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Keene, Frances B. "Fostering Self-Authorship in the Student Conduct Environment." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/72849.
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The Learning Partnerships Model (LPM) (Baxter Magolda and King, 2004) is a framework for promoting self-authorship. Self-authorship is a holistic development theory that employs three dimensions (epistemological, intrapersonal, interpersonal). The LPM can be tailored to a variety of academic tasks, including course design and curriculum development. The model has also been used in co-curricular settings to design community-standards programs, internship programs, and to improve academic advising.
An exhaustive review of the literature on one particular co-curricular setting, the student conduct office, revealed studies about the conduct process and student outcomes achieved through that process but no research on student conduct and self-authorship. I explored how the principles of the LPM are evident in student conduct environments where learning is occurring. The sample consisted of student conduct environments at three institutions where students involved in the conduct process achieve learning outcomes that exceed the learning outcomes achieved by like students at other institutions based on a national quantitative assessment (NASCAP). I spent three days on each campus, observing office operations that included 21 conduct hearings. I interviewed every hearing officer in the three student conduct offices (n=8).
I found that the principles of the LPM were evident in these environments. Hearing officers created conditions for learning and development to occur. Specifically hearing officers' engaged in four key behaviors that support the principles of the LPM. They created a connection with the student, sought to understand the conduct incident, provided encouragement, and promoted learning and autonomy. Hearing officers purposefully built a welcoming environment in order to solicit information that would enable them to understand students' lived experiences and developmental capacities. They partnered with students to create expectations for future behavior that encouraged student autonomy and accountability. These actions by hearing officers created conditions intentionally to promote learning and development.
The findings provide tangible strategies that can be used in the student conduct process to promote self-authorship.Ph. D.
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Okello, Wilson Kwamogi. "FROM SELF-AUTHORSHIP TO SELF-DEFINITION: REMAPPING THEORETICAL ASSUMPTIONS THROUGH BLACK FEMINISM." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1542843872478829.
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Stone, Sharon L. M. "Examining the development of self-authorship among student veterans." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154172.
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Garcia, Erin. "Students’ Meaning-Making Journeys Towards Self-Authorship Through Self-Designed Gap Year Experiences." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3831.
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This phenomenological, qualitative study addressed student perceptions of their meaning-making process towards self-authorship in a self-designed gap year experience and was conducted in a public higher educational institution in the Southeast. Data was gathered through interviews from a purposeful sample of gap year program participants and program administrators. Emerging themes and categories were identified by coding and analyzing the interview data, such as continual reflection reinforces the value of individual meaning-making, self-expectations versus self-worth, the influence of societal expectations are minimized, and self-designed learning helps to solidify changes in self-authorship. The data showed a strong connection between multiple meaning-making contexts for students and an enhancement in their authorship, as well as multiple-identities. The findings may be useful in gap year program reflection and redesign, and provide implications for self-design in experiential learning opportunities and gap year outcomes.
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Hughes, Byron A. "The Influence of Masculinity on Self-Authorship in College Men." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/79668.
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The holistic development of college students encompasses their growth academically, socially, and personally and occurs as students master knowledge, develop connections with others, and increase their engagement in the college setting (Kuh, Kinzie, Schuh, and Whitt, 2013; Mauk, 2011; Shushok, 2008; Sungok, Shim, Ryan, and Cassady, 2012). Self-Authorship is a theory that describes holistic development in people as they transition from externalized to internalized ways of knowing (Baxter Magolda, 2009).
The purpose of this qualitative study was to explore how constructs of masculinity influence Self-Authorship in college men. The conceptual framework for this study was Baxter Magolda's (2008) dimensions of Self-Authorship: Epistemological, Interpersonal, and Intrapersonal. Data were collected through interviews with men in their final year of study in college. The Masculine Behavior Scale (Snell, 1996) was utilized to organize participants into three groups: high scorers, medium scorers, and low scorers, which allowed me to further examine their experiences within the dimensions of Self-Authorship.
Analysis of the data revealed three key findings. First, participant scores on the Masculine Behavior Scale declined as their motivation to learn moved from external (status, power, etc.) to internal factors (learning for the sake of learning). Second, high scorers formed relationships that affirmed their abilities. Yet, medium/low scorers developed relationships for the sake of mutual benefit. Lastly, high scorers sought external validation, while medium/low scorers relied upon internal validation.Ph. D.
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Tankersley, Christopher James. "Becoming an Orientation Leader: A Catalyst for Self-Authorship Development." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365413596.
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Li, Yifei. "A Grounded Theory of Chinese College Students' Self-Authorship Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu15555034262482.
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Acevedo, Epinal Sara. "Enabling Geographies| Neurodivergence, Self-Authorship, and the Politics of Social Space." Thesis, California Institute of Integral Studies, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815948.
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Enabling Geographies: Neurodivergence, Self-Authorship, and the Politics of Social Space examines and co-documents the political relevance of alternative educational, vocational, and community-living strategies developed and implemented by autistic grassroots educators serving autistic and otherwise neurodivergent youth in Berkeley, California. These educators reject the conceptualization and treatment of neurodivergent embodiment and expression as a medical pathology or a charity case and, in concert with grassroots disability justice initiatives, reclaim it instead as a vibrant cultural and political experience. They so do while simultaneously calling for the emancipation and collective liberation of all disabled people. More specifically, our collaborative inquiry documents the role of autistic educators in the visioning of strategies designed to enable a creative opening of differential social spaces wherein to freely and fully embody neurodivergence. Neurodivergence is an umbrella term covering a wide range of alternative individual neurocognitive styles.
One of the main arguments of this dissertation is that disabled service providers are uniquely positioned to intervene and unsettle institutionalized ableism vis-à-vis “safety-net” programs, especially against the historical backdrop of traditional community (care) services. The term ‘transition services’ means a coordinated set of activities to facilitate a disabled person’s movement from school to post-school activities. To document these strategies, the autistic leaders in question and myself co-designed the line of inquiry, methodology, and goals of this dissertation. We held collaborative meetings, interviews, and group conferences for almost two years. Our findings are presented through activist ethnographic vignettes, oral narrative analysis, and historical-analytical frameworks emerging from disability studies, activist anthropology, critical sociology, postmodern philosophy, and critical human geography. Overall, our methodology aims at capturing the program’s dynamics and philosophy, its gains and successes, as well as the institutional barriers and limitations to developing and sustaining autistic leadership roles in disability service provision.
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Hobbs, Klinton E. "Advances in student self-authorship : a program evaluation of the Community Standards Model /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1333.pdf.
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Bearden-White, Roy. "Reading The Self: Print Technologies, Authorship, and Identity Formation in the Eighteenth Century." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/900.
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During the early part of the eighteenth century, the growth of the book trades depended upon a series of technological advances. With each innovation, new forms of printed material, such as newspapers, essays, novels, and biographies became available and in many cases, extremely popular. Cultural perceptions of popularity among the growing body of readers, however, immediately relegated most of these new forms to a subaltern status. As the new readers became new writers, subcultures developed around each new form, which then changed the perceived social status of both the members of the subculture and the textual form. Even though printed materials has often been seen as simple commodities, reading subcultures of the eighteenth century had the power to redefine the social meaning of a given textual form and they often did so because in changing the status of the text they could also alter their own status. The members of these various subcultures used their associated textual form as a means to redefine their own identity as well as the social status of the text itself. Each of the varieties of publications gained or lost social status based upon their association with particular subcultures. In this way, the formation of textual subcultures provided a conduit through which individuals could create, maintain, and renegotiate personal identity. By examining the creation of specific textual subcultures in conjunction with shifts in technology, my work offers a new, empirically supported model for understanding the precise relationship between reading and identity formation at the moment when modern, market-based culture came into existence. Challenging the interpretive tradition established by Ian Watt in the 1950s, I formulate a dynamic model of identity creation based upon the perception of technological membership. Because Watt's focus, as well as those of many succeeding critics, was upon a single genre rather than upon individuals' interaction with new print mediums, the current understanding of eighteenth-century identity is a progressively static model of reading which cannot be applied beyond that specific historical period. My work directly challenges current ideas of subculture formation and the inherent bonds between members by establishing how writers negotiated their own self-perceptions through authorial participation and, ultimately, defined their own social status. By determining how people created their own cultural identities through associations with forms of printed material and evolving technologies, my work reconsiders previous interpretations of literary history based upon economic class formation and prompts re-evaluations of basic critical literary terms, such as `literature,' `popular,' and `aesthetic worth.' With a new model for understanding identity formation in market culture, my research offers models extending beyond the eighteenth century and informing current debates about textual cultures. In recent years, the mass digitization of printed material has prompted announcements of both the death of the book and a decrease in mass literacy; yet, online communication, particularly social networking sites such as Facebook or Twitter, has grown dramatically. Computer technology, in this respect, is no more than another phase of printing innovations, which itself is fostering the creation of new reading subcultures.
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Hobbs, Klinton E. "Advances in Student Self-Authorship: A Program Evaluation of the Community Standards Model." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/440.
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Universities are increasingly applying student developmental theories in a variety of contexts in order to better understand students and to accomplish institutional educational objectives. Robert Kegan's constructive-developmental theory has been utilized in the creation of the Community Standards Model, a program designed for use in university residence halls. The purpose of the Model is to promote student development from Kegan's third order of consciousness, in which student identity is based on a fusion of their peers' expectations and ideas, to the fourth order of consciousness, in which one becomes the author of his or her own values, beliefs, and ideals. The Community Standards Model has been in place in Brigham Young University-Provo residence halls since 2000, yet no studies have been done to determine its effects. The present study examined the development of student self-authored identity as it occurred during the implementation of the Community Standards Model at BYU-Provo. The Student Developmental Task and Lifestyle Inventory was used to evaluate student development across three general developmental tasks. Two populations were sampled: students at BYU-Provo residence halls, where the Model was practiced, and students from BYU-Idaho residence halls, where the Model was not practiced. Students were tested at the beginning and at the end of the 2004-2005 academic school year. Split plot ANOVAs were conducted and no significant interactions were found for any of the three task scores. This study did not detect any significant differential effects with regard to student developmental task achievement that could be attributed to the Community Standards Model. Study results indicated that the Community Standards Model may not fit well at BYU. Many reasons exist as to why the Model may not promote student self-authored identity at BYU, including a mismatch between the Model's emphasis on self-determination of values and ideals and the institution's imposition of certain behavioral and belief standards. However, the Model may have beneficial effects in other areas, such as the development of community. Further research is needed to more fully understand which effects, if any, the Community Standards Model is having at BYU.
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Edwards, Angela Yvette. "The professional identity of child care practitioners : self-authorship as a theoretical framework." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69036/1/Angela_Edwards_Thesis.pdf.
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This research contributes new understandings about the development of the professional identity of child care practitioners and how professional identity changes during the transition from student to practitioner. Self-authorship theory was used as the framework to investigate the development of professional identity through exploration of beliefs about practice, sense of self, and capabilities for collaborative engagement. Students recruited for this research were completing their qualifications to work with young children in child care settings. Data from initial and follow-up interviews were analysed to understand change over time in professional identity. Findings indicated a need for training institutions and workplaces to move beyond competency-based training approaches to include more critically reflective learning opportunities. Such a focus on critical reflection has implications for improving the skills, status, and recognition of child care practitioners as educators.
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Gillott, David James. "Authority, authorship, and Lamarckian self-fashioning in the works of Samuel Butler (1835-1902)." Thesis, Birkbeck (University of London), 2013. http://bbktheses.da.ulcc.ac.uk/24/.
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The Lamarckian thought of Samuel Butler (1835–1902) has been much observed in relation to his evolutionary works, but my thesis offers a wider ranging examination, and argues for the pervasiveness of Lamarckian ideas across the whole breadth of Butler’s varied oeuvre. In his intervention into evolutionary debate, Butler differentiated between Darwinian luck and Lamarckian cunning, and I show how this distinction informs his notions of authority and authorship, and how he employs Lamarckian concepts in his attempt to fashion for himself an authoritative position as a man of letters. Via an examination of two of his earliest works on evolution, Chapter 1 demonstrates how Butler satirically subverts the argument by analogy employed by theologians Bishop Butler and William Paley, as well as by Charles Darwin, in order to highlight the dangers of logical argument as a means of establishing authority. Chapter 2 extends this critique through a consideration of Butler’s more mature evolutionary works. These amount to a condemnation of what he believes to be the underhand means by which Darwin had sought to appropriate evolutionary theory as his own, without acknowledging the efforts of earlier evolutionists. Chapter 3 describes Butler’s developing epistemology through the lens of his theological writings. It concludes that his epistemological trajectory is best read as a ‘reconversion narrative’, in which reason is subordinated to faith, and which is a necessary consequence of his evolutionary theory. In Chapter 4 I argue that Butler’s writings on art constitute a ‘Lamarckian aesthetics’ that offers both a new reading of the Renaissance, as well as an optimistic alternative to ideas of fin-de-siècle cultural degeneration. Finally, in Chapter 5 I show how Butler’s last works are the culmination of his self-fashioning as he sought to position himself favourably for posterity.
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Keller, Katharine. "Meaning Making and the Design Student:Fostering Self-Authorship in a Studio Based Design Course." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405604638.
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Hauser, Andrea M. "A Grounded Theory Study of the Self-Authorship Development of Art and Design Students." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1626879883767632.
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Neumeister, James Robert. "This new whole an exploration into the factors of self-authorship in college students /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7187.
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Thesis (M.A.) -- University of Maryland, College Park, 2007.Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Amechi, Mauriell H. "Refusing To Settle for Less: Narratives of Self-Authorship among Foster Care Youth in College." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1367315599.
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Parsons, Heather R. "A Jump Start on College Credit: Understanding Students' Self-authorship Journey and Sense of Belonging." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1603884421482113.
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McNulty, McCoy Netreia Z. "Student Involvement and Self-authorship Among African American Undergraduate Students at a STEM-focused University." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699984/.
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The purpose of this qualitative study was to explore the association between student involvement and self-authorship among African American undergraduate students enrolled at a medium-sized, North Texas STEM-focused university. Self-identified African American undergraduate students at the university completed an online, researcher-developed survey focused on co-curricular involvement activities, degree of involvement in those activities, and perceived self-authorship indicators. From the completed survey pool (N = 49), 10 females and 5 males participated in follow-up focus group sessions. The survey data analysis was limited to descriptive statistics of student involvement and demographic data. Survey results showed that African American undergraduate students at the university were actively involved in co-curricular activities and generally satisfied with their involvement experiences. The focus groups provided a more in-depth picture of the involvement experiences showing that students believed that their commitment to co-curricular activities contributed significantly to their interpersonal and intrapersonal growth—characteristics of self-authorship. The survey and qualitative data combined suggested a positive association between the involvement of African American undergraduate students in co-curricular activities at the university and the development of self-authorship characteristics in those students. Findings from this study support the practice of intentional outreach to African American undergraduate students in order to promote their active involvement in campus activities and events.
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Mascadri, Julia A. "Early childhood educators' intercultural competence: A multiple case study through the lens of self-authorship." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95940/1/Julia_Mascadri_Thesis.pdf.
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The significance of intercultural competence is well documented in educational contexts; however, very few studies have focused on early childhood educators. This multiple case study explored early childhood educators’ intercultural competence through the lens of self-authorship. Self-authorship theory provided a framework to examine the interconnections between the elements of educators’ intercultural competence and their beliefs about knowledge, identity, and relationships with others. Findings indicated the importance of internal meaning making, as part of a self-authored identity, and the need for educators to critically reflect on how their intercultural beliefs align with their teaching practices for children from diverse backgrounds.
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Surmitis, Kendra A. "Choosing mental health: An investigation of the relationship between college student help seeking and self-authorship." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154176.
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Costello, Jamie Glanton. "Exploring the connection between same-sex friendships and the development of self-authorship in black undergraduate women." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1160.
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Thesis advisor: Karen D. ArnoldAgainst a backdrop of increasing diversity in the United States, the number of Black women undergraduates enrolled at predominantly white institutions across the country is growing. Yet while colleges and universities are eager to diversify their campuses, often the climate of these campuses has not changed in ways that support the success of Black women. Experiences of discrimination, social isolation and hostility are commonplace, leading these women to feel as if they are guests at the institution. This research project sought to explore how same-sex, same-race friendships among Black women helped them toward developing self-authorship. Self-authorship involves the development of internal mechanisms for self-worth and decision-making. Typically, achievement of self authorship occurs after the undergraduate years. This phenomenological research study was conducted at a large religiously-affiliated university in the Northeast. Black undergraduate women were interviewed to identify their important friendships, the issues they deal with on campus, and their developmental stage of self-authorship. Findings showed that these women were dealing with racism and microinequities on campus every day. The women in this study turned to their Black women friends for support and advice to navigate the sometimes-hostile campus environment. Ethnicity related to national origin was an important factor in identity and friendship group composition. Study participants showed significant progression towards self-authorship prior to graduation. In addition to the strong positive role of same-race friendships, their experiences as Black women on campus encouraged them to become activists. Activism, in turn, enhanced their empowerment and self-authorship. This research shows that encouraging diversity on campus does not guarantee institutional climate change to meet the unique needs of these Black women. Implications from this study include the need for women of color to have opportunities for mentorship, leadership, and same-race, same-ethnicity residential environments
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Dunn, Troy W. "Inclusion of children with diverse needs in early childhood education and care services : exploring inclusive practice through self-authorship." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/104125/4/Troy_Dunn_Thesis.pdf.
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The inclusion of children with diverse needs in Early Childhood Education and Care (ECEC) services is now recognised internationally and within the Australian context as best practice and a crucial feature of providing high quality education and care (Kalyanpur, 2011; Mohay & Reid, 2006). As such, competent early childhood educators are essential to support the inclusion of children with diverse needs, while also facilitating high quality inclusive pedagogical practice. Through the theoretical framework of self-authorship this multiple case study design explored how three early childhood educators working in a long day ECEC setting made meaning of their experiences with the inclusion of children with diverse needs.
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Rahmat, Hadijahbte. "In search of modernity : a study of the concepts of literature, authorship and notions of self in 'traditional' Malay literature." Thesis, SOAS, University of London, 1996. http://eprints.soas.ac.uk/29290/.
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The subject of modernity has become one of great concern among scholars of Malay literature and has provoked a strong and continuous debate. There are various views and schools of thought on the origins of modernity, and particularly on the different literary figures identified as the "pioneers" of a new Malay literature and the various criteria employed to define the new or "modem" Malay literature. These differences have led to different ways of and approaches to defining and interpreting Malay literary history. This study attempts to analyse the issues raised. Initially, Abdullah Munsyi is widely acknowledged as a "pioneer" of new literary developments; but this view was later been challenged by studies which put forward other literary figures as "pioneers", e.g. Hamzah Fansuri and Salleh Perang. This study attempts to go beyond the common perception of the issues. It covers seven authors: Hamzah Fansuri, Lauddin, Ahmad Rijaluddin, Fakih Saghir, Abdullah Munsyi, Raja Ali Haji and Salleh Perang. This study focuses only on those works of the authors, namely those considered the most important and representative of their writings. Generally, this study focuses on three main aspects of the texts: the concept of literature, the concept of authorship and the notion of self, expressed explicitly and implicitly. These aspects are considered important to understand the distinctive features of these texts, and to evaluate their role in and contribution to new literary developments. Criteria and theories of modernity which have been aired with reference to literature in Malay are discussed and compared with other literary traditions and experiences, such as the Western and other Asian literary experiences, in order to interpret the meaning of "the modem" in the context of various intellectual and literary traditions. This study attempts to offer a practical definition of the concept of modernity and to make further suggestions to solve the problem of understanding the complexity of the processes of modernisation of Malay literature, and to clarify some related misconceptions. Malay literature here is treated within its proper literary, cultural and historical contexts. By recognizing its unique discourse and culture, this study aims to derive at the true form and meaning of literary modernity and, more significantly, to restore its integrity.
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Stoneham, Luke. "Off the edge." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/11338.
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Work which takes from elsewhere forms an important thread in European art music. There is a long tradition of music which variously borrows, thieves, pastiches, plagiarises, ironically ‘retakes’, hoaxes, impersonates and appropriates. The music I have written for Off the edge, while seeking to honour and add to this thread, also attempts to zoom in upon and make explicit the idea of an ultimate and irreversible composerly self-annihilation, a kind of one-way exit-gate from the world of authored musical works itself made of pieces of music, which so much of this tradition, I feel, points towards. (Of my nine pieces, it is perhaps Time to go—only, with its ‘à la suicide note’ texts and its music that seems to slide in from far beyond the frame that is ‘composer Luke Stoneham’, which manages to get closest to this.) I have chosen the title Off the edge, because all of my music tries to capture a sense of nocturnal peripheral vision: be content with catching glimpses of the composer Luke Stoneham, because as soon as you turn to look at him face-on, he disappears.
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Mayo, Julius William III. "More to the Story: Minoritized Students' Narratives of Provocative Moments Abroad." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619124174970495.
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Cho, Eun Young. "To Touch the Trace of the Text." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523540210736084.
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Knight, Graham R. "No Need to Holler: First-Year College Student Self-Authored Worldview Commitment at Appalachian Institutions." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618231991467487.
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Abes, Elisa S. "The dynamics of multiple dimensions of identity for lesbian college students." Connect to this title online, 2004. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=osu1060883890.
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Egner, Alexander. "The Dismissive Actually." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1760.
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This project is about giving in to the impulse of ideas. My mind is a little messy and cluttered, swirling with bits of stimuli. The spark of an idea happens when the bits collide. I prefer not to initiate or control the process so much as keep it fed and active. Through graphic design, I bear witness to these ideas, giving them form as a series of visible, tangible objects. Viewed comprehensively, the work establishes an ongoing chronicle of my creative life and mind.
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Lombard, Sunell. "Fiction, friction and fracture : autobiographic novels as a site for changing discouses [i.e. discourses] around subjectivity, truth and identity." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21778.
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Thesis (MPhil)--Stellenbosch University, 2008.ENGLISH ABSTRACT: The concept of the self or subject is more relevant now than ever, since society’s perceptions about selfhood are in the process of changing. Autobiography is an important site for the critical discussion of issues surrounding the subject – such as truth, identity formation and agency – seeing that it is one of the most revealing spaces in which these altering perceptions manifest. As can be deduced from the title of my thesis, FICTION, FRICTION AND FRACTURE: Autobiographic Novels as a Site For Changing Discourses Around Subjectivity, Truth and Identity, I explore what autobiographic novels disclose about the notions truth, self-representation and identity formation that emerge from an investigation of the subject. Poststructuralism and feminism have been instrumental in destabilizing the notion of a unified subject as well as any concept that makes universal claims. Throughout this thesis I will be applying poststructuralist and feminist theories around subjectivity to my work as well as the work of a selection of autobiographic novelists, namely Robert Crumb, Dan Clowes, Art Spiegelman and Chris Ware. When referring to autobiographic novels I will be applying Leigh Gilmore’s term autobiographics. Autobiographics introduces a way of thinking about life narrative that focuses on the changing discourses of truth and identity that feature in autobiographical representations of selfhood. I will be utilizing Gilmore’s term since it so neatly encompasses the concepts that I will be investigating.
AFRIKAANSE OPSOMMING: Die konsep van die self of subjek is nou meer as ooit relevant siende dat die samelewing se persepsies omtrent die subjek tans ’n transformasie ondergaan. Outobiografie is ’n belangrike platform vir die kritiese bespreking van idees wat uit besprekings van die subjek vloei – soos waarheid, identiteits konstruksie en agentskap – aangesien die genre ’n duidelike refleksie van die veranderende persepsies lewer. Soos afgelei kan word uit die titel van my skripsie FICTION, FRICTION AND FRACTURE: Autobiographic Novels as a Site For Changing Discourses Around Subjectivity, Truth and Identity, beoog ek om vas te stel wat autobiografiese romans blootlê in terme van konsepte soos waarheid, self-voorstelling en identiteitskonstruksie wat uit die ondersoek rondom die subjek na vore kom. Poststrukturalisme en feminisme speel beide ‘n belangrike rol in die destabilisering van die uniformige subjek asook enige ander konsep wat aanspraak tot enige universiële veronderstellings maak. Ek plaas poststrukturalistiese en feministiese teorie rondom subjektiwiteit deurlopend op my werk, asook the werk van die outobiografiese kunstenaars Robert Crumb, Dan Clowes, Art Spiegelman en Chris Ware toe. Wanneer ek na autobiografiese romans verwys, verwys ek spesifiek na Leigh Gilmore se term autobiografies. Gilmore se interpretasie behels ‘n begrip van outobiografie wat fokus op die veranderende diskoerse van waarheid en identiteit wat in outobiografiese voorstellings van die self voorkom. Ek beoog om haar term te gebruik aangesien dit die konsepte waarna ek kyk duidelik omvat.
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Tenser, Lori Ilene. "Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104364.
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Thesis advisor: Karen D. ArnoldTaking a gap year between high school and college has become more common in the United States in recent years, yet little research attempts to describe or analyze the experience of the students who arrive on college campuses after such a year out. This qualitative study followed 12 first-year students attending highly-selective private institutions in the northeastern U.S. as they experienced the transitions from high school to gap year to college. With varying levels of family support and high levels of personal motivation, the students participated in a wide range of gap-year endeavors. The findings indicate that students were heavily influenced by their encounters during the gap year, leading to strong evidence of self-authorship among the participants, which in turn shaped the way students pursued their goals when they arrived at college. Particularly influential were encounters that involved independent problem-solving, participating in multigenerational relationships, and immersion in new cultural settings. The students' transitions to college during the first year were marked by patterns of Sovereign Engagement with regard to learning, relationships, and decision-making. Commonly marked by internalized goals, authenticity in relationships, and greater individual agency, "Sovereign Engagement" captures the self-authored perspective that these students brought to their college experience. Contrary to suggestions in the popular media, not all gap-year students found the transition to be seamless; nor were they uniformly motivated to earn good grades. As a summary of the findings, the Gap Year Impact Model provides an important frame of reference for understanding the experiences, needs, and sovereign decision-making patterns of gap-year students. The results offer students, parents, colleges and universities an introduction to the lived experiences of gap-year students, who are arriving on campus in increasing numbers each year
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Nascimento, Isabel Cristina Cardoso do. "AutoformaÃÃo como exercÃcio do tornar-se educador(a): uma reflexÃo sobre autoridade e microestÃtica do cotidiano." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6916.
Full textAbstract:
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorComo educadores e educadoras vivenciam sua autoformaÃÃo na escola e nos projetos sociais quando mediados por uma microestÃtica do cotidiano? Haveria uma estÃtica corroborando no sentido de nos autoformarmos educadores e educadoras? Essas perguntas delineiam o eixo que move este trabalho de pesquisa, na medida em que releio espaÃos considerados formativos, mas que fogem do Ãmbito oficial da formaÃÃo (cursos de MagistÃrio e/ou Licenciatura). Esta dissertaÃÃo propÃe o caminho da autoformaÃÃo pelo viÃs da (auto) criaÃÃo do ser educador e do ser educadora, mediado pela microestÃtica do cotidiano. Metodologicamente, apoio-me na proposta autobiogrÃfica (JOSSO) e, desse modo, desbravo histÃrias de vida construindo lugares de diÃlogo entre os educadores e educadoras que compÃem este trajeto. Para a anÃlise dos lugares e condiÃÃes de formaÃÃo escolhidos, elejo o grupo de mulheres bordadeiras do Projeto Social CrianÃa Feliz; a prÃxis pedagÃgica de uma arte-educadora da escola municipal DemÃcrito Rocha, em Messejana, e o trabalho de um educador social, que envolve a reconstituiÃÃo do reisado da comunidade do Ancuri. Utilizo-me do Jornal de Pesquisa como modo de autorizar minhas observaÃÃes na construÃÃo da pesquisa e de fotografias geradas nestes cenÃrios, como textos e prÃ-textos passÃveis de oferecer visibilidades estÃticas ao movimento de produÃÃo de subjetividades (tambÃm minhas e das pessoas envolvidas na pesquisa). Para seguir nesta proposiÃÃo, utilizo-me do referencial teÃrico de, principalmente, Ostrower, Macedo, Warschauer e Richter, apoiada tambÃm em Maturana, Marcos Vilella Pereira e Freire. Encontro, na pesquisa, a necessidade de, em (auto)formaÃÃo de educadores e educadoras, gerar-se continuamente espaÃos e tempos de produÃÃo de si, que envolvam prÃticas de microestÃtica, onde os atravessamentos do afetar e ser afetado trabalhem produÃÃo de sentido do cotidiano e laborem na direÃÃo de potencializar o sujeito como ser propositivo e criador de si. Nos meus resultados de pesquisa, tambÃm constato a necessidade de exercÃcios de autoralidade na (auto)formaÃÃo do educador e da educadora capazes de incluir um trabalho com a existencialidade do ser por inteiro e, para isso, a microestÃtica à eficaz no sentido de alcanÃarmos mÃltiplas dimensÃes dos sujeitos. Esse movimento de autoralidade para alcanÃar essa inteireza pode ser mediado pelo exercÃcio da microestÃtica que, desse modo, funciona como um processo formador que pÃe em jogo a existencialidade da pessoa em seus diversos Ãmbitos de atuaÃÃo na vida. O estudo feito mostra a contribuiÃÃo da microestÃtica do cotidiano como experiÃncia de formaÃÃo dos professores em espaÃos formais e nÃo-formais. Nos espaÃos formais, a experienciaÃÃo com a microestÃtica realiza a conexÃo entre educaÃÃo popular em seus nÃcleos crÃticos e o cotidiano escolar, ao trazer os extratos da vida do professor para serem elaborados reflexiva e esteticamente. Nos espaÃos nÃo-formais, à fundamental a vinculaÃÃo do educador social Ãs experienciaÃÃes da cultura local e o exercitar-se em redes sociais, quando os percursos podem ser mediados pela microestÃtica do cotidiano. Viu-se que a microestÃtica do cotidiano proporciona que o trabalho com a artisticidade dos sujeitos educadores possa ser vivido como possibilidade de singularizaÃÃo do ser, o que reveste para maior liberdade e aÃÃo autoral â logo, formativa, uma vez que a microestÃtica trabalha com sentimentos transformados em obras.
How do educators experience their self-education in school and social projects when mediated by a day-by-day micro-aesthetics? Would there be an aesthetic sense in supporting our self-education? These questions outline the horizon at which this research aims: educational spaces outside the scope of official education. This paper proposes a way of self-configuration of the (self-) creation of an educator mediated by day-by-day micro-aesthetics. My methodology is based on the auto-biographical project (JOSSO), and thereby I discover stories of life in the dialogue between the educators who make up this path. For the analysis of educational places, I chose the group of women embroiderers, Projeto Social CrianÃa Feliz; the pedagogical praxis of an art educator of the school Democrito Rocha and the work of a social educator, who involves the reconstitution of the Reisado in the community AncurÃ. I make use of the Journal of Research as a way to authorize the construction of my observations and research in these photo-generated scenarios, such as pre-texts and texts that could provide visibility to the movement of aesthetic production of subjectivities and the people involved in research. To follow this proposition, I use the theoretical framework of Ostrower, Macedo, Warschauer and Richter, also supported in Maturana, Vilella Marcos Pereira and Freire. In the research, I face the necessity of generating spaces and times of self-production, involving practices of day-by-day micro-aesthetics. In my research results, I also acknowlede the need of exercising the authorship of educators. The study shows the contribution of day-by-day micro-aesthetics experience in training teachers in formal and informal spaces. In formal spaces, the experience day-by-day micro-aesthetics handles with the connection between popular education and critical response in their school life. In non-formal spaces, it is fundamental the conncection between the experiences of local culture and the work out of social networks. It is possible to see that the day-by-day micro-aesthetics provides the work with the artistry of the educators through freedom and authorship.
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Shadix, Casey. "Self-Authoring Gender Performance: A Narrative Analysis of Gay Undergraduate Men." UKnowledge, 2017. http://uknowledge.uky.edu/epe_etds/50.
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The perspectives of gay men on college and university campuses is informed by a rich gay social history and extensive roots of community politics. The experiences of gay undergraduate men have been illuminated in segmented ways in scholarly literature to date. This narrative inquiry develops and advances those efforts by exploring how gay undergraduate men construct, experience, and make meaning of their gender as a population ascribing to both liberationist and assimilationist viewpoints. Data for this qualitative study were collected at one public, four-year research university in the southeastern United States in the fall 2015 semester using recorded personal interviews with eleven men. Interviews were digitally recorded and transcribed for data analysis. The men included in the study represent a broad range of personal identity backgrounds, including a variety of college majors and years of experience in university study. Self-authorship and queer theoretical frames were used to analyze participants’ gender interpretations. Findings suggest men do not understand gender in isolation, but in tandem with intersections of familial ethnic and cultural backgrounds, social class status, and involvement on campus. Four major themes of experience that effect self-authorship of gender evolved from narrative analyses: masking, agency, costs, and policing. Implications for higher education professionals, including faculty, staff, and administrators, are discussed. Opportunities for further research in navigating lived experiences of marginalized campus subpopulations are also suggested and explored.
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Kimbrell, Monica Renee. "Information Technology Career Decision Making: Validating Models of Self-Authorship in Middle and High School Students Enrolled in Upward Bound and Talent Search Programs in Rural Appalachia." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/52359.
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Information Technology (IT) jobs are in demand in the United States and rural Appalachian communities are attracting IT businesses. The need to fill IT jobs creates a workforce opportunity for these communities where students have limited access to academic and career resources. The Upward Bound and Talent Search programs respond to the academic and career needs of disadvantaged students and aim to educate students about high skills jobs but little is known about interest in IT careers among middle and high school students in rural Appalachia. This study validates models of IT career interest and parental support of IT careers in girls and boys enrolled in Upward Bound or Talent Search in rural communities in Virginia using the theoretical framework of self-authorship. The theory of self-authorship explores the development of meaning-making in individuals and offers a context-specific way to study interest in IT careers. Results indicate interest in IT careers but the path to IT career interest is different among girls and boys. Girls are relying on others for career advice more often than boys and there is direct association between the information sources and interest in IT careers. Parental support is important in IT career interest for both girls and boys. Other important variables indicating an interest in IT careers are computer use and positive attitudes toward IT workers. Receiving information from sources such as parents, teachers, counselors, and friends is especially important to girls. Findings from this study can be used to inform practices and policies for Upward Bound and Talent Search.Ph. D.
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NASCIMENTO, Isabel Cristina Cardoso de. "Autoformação como exercício do tornar-se educador(a): uma reflexão sobre autoridade e microestética do cotidiano." http://www.teses.ufc.br, 2011. http://www.repositorio.ufc.br/handle/riufc/3093.
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NASCIMENTO, Isabel Cristina Cardoso de. Autoformação como exercício do tornar-se educador(a): uma reflexão sobre autoridade e microestética do cotidiano. 2011. 209f. Dissertação (Mestrado em Educação) Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação, Fortaleza-CE, 2011.Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-06T17:08:05Z No. of bitstreams: 1 2011_Dis_ICCNascimento.pdf: 7707677 bytes, checksum: bb6861bc80f9312e93bc18de9e9ce9a2 (MD5)
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How do educators experience their self-education in school and social projects when mediated by a day-by-day micro-aesthetics? Would there be an aesthetic sense in supporting our self-education? These questions outline the horizon at which this research aims: educational spaces outside the scope of official education. This paper proposes a way of self-configuration of the (self-) creation of an educator mediated by day-by-day micro-aesthetics. My methodology is based on the auto-biographical project (JOSSO), and thereby I discover stories of life in the dialogue between the educators who make up this path. For the analysis of educational places, I chose the group of women embroiderers, Projeto Social Criança Feliz; the pedagogical praxis of an art educator of the school Democrito Rocha and the work of a social educator, who involves the reconstitution of the Reisado in the community Ancurí. I make use of the Journal of Research as a way to authorize the construction of my observations and research in these photo-generated scenarios, such as pre-texts and texts that could provide visibility to the movement of aesthetic production of subjectivities and the people involved in research. To follow this proposition, I use the theoretical framework of Ostrower, Macedo, Warschauer and Richter, also supported in Maturana, Vilella Marcos Pereira and Freire. In the research, I face the necessity of generating spaces and times of self-production, involving practices of day-by-day micro-aesthetics. In my research results, I also acknowlede the need of exercising the authorship of educators. The study shows the contribution of day-by-day micro-aesthetics experience in training teachers in formal and informal spaces. In formal spaces, the experience day-by-day micro-aesthetics handles with the connection between popular education and critical response in their school life. In non-formal spaces, it is fundamental the conncection between the experiences of local culture and the work out of social networks. It is possible to see that the day-by-day micro-aesthetics provides the work with the artistry of the educators through freedom and authorship.
Como educadores e educadoras vivenciam sua autoformação na escola e nos projetos sociais quando mediados por uma microestética do cotidiano? Haveria uma estética corroborando no sentido de nos autoformarmos educadores e educadoras? Essas perguntas delineiam o eixo que move este trabalho de pesquisa, na medida em que releio espaços considerados formativos, mas que fogem do âmbito oficial da formação (cursos de Magistério e/ou Licenciatura). Esta dissertação propõe o caminho da autoformação pelo viés da (auto) criação do ser educador e do ser educadora, mediado pela microestética do cotidiano. Metodologicamente, apoio-me na proposta autobiográfica (JOSSO) e, desse modo, desbravo histórias de vida construindo lugares de diálogo entre os educadores e educadoras que compõem este trajeto. Para a análise dos lugares e condições de formação escolhidos, elejo o grupo de mulheres bordadeiras do Projeto Social Criança Feliz; a práxis pedagógica de uma arte-educadora da escola municipal Demócrito Rocha, em Messejana, e o trabalho de um educador social, que envolve a reconstituição do reisado da comunidade do Ancuri. Utilizo-me do Jornal de Pesquisa como modo de autorizar minhas observações na construção da pesquisa e de fotografias geradas nestes cenários, como textos e pré-textos passíveis de oferecer visibilidades estéticas ao movimento de produção de subjetividades (também minhas e das pessoas envolvidas na pesquisa). Para seguir nesta proposição, utilizo-me do referencial teórico de, principalmente, Ostrower, Macedo, Warschauer e Richter, apoiada também em Maturana, Marcos Vilella Pereira e Freire. Encontro, na pesquisa, a necessidade de, em (auto)formação de educadores e educadoras, gerar-se continuamente espaços e tempos de produção de si, que envolvam práticas de microestética, onde os atravessamentos do afetar e ser afetado trabalhem produção de sentido do cotidiano e laborem na direção de potencializar o sujeito como ser propositivo e criador de si. Nos meus resultados de pesquisa, também constato a necessidade de exercícios de autoralidade na (auto)formação do educador e da educadora capazes de incluir um trabalho com a existencialidade do ser por inteiro e, para isso, a microestética é eficaz no sentido de alcançarmos múltiplas dimensões dos sujeitos. Esse movimento de autoralidade para alcançar essa inteireza pode ser mediado pelo exercício da microestética que, desse modo, funciona como um processo formador que põe em jogo a existencialidade da pessoa em seus diversos âmbitos de atuação na vida. O estudo feito mostra a contribuição da microestética do cotidiano como experiência de formação dos professores em espaços formais e não-formais. Nos espaços formais, a experienciação com a microestética realiza a conexão entre educação popular em seus núcleos críticos e o cotidiano escolar, ao trazer os extratos da vida do professor para serem elaborados reflexiva e esteticamente. Nos espaços não-formais, é fundamental a vinculação do educador social às experienciações da cultura local e o exercitar-se em redes sociais, quando os percursos podem ser mediados pela microestética do cotidiano. Viu-se que a microestética do cotidiano proporciona que o trabalho com a artisticidade dos sujeitos educadores possa ser vivido como possibilidade de singularização do ser, o que reveste para maior liberdade e ação autoral – logo, formativa, uma vez que a microestética trabalha com sentimentos transformados em obras.
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Laennec, Christine Moneera Christine. "Christine antygrafe authorship and self in the prose works of Christine de Pizan : with an edition of B.N. Ms. 603 Le Livre des Fais d'Armes et de Chevallerie /." Full text available, 1988. http://images.lib.monash.edu.au/ts/theses/laennec.pdf.
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Drobney, Kristy Lynn. "Decision-making Processes and Developmental Capacities of High-risk College Students." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1339585548.
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Scheifer, Paola. "A ESCRITA DE SI NA AUTORIA DO ROMANCE A MANTA DO SOLDADO, DE LÍDIA JORGE." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2012. http://tede2.uepg.br/jspui/handle/prefix/438.
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Previous issue date: 2012-03-28This study has as central theme the self-writing process in authorship of A manta do Soldado (2003), by Lídia Jorge, a Portuguese writer. This novel was first published in 1998 with another title, O vale da paixão, and it presents an author construction as well as she build the narrative we read. Thus, when we analyze how the authorial speech is built we realize the narrator shows her human need to narrate. The first goal of this research is evidence how the Walter’s daughter’s speechis made and this analysis is based on Michel Foucault’s theoretical discussions (1988) which investigate the sacrament of confession as a subjective way resulted by a deep self-examination. The second goal is to realize how is the means narrator disposes to write, trying to study it through Foucault’s theoretical supports (2002): hypomnemata and correspondence. These supports are part of narrator’s writing, considering them as a way of self-reflection. For this, it was punctuated the narrator’s registrations to observe the implication of Walter’s daughter, that is, the way of relation between her and her writing. From this, there’s the desire to build the Walter’s presence, by collected speeches. These registrations reveal the narrator as a subject in so far as they talk about Walter and compose her authorial speech that purpose narratives which are inserted in novel’s architecture, by the narrator. It’s arrived in a conception of how narrator self-constitutes her identity through writing, which places her, by Walter Dias, into narrative center. In an ambiguous speech, the writing revels, like the birds drawn by Walter, a possibility of transcendence, never permanent, achieved through art.
O presente trabalho apresenta como tema central o processo da escrita de si na autoria do romance A manta do soldado(2003), da escritora portuguesa Lídia Jorge. Publicado em 1998, inicialmente sob o título O vale da paixão, o romance apresenta a construção de uma autora, na medida em que ela constrói o seu discurso correspondente à narrativa que lemos. Ao analisar, portanto, o modo como se constrói o discurso autoral erigido no romance, somos levados a perceber uma narradora, que, ao assinar tal discurso, se revela em sua necessidade humana de se narrar. Voltar-se para essa prática humana de se dizer, evidenciando como isso se processa no discurso da filha de Walter, cumpre o primeiro objetivo desse trabalho, que se reporta às contribuições teóricas de Michel Foucault (1988), percebendo no sacramento da confissão um modo de subjetivação decorrente de um profundo exame de si. O segundo objetivo consiste em perceber os meios de que a narradora dispõe para a realização do exercício da escrita de si, buscando pensá-lo a partir de dois suportes abordados por Foucault (2002) para a realização de tal prática: os hypomnemata e a correspondência. Esses suportes, vistos como formas exteriores, através das quais o sujeito se volta em meditação diante daquilo que a leitura e os discursos ouvidos lhe possibilitaram recolher, farão parte do processo de escrita da narradora, analisado e discutido nesse trabalho. Para isso, foram pontuados os registros elaborados pela narradora e por ela apresentados em seu discurso, como forma de observar neles a implicação da filha de Walter, ou seja, o seu modo de se relacionar com aquilo que ela própria colheu. Dessa relação, depreende-se o desejo de construir por meio dos discursos coletados a presença de Walter Dias para si. Tais registros a revelar a narradora como sujeito, na medida em que eles falam de Walter, compõem o seu discurso autoral, para o qual, percorrendo as narrativas que são propostas por cada um deles, pretende-se voltar em atenção, querendo perceber como tais narrativas se inserem na arquitetura do discurso construído pela narradora. Chega-se a uma percepção acerca de como a narradora se constitui identitariamente através de sua escrita que a coloca, através de Walter Dias, no centro do narrável. Num discurso marcado pela ambiguidade, a escrita revela-se, assim como os pássaros desenhados por Walter, como possibilidade de transcendência, nunca permanente, alcançada através da arte.
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Meyer, Randy Lynn. "Student Voices, Visions, Artistry, and Identity: The Effect on Transfer of Instructor-Student Co-Inquiry and Co-Construction of Lower-Road Mindful Assessment Dispositions in a Postsecondary First-Year-Writing Course." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1626113093690807.
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Bassou, Muriel. "Représentations et pratiques de l'amitié : du cercle au jeu, du don à la collaboration." Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENL023/document.
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L'amitié, sujet classique et paradoxalement peu étudié chez Stendhal, permet de croiser les problématiques de l'altérité, de l'intime et du dialogisme et se situe au cœur de la problématique de la connaissance du Moi. Quelles représentations Stendhal avait-il de l'amitié ? A défaut d'avoir écrit un De l'Amitié, a-t-il jamais conçu une théorie unifiée de l'amitié ? Ne faut-il pas la chercher dans une pratique sociale telle que l'amitié beyliste ? L'amitié permet en effet de repenser les concepts-clés de l'égotisme et du beylisme. L'égotisme à plusieurs, notion paradoxale, s'explique dans le cadre plus large d'une réflexion sur l'auctorialité. Stendhal se forme au sein d'un cercle d'amis ; ses idées – et notamment celle de l'analyse du cœur humain – se façonnent dans un dialogisme fécond et par le biais de l'écriture en collaboration. Le beylisme n'est pas tant le fait de ramener tout à Beyle, qu'une philosophie de l'art de vivre heureux avec les autres où paradoxalement le bonheur réside dans l'interstice qui sépare le moi de l'autre, dans la possibilité du déliement. Empruntant des outils à la sociologie et à l'analyse génétique, notre réflexion s'est articulée sur la représentation de l'amitié comme cercle et comme jeu, et sur l'analyse de son fonctionnement par le système du don et par celui de la collaboration. L'étude de l'amitié chez Stendhal contribue à réévaluer l'altérité dans son œuvre, la mise en lumière des écrits en collaboration de jeunesse témoignant bien du protocole éminemment dialogique de son œuvreFriendship is a classical subject - albeit hardly studied in Stendhal works - which allows a crisscross of views on otherness, intimacy and dialogism. It is also at the core of Self-knowledge. What were Stendhal's representations of friendship ? Although he did not write a chapter about Friendship, did he eventually give way to a structured theory about friendship? One that could be found within a social custom called the beylist friendship ? The concept of friendship invites us to reconsider the key concepts of egotism and beylism. Egotism practiced by many, a paradoxical concept, is framed within a larger consideration about authorship. Stendhal moldes himself within a circle of friends ; his ideas –especially the one on the analysis of the human heart- are built up in the midst of rich dialogism and co-authorship writings. Beylism should not be reduced to a mere reference to Beyle. It is a philosophy of life on how to live happily with others when, paradoxically, happiness lies within the gap between the self and the other and depends on the possibility of breaking bonds. With the support of sociologic and genetic analysis tools, our work focuses on the illustration of friendship as a social circle and a game. We analyze its mechanisms which include a mixed system of giving and collaborating. The study of friendship in Stendhal's work helps reassess the otherness in his literature and also highlights his co-authorship writings during his youth which confirm the particularly dialogical nature of his work
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Christman, Heather Shook. "Connections between Leadership and Developmental Capacities in College Students." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366279532.
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Peres, Danubia Fernanda Zevoli [UNESP]. "Diários pessoais na aula de Língua Portuguesa: artesanato com a constituição da autoria e da intimidade." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151997.
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Um feito-a-mão sobre escrita de si, autoria e intimidade a partir da escrita de diários pessoais na aula de Língua Portuguesa. Este é o resumo mais resumo dessa dissertação. Mas, pede a formalidade da linguagem acadêmica que o resumo seja mais amplo. Pois bem. Temos então: esta dissertação é a compreensão de alguns aspectos desencadeados por uma pesquisa, desenvolvida a partir da perspectiva sócio-histórica (FREITAS, 2003), junto a duas turmas de 8º ano do Ensino Fundamental de uma escola pública da rede estadual na cidade de Rio Claro/SP. Considerando quinze diários disponibilizados pelos autores-alunos, bem como os diários de campo da professora-pesquisadora e os post its que a mesma foi escrevendo ao longo da compreensão dos dados, por meio do paradigma indiciário de Ginzburg (1996), esta dissertação busca compreender a escrita de diários pessoais como forma de constituição dos sujeitos envolvidos na pesquisa, a partir das marcas de autoria que os mesmos instituíram no gênero discursivo diário pessoal. Na sequência, adentra a intimidade, pensada como amizade, enquanto aspecto inerente das relações estabelecidas entre os sujeitos na escrita dos diários pessoais, a fim de percebê-la como espaço da constituição do “eu” junto ao “outro”, bem como a relevância da responsabilidade ética das relações de intimidade estabelecidas na pesquisa com/na escola e, consequentemente, na/com a aula de Língua Portuguesa. Por fim, traz considerações acerca de “práticas outras” na aula de Língua Portuguesa, na pesquisa com/na escola e na escrita da dissertação. É preciso ressaltar também que esta dissertação é um feito-a-mão, uma feitura textual que busca a arte, por meio do processo de ficcionalização no gênero discursivo crônica, escolhido para compreender a autoria e a intimidade instituídas no gênero diário pessoal, bem como pelo tricotar, bordar, enfim, tecer um texto com as memórias que tenho da minha avó-artesã
A handmade of self-writing, authorship and intimacy from the writing of personal diaries in the Portuguese class. This is the smaller summary of this dissertation. But the formality of the academic language requires that the abstract be broader. Well. We have then: this dissertation is the understanding of some aspects triggered by a research, developed from the socio-historical perspective (FREITAS, 2003), together with two groups of 8th grade Elementary Public School in the city of Rio Claro, São Paulo State. Considering fifteen diaries made available by the author-students, as well as the field diaries of the teacher-researcher and the post-ones she has been writing along the data comprehension, through the Ginzburg (1996) indicium paradigm, this dissertation seeks to understand the writing of personal diaries as a form of constitution of the subjects involved in the research, based on the authorship marks that they instituted in the personal diary discursive genre. In the sequence, intimacy, thought as friendship, enters as an inherent aspect of the relations established between the subjects in the writing of the personal diaries, in order to perceive it as the space of the constitution of oneself next to the "other", as well as the relevance of the ethical responsibility of the relations of intimacy established in the research with / in the school and, consequently, in / with the Portuguese class. Finally, it brings considerations about "other practices" in the Portuguese class, in the research with / in the school and in the writing of the dissertation. It should also be pointed out that this dissertation is a handmade, textual work that seeks the art, through fictionalization process in the chronic discursive genre, chosen to understand the authorship and intimacy instituted in the personal diaries genre, as well as by knitting, embroidering, finally, weaving a text with the memories from of my grandmother-artisan.
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Cocumelli, Stephen Augustus III. "A Historical Case Study of the Ohio Fellows: A Co-Curricular Program and its Influence on Collegiate and Post-Collegiate Success." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1573059464066266.
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Lousa, Pilar Lago e. "Corpo, voz e resistência; a (des)construção da representação feminina nas obras poéticas de Elizandra Souza e Luiza Romão." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8171.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The female authorship in the marginal-peripheral literature emerged in the national scene, right in the beginning of the 21 st century, as aesthetical, literary and social criticism, questioning the traditional standards regarding female representation both in the literary canon and in the society. Inscribed in the item of the marginal-peripheral literature, Elizandra Souza, from soirées movements, and Luiza Romão, representing the scene of the slams, reject the traditional intermediaries in the editorial market, such as editors and journalists. Thus, they found a way of resistance and bring about the voice of the women so far silenced, through discursive representation of the female condition of marginalized women, problematizing, above all, issues regarding female identity, their bodies and the places they occupy in society. This self-representation of the female condition, unveiled by the poems, traditionally faces the following ways of subordination: by the gender bias, the economic and geographical situation and often by the race bias. In a process that initially deconstructs to reconstruct the female representation, some paradigms, myths and taboos are broken, which reveals a body that no longer accepts the abjection imposed, becoming subject of its own speech. This way, this work has the objective of verifying how poetry and literary and linguistic intrinsic processes materialize this body that is able to unveil the woman inscribed in the marginal-peripheral literature, her identity and her specific demands. A voice that arises under the sign of the resistance, public space appropriation, of placing the feminine in an outstanding position to no longer let it be object of somebody else’s speech, but subject of the voice of these women. To achieve such goals, poems of the authors Elizandra Souza, from the books Punga (2007) and Águas da Cabaça (2012), and Luiza Romão, from the book Coquetel Motolove (2014), and only one poem from her homonymous page on Facebook shall beanalyzed from a theoretical-critical perspective of studies in gender and feminism. The analyses of this study are divided into 3 chapters. The first chapter is dedicated to the marginal-peripheral literature from São Paulo, its main assumptions and the understanding of soirée and slams movements, and women inscribed in this literature. The main authors whose theoretical support is going to be used are: Jéssica Balbino (2016), Roberta Estrela D’alva (2014), Carlos Cortez Minchillo (2016), Érica Peçanha do Nascimento (2009) and Lucía Tennina (2013; 2015a; 2015b). In the chapter regarding Elizandra Souza’s poetry, themes such as black ancestry and beauty are going to be addressed and the studies of Conceição Evaristo (2005; 2009), Eduardo de Assis Duarte (2009), Bell Hooks (2014), Djamila Ribeiro (2015), Sueli Carneiro (2003; 2016), Lélia Gonzalez (2016), Amanda Braga (2015), Kimberlé Crenshaw (2002) are going to be recaptured. In the third chapter, the poetry of Luiza Romão is going to be discussed and for such, we shall use the knowledge of Silvia Federici (2017), Elisabeth Grosz (2000), Michelle Perrot (2003), Rebecca Solnit (2017) and Rachel Soihet (2001). To verify the issues of female representation and performance, shared by the two authors, the theoretical background of Avtar Brah (2006), Elaine Showalter (1993; 1994), Elizabeth Grosz (2000); Érica Nascimento (2009; 2015), Guacira Lopes Louro (2010), Leda Martins (2003; 2007), Paul Zumthor (2014), Pierre Bourdieu (1983; 2002), Sara Ahmed (2003; 2004), among others, shall be necessary.
A literatura marginal-periférica de autoria feminina surgiu no cenário nacional, no início do século XXI, como uma crítica estética, literária e social que questiona os padrões tradicionais de representação do feminino tanto no cânone literário brasileiro quanto na sociedade. Inscritas na rubrica da literatura marginal-periférica, Elizandra Souza, oriunda do movimento dos saraus, e Luiza Romão, que representa a cena dos slams, rechaçam os intermediáriostradicionais do mercado editorial, tais como editores e jornalistas. Assim, elas fundam certa forma de resistência e deflagram a voz de mulheres até então silenciadas por meio da representação discursiva da condição feminina de mulheres marginalizadas, problematizando, sobretudo, questões que dizem respeito à identidade feminina, aos seus corpos e aos lugares que estes ocupam na sociedade. Essa autorrepresentação da condição feminina descortinada pelos poemas enfrenta tradicionalmente as seguintes formas de subalternização: pelo viés do gênero, da situação econômico-geográfica e muitas vezes pelo viés da raça. Em um processo que a princípio descontrói para depois reconstruir a representação feminina, alguns paradigmas, mitos e tabus são quebrados, o que revela um corpo que não aceita mais a abjeção que lhe é imposta, passando a ser sujeito de seu próprio discurso. Dessa forma, este trabalho tem como objetivo verificar como a poesia e os processos intrínsecos da literatura e da linguagem materializam esse corpo que é capaz de desvelar a mulher inscrita na rubrica da literatura marginal-periférica, sua identidade e suas demandas específicas. Uma voz que insurge sob o signo da resistência, da apropriação do espaço público, de colocar o feminino em posição de destaque para não mais deixa-lo ser objeto do discurso alheio, e sim sujeito da fala dessas mulheres. Para alcançar estes objetivos, serão analisados poemas das autoras Elizandra Souza, dos livros Punga (2007) e Águas da cabaça (2012), e Luiza Romão, do livro Coquetel Motolove (2014), e apenas um poema de sua página no facebook homônima, a partir de uma perspectiva teórico-crítica dos estudos sobre gênero e feminismo. As análises deste estudo estão divididas em três capítulos. O primeiro capítulo é dedicado à literatura marginal-periférica de São Paulo, seus principais pressupostos e o entendimento dos movimentos dos saraus e slams e das mulheres que se inscrevem na rubrica dessa literatura. Os principais autores cujo aporte teórico serão utilizados são: Jéssica Balbino (2016), Roberta Estrela D’alva (2014), Carlos Cortez Minchillo (2016), Érica Peçanha do Nascimento (2009) e Lucía Tennina (2013; 2015a; 2015b). No capítulo a respeito da poesia de Elizandra Souza serão tratadas as temáticas como ancestralidade e beleza negras e serão resgatados os estudos de Conceição Evaristo (2005; 2009), Eduardo de Assis Duarte (2009), bell hooks (2014), Djamila Ribeiro (2015), Sueli Carneiro (2003; 2016), Lélia Gonzalez (2016), Amanda Braga (2015), Kimberlé Crenshaw (2002). No terceiro capítulo trataremos da poesia de Luiza Romão e para tal utilizaremos os conhecimentos de Silvia Federici (2017), Elisabeth Grosz (2000), Michelle Perrot (2003), Rebecca Solnit (2017) e Rachel Soihet (2001). Para verificar as questões da representação feminina e da performance, partilhadas pelas duas autoras se fará necessária a utilização do arcabouço teórico de Avtar Brah (2006), Elaine Showalter (1993; 1994), Elizabeth Grosz (2000); Érica Nascimento (2009; 2015), Guacira Lopes Louro (2010), Leda Martins (2003; 2007), Paul Zumthor (2014), Pierre Bourdieu (1983; 2002), Sara Ahmed (2003; 2004), entre outros.
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Verdi, Kristy Causey. "What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6771.
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This personal narrative autoethnography of my lived experiences as a middle-school service-learning course teacher has helped me solve a personal mystery and present an important perspective for the K-12 service-learning field. With an eye on revealing a unique service-learning classroom concept to educational leaders, enhancing middle level teacher education, and hopes of providing greater opportunities for advancing research on service learning in K-12 education, this study has also aided me in understanding my professional self and my subjective educational theory through a personal interpretive framework (Kelchtermans, 1993, 1999, 2009). Using autoethnography (Ellis, 2004; Ellis & Bochner, 2006) as a method to explore my own experiences as a middle school service-learning teacher and the perceptions of critical friends— colleagues, family members, and friends—who have been significant in my experiences, I am able to present an evocative personal narrative on what it means to be a service-learning teacher. Overarching findings from this study reveal that a middle grades service-learning teacher is a self-authored individual (Baxter Magolda, 1999, 2009; Kegan, 1994) who is committed to community-engaged education (Dewey, 1900, 1933), possesses a strong “I must” (Noddings, 2002b, p. 20) perspective on relational care, and are for development in servant leadership (Greenleaf, 1977; Sergiovanni, 1992; Bowman, 2005)
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Olive, James L. "Life Histories of Gay, Lesbian, Bisexual, and Queer Postsecondary Students Who Choose To Persist: Education Against The Tide." University of Dayton / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1240519522.
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Dillon-Lee, Faith. "No longer on the shelf : the case for self-publication." Thesis, Brunel University, 2018. http://bura.brunel.ac.uk/handle/2438/16763.
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This thesis explores the persuasive effects of literature both personally and socially, via the codification of character archetypes in fiction (exemplified here in high fantasy fiction). This thesis firstly explores the manner in which literature can affect individuals' beliefs, and how certain representations of groups (in this case, women) can be inherited and maintained through genre norms, themselves maintained through traditional publishing models and financial concerns. Next, this thesis offers an analysis of self-published novels' responses to the archetypal representations of women within high fantasy, as exemplified in two popular high fantasy works, The Lord of the Rings and A Game of Thrones, and four self-published novels (including the author's own). It then focuses on whether self-publishing allows for the highlighted genre norms to be more easily subverted due to the nature of the new publishing model. It concludes with a discussion on the possibility of a new form of literary understanding, termed by the author 'multiliteraryism'. Building on debates in the field of world literature and multilingualism, multiliteraryism, it is suggested, can offer a new method of understanding multiple voices and representations, absent any denigration in terms of the means of publication.
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Kinsella, John. "The pastoral and modernity: AUTO visitants hunt as textual investigation of self and poetry." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1354.
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AUTO is a prose work about poetry and the “growth of the poet’s imagination”, to quote The Poet. A poet? If we remember correctly. Reference? Is/was that how it should be worded? Maybe this is a mistake? But an error is a textual truth in itself. It tells us something. AUTO. It is also a metatextual work that is concerned with its own means of production. The voice of self shifts position in relation to the construction of narratives. Stories are told, anecdotes conveyed, portraits suggested. The autobiographical voice is as much an onlooker as the centre of activity. AUTO is a text about the nature of memory, about recall and remembering. There are many possible pasts, and the text moves in and out of alternatives constructions. There is repetition and reconsideration – situations and occasions are examined from different angles. Even footnotes become part of the text. Recall is both historic and mythological – truth and fiction struggle to define and declare themselves, or subvert each other. Poetry appears in the text when the moment being considered is remembered as a trigger, or is a specific point in time for a poem being drafted. Every draft is a valid poem – book-published versions are interpolated for the original draft, early drafts replacing the polished end product. End product? There is no closure – memory isn’t that stable. The text might seek validation in “external” information – a quote, a textual reference – it may become “archaeological” in trying to reconstruct a specific environment. But the tension between place and emotion, the creation of poem and “inspiration”, is a constant. There is a prologue – a “before we begin”. But that’s here and now, where “I write”. The text ends where YOU and I write and read. The roles of reader and writer are blurred. Whose story is being told here, who owns the copyright on the poems? The declaration that accompanies this manuscript claims it is John Kinsella – I? “My name is John Kinsella. I make poems.”
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Parv, Valerie. "Healing writes : restoring the authorial self through creative practice : and Birthright, a speculative fiction novel." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16646/1/Valerie_Parv_-_Birthright.pdf.
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Writing the speculative fiction novel, Birthright, and this accompanying exegesis, led me to challenge the validity of the disclaimer usually found in the front matter of most novels that the story is purely imaginary, bears no relationship to reality, with the characters not being inspired by anyone known or unknown to the author. For the first time in my career, I began to consider how writers including myself might frequently revisit themes and ideas which resonate with our lived experiences. I call this restorying, an unconscious process whereby aspects of one's life history are rewritten through one's creative work to achieve a more satisfactory result. Through personal contact, studying authors' accounts of their creative practices, and surveying current literature on narrative therapy, a case is made that, far from being generated purely from imagination, writers' creative choices are driven by an unconscious need to restory ourselves.