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Swain, John Francis. "'His own privacý : Frederic Manning : a critical and historical analysis." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/1033/.
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This thesis sets out to establish the fact that Frederic Manning is a writer whose work, hitherto regarded as too limited in its scope, its quantity and its quality to be exceptional, is actually diverse, productive and highly articulate, therefore justifying him a notable places in literature. The reasons given for that previous estimate are considered, and countered. The study commences with an introductory chapter briefly covering the main events in his life, particularly in relation to his literary development. Then follow three chapters which discuss his writing, genre by genre - his poetry, minor prose works, and major prose works. In particular the chapter on his minor prose works covers ground not previusly examined in such detail, being devoted to his reviews and his other critical writing, ranging through classical literature, and all eras of English literature, as well as through his critiques of noteworthy writers in French and Italian literature. In this genre Manning applies his knowledge, drawn from his outstanding breadth and depth of reading, to his theoretical appreciation of literature, while generally applying its practical value throughout his own creative writing. Previous analysts have been satisfied to deposit Manning among late Victorian adherents to Arnoldian standards, who yet somehow managed to write The Middle Parts of Fortune, seen by them as an aberration from the norm. This study makes the case for his progression from the Pre-Raphaelites and the Aesthetes/Decadents of the nineteenth century, to a Modernist trend in him, traced from the originality he perceived in William Morris, Thomas Hardy, J.M. Synge, Henri Bergson’s philosophy, and in his fascination with twentieth century developments in dramatic construction. The conclusion reached is that, based on the diversity of material and consistent quality of Frederic Manning’s canon, his reputation as a writer will increase as further research comes to be devoted to his many-faceted life and works.
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Lowe, C. "A critical analysis of some recent interpretations of historical materialism." Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378376.
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Swain, John Francis. "H̀is own privacy Frederic Manning: a critical and historical analysis /." Connect to e-thesis, 2001. http://theses.gla.ac.uk/1033/.
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Thesis (Ph.D.) -- University of Glasgow, 2001.Includes bibliographical references (p. 328-340). Print version also available. Mode of access : World Wide Web. System requirements : Adobe Acrobat reader required to view PDF document.
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Pierson, David P. (David Paul). "A Historical/Critical Analysis of the TV Series The Fugitive." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc501081/.
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In many respects, the popular 1960's television series, The Fugitive perfectly captured the swelling disillusionment with authority, alienation, and discontent that soon encompassed American society. This historical/critical study provides a broad overview of the economic, social, and political climate that surrounded the creation of The Fugitive. The primary focus of this study is the analysis of five discursive topics (individualism, marriage, justice & authority, professionalism, science and technology) within selected episodes and to show how they relate to broader cultural debates which occurred at that time. Finally, this study argues that The Fugitive is a part of a television adventure subgenre which we may classify as the contemporary "wanderer-hero" narrative and traces its evolution through selected television series from the last three decades.
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Mallett, Christopher A. "A critical historical analysis of adolescent diagnostic behaviorally based disorders /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191667181885.
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PINHEIRO, TERESA MONTEIRO LOBATO CRUZ E. A. "ON THE CURRENT INCREASE OF CHILDHOOD DIAGNOSES: A HISTORICAL – CRITICAL ANALYSIS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25527@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O aumento, nas últimas décadas, de diagnósticos psiquiátricos infantis como TDAH e outros, cuja etiologia vem sendo atribuída a fatores orgânicos, impulsionou o interesse da presente pesquisa. A partir do referencial psicanalítico freudiano, procuramos traçar um histórico da valorização do fator orgânico para o entendimento e tratamento das doenças físicas ou psíquicas na medicina. A especificidade da infância e a evolução do olhar sobre os tratamentos infantis foi abordada assim como o tema da medicina preventiva e os riscos da mesma se tornar uma predição com efeitos iatrogênicos.
The increase, in the last few decades, in the number of ADHD and other psychiatric diagnoses in children, whose etiology is being attributed to organic factors, has propelled the interest for this research dissertation. Using the Freudian psychoanalytical framework, we sought to delineate a history of the valorization of the organic factor for the understanding and treatment of physical or psychological ailments in Medicine. The specificity of childhood and the evolution of the gaze on treatments of children has been approached, as well as the subject of preventive medicine and its risks of becoming a prediction with iatrogenic effects.
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Kenney, Maria. "A historical analysis, critical interpretation, and contemporary application of the virtue of temperance." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11736/.
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The purpose of this thesis is to provide a thorough and relevant account of the virtue of temperance, working from within its status as a cardinal virtue in classical and Christian moral thought. With this objective, it undertakes an historical analysis and interpretation of temperance in the work of seven major philosophers and theologians before applying it to the contemporary issue of consumerism. Of the four cardinal virtues, only temperance has virtually disappeared from common usage. The ‘temperance movements’ of the nineteenth and twentieth centuries left temperance with a highly restricted definition and scope; at present, its principal definition is either ‘abstinence from drinking’ or ‘everything in moderation’. As a result – and despite the resurgence of interest in virtue ethics – temperance is often forgotten or dismissed, as when Peter Geach called it ‘humdrum’ virtue and ‘nothing to get excited about.’ Yet temperance was once a dynamic component of the moral life. For centuries, within both the classical and Christian traditions, temperance engaged the interest of numerous philosophers and theologians. Through an historical survey and critical analysis, this thesis explores the nuanced history of the virtue of temperance in the work of Plato, Aristotle, the Stoics, Augustine, Aquinas, Calvin, and Wesley. Their portrayals of temperance provide an ideal starting point for any retrieval of the virtue. Within this historical analysis, various interpretive threads begin to emerge – self-control, knowledge, mode, humility, and harmonious order. These five components of temperance are the center of this thesis and its interpretation of the virtue of temperance. The thesis then applies this new understanding of temperance to the modern issue of consumerism, using it as a lens to examine the tenets and ethos of Western consumer culture. Rather than commonplace and irrelevant, the virtue of temperance emerges again as a vibrant component of contemporary moral discussion.
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Klumpenhouwer, Richard. "Concepts of value in the archival appraisal literature : an historical and critical analysis." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27259.
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Archival appraisal is the most challenging and at the same time the most improtant task performed by archivists. The complex meaning, varied form, and massive volume of modern documentary information, which now occupies the lion's share of archivists' attention, present immense challenges during the appraisal process. Yet it is precisely these factors which make archival appraisal such an important activity, for it is the responsibility of archivists to preserve and make available a documentary record that is both usable and complete.
This thesis works on the premise that archival appraisal involves a process of applying value concepts to the preservation or destruction of records. Therefore, it is a critical examination of the nature and development of value concepts throughout the history of archives in western civilization from the Middle Ages to the recent past. The preservation of archives before the late nineteenth century depended upon the political, legal, and military values of the original record-creators which persisted over a relatively long period of time. From the 1880s to the 1930s, the value of archives as historical sources became dominant and appraisal followed theories of archival administation based on historicist concepts. From 1930 to 1980, the quality and quantity of records being generated by institutions forced archivists to develop management systems for appraisal and to define value which best conformed to the structures and processes of such systems. Especially in the last two chapters, which deal with modern archival appraisal in the United States and Europe respectively, the analysis of theories and practices serves to reveal inconsistencies and problems in the application of value concepts. From such an examination, certain patterns emerge which suggest directions for the future development of archival appraisal theory.Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate
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Milne, Catherine E. "Science cultural myths and school science : a critical analysis of historical and contemporary discourses." Curtin University of Technology, Science and Mathematics Education Centre, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10939.
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In this thesis, I present a modest polemic about science cultural myths and their influence on school science. My analysis is critical because I seek ultimately to free teachers and students from repressive science cultural myths. Within this thesis, my critical analysis reveals the character of prevailing science cultural myths and provides evidence of their power within school science to legitimate specific forms of science knowledge to the exclusion of other forms. Subsequently, I propose a philosophical science framework for enabling teachers and students of science to transform their teaching and learning practices. These three aspects provide the framework of my thesis.The first step in my critical analysis involved the identification of the major characteristics of cultural myths. A cultural myth is a shared network of beliefs that regulate and order social practices that forgets how it was created. I argue that myths are characterised by their apparent invisibility once their historical evolution has been forgotten. Using this definition, I then examined the genesis of myths during the emergence of experimental philosophy in Western Europe in the 17th century and identified the following science cultural myths: myths associated with a naive realist perspective of observation and experimentation; myths that present science as justified, true knowledge; myths of a mechanical cosmology; and myths associated with the apparent transparency of language.Next, I examined literary aspects of school science, specifically textbooks, to search for the presence of these science cultural myths. I argue that the science presented in school science can be described as science stories, and that within these stories there is an iterative relationship between the 'facts' selected for the telling and science cultural myths. I identified four different types of stories that I ++call heroic, discovery, declarative and politically correct science stories, each of which helps to maintain specific myths of science. Using literary theory, I developed an approach to analysis and reconstruction of school science stories that can be used by teachers and students to assist them to transform science stories. Such an approach would help students to hear the multiple voices of science, rather than the mythical single dominant voice.I examined also the power of science cultural myths to assist or enforce the enculturation of pre-service teachers into school science. This examination was a twostep process. Firstly, using repertory grid analysis and interviews, I identified the dominant notions of science held by pre-service teachers before they began teaching Later, in follow-up interviews conducted after they had gained some teaching experience, I obtained critical insights into the interaction between the notions of science held initially by the pre-service science teachers and those endorsed by the school science culture. The results indicate the power of science cultural myths to obligate pre-service teachers to adopt uncritically specific practices within school science.Finally, I propose a philosophy of science for science education that consists of five key referents: construction, tentativeness, dynamism, neopragmatism and critique. This holistic philosophy offers science educators a framework for evolving a school science culture that is critically aware of science cultural myths and their power and that can promote the multiple voices of science.
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Durning, Louise. "The Architecture of Humanism : an historical and critical analysis of Geoffrey Scott's architectural theory." Thesis, University of Essex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276634.
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Eddleman, Libby Jean. "Protecting Patriarchy: an Historical/Critical Analysis of Promise Keepers, an All-Male Social Movement." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278756/.
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The historical survey of social movements in the United States reveals that the movement is a rhetorical ground occupied by groups who have been marginalized by society. Today, however, the distinctions between those who are marginalized and those who are part of the establishment have become difficult to distinguish. This study considers the emergence of Promise Keepers, an all-male social movement, and the rhetorical themes that emerge from the group. This study identifies five rhetorical themes in Promise Keepers. These themes include asserting authority of men in the home and church, the creation of a new male identity, sports and war rhetoric, political rhetoric, and racial reconciliation. The implications of these themes are considered from a critical perspective and areas for future research are provided.
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Mahdizadeh, Sara. "Historical gardens in transition in 20th century Iran : a critical analysis of garden conservation." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6634/.
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While Iran is considered by many to be the land of the earliest recorded gardens, during the 20th century many of its historical gardens were deliberately destroyed, while others were inadequately conserved or remain in a state of dereliction and suffer continued decline. In contrast to current literature that generally studies Iranian historical gardens as physical structures under the rubric of 'Persian Gardens', this study integrates the changes in different dimensions of historical gardens to capture their plight in 20th century Iran. It aims to provide a deeper understanding of how political shifts before and after the Islamic Revolution of 1979 have shaped various approaches towards historical gardens, and the ways in which these attitudes have affected or been reflected in the material, social, and symbolic dimensions of Iranian historical gardens. It will analyse the key factors shaping the diverse approaches and interests, as well as the outcomes of these on the life of such gardens, in order to provide more appropriate recommendations regarding garden conservation in Iran. To this end, this thesis employed an in-depth case study strategy. The selected case studies are: Golestan Royal garden in Tehran; the gardens of the nobility in Shiraz; and the Qadamgah tomb garden near Neyshabour. Each of these cases highlights a particular aspect of garden treatment. All of the case studies pursue a consistent line in order to trace the different approaches and changes (mainly challenges brought by the changing political climate) to various dimensions of those gardens and the ways of garden conservation more broadly. Through the interpretation of socio-political events, categorising the wide and varied sources of information to support these case studies, documentation of overall changes has been done chronologically through a close reading of each case study garden. Drawing attention to how three examples of gardens have been affected differently, this research provides an original contribution to the knowledge of how the concepts of cultural heritage, ideology and religion have an impact on various dimensions of historical gardens in 20th century Iran. Based on the results derived from the analysis of case studies, this research argues that in order for gardens to find ways to continue as vibrant and 'living heritage', the approach adapted to conservation should firstly move beyond the traditional museum-like approach and material restoration. Conserving the twin dimensions of the physical and social aspects could offer a more consistent and resilient platform for the process of identity construction, engaging the public much more in the life of gardens. Secondly, it suggests that both restricted/rigid and flexible approaches, both the bottom-up needs of the people and the top-down tendencies of the authorities, could be compatible. These provide useful points of reference regarding practical ways for addressing the continuity of the material and social life of historical gardens.
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Spash, Clive L. "Policy analysis: Empiricism, social construction and realism." Österreichische Gesellschaft für Politikwissenschaft (ÖGPW), 2014. http://epub.wu.ac.at/5783/1/Spash_2014_OZP_Policy%2Danalysis.pdf.
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In a recent article Ulrich Brand has discussed how best to perform policy analysis. I reflect upon the paper as an interdisciplinary researcher experienced in public policy problems and their analysis with a particular interest in the relationship between social, economic and environmental problems. At the centre of the paper is the contrast between two existing methodologies prevalent in political science and related disciplines. One is the rationalist approach, which takes on the character of a natural science, that believes in a fully knowable objective reality which can be observed by an independent investigator. The other is a strong social constructivist position called interpretative policy analysis (IPA), where knowledge and meaning become so intertwined as to make independence of the observer from the observed impossible and all knowledge highly subjective. Brand then offers his model as a way forward, but one that he closely associates with the latter. My contention is that policy analysis, and any way forward, needs to provide more of a transformative combination of elements from both approaches. Indeed I believe this is actually what Brand is doing.
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Clark, Leigh. "An historical and critical analysis of the development of education and teacher education in Nunavut /." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85143.
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The focus of this dissertation is the teacher education program of Nunavut, until 1999 the eastern part of the Northwest Territories. Through interviews and personal experience as a participant observer within the program, this longitudinal qualitative case study, influenced by social constructivist theory, of the Nunavut Teacher Education Program attempts to provide an account of the program's growth and development, its strengths and its weaknesses and possibilities for the future. However, in order to locate the program in its time and place, it is necessary to examine the nested contexts of traditional, colonial and post-colonial worlds from which and in which it has developed.Consequently, I begin by tracing the political and social development of Nunavut to its present day realities, realities that are far from the often overly romantic view of the Canadian arctic. I then outline the impact of colonialism upon the Inuit and their pre-contact traditional lifestyle before reviewing the growth and development of education. I commence with precontact traditional education and what it may have been like before embarking upon a description of the education experienced by Inuit, first from the missionaries, and then by the Federal government followed by the Territorial Government of the Northwest Territories and finally by the government of Nunavut. Data for the study was collected, in part, from fifty interviews conducted predominately in Iqaluit, the location of the institutional program.
The Nunavut Teacher Education Program (NTEP) is a key element in the development of education in the territory. There are therefore great expectations put on the program, expectations that may exceed its ability to fulfil them. In my account of the program and its effect, seen through the lens of critical pedagogy, upon students' academic, linguistic and cultural knowledge, I examine the pressures and the tensions caused by these expectations upon on the program and its students.
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Karamustafa, Ahmet T. 1956. "Vāḥīdī's Menāḳıb-i Ḥvoca-i Cihān ve Netīce-i Cān : critical edition and historical analysis." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74032.
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Hunter, Tiffany B. "American insanity: The demise of the elite and a critical/historical analysis of the DSM." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1400861170.
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Verdebout, Agatha. "Deconstructing 'Indifference': A Critical Analysis of the Traditional Historical Narrative on the Use of Force." Doctoral thesis, Universite Libre de Bruxelles, 2017. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/258576.
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This thesis consists in a critical analysis of international law’s traditional historical narrative about the prohibition of the use of force. Most contemporary textbooks teach that this prohibition was a creation of the twentieth century, and that beforehand States were free to resort to armed force against each other unconstrained. Positive international law, the story goes, was ‘indifferent’ to the use of force – it did not prohibit it but did not authorize it either, which meant that, in practice, States could do as they pleased. ‘Reality’ as it stems from historical sources, however, appears much more complex. In fact, not only did the vast majority of nineteenth century authors claimed war and measures short of war to be strictly ring-fenced by international law, but it also seems that States quasi-systematically felt the urge to justify their actions when they employed force against another nation. Starting from the observation of this discrepancy and using tools of history, sociology, anthropology and social psychology, the present research seeks to understand the roots of the ‘indifference’-narrative and how it became the commonly accepted version of the history of the use of force in international.Doctorat en Sciences juridiques
info:eu-repo/semantics/nonPublished
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Bernard, Taryn. "Justificatory discourse of the perpetrator in TRC testimonies : a discourse-historical analysis." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1571.
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Thesis (MA (General Linguistics))--University of Stellenbosch, 2009.This study investigates the ways in which former South African Police (SAP) perpetrators of human rights violations justify their criminal actions in testifying before the Amnesty Committee (AC) of the South African Truth and Reconciliation Commission (TRC). In particular, attention goes to the testimonies of former Commissioner of Police Johan van der Merwe, and former member of the Security Branch section of the SAP, Jeffrey Benzien. A key assumption in the study is that the justification of human rights violations is a discursive practice that is largely language dependent (Reisigl & Wodak 200: xi). The research draws on the theoretical aims and methods of Critical Discourse Analysis (CDA). It refers largely to Benke and Wodak’s (2003) discourse–historical study on the justificatory discourse of ex-Wehrmacht officers of the Austrian army. This study therefore takes a discourse-historical approach to discourse and the data, an approach which takes into consideration the surrounding political and historical context of the selected texts, which are, in this case, the testimonies of perpetrators at the AC hearings. Besides an analysis of the justificatory discourses produced by two former police officers, the study reflects on how the discursive strategies of the apartheid perpetrators compare with one another and with the ex- Wehrmacht officers. CDA and the discourse-historical approach provide interdisciplinary angles on linguistic analysis of a text. For this reason, a review is given of literature which relates the study to political, historical and philosophical insights. The analysis particularly makes use of Foster et al.’s (2005) socio-political study of apartheid perpetrator narratives. The study reveals that perpetrators used a fixed set of justificatory discursive strategies to talk about human rights violations, and their role in such violations. These linguistic strategies are used for a number of different reasons, including reducing personal responsibility, avoiding talking about past atrocities, saving face where personal malicious and degenerate behaviour is made public and diverting feelings of personal guilt. On a discourse theoretical level the study eventually convinces that there are generic strategies typically used in justificatory discourse, whether it be in response to Wehrmacht atrocities of the Second World War or to security force excesses in repressing aspirations of disenfranchised citizens during the last thirty years of the Nationalist government in South Africa. Some stories don’t want to be told. They walk away, carrying their suitcases held together with grey string. Look at their disappearing curved spines. Hunch-backs. Harmed ones. Hold alls. Some stories refuse to be danced or mimed, drop their scuffed canes and clattering tap-shoes, erase their traces in nursery rhymes or ancient games like blind man’s bluff. Excerpt from “Parts of Speech” by Ingrid de Kok
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Warner, Matthew. "A historical-critical examination of North Korea's Juche ideology using fantasy theme analysis a vision transformed /." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
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Fritsche, Kelli An. "A critical analysis and comparison of historical and emerging stereotypes of African American females on television." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/243.
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Although diversity on television has ebbed and flowed in recent years, many new shows have recently emerged that feature either predominantly black female casts, or that feature a black female in the lead role. Reality television often sends forth angry, physical images of African American women, while non-reality television tends to express alleged relationship and sexual values of African American females that are uncomfortable for many. Not everyone embraces these images. What are modern television images saying about African American women? Using the lens of critical race theory to view images of African American women aired on highly rated reality and non-reality television shows, this study examines and compares emerging negative stereotypes of African American women, and explores and identifies what historical negative stereotypes of black females continue to be perpetuated today via the small screen. Furthermore, in order to fill a gap in the current available research, this analysis also considers and exemplifies the frequency and definition of positive representations of African American women on reality and non-reality television.
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Clark, Colleen (Musician). "The Evolution of the Ride Cymbal Pattern from 1917 to 1941: An Historical and Critical Analysis." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505181/.
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The purpose of this study is to provide a historiographical and musical analysis examining the jazz ride cymbal pattern, from its inception on woodblock, small accessory cymbals, hand cymbal mechanisms and brushes through what becomes known as the modern-day ride cymbal pattern. This research examines a wide array of drummers and bandleaders, with the objective of identifying the earliest recordings of this important addition to jazz drumming, and popular music history while analyzing the ride cymbal pattern's evolution through definitive recordings. The study begins with the earliest known recordings that clearly display the pattern as it is played on any of the instruments mentioned above. The research concludes with the jam sessions of the early 1940s at Minton's Playhouse, where the pioneer of bebop drumming, Kenny Clarke, experimented with altering the pattern. At this point, the pattern reach its final level of maturity and has since experienced no subsequent major modification. The historical and geographical analysis uses relevant literature from the field of jazz history in order to interpret and evaluate the impact of the the overall trajectory of the music and players. By surveying newspaper and magazine articles, archival interviews, and photographic sources, combined with audio and film analysis, it is clear that drummers navigated a path to the maturation of the pattern.
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Paul, Joshua D. "Unearthing postracialism : a critical socio-historical survey and analysis of the scientific, political and ethical critiques of 'race'." Thesis, Goldsmiths College (University of London), 2013. http://research.gold.ac.uk/9546/.
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This thesis examines two central research questions: Can ‘race’ as both a historical and contemporary concept be dispensed with when it is perceived as socially real and has significant material consequences? And, can ‘race’ ever be justified as an acceptable category and concept if it (re)produces ‘natural’ and hierarchical differences which function to both explain and validate racism? Important historically and presently as seemingly every aspect of social and political relations has become deeply inflected by a racial dimension, these questions frame a problematic I refer to as postracialism. Methodologically a work of historical sociology this thesis draws significantly on original archival research and qualitative interview data in its critical analysis of the ongoing controversy surrounding the scientific, political and ethical status of ‘race’ through an exploration of the social, political and institutional histories of postracialisms. My project significantly expands contemporary postracial discussions which remain largely library based by examining unpublished archival material and qualitative interview data alongside ongoing literature and debates. This original data enables the thesis to open up a mutually beneficial dialogue between antiracist theory and antiracist practice, to assess the possibility of a postracial antiracism and to engage in critical reflection on the relation between activist and intellectual work. Ultimately, this thesis assesses whether race is a necessary, contingent, or dispensable category through an examination of the scientific, political and ethical stakes of getting rid of the category.
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Shiach, Morag Elizabeth. "A critical account of historical developments in the analysis of popular culture in Britain since the eighteenth century." Thesis, University of Cambridge, 1987. https://www.repository.cam.ac.uk/handle/1810/272706.
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Skinner, David. "A critical and historical analysis of Charles and Mary Lamb's Tales from Shakespeare and Thomas Bowdler's The Family Shakespeare." Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/2423/.
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This thesis will discuss Charles and Mary Lamb's 1807 Tales from Shakespeare and Thomas Bowdler's 1818 The Family Shakespeare in a critical and historical context. Running through this thesis is the argument that these texts are cornerstones of children's Shakespeare, though their reputations and contributions to the genre are buried beneath generations of misconceptions and sensationalism. This thesis provides a new perspective on Tales from Shakespeare and The Family Shakespeare that exposes the prejudices and misinformation surrounding them, offering an assessment of their respective adaptation methods and editorial influence over Shakespeare from the nineteenth century to the present. The first chapter introduces the thesis and identifies the scope of its research. It discusses the misconceptions surrounding the Lambs' and Bowdler's texts and examines the practice of reading Shakespeare in the home. The second chapter establishes the historical context of Tales from Shakespeare and The Family Shakespeare by examining the origins of both children's literature and Shakespeare adaptations. It highlights influential educational philosophies, editorial trends, and critical debates in both of these fields. The third chapter discusses and contrasts the distinctive adaptation methods used by Charles and Mary Lamb respectively in Tales from Shakespeare. The fourth chapter discusses the adaptation methods used by Thomas Bowdler in The Family Shakespeare and distinguishes them from the accepted term bowdlerization. The fifth chapter establishes the legacy of the Lambs' and Bowdler's texts by discussing their influences over subsequent Shakespeare adaptations for children during the nineteenth and twentieth centuries. The sixth chapter presents the concluding arguments and final observations of the thesis.
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Pasqualini, Juliana Campregher [UNESP]. "Princípios para a organização do ensino na educação infantil na perspectiva histórico-cultural: um estudo a partir da análise da prática do professor." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/101525.
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Em um contexto ainda marcado pela falta de clareza pedagógica acerca de “o que ensinar” e “como ensinar” a criança menor de seis anos, a presente investigação teve como objetivo sistematizar princípios para a organização do ensino na educação infantil a partir da perspectiva Histórico-Cultural. Partindo-se do entendimento de que pensar o problema da organização do ensino implica compreender a natureza da prática do professor de educação infantil, tomou-se essa prática social como objeto da investigação. Realizou-se, assim, uma análise teórica da prática do ensino na educação infantil, buscando apreendê-la para além da aparência pseudoconcreta e de suas expressões singulares e particulares, identificando-se o produto almejado e as relações essenciais que constituem e definem essa prática social na qual os professores de educação infantil se engajam como agentes. Dados empíricos para a análise da prática foram coletados por meio de observações em salas de aula das turmas do maternal, jardim I e jardim II e questionários respondidos por dez professoras de uma escola municipal de educação infantil localizada em um bairro da periferia de uma cidade de médio porte no interior do Estado de São Paulo. A pesquisa foi desenvolvida paralelamente a um processo de formação continuada com os professores e a diretora da instituição, o qual também funcionou como fonte de dados. Os fundamentos filosóficos e metodológicos da investigação derivam do Materialismo Histórico-Dialético, com ênfase às categorias de concreticidade, universalidade, historicidade e totalidade e ao conceito de pensamento teórico. A partir da análise dos dados, buscou-se apreender o produto almejado pela prática singular-concreta tomada como referente empírico da investigação e elaborou-se um modelo teórico da prática do ensino na educação infantil, que constituiu...
In the Brazilian context, still marked by the lack of clear pedagogical understanding about “what to teach” and “how to teach” children under six years old, the present investigation had the goal of systematizing principles to the organization of teaching in early years education from the Culturalhistorical perspective. Starting from the understanding that discussing the problem of teaching organization implies to understand the nature of the early years teacher’s practice, this societal practice was taken as the object of our investigation. Thus, a theoretical analysis of the teaching practice in early years education was carried out, seeking to apprehend it to beyond the pseudoconcrete transparence and its singular and particular expressions. In that sense, the analysis sought to identify the (desired) product and the essential relations of this societal practice to which early years teachers engage as agents. Experimental data to the analysis of the practice were gathered through observation in classrooms of a public early years school and also through questionnaires answered by ten teachers of that school, which was located in the suburbs of a medium city in the country side of São Paulo State – Brazil. The study was developed simultaneously with a process of continuous formation for the teachers and the school’s director, which also worked as a data source. The methodological and philosophical fundamentals of the investigation derive from the Historical-dialect materialism, with emphasis on the categories of concreteness, universality, historicity and totality and on the theoretical thinking concept. From data analysis, we sought to apprehend the desired product through concrete-singular practice taken as empirical reference of the investigation and we elaborated a theoretical modeling of the teaching practice in early years education, which constituted the study ...(Complete abstract click electronic address below)
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Hargan, Janine M. "Mental ill health in nursing and midwifery education : a critical discourse analysis." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/15925.
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Students diagnosed with long-term mental health conditions have been the focus of policy development for over a decade. Student mental health is on the increase and universities are legally obliged to make reasonable adjustments for disabled students. Therefore it is crucial that nursing and midwifery education provides an inclusive learning environment, while maintaining fitness to practice standards. The focus of this study was to explore how discourses of mental health, reasonable adjustments and fitness standards influence nursing and midwifery education for students with a mental health condition. Principles of Wodak’s (2001) critical discourse analysis approach, which gives prominence to dominant discourses, their justifications and persuasive nature was utilised. Ten key written texts and 23 semi-structured interviews with students, lecturers and clinical mentors were conducted to acquire the constructions of mental health, reasonable adjustments and fitness requirements. The findings show that the dominant discourses attributed to students experiencing mental ill health were around medicine, difference and blame, all of which reinforced mental health stigma. In addition, mental health discourses within both verbal and written texts were not underpinned by disability discourses, allowing the exclusion of students who disclose mental ill health from accessing reasonable adjustments. In conclusion, students considered to have a mental health label faced discriminatory barriers and legislative and regulatory requirements of equality were not implemented.
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da, Silva Yago Matheus. "Bolsonaro and Social Media: A Critical Discourse Analysis of the Brazilian President’s Populist Communication on Twitter." Thesis, Uppsala universitet, Institutionen för informatik och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414748.
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The present study explores Brazilian president Jair Bolsonaro’s online communication on the microblogging platform Twitter. The study aims to present the populist characteristics embedded in the president’s tweets, as well as the strategies he uses in his communication on the social media platform. The pillars that structure this work are the different theories on the topic of populism, which address central points concerning the phenomenon’s characteristics, such as dichotomization between groups (the good and the bad people), a strong anti-establishment stance, creation of scapegoats and enemies, and the centrality of the leader. Additionally, theories that explain the relationship between populism and social media are also employed for the full comprehension of the problem at hand. The analysis examines Bolsonaro’s first year in office (2019) and focuses mainly on three different periods within that year. The data consists of 110 tweets submitted to analysis utilizing Discourse-Historical Approach, an analytical approach with a strong focus on context. The findings show how Bolsonaro’s communication on Twitter is immersed and dependent on strategies common to populist discourse, employing argumentative and discursive strategies that rely on the aspects such as topoi, the demonization of others, shifting of blame, positive self- and negative other- presentation, provocation and calculated ambivalence. This study contributes to the understanding of populist online communication in the Brazilian context, shedding light on the phenomenon of populism, in particular the current populist wave, outside the European and North American contexts, expanding the understanding about the topic to the global south.
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N'dri, Maurice Kouadio. "Critical analysis of victims rights before international criminal justice." Thesis, University of Pretoria, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7533_1183427953.
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History is regrettably replete with wars and dictatorial regimes that claimed the lives of millions of people. Most of the time the planners were not held accountable for their misdeeds. Fortunately in recent years the idea of people being prosecuted for mass atrocities was launched and debated. The purpose of this study was to propose avenues for promoting respect for victims rights. It examined the rationale of the victims reparation, its evolution, its denial and its rebirth. It canvass victims rights in domestic law especially in the civil law in comparison with international law. It proposed means whereby the international community may better address the issue of victims rights.
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Noteboom, Emilie Jeannette. "Critical analysis of Guillaume Groen van Prinsterer's Christian-historical principle, with a comparative critical analysis of his argument of 'history' with that of Edmund Burke's as used in their critique of the French Revolution." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:6233d0bf-9fd2-4c4a-ad1c-9becb5cd514c.
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This thesis provides an analytical interpretation of the critique Dutch nineteenth-century statesman-cum-historian Guillaume Groen van Prinsterer (1801-1876) articulated of French revolutionary ideology. It achieves an original reading of Groen's thought as Protestant right-order theory. This reading achieves a clarification of the functions that Scripture, 'nature', and 'history' have in his thought, and connects his thinking to that of a small group of contemporary British-based political theologians, notably Oliver and Joan Lockwood O'Donovan, and their minority view on the ontological grounding of justice. Our comparison of Groen's argument of 'history' with that of Edmund Burke achieves original critical leverage on their concepts of 'history', and draws out that Burke's critique of the Revolution purposes to re-affirm English common law, while Groen's is an apologia for Christianity.
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Burns, Annina Catherine. "The origins of public health nutrition surveillance in the United States : a critical historical analysis of Wilbur Atwater's dietary surveys and their legacy." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539946.
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Pilling, Barbara O. "A Critical Analysis of the Modern Standards Movement: A Historical Portrayal Through Archival Review, Written Documents and Oral Testimony from 1983 to 1995." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26975.
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This is a historical study of the modern standards movement starting in 1983 with the landmark report, A Nation At Risk: The Imperative for Educational Reform, and concluding in 1995 with the publication of the revised Standards of Learning for Virginia Public Schools in the Commonwealth of Virginia. The study was done through a review of available archival papers, written documents, and oral testimony.
The purpose of this study was to analyze critically the modern standards movement as a context to the development and implementation of the revised Standards of Learning for Virginia Public Schools. Objectives of the study were to identify key events and key characters that impacted the standards movement and identify issues that evolved. A main focus of the study was to develop a documentary history that identified themes that linked events and showed connections between past and current events.
Phase one of the process involved data collection from appropriate literary sources and writing the history as portrayed in written documents. Phase two of the process was done through the collection of oral testimony from key informers, especially in the Virginia movement and weaving that testimony logically and chronologically into the appropriate documentary history. Phase three of the process concluded with the identification of main themes that linked events and implications for future studies.Ed. D.
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Handberg, Hjalte H. "Understanding Iranian Proxy Warfare: A Historical Analysis of the Relational Development of the Islamic Republic of Iran and Iraqi Insurgencies." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22233.
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In recent years, the IRI has managed to increase its influence in the Middle East. The strategic use of proxy warfare has played a central role as surrounding countries have become destabilised. However, following the positivist logic of structural IR theories, the materially inferior IRI should not be a stronger player in the region’s conflicts than the US and its Arab allies. The Iranian success in proxy warfare, therefore, provides a paradox for the explanatory framework of reductionist IR theories which rely on rational and positivist epistemologies. I argue that this is because these perspectives do not endorse an adequate comprehension of the mutual embedded relations which have served the IRI a strategic advantage in proxy warfare. In a challenge to the parsimonious reductionism of structural IR and security studies, I adopt Feklyunina’s constructivist framework for analysing soft power as a relational identity. Thereby, I switch the focus from a top-down analysis of the IRI to a focus including Iraqi insurgencies’ acceptance or rejection of the IRI’s national identity and foreign policy goals. I argue that identity matter in proxy relations. Hence, I estimate the IRI’s strength in proxy warfare based on potential Iraqi insurgencies’ compatible identities. I employ a longitudinal historical research design tracing the development of collective identities within Iraq. The study finds that the Iraqi Shi’ites share important common facets of their identity with the IRI and have subsequently been willing to fight as proxies against American and Sunni forces in Iraq. However, identity and legitimacy structures in the Middle East are complex, multifaceted, constantly changing, and dependent on context. Iraqi Shi’ites still preserve some reservations and antipathy towards the Iranian regime due to a nationalist sense of community.
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Zweerde, Evert van der. "Soviet philosophy, the ideology and the handmaid : a historical and critical analysis of Soviet philosophy with a case-study into Soviet history of philosophy /." Nijmegen : E. van der Zweerde, 1994. http://catalogue.bnf.fr/ark:/12148/cb358090865.
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Blixt, Emely. "Prudes versus sluts : An analysis of how attitudes are expressed through colloquial terminology." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70008.
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This paper performs a corpus-based critical discourse analysis on the terms“vamp”, “slut”, “prude” and “spinster” and how they are used in context fromthe 1920s to the 2000s. They were categorized according to what attitudeswere connected to them, positive, neutral and negative. An interest was alsotaken in what attributive adjectives were used in context with each term. Theresults showed consistent negative attitudes towards “prude” and “spinster”,while the attitudes towards “Vamp” and “slut” were mixed with negative andpositive.
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Gardner, Natasha D. "Potentials and Impediments to Universal, School-based Screening for Behavioral and Emotional Risk: A Critical Discourse Analysis of Current Case Law." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/cps_diss/65.
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Disproportionality in special education is a long-standing issue. Some scholars have proposed group or universal screening for emotional and behavioral risk in schools as a method of addressing disproportionality. Considering previous case law, questions exist as to the legality of such screening programs in public schools. The purpose of this inquiry was to apply critical discourse analysis (CDA) to the federal case of Rhoades v. Penn-Harris (2008) to explore how court discourse reflects issues of social power and multidisciplinarity in the context of a school mental health screening program. CDA is usually interdisciplinary and focuses on explaining discourse structures related to social problems and may be applied from various theoretical frameworks and methodologies. This study used a discourse-historical approach to address the questions regarding the court’s discussion of relative power relationships, its use of argumentation strategies, and the knowledge base(s) accessed in formulating its arguments. Case study findings indicated that the court's use of various argumentation strategies in its discourse on student mental health screening presented varying potential duties and liabilities for entities and individuals involved in such programs. Additionally, although mental health screening in public schools requires an interdisciplinary approach, the court's discussion of the program litigated in Rhoades used a centrist, law-based perspective, suggesting that attempts to facilitate a pluralist or an integrationist approach to such cases may require efforts particular to legal, as opposed to clinical, practice. Recommendations for developing school mental health screening programs sensitive to issues addressed by Rhoades are provided.
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Gilliam-Smith, Rhonda. "FREEDOM ACTS: A HISTORICAL ANALYSIS OF THE STUDENT NON-VIOLENT COORDINATION COMMITTEE AND ITS RELATIONSHIP TO THEATRE OF THE OPPRESSED." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1218820340.
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Norstad, Lille Kirsten. "Nineteenth-Century Travel Writing and the Nuclearization of the American Southwest: A Discourse Analytic Approach to W.W.H. Davis's El Gringo New Mexico and Her People." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145450.
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Travel narratives of the nineteenth century frequently became vehicles for colonialist discourse, strategically representing the Other(s) in order to justify their subjugation, and their land as a site of opportunity. W.W.H. Davis's travel narrative, El Gringo: New Mexico and Her People (1857) was no exception. This dissertation begins by arguing that we need to read El Gringo as a rhetorical text, that Davis's objective in portraying both the land and the people was to represent New Mexico as inherently "disponible," a term used by Mary Louise Pratt to indicate "available for capitalist improvement." Working from this assertion, I use the methodology of the Discourse-Historical Approach developed by Martin Reisigl and Ruth Wodak to explore the development of racialized constructions of New Mexican identity, their ideological relationship to "disponibility," and how these constructs have been reproduced intertextually through discourse. As accepted beliefs concerning the state, they continue to be recontextualized in new situations, notably to justify the disproportionate location of nuclear weapons-related industries, waste, and research activities within the state. Just as Davis and other earlier writers had used words such as "barren," "isolated," "unpopulated," and "wasteland," to rationalize the US presence, US government officials used these very terms a century later to argue that New Mexico was the location-of-choice for building and testing the first nuclear weapon. I argue that a direct discursive connection exists between the US colonization of New Mexico in 1846 and its nuclear colonization in 1942. As part of the ongoing legacy of colonialism, the language used to justify New Mexico's nuclear burden has marginalized the state's original inhabitants, diminishing their land rights and creating situations of environmental racism, such as the Church Rock incident on the Navajo Reservation. In some cases, Native Americans and Nuevomexicanos were "disappeared" from the discourse entirely, as with several Pueblo communities living adjacent to the site of the Manhattan Project. Dialectically, the nuclear colonization of New Mexico has transformed Manifest Destiny as well, reconfiguring its initial purpose to ensure US hegemony internally, to the ability of the US to maintain nuclear hegemony worldwide.
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Mohamad, Jamil Siti Nurnadilla. "Selling race and God during GE13 : a discourse-historical analysis of editorials and columns in mainstream Malay- and English-language newspapers during the 13th General Election in Malaysia." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/34933.
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This thesis conducts a critical analysis of editorials and columns in mainstream newspapers during Malaysia's 13th General Election (GE13) campaign. In a country that practises parliamentary democracy but simultaneously observes a close cooperation (Mustafa, 2010, p. 51) between the ruling party and the mainstream press, this study explores the links between the two. The thesis demonstrates the continuing power of the mainstream press in the country. It also explores how a so-called parliamentary democracy can lead to authoritarian rule, as well as the role of the press in this process. Adhering to Critical Discourse Analysis (CDA) principles, the thesis describes and explains how particular relations of power are enacted, reproduced and legitimized within government-owned media, in this case Malaysia where control is institutionalized. This study specifically focuses on the discursive strategies of legitimation in editorials and columns, and how they present particular narratives or arguments in the interests of the powerful. The thesis offers a greater understanding of the deep ideological structures of mainstream newspapers and, in particular, their construction and (de)legitimisation of the government and opposition during the GE13 campaign. This investigation draws on various methods, from quantitative content analysis to the Discourse-historical Approach (DHA), and insights from a range of disciplines, to examine the discursive features of mainstream newspapers discourse during the GE13 campaign. The main contributions of the thesis are on theoretical, methodological and empirical grounds. It contributes to the body of knowledge on political communication research by focusing on the Asian-Malaysian context and moving away from Western-centric models that often overlook the key element of culture. The application of the DHA provides a novel and valuable contribution to the understanding of Malaysian election communication discourse through its interdisciplinary methods and analyses. The empirical investigation provides conclusive evidence that revolves around the issues of the perversion of developmental journalism, race/ethnicity, Islam and its abuses, as well as change and time. This thesis also reviews and reveals the extent to which the press in Malaysia is controlled, dominated and manipulated, thereby challenging those, including the ruling elite, who have claimed that Malaysia is a democratizing nation state.
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Pasqualini, Juliana Campregher. "Princípios para a organização do ensino na educação infantil na perspectiva histórico-cultural : um estudo a partir da análise da prática do professor /." Araraquara : [s.n.], 2010. http://hdl.handle.net/11449/101525.
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Resumo: Em um contexto ainda marcado pela falta de clareza pedagógica acerca de "o que ensinar" e "como ensinar" a criança menor de seis anos, a presente investigação teve como objetivo sistematizar princípios para a organização do ensino na educação infantil a partir da perspectiva Histórico-Cultural. Partindo-se do entendimento de que pensar o problema da organização do ensino implica compreender a natureza da prática do professor de educação infantil, tomou-se essa prática social como objeto da investigação. Realizou-se, assim, uma análise teórica da prática do ensino na educação infantil, buscando apreendê-la para além da aparência pseudoconcreta e de suas expressões singulares e particulares, identificando-se o produto almejado e as relações essenciais que constituem e definem essa prática social na qual os professores de educação infantil se engajam como agentes. Dados empíricos para a análise da prática foram coletados por meio de observações em salas de aula das turmas do maternal, jardim I e jardim II e questionários respondidos por dez professoras de uma escola municipal de educação infantil localizada em um bairro da periferia de uma cidade de médio porte no interior do Estado de São Paulo. A pesquisa foi desenvolvida paralelamente a um processo de formação continuada com os professores e a diretora da instituição, o qual também funcionou como fonte de dados. Os fundamentos filosóficos e metodológicos da investigação derivam do Materialismo Histórico-Dialético, com ênfase às categorias de concreticidade, universalidade, historicidade e totalidade e ao conceito de pensamento teórico. A partir da análise dos dados, buscou-se apreender o produto almejado pela prática singular-concreta tomada como referente empírico da investigação e elaborou-se um modelo teórico da prática do ensino na educação infantil, que constituiu ...(Resumo completo, clicar acesso eletrônico abaixo)Abstract: In the Brazilian context, still marked by the lack of clear pedagogical understanding about "what to teach" and "how to teach" children under six years old, the present investigation had the goal of systematizing principles to the organization of teaching in early years education from the Culturalhistorical perspective. Starting from the understanding that discussing the problem of teaching organization implies to understand the nature of the early years teacher's practice, this societal practice was taken as the object of our investigation. Thus, a theoretical analysis of the teaching practice in early years education was carried out, seeking to apprehend it to beyond the pseudoconcrete transparence and its singular and particular expressions. In that sense, the analysis sought to identify the (desired) product and the essential relations of this societal practice to which early years teachers engage as agents. Experimental data to the analysis of the practice were gathered through observation in classrooms of a public early years school and also through questionnaires answered by ten teachers of that school, which was located in the suburbs of a medium city in the country side of São Paulo State - Brazil. The study was developed simultaneously with a process of continuous formation for the teachers and the school's director, which also worked as a data source. The methodological and philosophical fundamentals of the investigation derive from the Historical-dialect materialism, with emphasis on the categories of concreteness, universality, historicity and totality and on the theoretical thinking concept. From data analysis, we sought to apprehend the desired product through concrete-singular practice taken as empirical reference of the investigation and we elaborated a theoretical modeling of the teaching practice in early years education, which constituted the study ...(Complete abstract click electronic address below)
Orientador: Newton Duarte
Coorientador: Lígia M. Martins
Banca: José Luís Vieira de Almeida
Banca: Márcia Regina Goulart Stemmer
Banca: Marilda Gonçalves Dias Facci
Banca: Sueli Terezinha Ferreira Martins
Doutor
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Compion, Sara. "VOLUNTEERING AND DEMOCRATIZATION IN SOUTHERN AFRICA: A STRUCTURAL AND CULTURAL ANALYSIS." UKnowledge, 2016. http://uknowledge.uky.edu/sociology_etds/30.
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This dissertation examines the practices and social constructions of volunteering in Southern Africa. Grounded in structural and cultural theory, I focus on volunteering as the product, rather than the raw material, of political processes. My approach stresses the volunteers’ perspectives, yet centers on critiques of dominance. In doing so, I destabilize the view of volunteering as inherently pro-social behavior, or as intrinsically characteristic of deepening democratic systems.
Combining evidence from Afrobarometer surveys and twelve months of ethnographic fieldwork in South Africa and Zambia I show how meanings and practices, not just resources and capital, shape the socially constructed nature of volunteering given specific historic, economic and political conjunctures. The findings reveal that contemporary practices of volunteering in Southern Africa are a consequence of poverty, paternalistic exchange relationships, and state-civil society partnerships undergirded by foreign development aid.
The dissertation is structured around four empirical points. The first concerns who volunteers. I identify characteristics of Africans who are most likely to actively belong to voluntary groups, and pinpoint the role of foreign development aid and poverty in shaping the volunteer landscape. The second highlights the positive connection between civic culture and active voluntary group membership in Africa, but I argue that this association does not inherently translate into greater democratic gains for a country. The third emphasizes “why” people volunteer. I document the exchange nature of volunteering, revealing its practical function for maintaining social cohesion and augmenting social capital, while simultaneously entrenching social hierarchies and paternalistic inequalities. The fourth point offers a theory linking three orientations to volunteering with activities in three different types of civil society. These view can be “allegiant,” “opportunistic,” or “challenging” and steer people toward volunteer activities that match their inclinations to enhance, confront, or preserve given social systems.
Throughout this dissertation I illustrate how volunteerism aids residents of complex, diverse societies to define new social relations, craft compatible identities, and make meaning of social change. I present an effort in doing a sociology of volunteerism from Africa, rather simply in Africa, which increases the generalizability of existing theories of volunteerism to post-colonial, developing country contexts.
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Lynch, Ryan Joseph. "Between the conquests and the court : a critical analysis of the Kitāb Futūḥ al-Buldān of al-Balādhurī." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:54ae6728-7872-4daa-9e44-589be213ec70.
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When considering the available sources for Islamic history between the seventh and eighth centuries CE, there are few which have greater importance than al-Balādhurī's (d. ca. 892 CE/279 AH) Kitāb Futūḥ al-Buldān (The Book of the Conquest of Lands). While the text and its author are recognized for their importance as a historical source for the early Islamic period, there has previously been no in-depth study of either. This dissertation works to correct these gaps in knowledge of the author and his text by investigating the construction, form, content, and early reception history of al-Balādhurī's book. This research begins by providing a manuscript tradition of Futūḥ al-Buldān, including a discussion of a previously unpublished manuscript. It thereafter illuminates the background of al-Balādhurī, bringing together much of the previous scholarship on the author while augmenting that information with an analysis of biographical sources and the text itself. It situates the author and his text in its ninth/third century milieu, a period of history where the early Arabic historical tradition was still in its infancy and only just being committed to writing. It suggests the text was likely completed at the end of the "anarchy at Sāmarrā'" in the late 860s CE, and highlights the author's role at the court of several 'Abbāsid Caliphs. After this, it discusses a number of al-Balādhurī's most important (and, in some cases, previously understudied) sources of information, and argues that the author chose to differentiate when he was learning information directly from a teacher and when he had access to written sources. It then analyzes the content and themes of the text, placing special attention on the unique form of Futūḥ al-Buldān and its importance in providing modern scholars with information on the conquest, settlement, and building projects of the early Islamic world. In considering these key themes, this research then argues that Futūḥ al-Buldān defies traditional modern genre classification by borrowing form and content from several different Arabic genres including conquest literature (futūḥ), legal texts, and administrative geographies. It contends that both the text's content and form suggest that it was written to be read by courtly administrators in the service of the state as both a site of memory (lieu de mémoire) and as an "administrator's handbook" during a time of upheaval in the 'Abbāsid realm. Finally, it considers the legacy of Futūḥ al-Buldān and the popularity of al-Balādhurī's book throughout the medieval period through an analysis of textual reuse.
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Ragusa, Angela Theresa. "Social Change in the Media: Gay, Lesbian, Bi, Trans and Queer (GLBTQ) Representation and Visibility in The New York Times: A Critical, Qualitative Social-Historical Content Analysis of The New York Times." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26025.
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This research employs qualitative methodology to analyze social change in business news articles of The New York Times. A random sample of 127 articles published between 1970 and 2000, discussing advertising news and containing one or more of the terms â Gayâ , â Lesbianâ , â Bisexualâ , â Transexualâ , â Transgenderedâ and â Queerâ (GLBTQ), were selected. Feminist, Marxist, Postmodern, and critical theory is used to analyze social representation, cultural norms, stereotypes and levels of visibility. The â meta-theoreticalâ lens applied is a gendered postmodernism grounded in stratification theory that assuages the cultural-based critique of Marxism, overcomes the essentialist limitations of radical feminism, incorporates the pluralism of socialist feminism and delimits the relativist tendencies of a purer postmodernism.
Quantitatively, gay men were found to achieve twice as much business news coverage as lesbians. Bisexuals, transsexuals, transgenders and queers were highly invisible. Overall, a change in the representation and depiction of corporate interest in gays and lesbians was manifested. This socio-historical analysis revealed a shift from deviantization and stigmatization of homosexuality to the commodification, and spectacularization of GLBTQs. GLBTQ invisibility is documented and the misconception of gay and lesbian wealth, created by market research, is addressed. Invisibility of GLBTQs is posited to be both an intentional and actively managed form of politics. Furthermore, business news reporting is argued to be less â objectiveâ and more a political, social cultural and political activity where the media itself is a stage for the cultural contestation of social norms.
This sociologically informed reading of business news articles details numerous case-specific instances where The New York Times contributed towards the proliferation of norms, values and beliefs characterizing GLBTQs. The New York Times is argued to be a contributor towards the creation of sexuality as a cultural product. Its representations of GLBTQs are seen as one manifestation of an institutionally created understanding of the â culture of homosexualityâ .Ph. D.
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Haigh, Cathryn. "The Political Discourse of the ‘New Age of Terror’: : An historical examination of the United Kingdom’s approach to counter-terrorism post-9/11 with a Critical Discourse Analysis observing how counter-terrorism strategies are framed to present a specific narrative for the ‘new age of terror’." Thesis, Uppsala universitet, Teologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-363914.
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At the start of his premiership UK Prime Minister, Tony Blair, spoke of ensuring that Britain continues with its proud history of multiculturalism by developing programmes to further integrate communities and reduce tensions resulting from immigration. Initially this programme was successful and many hailed the drive of New Labour in its desire to ensure that Britain sold itself as a welcoming place to call home. However, this celebration of success has been called into question over the first two decades of the new millennium following the seemingly steady increase in terrorist attacks and foiled attacks – many of which have been linked to British-born actors or immigrants to Britain. Thus, this study will call into question the extent to which the UKs multiculturalist approach has hit a stumbling block, positing that it is the change in approach to counter-terrorism through its Prevent programme that has led it to unlearn’ lessons from Northern Ireland and actively ensured a backward step through alienating the very communities it is trying to engage. It will examine the extent to which this seemingly more suspicious and divisive government-led approach alienates rather than celebrates cultural diversity, creating an environment ripe for radicalisation, in direct contrast to its aim, using Critical Discourse Analysis to show that the government’s approach from 2005 to the present day become entrenched as a result of the ‘new narrative’ of the ‘new age of terrorism’ and that this has led to a development of an ‘us’ versus ‘them’ approach which is not taking into account the necessary holistic approach to counter-terrorism, instead alienating Muslim communities and creating a hostile environment made worse by the permeation of suspicion from the general public who have bought into the narrative following more than a decade of its telling.
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Pang, Huikyong. "The 2008 Candlelight Protest in South Korea: Articulating the Paradox of Resistance in Neoliberal Globalization." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4742.
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My dissertation is a speculative analysis of the historical contexts of a social protest, based on the notion of "articulation" advanced in the field of cultural studies. Focusing on the 2008 candlelight protest against U.S. beef in South Korea, my goal is to explore the historical contexts of the protest, which formulate the identity of the protest. Since the U.S. beef deal was approved by the Korean government as a precondition for the Free Trade Agreement between Korea and the United States, the protest has been considered (notably by leftists in Korea) as a resistance against post-colonial overtones and fascist eco-political principle in the era of neoliberal globalization. Instead of understanding the protest from such an essentialist perspective, my research makes a commitment to exploring the exterior factors that drove the possibility of the protest. The notion of articulation, a mode of explanation that moves beyond any linear sort of causality, provides a framework to view the protest not as a unity, but as a linkage of multi-dimensional (political, economic, social, and cultural) elements of historical contexts. Based on my journal entries written during my participation in the protest, and the journal articles about the 2008 protest written by the scholars in Korea, I explored the main characteristics of the protest in comparison with the conventional social movements in Korea, and discovered that the 2008 candlelight protest had featured the "food safety issue," "participants with heterogeneous desires," "carnivalesque modality," and an "ambiguous goal." From these main features, I inferred four salient axes of historical vectors (and their forces) including "political democratization and depoliticization," "food industrialization and wellbeing fever," "market liberalization and job insecurity," and "advanced communication technology and carnivalesque culture." My research findings present that the 2008 candlelight protest is not a definite insurgent element calling for any deep change in the dominant political and economic paradigm, but exists as a paradoxical event at the cusp between subordination to and resistance against neoliberal globalization. The main contribution of my research project entails (1) pushing the boundaries of communication studies on social resistance by including the notion of articulation which situates the 2008 candlelight protest within its historical contexts, (2) developing speculative analysis as a critical and cultural studies method for exploring structural forces operating in deep layers of our experiences, (3) delineating the new modalities of contemporary social movements by examining the concrete textures and hues of the 2008 candlelight protest, and (4) offering new ways of (re)thinking the principles of efficiency and economic growth by interrogating a case of food industrialization and global exchange.
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Godoy, Stênico Joselaine Andréia de, and Marcela Soares Polato Paes. "Paulo Freire and Social Movements: An Analysis of the Brazilian Scenario." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/117650.
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This paper presents the thought of Paulo Freire as a perspective of analysis andreflection on the social movement in Brazilian society. It is action and object ofthis reflection to contribute to the task of reinventing the critical pedagogy in theconstruction of social movements. This is a qualitative research that is dividedinto two stages: the first is dedicated to presenting the theoretical framework,and then an analysis of Brazilian social movements, exposing the origin of thestruggles and advanced to the most recent discussions that have undertaken theBrazil in search of freedom and justice in the recovery of stolen humanity. Anincessant struggle that calls for Liberation Pedagogy developed by Freire, key toolin awareness process, and thus the constitution of social movements.En este artículo se presenta el pensamiento de Paulo Freire como una perspectiva de análisis y reflexión sobre el movimiento social en el contexto de la sociedad brasileña. Es objeto de la presente acción y reflexión contribuir a la tarea de reinventar la pedagogía crítica en la construcción de movimientos sociales. Se tratade una investigación cualitativa dividida en dos etapas: la primera está dedicadaa la presentación del marco teórico, y luego de un análisis de los movimientossociales brasileños, se deja al descubierto el origen de las luchas y avance a lasdiscusiones más recientes que se ha emprendido en Brasil en busca de la libertady la justicia en la recuperación de la humanidad. Una lucha incesante que pide laPedagogía Liberadora de Freire, herramienta clave en el proceso educativo, y porlo tanto, en la constitución de los movimientos sociales.
Este artigo apresenta o pensamento de Paulo Freire enquanto uma perspectiva deanálise e reflexão sobre o movimento social no contexto da sociedade brasileira.Constitui ação e objeto desta reflexão contribuir na tarefa de reinventar apedagogia crítica na construção dos movimentos sociais. Trata-se de uma pesquisaqualitativa dividida em dois momentos: o primeiro é dedicado a apresentaçãodo aporte teórico, e em seguida, uma análise dos movimentos sociais brasileiros,expondo a origem das lutas e avançado para as discussões mais recentes que setem empreendido no Brasil na busca da liberdade e da justiça na recuperação dahumanidade roubada. Uma luta incessante que clama pela Pedagogia Libertadorade Freire, instrumento fundamental no processo de conscientização, e, portanto,na constituição dos movimentos sociais.
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Ujkani, Venera. "The Moderate Party and the Swedish Democrats Idea Development 2010-2018 : Comprehending the Parties Migration Policy Development Through Rational Action, Societal Discourses and Critical Junctures." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84656.
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The aim of this study is to analyse the Moderate Party and the Swedish Democrats idea development in the issue of migration in 2010-2018. The inquiry consists of the following two research questions. How has the Moderate Party and the Swedish Democrats positions regarding migration developed in 2010-2018? How can institutional theories explain the Moderate Party and the Swedish Democrats idea development? The study is encompassed by three theoretical perspectives also recognised as rational-choice institutionalism, historical institutionalism and discursive institutionalism. In regard to the methodological approach, the study employs the comparative case study design with the most-similar system and is essentially an idea analytical study. The main results reveal that both the Moderate Party and the Swedish Democrats have adjusted their migration policies but to different degrees. The Swedish Democrats promote similar policies in 2010 as in 2018 with smaller alterations while the Moderate Party has customised larger alterations, distinguishing the party’s migration policy from 2010 and 2018. These policy alterations are primarily explained as a result of rational action, societal discourses and critical junctures.
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Erbén, Tova. "„Ein Gefühl von Schutz und Frische“ : Eine kritische Diskursanalyse von deutschsprachiger Menstruationsproduktwerbung." Thesis, Stockholms universitet, Tyska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-168144.
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The advertisement of menstrual products has traditionally been characterised by shame, discretion and euphemisms (Block Coutts and Berg 1993; Waschek 1995, Simes and Berg 2001). In the past few years, the theme of menstruation appears increasingly in the public eye and prompts the question of whether those qualities are still the dominant descriptors for advertising menstrual products. In order to study this, a critical discourse analysis was performed using the discourse-historical approach of Wodak and Reisigl (2016). The intention was to investigate – both qualitatively and quantitatively – how product descriptions of pads, tampons and menstrual cups are normatively and predicatively constructed, and which arguments, linguistics means and realizations are utilized for this purpose. The results suggest that qualities such as cleanliness, discretion and absence of smell as well as euphemisms (e.g. Flüssigkeit, leichte/stärkere Tage) are still quite prevalent in use. The focus on protection is also emphasized in various ways, both in the product names as well as in the frequency analysis of the adjoining texts. However, other qualities, such as comfort, indicate that progressive tendencies also exist in the advertisements of menstrual products.
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Falk, Ulrika. "Historia i kursböcker för Engelska A och B." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32469.
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I detta arbete tittar jag på hur de engelskspråkiga ländernas historia presenteras i kursböcker för kurserna Engelska A och Engelska B på gymnasiet.Jag har valt att titta på vilka länder som finns representerade och hur mycket fakta om de engelskspråkiga ländernas historia som finns i de utvalda kursböckerna.Jag ville också se vilka bilder dessa texter gav läsaren om länderna, positiva eller negativa.Resultatet av min analys är att mängden fakta varierar mellan kursböckerna, beroende på vilken kursbok du läser samt vilka länder som presenteras i denna. Det är inte bara faktatexter i böckerna, utan även utdrag från olika romaner och dikter som är skriva genom tiderna. Detta så att läsaren får en smakbit av hur litteraturen var då. De engelskaspråkiga länder som finns med i kursböckerna är: USA, Irland, Storbritannien, Australien, Nya Zeeland, Kanada, Indien, Jamaica, de Karibiska öarna och några länder från den Afrikanska kontinenten. Några av dessa länder är mer förekommande än andra i kursböckerna, som exempel USA och Irland som finns med i alla 4 kursböcker.Ordningen ovan är i den ordning som länderna förekommer, med flest antal sidor först, dvs USA är representerad med flest sidor. Resultatet av detta är att maktstrukturen i dagens värld är överförd även till de engelska kursböckerna på gymnasiet i Sverige. USA är mest förekommande i kursböckerna och har även en betydande faktor i världen idag. Detta är tvärt emot vad Faircloughs Kritiska Diskursanalys (som jag har använt i mitt arbete) försöker göra, nämligen att skapa en mer jämlik värld.In this thesis I look at how the English Speaking countries´ history are presented in four English course books aiming for English studies at Upper Secondary School, courses English A and English B (EN1201 and EN1202).I have chosen to look at which countries that are mentioned in the course books and how much fact about the English speaking countries history that the course books have. I also wanted to see what images these texts gave the readers about the countries, a positive or a negative image.The results of my analysis are that the amount of facts in the course books varies, depending on which book you look at and also the choice of countries that are presented in the books. It is not only “factual” texts in the course books either; there are also extracts from different novels and poems that were written through the ages. This so the reader gets a “taste” of what literature was like back when. The English speaking countries that are included in the course books are as follows: the USA, Ireland, Great Britain, Australia, New Zealand, Canada, India, Jamaica, the Caribbean Islands and countries on the African Continent. Some of the English speaking countries´ are more frequent than others in the course books, for example the USA and Ireland, are mentioned in all four of the course books. The order in which the countries are mentioned above is due to the number of pages that they claim in the course books, putting the USA in the lead with most pages. The result of this is that the power structure of the world today is transferred to the course books at Upper secondary school in Sweden, that the USA is the most frequent country mentioned in the course books and also in world. This contradicts what Fairclough´s Critical Discourse Analysis (which I use in this thesis) is trying to do, namely to create a more equal world.
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Gay, Kallie. "Becoming a Master Manager: An Analysis of SNAP Recipient Stories of Navigating Government Assistance." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3556.
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This study examines experiences of utilizing government assistance in the United States. It focuses on the ways in which persons participating in the Supplemental Nutrition Assistance Program (SNAP) communicatively managed their lives in relation to their role in the program. Specifically, the research reveals that SNAP recipients are master managers. After synthesizing the pre-existing body of research concerning social assistance in the U.S. and its effects on those who utilize it, the author argues that sharing the stories of marginalized groups can serve to reduce stigma surrounding government assistance participation. Employing a Feminist Standpoint Theory sensibility to elicit such stories, the author drew out narratives gathered through qualitative interviews with current SNAP participants. Findings indicate that communicative management of SNAP participation was experienced as multi-layered and complex. Positioned to navigate the carceral environment of the SNAP program, participants adopted various disciplined communicative actions as they managed program membership, stigmatized identity, and behavioral surveillance.
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Sharma, Abhimanyu Kumar. "Language policies in the European Union and India : a comparative study." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/287638.
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The thesis offers a comparative analysis of language policies in the EU and India. Specifically, it examines the role of power and ideology in the formulation and implementation of language policies. The need for this thesis emerged in view of the lack of comprehensive comparative analyses of language policies which leads to epistemological gaps, including one-dimensional narratives of language policies, and theories which are lacking in precision. In light of these gaps, the thesis undertakes a comprehensive investigation of policies in eight policy domains (administration, legal safeguards for minority languages, law, education, media, healthcare, business, and social welfare) in the EU and India and in two case studies each from the EU (Luxembourg, Wales), and India (Manipur, Tamil Nadu), chosen on the basis of maximum and minimum deviation from the EU's and Indian policies. The study examines policy texts (statutes on language use in these polities), and contexts which concern the historical and socio-political factors underpinning language policies. The thesis makes three important contributions. First, it marks a break from the prevalent understanding of power in macro-level policymaking. Research to date has tended to view power as a monolithic entity, while this thesis offers evidence that power and ideology are not uniform across policy domains. Second, it bridges the text-context divide of language policy research by conducting an investigation of policy-related legislation, and highlighting the importance of texts in understanding language policies, as they reflect the changes in power structures through time. Third, the thesis proposes a new analytical concept for investigating language policies, Categories of Differentiation (COD). Categories of Differentiation refer to the sets of binaries which underpin language policies in the aforementioned case studies. These binaries include the hills-valley divide (Manipur), the Dravidian-Aryan divide (Tamil Nadu), and the autochthonous-allochthonous divide (EU) among others. Language policies have often been described as 'multilayered', and COD offer a systematic approach to exploring these multiple layers. Overall, the thesis demonstrates how comparative research aids understanding of language policies, and sets out a possible theoretical framework for conducting it.