Magister Artium - MA / This thesis is a small scale in depth exploration into the perceptions of power held by eight Muslim women residing in the Cape Town Metropole area. Using a Qualitative Feminist approach the study aimed to explore and shed light on the multiple ways in which Muslim women negotiate, construct and co-construct agency, power and authority in their everyday lives. This study also sought to explore whether Muslim women who appear independent or empowered actually feel in control of their own lives; and how their ability to make choices is mediated by intersecting identities such as race, class, age, etc. The research highlights a number of emergent themes in which discussion of the women views around education, finance, reproductive responsibilities, patriarchy, etc. takes place and also explores the ways in which the women contest and resist traditional cultural norms in their everyday experiences. Furthermore this study also sought to create a space where the researcher focused and refocused her gaze on the theoretical and epistemological aspects of her chosen method of enquiry in order to interrogate its merits and limits. Upon reflection the researcher also acknowledges that, similar to the participants, she also holds contradictory views on some of the issues discussed. / South Africa

Magister Artium - MA / This thesis considers introspection and female consciousness in the novels Woman At Point Zero and Two Women In One by Nawal El Saadawi, an Egyptian writer and So Long A Letter and Scarlet Song by Mariama Bâ, a Senegalese writer. This study looks at how narrative technique impacts on questions of self and identity, subjective experience, coherence and transformation. The form of the novel is also highly significant because it shows the connection between form, individualism and consciousness of experience and this is important in understanding these questions of self and identity, subjective experience, coherence and transformation. It allows insight into the internal workings of the individual. The form of the novel is therefore particularly relevant because of the focus on the individual, subject and the consciousness of the individual. Pertinent to the discussion in this thesis is how narrative provides a creative space to enable the reflexive process and also how narrative contributes to the construction and understanding of the self and identity. The dynamic between narratology and novel form, on the one hand, the modes of confession and letter writing, on the other are considered both of which use first person narration.Confession as a genre of personal narrative enables the subject to move inward as part of the self reflection process which allows knowledge of the self. Letter writing a form of personal narrative plays an important role in the exploration of the self and identity.The novel in letter form forces the introspective process through the act of writing and the character reaches a realisation about events and experiences which have shaped her present consciousness. By contrast third person narration in Scarlet Song and Two Women In One foregrounds the social context which shapes the characters‟ sense of self and identity and worldview. The narrative which is rebellious and resistant in form,although quietly so, enables a “revolution” in the character‟s self- and world view.

This thesis seeks to uncover some of the cultural practices central to youth activist subcultures across three urban centres in Canada: Toronto, Montreal, and Vancouver. I undertake this work within the context of rising moral and state claims about the apparent need for ‘good citizenship’ to be exercised by young people, alongside a late modern relationship between liberalism, neoliberalism, and Canada’s history of class- and race-based exclusions. The theoretical framework bridges cultural and political sociology with youth cultural theory. It also draws heavily upon the work of feminist philosophers of agency and the state. The main methodology is ethnographic, and was carried out within a phenomenological and hermeneutic framework. In total, 41 young people, ages 13-29, were involved in this research. Participants self-identified as being involved in activist work addressing issues such as globalization, war, poverty and/or colonialism. The findings of this study suggest that the effects of the historical and contemporary symbol of the ‘good citizen’ are experienced within youth activist subcultures through a variety of cultural means, including: expectations from self and schooling to be ‘responsible,’ with its associated burdens of guilt; policing practices that appear to rely on cultural ideas about the ‘good citizen’ and the ‘bad activist’; and representations of youth activism (e.g. within media) as replete with out-of-control young people being punished for their wrong-doings. Wider effects include the entrenched impacts of class- and race-based exclusions, which manifest within youth activist subcultures through stylistic regimes of ‘symbolic authorization’ that incorporate attire, beliefs, and practices. Although findings suggest that many young people come to activism via a predisposition created within an activist or Left-leaning family, this research also highlights the relational means by which people from outside of this familial habitus can come to activist practices. Taken together, findings suggest that youth activism must be understood as a cultural and social phenomenon, with requisite preconditions, influences, and effects; that such practices cannot be disassociated from wider social inequalities; and that such effects and influences demand scrutiny if we are to reconsider the role of activism and its part in expanding the political boundaries of the nation-state. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Studies on health and incarceration have extensively demonstrated that incarcerated women have poorer health statuses than non-incarcerated women and than incarcerated men, both as a result of confinement and of the intersection of abuse, poverty, homelessness and addiction that are simultaneously pathways to criminalisation and to poor health. Without denying the reality of disease, physical and mental suffering experienced by women in prison, this thesis conceptualizes the “problem of health in prison” by framing it as a vehicle of and effect of power relations. By studying neoliberal rationalities and technologies that constitute health, poststructuralist scholars have demonstrated how neoliberal subjects are enticed to continuously pursue health and to adhere to the imperative to be healthy. Demonstrating the intersection of neoliberal health governance and penal governance, criminologists have shown how prisons produce the subject of a healthy prisoner, who is a self-regulated woman, freely working towards her rehabilitation. Rather than studying programs, public policies and archives, this thesis innovates by examining the experiences and narratives of the subjects who are being governed and enticed to be “healthy.” Specifically, my research provides a contextualized analysis of how women negotiate and manage their health during incarceration and upon their release from prison. The first article focuses on tensions between this work’s conceptual framework and its methodology, i.e. participatory action research. An emerging literature has been building bridges between poststructuralism and participatory action research, highlighting the latter’s potential for transformative action. Using examples from participatory action research projects with incarcerated or previously incarcerated women, the article discusses how “participation” and “action” can be redefined by using a poststructuralist definition of subjectivity. The second article tackles the issue of how women “do” health in prison. Using three issues—access to health care services, smoking, and the management of body weight—the article explores how participants adopted different embodied subjectivities, which conflicted or aligned with neoliberal governmentality. It describes how, through failure to conform to neoliberal ideals of “health,” mechanisms of self-surveillance and self-regulation are relayed by feelings of guilt, shame, and anxiety, even when incarcerated women attempt to conform to imperatives to be healthy. Finally, the last article focuses on how, upon prison release, participants attempted to “undo” the imprint of penal governance on their bodies and health. Through the exploration of corporal practices, such as taking care of one’s appearance, the use of psychoactive medications, and defecating, the article shows how women attempt to “undo” prison in order to pursue health. Though these two articles focus on different periods of participants’ lives and rely on different yet related concepts—embodied subjectivities and corporal practices—the common thread between the two is to show the attempts by participants to “undo” prison from their embodied selves, and to “do” health as incited by the ethical imperatives to be healthy. The thesis concludes with a discussion about the pursuit of health, and its effects on the populations deemed as “at risk” and “unhealthy.”

This work explores identity positions of speakers in modern and contemporary poetry with respect to themes of subjectivity, self-awareness, lyricism, heteroglossia, and social contextualization, from perspectives including Bakhtinian, queer, feminist and postructuralist theories, and Peircian semiotics. Tony Hoagland, W.H. Auden, Adrienne Rich, and the poetic prose of Hélène Cixous provide textual examples of an evolving aesthetic in which the poet's self and world comprise multiple dynamic, open relationships supplanting one in which simple correspondences between signifiers and signifieds define selves isolated from the world. Hypertext and polyamory serve as useful analogies to the semantic eros characteristic of such poetry, including the collection of original poems that the critical portion of this thesis introduces.

Orientador: Raquel Salek Fiad / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-08T01:28:01Z (GMT). No. of bitstreams: 1 Manfrim_AlineMariaPacifico_M.pdf: 4926169 bytes, checksum: 0edf86b4aae6bce347b16112f5de5e83 (MD5) Previous issue date: 2006 / Resumo: Esta dissertação tem como propósito mostrar uma forma de compreender as produções escritas de dois sujeitos, que estudavam na mesma sala de aula, a partir das relações intergenéricas propostas por Bakhtin (1979). Para isso, considero em minhas reflexões que toda escrita é uma articulação de gêneros discursivos, cotejados pelos sujeitos ao se relacionarem com seu(s) interlocutor(es). Para considerar as relações intergenéricas nos gêneros discursivos escritos dos sujeitos, parti de uma pesquisa etnográfica que se iniciou na sala de aula e que também abarcou os bairros e as casas desses sujeitos. Feito este percurso, apresento e discuto as características que singularizam cada um desses dois sujeitos, passando pela própria rotulação feita pela professora de português deles (um era 'ruim¿ e outro era 'bom¿). Estabelecidos os traços de singularidade pela comparação entre os dois sujeitos, aponto que a diferença entre eles, diferença que só construí a partir de minha interação com eles, a qual possibilitou a co-construção da singularidade das relações intergenéricas, remete às diferentes concepções de escola presentes na forma como trabalham suas escritas e na própria interação comigo durant a pesquisa. Nessas duas concepções de escola estão imbricadas também diferentes concepções de letramento, mostrando que um desses sujeitos constrói discursivamente suas representações de escola, de escrevente e de aluno 'da escola para a vida¿ e o outro, 'da vida para a escola¿ / Abstract: This work proposes to show one way to comprehend the writing of two subjects who studied in the same classroom, starting from the intergeneric relationship proposed by Bakhtin (1979). For this purpose, I assume all writing is a genre of discursive articulation reflecting the subject's interaction with his interlocutor(s). In order to consider the intergeneric relationship in the subjects' writing, I conducted an ethnographic study that started in the classroom and also included their neighborhoods and homes. Based on that study, I present and discuss the distinguishing characteristics that make each subject unique, going beyond their Portuguese teacher's labels (one is a bad student and one is good). Having established the unique characteristics for the comparison of the two subjects, I point out that the difference between them, a difference that only arises from my interaction with them which made possible the co-construction of the singularity of the intergeneric relationship, is reflected in the different conceptions of school present in their writing styles and in their individual interaction with m during the research. In these two conceptions of school, there are displayed also different conceptions of literacy, showing that one of the subjects built discursively his representation of school, of the scriptor and student "from school to life," and the other "from life to school." / Mestrado / Ensino-Aprendizagem de Lingua Materna / Mestre em Linguística Aplicada

Orientador: Silvio Ancísar Sánchez Gamboa / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-28T00:33:31Z (GMT). No. of bitstreams: 1 Pereira_MarceloFernandes_D.pdf: 1618515 bytes, checksum: dde560c851826a32b2a9e934c6ac312e (MD5) Previous issue date: 2015 / Resumo: A proposta geral desta pesquisa consiste em analisar a filosofia de Emmanuel Lévinas na Educação. Nasce da tentativa de responder a algumas questões fundamentais: em que medida a ética levinasiana posta em prática na educação coincidiria com outras propostas já colocadas, que também almejam uma Educação para a Paz? Trata-se, primeiramente, de delinear a medida e o lugar da filosofia de Lévinas na Educação, explorando as possibilidades, apropriações e atualizações em uma Educação para a Paz. Portanto, as ideias foram defendidas a partir de três capítulos distintos, mas interligados. Como ponto de partida, remontou-se a evolução histórica do pensamento de Emmanuel Lévinas. Foram examinamos os pontos nodais do método fenomenológico levinasiano como fundamento de sua produção téorica, ressaltando a originalidade do seu pensamento. Também foram abordadas as objeções levinasianas em relação à tradição filosófica ocidental e a relação entre judaísmo e filosofia, presente em seu sistema filosófico. A segunda etapa consistiu na demonstração fenomenológica do Ser para a Guerra, a constituição psíquica e o modo de ser como Autopreservação. Outro aspecto abordado foi a inspiração no Deus de Israel como saída de Ser, tendo a nova subjetividade do Ser que dali se funda como o próprio movimento para a Paz. Finalmente, discorremos sobre a sociedade levinasiana e a esperança no Estado, na política e nos meios jurídicos em outra forma que Ser e a Educação para a Paz / Abstract: The general purpose of this research is to analyze the philosophy of Emmanuel Levinas in Education. Born of an attempt to answer some fundamental questions: what extent ethics Levinasian put into practice in education coincide with already placed proposals, which also target a Peace Education? It is, first, to outline the extent and the place of philosophy of Levinas in education, exploring the possibilities, appropriations and updates of Education for Peace. Therefore, the ideas were defended from three distinct chapters, but interconnected. As a starting point, traced back to the historical evolution of the thought of Emmanuel Levinas. We examined the nodal points of the phenomenological method Levinasian as the foundation of his theoretical work, highlighting the originality of his thought. Levinasianas the objections regarding the Western philosophical tradition and the relationship between Judaism and philosophy, present in his philosophical system were also addressed. The second stage consisted of phenomenological demonstration of Being for the war, the psychic constitution and the way of being as Self-preservation. Another aspect discussed was the inspiration in the Israel of God as output be taking the new subjectivity of Being that there is founded as its movement for Peace. Finally, carry on about the Levinasian society and hope in the state, politics and legal means in another way that Being and Education for Peace / Doutorado / Filosofia e História da Educação / Doutor em Educação

Notre travail s'élaborera autour d’une hypothèse centrale : L’écho inédit trouvé par la trame narrative et scopique proposée par Daech s'explique par son adéquation avec les affres des subjectivités contemporaines. Il s’agit donc d’étudier les conditions de cette rencontre, qui capte le sujet errant dans les eaux troubles de l’archaïque, avec une offre de mort distillée par le dévoiement d’un pseudo-islam de cruauté semblant apporter l’illusion d’une réponse. Car, d’emblée, chez les jeunes sujets que nous recevons, la « greffe » fantasmatique prend, telle une rencontre passionnelle entre un sujet agonique et une solution miracle qui vient lui offrir la possibilité de s’extraire d’une subjectivité faite d’inconsistance, d’abandonner l’effroi et le vide au profit d’un remplissage lénifiant. Leur terrorisme ne naît pas d'un projet idéologique mais tire sa vigueur d'un désastre subjectif auquel il donne forme. En cela, l'imagerie de Daech vient actualiser le collapsus Réel/Imaginaire (imaginaire grandiose mais de mort) chez ces sujets agoniques. L'obscène est alors exhibé, la pulsion scopique déchainée. Demeure l'archaïque pur qui scandera la vie et les actes d'un sujet de la discontinuité, au titre du retour du clivé, répétition à l'identique du mortifère. Nous proposerons un exposé de la clinique des sujets volontaires au martyr à partir de notre expérience de clinicien en prison, dans le cadre d’une mission dédiée à la prise en charge de sujets revenant de Syrie, ayant voulu s’y rendre, ou témoignant d’une bascule mortifère en détention vers des trajectoires de mort au nom de Dieu. Pour ce faire, nous étudierons l’institution carcérale comme un lieu privilégié de la remise en scène des éprouvés précoces d’agonie et d’effroi chez des sujets aux prises avec un véritable chaos subjectif, toile de fond de toute appétence radicale actuelle selon nous. Nous étudierons ensuite les ressorts psychiques d’un tel processus : l’addiction, le préjudice, leur dialectique avec l’Idéal, pour interroger ces formes de mélancolies contemporaines chez des sujets qui ne parviennent au sentiment d’existence que dans le projet de mort divine. Nous tenterons d’illustrer notre hypothèse selon laquelle la dissolution d’un Moi inconsistant en un Moi Idéal nihiliste est la clé de compréhension de ce que l’on nomme actuellement « radicalisation », dans sa forme la plus extrême, celle des demandeurs de martyre, les chahids. / Our work will be built around a central hypothesis : The unheard echo found by the narrative and scopic plot proposed by ISIS, is explained by its adequacy with the pangs of contemporary subjectivities. It is thus a question of studying the conditions of this encounter which captures the subject, wandering in the troubled waters of the archaic with a death offer distilled by the deviation of a pseudo-Islam of cruelty that seems to bring the illusion of ‘answer. Because from the outset in the young subjects that we receive, the « transplant » fantasy takes, such a passionate meeting between an agonistic subject, and a miracle solution that comes to offer the possibility of getting out of a subjectivity made of inconsistency to abandon fright and emptiness in favor of a lenient filling. Their terrorism is not born of an ideological project but draws its force from a subjective disaster to which it gives shape. In this, the imagery of ISIS comes to actualize the collapse Real / Imaginary (imaginary grandiose but death) in these agonic subjects. The obscene is then exhibited, the impulse scopic unleashed. The pure archaic remains that will punctuate the life and the acts of a subject of discontinuity, in the name of the return of the cleave, a repetition identical to the mortifère. In this paper, we are going to do a clinical study of subjects willing become martyrs based on our experience of a clinical psychologist in detention. The framework of this mission is dedicated to treatement of subjects coming back from Syria, or who has wanted to go there, or else showing a sudden morbid bascule, towards death trajectories in the name of god. We will focuse on the psychic incounscious motivations of such process : addiction, prejudice and their dialectic with the Ideal to interrogate these forms of contemporary melancholia for subjects who can only reach feeling of existence in project of divine death. We will try to illustrate our 3ypothèses according to which the dossilution of an inconsistent Ego in an nihilist Ideal Ego is the key to an understanding of what we currently call radicalization, in its most extreme form, that of people aspiring to martyrdom, wandering in the morbid zone of the archaic, the “chahids”.

A partir da leitura de pesquisas que envolvem o ensino de língua(gem), oral ou escrita, e as práticas docentes voltadas para este fim, inferimos que, ainda hoje, o trabalho com a linguagem, muitas vezes, é realizado de forma limitada, reducionista, como se aprender a língua fosse uma questão de codificar e decodificar um alfabeto. Escola e professores ainda se encontram presos ao que é determinado pelo livro didático ou por apostilas, muito utilizadas, atualmente, cujas atividades enfatizam o preenchimento de lacunas e a repetição do sentido dos textos lidos. Isso faz com que muitos professores, voltados aos materiais didáticos, não trabalhem com a língua(gem) de maneira a proporcionar ao sujeito-aluno usar a escrita para manifestar opiniões, sentimentos e sentidos que o afetam. Neste trabalho, objetivamos analisar as produções textuais de alunos do Ensino Fundamental, discursivizados como hiperativos ou com dificuldade de aprendizagem, a fim de investigar como estes alunos usam a escrita para colocar em curso os sentidos com os quais eles se identificam acerca do tema trabalhado. Isso significa que investigamos a relação entre escrita e subjetividade. A nosso ver, essa relação deve ser estudada, já que a língua é usada pelas crianças para falar o mundo e sobre ele; então, surge aqui, a necessidade de aprofundar nossos estudos sobre como a linguagem escrita é utilizada pelos alunos para escreverem acerca de suas vivências. Além disso, observaremos como se dá a constituição da identidade do sujeito, na/pela linguagem. Os sujeitos da pesquisa são alunos que frequentam o 4º e o 5º ano do Ensino Fundamental, na cidade de Ribeirão Preto SP, alunos com idade entre nove e dez anos e que foram considerados pelas professoras dos anos anteriores como alunos que apresentavam dificuldade para a leitura e a escrita, ou, considerados hiperativos. Nosso corpus é constituído pelos textos escritos por estes sujeitos acerca do tema família. A professora das turmas conduziu as aulas em que os textos foram escritos pelas crianças e nos informou sobre como se deram as condições de produção discursivas. Para a realização da coleta de dados, a professora leu, interpretou e discutiu com os alunos os seguintes textos: um poema (Infância - Drummond) e uma música (Família- Titãs), que falavam sobre o tema proposto (família) e as crianças deveriam utilizá-los como arquivo para a escrita de sua produção textual. Como resultado, as análises apontam que a autoria se instala nos textos analisados, o que contraria a formação discursiva dominante sobre os alunos considerados hiperativos ou com dificuldade de aprendizagem de leitura e escrita. Os sujeitos assumem a responsabilidade pelo dizer, marcando um posicionamento em relação ao objeto discursivo, controlando os possíveis pontos de fuga do sentido e os mecanismos internos do texto, mostrando que, mesmos os alunos considerados pela escola como alunos com dificuldades de aprendizagem, ou com hiperatividade são capazes de escrever textos que apresentam coesão e coerência, e desta forma, conseguem posicionar-se como autores de seus textos, sustentando o seu dizer por meio de escritos nos quais eles inscrevem subjetividades. / From the reading of research involving language teaching (gem), oral or written, and teaching practices geared towards this end, we infer that, today, work with language, it is often performed in a limited way, reductionist, as if learning the language was a matter of encoding and decoding an alphabet. School and teachers are still stuck with what is determined by the textbook or handouts, widely used today, whose activities emphasize fill gaps and repetition of the meaning of the texts read. This causes many teachers, teaching materials geared to not work with the language (gem) in order to provide the subject-student use writing to express opinions, feelings and senses that affect it. Here we analyze the textual productions of elementary school students, called as hyperactive or learning disability in order to investigate how these students use writing to get underway senses with which they identify on the subject worked. This means that we investigate the relationship between writing and subjectivity. In our view, this relationship should be studied, since the language is used by children to the world and talk about it, so here comes the need to deepen our studies of how written language is used by students to write about their experiences. Moreover, if we look at how the constitution gives the subject\'s identity in / through language. The research subjects are students in the 4th and 5th year of elementary school in the city of Ribeirão Preto - SP, pupils aged between nine and ten years and who were considered by teachers in previous years as students who had difficulty reading and writing, or considered hyperactive. Our corpus consists of texts written by these guys on the theme \"family.\" The teacher led the class lessons in which the texts were written by the children and informed us about how you got the discursive production conditions. To collect the data, the teacher read, interpreted and discussed with students the following texts: a poem (Childhood - Drummond) and a song (Family-Titans), who spoke on the proposed topic (family) and children should use them as a file for writing textual production. As a result, the analyzes indicate that the authorship settles in the texts analyzed, which contradicts the dominant discursive formation on students considered hyperactive or learning difficulty reading and writing. Individuals take responsibility for say, marking a position on the discursive object, controlling the possible effect of the vanishing points and the internal mechanisms of the text, showing that these students considered by the school as students with learning difficulties, or hyperactivity are able to write texts that show cohesion and consistency, and thus can position themselves as authors of their texts, supporting their say through writings in which they inscribed subjectivities.

Orientador: Elizabeth Maria Freire de Araújo Lima / Banca: Silvio José Benelli / Banca: Adriana Marcondes Machado / Resumo: Essa pesquisa tem como objetivo cartografar as relações entre a institucionalização de crianças em estabelecimentos educacionais antes do período de escolarização formal, aqui denominada de Institucionalização Precoce e a produção da subjetividade contemporânea, considerando a relação que se estabelece entre a criança e a família, e para o tipo de maternidade produzida no campo social. Investigamos e problematizamos a questão da Institucionalização Precoce e a produção da subjetividade, situando-as a partir das perspectivas teóricas de Foucault, Deleuze e Guattari. Operando com o conceito de Institucionalização Precoce, explicitamos seus efeitos éticos em termos de produção de subjetividade, sob o prisma do processo de transição da sociedade disciplinar para a sociedade de controle, considerando os desdobramentos subjetivos promovidos pelo sistema capitalista no atual contexto biopolítico / Abstract: This research was done by a theoretical investigation about the moment when a child starts to go to education places like a school before the obligatory age of usual education, here called Precocious Institutionalization, and the changings that it results at the productions of subjectivity, at the relationship between children and family, specially the maternity in the society. Using theory references of Foucault, Deleuze and Guattari, was done the analysis with the help of cartography. As a result, there is a kind of map of the way that the human subjectivity is produced by two different society strategies, the disciplinary society integrated with the control society using biopolitics inside the contemporary questions to increase capitalism system / Mestre