This thesis explores a pedagogical enquiry that has transformed the way I think and the way I teach. I used a variety of critical and theatre theories to frame my enquiry and for four years consecutively, visited a non-government organization (NGO) in India that uses theatre as an alternate pedagogical tool. I reflected upon the methodological differences between the theatre practices of the NGO and my practices. I then turned my enquiry inward to consider how my learning informed my teaching practices. I then created an alternate theatre project for some students in the American Midwest with Ashok, an artist from India. Ashok spent twelve days training the students in what I refer to as action theatre, while I coordinated, observed and reflected. This theatre is a form of social activism; it is designed to provide a forum for the students to express their socio-political views and raise individual and collective social awareness in the process. After the training period, the students presented a play using these theatre methods. They engaged in discussion with their audience directly after their play. After the training period, Ashok returned to India. He took on the role of mentor and informant to my ongoing enquiry. My enquiry then shifted from an introspective one to a practical one. Some of the students who wished to do so continued creating plays in this fashion. I took over the leadership of the group at their school. A new theatre troupe was created and I used the concepts learned at the NGO and from Ashok in an American suburban context. The theatre troupe created plays for three years. When I moved back to Canada, the troupe stopped its operations. Some students in the group continued activist work using art as a medium by finding other opportunities. I turned my enquiry inward once again to reflect upon how these processes have changed the way I think and the way I teach. / Thesis (Master, Education) -- Queen's University, 2010-01-11 12:23:08.053

Of the major literary modernists writing in English in the early years of the twentieth century, arguably the most misunderstood and critically neglected has been Wyndham Lewis. It is the contention of this dissertation that Lewis should be reassessed, not only as a vitally important writer and artist, but also as one the most significant critical theorists of modernity. Accordingly, the central aim of this dissertation is to demonstrate that Lewis, whose oeuvre extended from fiction, drama, poetry and literary criticism to radical experimentation in painting and drawing, to a considerable range of non- fictional, political and philosophical writings which would now be classified as critical and cultural theory, was not only a highly significant theorist of his own period, but also, pre-emptive of many of the concerns that have come to be identified with postmodernism and its aftermath. The essence of this untimeliness, it is argued, lies firstly with his consistent engagement with the nihilism hat he believed to be the engine of modernity, and secondly, with his creative deployment of the ideas of a range of continental philosophers from Kant and Schopenhauer to Nietzsche and Bergson to counter that nihilism and in Nietzsche's terminology to "overcome" it. In the process, and particularly in his exploration of temporality and spatiality as they configure human identity, Lewis provided a philosophical commentary on the modern that in many ways paralleled and prefigured the intellectual trajectory of major twentieth century thinkers such as Theodor Adorno, Walter Benjamin, and subsequently, Gilles Deleuze and Jean Baudrillard. The genealogy of these parallels and pre-figurations will be traced through the use of the concept of repetition as it is deployed by Lewis in his critical theory and fiction, from his early short stories to his final theological fantasies.

Thesis (Ph.D.)--Cleveland State University, 2008. / Abstract. Title from PDF t.p. (viewed on Oct. 7, 2008). Includes bibliographical references (p. 412-464) and appendices. Available online via the OhioLINK ETD Center. Also available in print.

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D.Phil. (English) / Please refer to full text to view abstract

published_or_final_version / Law / Doctoral / Doctor of Philosophy

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Thesis (MEd (Curriculum Leadership))--University of South Australia, 1995