order to examine how personality disorder and related concepts have been deployed in UK psychiatric literature over the last 50 years, a number of methodological and theoretical approaches are initially examined. It is concluded that a Foucauldian discourse analytic approach, supported and informed by findings from Corpus Linguistic techniques would provide a means of uncovering discourses surrounding the use of personality disorder in such literature. A new combined methodology is proposed that uses evidence from a Corpus Linguistic analysis to support Willig's six step methodology for Foucauldian Discourse Analysis (Willig 2001b). Three diachronic corpora of UK psychiatric articles are created, covering the 1950s, 1970s and 2000s. These are interrogated using word frequencies, concordance and collocational approaches in order to uncover patterns which reflect discourse changes over these periods. Evidence for a move from Narrative Discourses towards a dominant Statistical and Scientific Discourse is presented and discussed along with the implications and subject positions associated with these.
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Wight, Alexander Craig. "Tracking discourses of occupation and genocide in Lithuanian museums and sites of memory." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3083.
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Tourism visits to sites associated to varying degrees with death and dying have for some time inspired academic debate and research into what has come to be popularly described as ‘dark tourism’. Research to date has been based on the mobilisation of various social scientific methodologies to understand issues such as the motivations of visitors to consume dark tourism experiences and visitor interpretations of the various narratives that are part of the consumption experience. This thesis offers an alternative conceptual perspective for carrying out research into museums that represent genocide and occupation by presenting a discourse analysis of five Lithuanian museums which share this overchig theme using Foucault’s concept of ‘discursive formation’ from ‘Archaeology of Knowledge’. A constructivist methodology is therefore applied to locate the rhetorical representations of Lithuanian and Jewish subject positions and to identify the objects of discourse that are produced in five museums that interpret an historical era defined by occupation, the persecution of people and genocide. The discourses and consequent cultural function of these museums is examined and the key finding of the research proposes that they authorise a particular Lithuanian individualism which marginalises the Jewish subject position and its related objects of discourse into abstraction. The thesis suggests that these museums create the possibility to undermine the ontological stability of Holocaust and the Jewish-Lithuanian subject which is produced as an anomalous, ‘non-Lithuanian’ cultural reference point. As with any Foucauldian archaeological research, it cannot be offered as something that is ‘complete’ since it captures only a partial field, or snapshot of knowledge, bound to a specific temporal and spatial context. The discourses that have been identified are perhaps part of a more elusive ‘positivity’ which is salient across a number of cultural and political surfaces which are ripe for a similar analytical approach in future. It is hoped that the study will motivate others to follow a discourse-analytical approach to research in order to further understand the critical role of museums in public culture when it comes to shaping knowledge about ‘inconvenient’ pasts.
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Holm, Moa, and Malin Hultman. "Kategoriseringssamhället, skolan och barnen : En diskursanalys av skolfrånvarons konstruktion i tidskrifter som når skolkuratorer." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96086.
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Although Sweden has a long tradition of compulsory school attendance, there are children that do not attend. Previous research confirms that there are many concepts used to describe school absenteeism. Considered that categorization involves an aspect of power that adds attributes to these children based on stereotypic conceptions of the category, this fact seems problematic. By analyzing field related articles, the aim of this study is to reveal linguistic constructions of school absenteeism by means of discourse analysis. Consequences of discourses will be analyzed through previous research about categorization and Foucault’s theory of power. The main results of the study display several approaches to describe school absenteeism, of which we compiled five different discourses. They are presented as the bureaucratic perspective, the disciplinary perspective, the adaptation perspective, the social environment perspective and the family perspective. Each discourse describes a comprehension of deviance and normality, which affects the opportunities of wellbeing amongst children and forms the prerequisite of professional interventions. Providing help to children defined as deviants due to school absenteeism implicates exposure of pastoral power. The study concludes the need for a sensitive language utilization amongst school welfare officers.
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Ferreira, K. C. "Identidade de gênero feminino no Programa Mulheres Mil: verdades, poder e subjetivação." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6499.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
This research aims to analyze discursively the female identity in the “Programa Mulheres Mil” (PMM) - Thousand Women Program. This Program is the result of a discursive formation that has been widespread in the world in order to create affirmative actions to include those who have been socially excluded for a long time in this particular case: women. Thus, the outlined research is directly linked to the female gender and the vocational education. To achieve this proposed aim, this study establishes as theoretical, methodological and analytical horizon, the Discourse Analysis based mainly on the precepts of Michel Foucault. The analysis is organized under a methodological perspective of the thematic path, in accordance with Guilhaumou and Maldidier (1994), and includes the following topics: a) the construction of truths about the identitary constitution of the female gender in PMM; b) power relations of institutional nature that focus on the identitary constitution of the female gender in PMM; c) the identitary constitution of female gender through some processes of subjectivation. The analysis of these themes takes as corpus some official documents of the PMM and the eponymous electronic portal. Results reveal that the historical oppression towards the female gender and the traditional Brazilian professional education that insists on offering courses aimed at those who are already marginalized continue to constitute the identity of the female gender in PMM. Besides, these results point to the fact that the discrimination and prejudice that reflect upon female gender might subjectify women who make part of the PMM to the point that they incorporate this discourse.
O objetivo desta pesquisa consiste em analisar como se constitui discursivamente a identidade de gênero feminino no Programa Mulheres Mil (PMM). O Programa é fruto de uma formação discursiva que tem se difundido no mundo no sentido de criar ações afirmativas para incluir aqueles que vêm sendo excluídos socialmente há tempos, neste caso específico: as mulheres. Desse modo, a investigação delineada está diretamente ligada ao gênero feminino e à educação profissional. Para atingir o objetivo proposto, este estudo estabelece como horizonte teórico, metodológico e analítico, a Análise de Discurso fundamentada, sobretudo, nos preceitos de Michel Foucault. A análise se organiza sob a perspectiva metodológica do trajeto temático, em conformidade com Guilhaumou e Maldidier (1994), e compreende os seguintes temas: a) a construção de verdades em torno da constituição identitária de gênero feminino no PMM; b) as relações de poder de cunho institucional que incidem sobre a constituição identitária de gênero feminino no PMM; c) a constituição identitária de gênero feminino por meio de processos de subjetivação. A análise desses temas toma como corpus documentos oficiais do PMM e o portal eletrônico homônimo. Os resultados da pesquisa revelam que a opressão histórica ao gênero feminino e a tradição da educação profissional brasileira em oferecer cursos voltados para aqueles que já são marginalizados persistem na constituição da identidade de gênero feminino no PMM. Ademais, os resultados apontam para o fato de a discriminação e o preconceito que recaem sobre o gênero feminino subjetivarem as mulheres que compõem o Programa ao ponto de elas incorporarem esse discurso.
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PEREIRA, Edilange Luiz. "A cultura carnavalesca da Bomba do Hemetério como recurso econômico: uma análise Pós-desenvolvimentista." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/17165.
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FACEPE
No cenário contemporâneo a economia e a cultura são abordadas como questões fundamentais para as políticas de desenvolvimento, tendo em vista o reconhecimento das agências dedicadas a ele e que a cultura o favorece, cria emprego e promove a coesão social, tornou-se imperativo promover o empoderamento das atividades culturais. Nessa perspectiva, a economia criativa e suas categorias passaram a ser tomadas como estratégias para a formulação e implementação de políticas, focando, principalmente, na promoção e distribuição das manifestações culturais para propiciar o crescimento econômico. Como marco das iniciativas da economia criativa brasileira, está a proposta metodológica para identificação de polos criativos e a instituição do programa de incentivo. Em 2011, a Bomba do Hemetério se tornou polo criativo, na condição de um território expandido que agrega uma diversidade de agremiações carnavalescas, algumas delas consideradas de fundamental importância para o Carnaval de Pernambuco. Pode-se dizer que o cenário cultural local tornou possível o seu reconhecimento como polo criativo. A comunidade recebeu uma iniciativa de desenvolvimento local realizada a partir da articulação do poder público e de instituições não governamentais. Com base nisto, esta pesquisa se dedicou à análise da cultura carnavalesca da Bomba do Hemetério afim de desvelar os discursos que caracterizam essa cultura como recurso de desenvolvimento local. Utilizamos como lente teórica a teoria do Pósdesenvolvimento e, por meio da interpretação do arquivo inspirada na Análise de Discurso Foucaultina, foram reveladas três formações discursivas: uma sobre a cultura local e suas tradições, outra evidencia a cultura local como fonte de sobrevivência e outra aponta para a política de economia criativa.
In the contemporary scenario the economy and culture are addressed as key issues for development policies, considering the recognition of dedicated agencies and a culture that favors it, creates jobs and promotes social cohesion, it has become imperative to promote the empowerment of cultural activities. From this perspective, the creative economy and its categories came to be taken as strategies for the formulation and implementation of policies, focusing mainly on promotion and distribution of cultural events as economic growth factors. The methodological proposal for identifying creative centers and the institution of the incentive program is a starting point of initiatives of the Brazilian creative economy. In 2011, Bomba do Hemetério district became a creative center, as an expanded territory that aggregates a variety of carnival groups, some of them considered of fundamental importance for the Pernambuco Carnival. It can be said that the local cultural scene has made possible its recognition as a creative center. The community received a local development initiative carried out through the articulation of government and non-governmental institutions. Based on this, this research was dedicated to the analysis of Bomba do Hemetério district carnival culture in order to unveil the discourses that characterize this culture as a local development resource. We used post-development theory as theoretical lens and, by interpreting the file inspired by Foucauldian Discourse Analysis, three discursive formations were revealed: one on the local culture and its traditions, the other highlights local culture as a source of survival and another points to the creative economy public policy.
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Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.
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This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.
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Makhanya, Zamakhanya. "Self-identity and discourses of race : exploring a group of white South Africans' narratives of early experiences of racism." Thesis, 2011. http://hdl.handle.net/10539/9931.
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This research project falls under the broader Apartheid Archives Project. The aim of the project was to collect the narratives of black and white South Africans, of their earliest quotidian or everyday racist experiences. This project focused particularly on the nature of the experiences of racism of (particularly ‘ordinary’) white South Africans under the old apartheid order and their continuing effects on individual and group functioning in contemporary South Africa, especially on the ways in which white South Africans are positioned by racialised discourses and the reproduction of power relations through these positions. The project utilised narratives that were written by white South Africans and were available on the Apartheid Archive Project’s database. In total, the narratives of twelve white, middle-aged, middle class South Africans were analysed using Parker (1992) and Willig’s (2008) guidelines for analysis of the discourses which converge with Foucault’s ideas. This research report gives prominence to the discourses of race present in the narratives of white South Africans which were examined and it also focuses on how racialised discourses offer the narrators different subject positions to occupy in present day South Africa. Three discursive themes were identified, namely rationalising discursive strategies, race and racism discourses and discourses of redemption. Rationalising discursive strategies were found to utilise discourses of innocence, discourses of denial and discourses that avoid complicity. These discourses enabled the narrators to be positioned as victims. Race and racism discourses included othering discourses, discourses of whiteness and discourses of interracial relationships. Through an appeal to these kinds of discourses narrators were able to occupy opposing positions, such as perpetrator, hero, privileged and non-racial. Finally, discourses of redemption were also found to be prominent in the narratives. These comprised of religious discourses and notions of white liberalism. The utilisation of such discourses enabled constructions of the narrators as moral, virtuous and honest.
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Nicholls, David A. "Body politics : a Foucauldian discourse analysis of physiotherapy practice." 2008. http://arrow.unisa.edu.au:8081/1959.8/50186.
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This thesis offers new insights into physiotherapy practice by asking 'how is physiotherapy discursively constructed?' Physiotherapy is a large, well-established, orthodox health profession. Recent changes in the economy of health care in developed countries, added to an increasing prevalence of chronic illness amongst aging populations, and growing public distrust for the established health professions, are now challenging physiotherapists to consider how best to adapt to the future needs of health care consumers.Thesis (PhD)--University of South Australia, 2008