The aim of this study is to attempt a re-conceptualisation of ethics and politics away from the well-rehearsed structure of singularity versus community, particularity or individuality versus universality, as well as from the inadequate dyadic positioning of these sets of terms. Dominant scholarship on Lévinas's and Derrida's work has generally been divided into those who see Derrida's work as continuing the Lévinasian legacy, and thus having little to offer to the political, and those who would like to divorce the trajectory of deconstruction from the Lévinasian heritage, and thus reveal it as being inherently political. The above split in opinion is largely based on a divergence in the interpretation of Lévinas's own writings as essentially about ethics, and therefore as either having little to offer to our thinking of the political, or as undergoing something like a ‘split', with the focus coming to rest more clearly on politics through the figure of the third, in later writings. My contribution to this impasse is to foreground a recent, though much overlooked notion within Jacques Derrida's work as an alternative to thinking being-with: that of community of singularities. I also suggest the notions of alteronomy and fiendship as alternatives to thinking being-with, which take into account the way in which the other-within-the-self restructures the concepts of freedom and autonomy and takes them beyond a humanist context. I will be arguing from two overarching points: a) that Lévinas's own work can convincingly be interpreted as not only concerned with the political from his earliest writings, but as setting up the political as the interruptive force within the ethical, thus providing a shift in perspective for what is essentially a mutually-interruptive relation between ethics and politics, and b) that Derrida's own writing need not be ‘divorced' from Lévinas's trajectory of thought, in order to be considered as having something to offer to our re-thinking of the relation between ethics and politics.

In the first chapter of Anne Brontë’s The Tenant of Wildfell Hall, Gilbert Markham invites his reader to join him as he attempts to recall the past. Because Gilbert uses the journal of another to supplement his own memories, the novel's frame narrative structure becomes saturated with complex memory-based issues and problems. Thus, the complicated frame narrative provides fertile ground for exploring the novel through memory. In studying the frame narrative, scholars have typically devoted their criticism to Gilbert and how he shapes the frame. Few scholars afford the other primary narrator of the novel, Helen, any power in shaping that frame. However, both Gilbert's and Helen's narratives exist separately yet function codependently. Using recent studies in memory as well as Derridean and Foucaultian archive theory as a lens, I will explore how Tenant presents an anarchic narrative structure that simultaneously gives its own semblance of power and order without assigning complete narrative power to one person or to one gender.

In Toni Morrison’s Jazz and Eudora Welty’s The Optimist’s Daughter, extreme opposition is prevalent as the authors describe the makeup of each character, as well as the setting and plot in these novels. What are they accomplishing by portraying such opposition? By using Jacque Derrida’s deconstructive theory and Julia Kristeva’s definition of abjection as theoretical guides to navigate these novels, examples of how both authors use extreme opposition in each element of their works are cited and explored. Through this process, the realization that opposing extremes can harmoniously lie side by side and have as many similarities as differences is discovered. By the conclusion, the unifying quality that love plays in both novels, as well as the authors’ intents to change their readers traditional concept of love, is evident.

The intention of this work is to explore how Aboriginal learners are produced in the Saskatchewan Adult Basic Education (ABE) curriculum. In addition, this study examines the production of instructor identities in the curriculum. This thesis explores the social and historical contexts influencing the production of the ABE curriculum. Current prevailing discourses about Aboriginal people influence the curriculum documents. These discourses construct a grand narrative about Aboriginal people, producing Aboriginal people in particular ways that become acceptable and legitimate ways of thinking about and behaving toward Aboriginal people. This work examines how such a grand narrative functions to uphold dominance and structural inequalities rather than challenge them. The effect of reinforcing the current, particular grand narrative about Aboriginal people is that, rather than challenge dominant ideologies, the new curriculum re-inscribes them. This work employs the methodology of discourse analysis as a means of examining the production of particular identities for Aboriginal learners in ABE and uses deconstruction to explore the ways that the documents betray themselves in relation to their objectives. This thesis provides analysis of the ways that the curriculum documents produce and reproduce Aboriginal people as deficient and requiring change. This work provides analysis of the conflict within the documents between a desire to challenge dominance and the re-inscription of dominance through discursive practices. In addition, this work demonstrates how the ABE curriculum aids in the production of dominant instructor identities, and how such dominant identities assist instructors to define themselves as innocent and helpful. This analysis of the ABE curriculum reveals that while the curriculum aspires to be a proponent of social justice for Aboriginal learners it has many weaknesses in this regard. This work concludes with recommendations for changes to the curriculum and instructor practices, and for further critical analysis.

The Lofoten Maelström in Norway, one of the world’s most powerful systems of tidal eddies, has been a locus of terror and imagination for centuries. First depicted in renaissance cartography, the myth of the vortex was propagated through the occult science of Athanasius Kircher and found its most current expression in Edgar Allan Poe’s “A Descent into the Maelström”. This thesis is a work of exegesis. That is, a work of interpretation that leads out of a text, or a site, towards another level of meaning. Poe’s text refers to the geographic site of the thesis but also becomes a site in itself. It is out of this text/site that the author unfolds a series of exegetical pathways, constructing an ambiguous ground between the real and imaginary dimensions of the Maelström. This thesis is also a work of synthesis. It explores how the speculative architectural proposition can crystallize subtle conceptual material in ways that text and image alone cannot. While the thesis is heavily invested in various modes of representation, architectural and otherwise, it also acts as a critical investigation into the nature of representation itself. The document is composed as a performance in three parts. Each part broadly engages a fundamental binary that is latent in the work of architecture: 1) history and fiction 2) figure and ground 3) ritual and design. Part I introduces the site through various historical and fictional portrayals of the Maelström which have contributed to the co-authorship of its mythologized identity. Part II consists of a suite of three discursive essays that address the sublime, the death instinct, romanticism, negative theology, the chora, and 20th century performance theory. This material is organized under the umbrella of three figure/ground conditions: the figure against the sublime ground of the romantic-era painting, the negative ground of medieval mysticism, and the ritual ground of the Greek chorus and its spatial counterpart, the chora. Finally, Part III includes two movements: the design of a wave energy research facility, and a series of episodic vignettes that subvert the intentions of the designer by re-casting the facility as a place of ritual. With the Maelström as a backdrop, the architectural proposition offers itself as the stage upon which this struggle between design and ritual is enacted.

The Lofoten Maelström in Norway, one of the world’s most powerful systems of tidal eddies, has been a locus of terror and imagination for centuries. First depicted in renaissance cartography, the myth of the vortex was propagated through the occult science of Athanasius Kircher and found its most current expression in Edgar Allan Poe’s “A Descent into the Maelström”. This thesis is a work of exegesis. That is, a work of interpretation that leads out of a text, or a site, towards another level of meaning. Poe’s text refers to the geographic site of the thesis but also becomes a site in itself. It is out of this text/site that the author unfolds a series of exegetical pathways, constructing an ambiguous ground between the real and imaginary dimensions of the Maelström. This thesis is also a work of synthesis. It explores how the speculative architectural proposition can crystallize subtle conceptual material in ways that text and image alone cannot. While the thesis is heavily invested in various modes of representation, architectural and otherwise, it also acts as a critical investigation into the nature of representation itself. The document is composed as a performance in three parts. Each part broadly engages a fundamental binary that is latent in the work of architecture: 1) history and fiction 2) figure and ground 3) ritual and design. Part I introduces the site through various historical and fictional portrayals of the Maelström which have contributed to the co-authorship of its mythologized identity. Part II consists of a suite of three discursive essays that address the sublime, the death instinct, romanticism, negative theology, the chora, and 20th century performance theory. This material is organized under the umbrella of three figure/ground conditions: the figure against the sublime ground of the romantic-era painting, the negative ground of medieval mysticism, and the ritual ground of the Greek chorus and its spatial counterpart, the chora. Finally, Part III includes two movements: the design of a wave energy research facility, and a series of episodic vignettes that subvert the intentions of the designer by re-casting the facility as a place of ritual. With the Maelström as a backdrop, the architectural proposition offers itself as the stage upon which this struggle between design and ritual is enacted.

The intention of this work is to explore how Aboriginal learners are produced in the Saskatchewan Adult Basic Education (ABE) curriculum. In addition, this study examines the production of instructor identities in the curriculum. This thesis explores the social and historical contexts influencing the production of the ABE curriculum. Current prevailing discourses about Aboriginal people influence the curriculum documents. These discourses construct a grand narrative about Aboriginal people, producing Aboriginal people in particular ways that become acceptable and legitimate ways of thinking about and behaving toward Aboriginal people. This work examines how such a grand narrative functions to uphold dominance and structural inequalities rather than challenge them. The effect of reinforcing the current, particular grand narrative about Aboriginal people is that, rather than challenge dominant ideologies, the new curriculum re-inscribes them. This work employs the methodology of discourse analysis as a means of examining the production of particular identities for Aboriginal learners in ABE and uses deconstruction to explore the ways that the documents betray themselves in relation to their objectives. This thesis provides analysis of the ways that the curriculum documents produce and reproduce Aboriginal people as deficient and requiring change. This work provides analysis of the conflict within the documents between a desire to challenge dominance and the re-inscription of dominance through discursive practices. In addition, this work demonstrates how the ABE curriculum aids in the production of dominant instructor identities, and how such dominant identities assist instructors to define themselves as innocent and helpful. This analysis of the ABE curriculum reveals that while the curriculum aspires to be a proponent of social justice for Aboriginal learners it has many weaknesses in this regard. This work concludes with recommendations for changes to the curriculum and instructor practices, and for further critical analysis.

I have structured my master's thesis in terms of an opposition between Kojeve's existentialist, Marxist philosophical formulation of Hegel's Phenomenology and Levinas's post-Heideggerian, anti-Hegelian phenomenology in Totality and Infinity. While Levinas's project is explicitly anti-totalitarian, Kojeve's reading of the Phenomenology emphasizes the End of History in Hegel's philosophy without shrinking from its totalizing aspects. While the philosophical project of each thinker is generally antithetical to the other, it is my contention that the universal and homogeneous state, conceived by Kojeve to be the rational realization of the end of history, is a legitimate moral project for Levinasian ethics. This thesis provides both an exegesis of Kojeve's reading of Hegel's master/slave dialectic in the Phenomenology and an interpretation of the tragedy of the slave understood in terms of Holderlin's theory of the tragic. It is through the master/slave dialectic that history consummates in the end of history. Later in the thesis, I outline Levinas's project as an ethics as first philosophy in opposition to the Eleatic traditions in Western philosophy. We can trace Levinas's project in his unconventional reading of the cogito and the idea of infinity. Whereas Descartes represents a philosophical return home for Hegel, Levinas's reading of Descartes represents a philosophical sojourn away from home in the second movement of the Meditations. With these notions, we have a formal basis in accounting for the conflict in Levinas's thought between the moral necessity of universal rights and the dangers of assimilation. Finally, I argue for why the universal and homogeneous state is an ethically worthy goal from a Levinasian perspective. On this question, I engage the thought of a number of thinkers of the left: Kojeve, Derrida, Horkheimer, Adorno and Zizek. I conclude that Levinas's thought on universalism and eschatology can serve as a moral basis for the left-Hegelian project of realizing a universal and homogeneous state. Because such a state is distinguishable from a totalizing End of History, the eschatological concern for one's singularity within history is compatible with the prophetic call to strive for political universality. Ultimately, it is the responsibility to this prophetic call that guarantees one's singularity.

This thesis address the question of agency that children with profound and multiple learning disabilities (PMLD) have in educational contexts. Teachers and educators do not usually regard children with PMLD in terms of their agency, because of their profound and multiple impairments. Discourses on children and adults with PMLD are linear, systematic, defining and closed to contingency. The discourses normally applied with regard to children with PMLD attending school are mapped out in the beginning of the thesis. The thesis provides an account of my becoming-teacher and my becoming-researcher It is my journey with students whom I worked with directly as their teacher in a segregated specialised school for children with PMLD, and also as a participant observer in two mainstream primary classrooms. The works of Jacques Derrida, Felix Guattari and Gilles Deleuze were crucial in reading the lives of these children together with mine. Nine stories with comments are the central focus of this thesis, where through the writing of these stories my own becoming-teacher is mapped out. The thesis shows how students with PMLD are able to provide teachers with spaces of possibilities in the linear and closed discourses mentioned above. Students themselves are able to introduce in the life of teachers, their classroom and at times even at school level, the ‘non-sense’ that help teachers ‘think again’ the discourses that they are working with. They are able to help teachers open up discourses, and see that they are ‘assemblages’, characterised by contingency, contradictions and aporias. Students with PMLD provide possibilities (potentials) for engagement in these assemblages. The identity of a teacher is shaken when she experiences her identity as an assemblage, but even more so when such an identity is seen as a process of becoming by engaging with the possibilities. Here the end is not important and is unknown; what is important is the process. What is argued is that the teacher’s identity is seen as becoming-teacher through becoming-PMLD. This thesis concludes that there needs to be a desire to engage with students with PMLD to continue the process of becoming-teacher.

本研究旨在重構胡塞爾的意義發生理論與德希達對其的詮釋與批評。首先，透過對胡塞爾文本的考察，架構出其意義理論的三個層次──意義、表達與指號，指出晚期胡塞爾的意義理論不但承繼了此三個層次，更更進一步於歷史性的角度下，一方面探討意義流傳問題所彰顯出的語言與書寫之重要性，另一方面則討論意義發生的起源中，作為形式來源的內時間意識作用與作為質料內容的前述謂經驗。其次，重構德希達對於胡塞爾的詮釋與批評，其詮釋在於利用上述意義理論的三個層次作為進路，闡明現象學如何在此現前域的核心中保有一純粹內在的意義核心；其批評則藉由想像詞語、語言的歧義性與內時間意識的自觸發作用等概念而展開，一方面指出意義結構中各環節之不可分性，另一方面則批評非現前者早已經於現前的核心中運作。除了重構胡塞爾與德希達的理論內容之外，我們將試圖一方面從胡塞爾的角度評估德希達之解讀的有效性，另一方面，從德希達的角度出發，藉著探究其概念操作，試圖指出其批評得以開展的關鍵之處，以及此一批評所引入的新的符號概念。 / This thesis is to reconstruct the theory of genesis of sense in the thinking of Edmund Husserl (1859-1938) and the interpretation and criticism of this theory by Jacques Derrida (1930-2004). Firstly, through the study of Husserl’s texts, we construct the three-level structure of its meaning theory: sense-expression-indication. We claim that the theory of sense in Husserl’s late thinking also inherits the same structure, but his late thinking in advanced discussed, on one hand, the sense-transmission problem, which demonstrate the importance of language and writing, under the scope of historicity; on the other hand, Husserl investigated the origin of the genesis of sense, including the internal time consciousness as the source of form and the pre-predicative experience as the content of matter. Secondly, we reconstruct Derrida’s interpretation and criticism of Husserl’s thinking. By interpreting Husserl’s theoretical moments such as monologue and the core of pre-expressive sense, Derrida reveals how phenomenology has secured a pure internal core of sense in the field of presence. His criticism is unfolded through the concepts of imaginary words, equivocality of language and the auto-affection of the internal time consciousness, claiming on one hand, the indivisibility of the moments in the structure of sense and that the non-present has already worked in the core of presence. Besides the reconstruction of the theory of Husserl and Derrida, we also intend to evaluate the validity of Derrida’s criticism and explore his operation of concepts in order to explicate the critical point which permits his criticism in which a new concept of sign is introduced.