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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The art of governing: the critical ethics of Michel Foucault

Lynch, Richard Anthony January 2012 (has links)
Thesis advisor: James Bernauer / Michel Foucault's account of power does not foreclose the possibility of ethics; on the contrary, it provides a inescapable framework within which ethics becomes possible. A clear elaboration of both the general features common to all kinds of power relations (Chapter One), as well as the evolution of particular modes of modern power (discipline and biopower, Chapters Two and Three) demonstrates how power relations both frame and require other, ethical relations. Foucault's articulation of these ethical possibilties (Chapter Four) follows several trajectories--some rooted in contemporary politics, others in ancient ethical practices--that begin with "bodies and pleasures," and move through the communal practice of friendship, to caring for oneself and others as a critical attitude. At the core of these interconected ethical trajectories are the interwoven concepts of critique and freedom, which give Foucault the resources to articulate a provisional but sufficient justification of ethical norms and values, thus answering his most incisive and significant critics. Foucault is thus a critical theorist whose work calls us not to despair but to hope in an ongoing struggle for the good and the just. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Philosophy.
2

Palestinian civil society and the struggle for self-determination: the impact of donor agendas

Alzaghari, Saleh Unknown Date
No description available.
3

Palestinian civil society and the struggle for self-determination: the impact of donor agendas

Alzaghari, Saleh 11 1900 (has links)
This thesis explores the ways in which international donors have attempted to shape and control civil society organizations in the occupied Palestinian territories. It employs Foucault's concepts of power/knowledge and disciplinary power to investigate and theorize the power-relations that govern the interactions of donors with civil society organizations. It contends that international donors have construed the concept of civil society in such a way that made it possible to partition social space into two incommensurable civic and political spheres. International donors have demanded that organizations limit their activities to the civic sphere. Moreover, the thesis argues that per the requirements of discipline that the objects of its surveillance be rendered visible and subject to technologies of control, donors have used both statistical surveys and administrative techniques to classify, categorize, observe and monitor civil society organizations. These modes of surveillance are then used for locating civil society organizations in one of the civic and political spheres. / Comparative Politics
4

Investigating the parallels between disciplinary/bio-power and cyber-corporate empire

Taljaard, Darren January 2012 (has links)
Strong parallels exist between the formation of subjectivity through the disciplinary/bio-power technologies of the 18th/19th centuries – which Michel Foucault identified in his books Discipline and Punish: The Birth of the Prison, and The History of Sexuality Volume 1: The Will to Knowledge – and the 20th/21st century formation of subjectivity effected through Apple. Inc and Google. Inc operating systems and products. These systems and products similarly serve to canalize and ‗discipline‘ the pursuit and exchange of information, in a way that is constitutive of a new cyber-variant of disciplinary/bio-power subjectivity.
5

GAME, SET, WATCHED: GOVERNANCE, SOCIAL CONTROL AND SURVEILLANCE IN PROFESSIONAL TENNIS

Guay, MARIE-PIER 12 November 2013 (has links)
Contrary to many major sporting leagues such as the NHL, NFL, NBA, and MLB, or the Olympic Games as a whole, the professional tennis industry has not been individually scrutinized in terms of governance, social control, and surveillance practices. This thesis presents an in-depth account of the major governing bodies of the professional tennis circuit with the aim of examining how they govern, control, constrain, and practice surveillance on tennis athletes and their bodies. Foucault’s major theoretical concepts of disciplinary power, governmentality, and bio-power are found relevant today and can be enhanced by Rose’s ethico-politics model and Haggerty and Ericson’s surveillant assemblage. However, it is also shown how Foucault, Rose, and Haggerty and Ericson’s different accounts of “modes of governing” perpetuate sociological predicaments of professional tennis players within late capitalism. These modes of surveillance are founded on a meritocracy based on the ATP and WTA rankings systems. A player’s ranking affects how he or she is governed, surveilled, controlled, and even punished. Despite ostensibly promoting tennis athletes’ health protection and wellbeing, the systems of surveillance, governance, and control rely on a biased and capitalistically-driven meritocracy that actually jeopardizes athletes’ health and contributes to social class divisions, socio-economic inequalities, gender discrimination, and media pressure. Through the use of top-players’ accounts, it is also shown how some players resist certain governing, controlling, and surveillance practices designed for their benefit, while others understand and accept the resultant constraints as part of their choice to be a professional tennis player. / Thesis (Master, Sociology) -- Queen's University, 2013-11-12 09:25:44.284
6

O Panóptico de Yone: astúcias e táticas contra o poder disciplinar nos espaços de controle da escola

Alex Sandro Barcelos Côrtes 26 April 2004 (has links)
Esta dissertação trata, a partir de pressupostos teóricos foucautianos, das relações de poder e das tecnologias políticas em funcionamento dentro da Escola Municipal Professora Yone Nogueira, situada em Arraial do Cabo - RJ, particularmente do poder disciplinar e seus mecanismos de controle do tempo, do espaço e dos corpos. Tal escola tornou-se objeto de estudo não só por ser onde estudei e onde atuo como professor de História, mas também por ter uma arquitetura sui generis, herança do modelo panóptico construído para ser a realização da utopia de um controle perfeito. Dentro desta arquitetura de poder circular onde todos os corpos têm seus espaços reservados como forma de mantê-los sob controle permanente, muitos professores, estudantes e funcionários acabam se perdendo ou mesmo se sentindo mal. Além disso, os agentes disciplinadores estão permanentemente em ação e através da vigilância hierárquica, do exame e da sanção normalizadora os corpos vão sendo desenvolvidos ao máximo em seu potencial produtivo ao passo que vão sendo reduzidos em seu potencial de rebeldia. A escola fabrica sujeitos através de intensos e permanentes processos de sujeição. Michel de Certeau é de grande valia para a compreensão das muitas formas astuciosas que são inventadas cotidianamente pelos membros da comunidade escolar que não são meros consumidores passivos, mas transformam nas práticas cotidianas aquele espaço, inventando novas relações, intensificando a vida. Ao buscarem realizar experiências de liberdade que tornam a vida obra de arte e reforçarem os laços de amizade horizontalizada alguns usuários da escola acabam por desenvolverem uma estética da existência, fruto de um trabalho coletivo e não hierarquizado de uns com/nos outros. Mesmo dentro de instituições disciplinares planejadas para serem perfeitas em seu funcionamento é possível criar zonas autônomas temporárias, verdadeiras heterotopias onde experiências reais de liberdade podem ser vividas. Este trabalho relata toda essa realidade, e aponta o teatro libertário e experimental como alargador das brechas no poder disciplinar e potencializador de processos singulares de subjetivação. / This paper deals stating from Foucautian theoretical assumptions with the power relations and political tecnologies at work in the Escola Municipal Professora Yone Nogueira, located in Arraial do Cabo, Rio de Janeiro State, Brazil, particularly on the disciplinar power and its mechanisms on time, space and body control. Such school has become study object, not only because it is where I have studied and work as History Teacher, but also because its sui generis achitecture, heritage of panoptical model, built to be a realization of the perfect control utopia. Within this achitecture of circular power, where all bodies have their reserved spaces as a form to keep them under permanent control , many teachers, students and administrative workers end by losing their work perspectives and objectiveness or even presenting feelings of discomfort at work. Besides, disciplinatory agents are permanently acting, and, by hierachical vigilance, the exam and normalizing sanction, bodies are developed at maximum productive potential, while rebellion potentials are reduced. The school manufactures subjects through intense and permanent subjection processes. Michel de Certeau is of great value to comprehend many subtle forms, which are daily invented by the school community members who are not mere passive consumers, but transform that space with their daily praxis, inventing new relations, intensificating life. On the attempt to realize experiences of freedom which turn life into art, and to reinforce horizontalized friendship bonds, some school usuaries turn out to develop an aesthetics of existance, result of a collective and not-hierarchical work upon each other. Even within disciplinary institutions planned to be perfect in working it is possible to create temporary autonomous zones, true heteropias, where real experiences of freedom can be lived. This work reports all that reality and points out the experimental and libertary theatre as an widening display of gaps in disciplinary power, and potentializer of singular subjectivation processes.
7

Trabalho infantil na agricultura :sentidos produzidos pelas m?s e pelos professores

Feitosa, Izabel Christina do Nascimento 19 May 2006 (has links)
Made available in DSpace on 2014-12-17T15:38:46Z (GMT). No. of bitstreams: 1 IzabelCNF.pdf: 632045 bytes, checksum: 9eef0c87588f2dad81b836e90fa2b407 (MD5) Previous issue date: 2006-05-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Attempts to explain child labor, for the most part, have been reduced to the economic aspect, looking to establish a causal relationship between work and poverty. Without disregarding this aspect, we intend to approach this phenomenon considering other aspects that could be contributing towards its maintenance. We seek, above all, to articulate it with the concepts of disciplinary power and ideology. The present study, therefore, tries to consider these aspects with the intention of learning the reasons that the mothers and the teachers produce concerning child labor in the cultivation of vegetables. We elected these participants because we considered that child labor has been reinforced by the disciplinary institutions and proponents of ideology, the family and the school, here represented, respectively, by the mothers and the teachers. To affect this study, we created focused groups with the mothers whose children are students and work in the cultivation of vegetables in Gramorezinho (neighborhood situated in the northern part of Natal, RN) and with the teachers of the neighborhood school (Escola Lourdes Goudeiro). The discussion of the participants was handled according to the perspective of discursive practices, attempting to articulate them with the notions of ideology and disciplinary power. In general, we perceived how much ideology and discipline are immersed in the discursive practices of the participants. Whereas, even though in some moments the reference to work as being something that takes time from the child to study and play is apparent, the participants attribute great importance to child labor. Both for the teachers and for the mothers, work is something that can free the children from laziness, from becoming criminals and from using drugs. It too constitutes an important alternative to idleness and to the permanence of the child in the streets / As tentativas de explica??o do trabalho infantil, na maioria das vezes, resumem-se ao aspecto econ?mico, procurando estabelecer uma rela??o de causalidade entre trabalho e pobreza. N?o desconsiderando este aspecto, pretendemos abordar o fen?meno refletindo sobre outros aspectos que podem estar contribuindo para a sua manuten??o. Buscamos, sobretudo, articul?-lo com os conceitos de poder disciplinar e de ideologia. O presente estudo, portanto, tenta considerar estes aspectos se propondo a apreender os sentidos que as m?es e os professores produzem acerca do trabalho infantil no cultivo de hortali?as. Elegemos tais atores por considerarmos que a m?o-de-obra infantil vem sendo refor?ada pelas institui??es disciplinadoras e propagadoras da ideologia, a fam?lia e a escola, aqui representadas, respectivamente, pelas m?es e pelos professores. Para efetivar este estudo, realizamos grupos focais com as m?es, cujas crian?as estudam e trabalham no cultivo das hortas em Gramorezinho (bairro situado na zona norte de Natal-RN) e com os professores da escola do bairro (Escola Lourdes Goudeiro). As falas dos sujeitos foram tratadas segundo a perspectiva das pr?ticas discursivas, tentando articul?-las com a no??o de ideologia e poder disciplinar. De um modo geral, percebemos o quanto a ideologia e a disciplina est?o imersas nas pr?ticas discursivas dos sujeitos. Pois, embora apare?a, em alguns momentos, a refer?ncia ao trabalho como algo que tira o tempo de estudar e de brincar da crian?a, os sujeitos atribuem ao trabalho infantil uma grande import?ncia. Tanto para os professores como para as m?es, o trabalho ? algo que pode livrar as crian?as da vagabundagem, da criminalidade e do uso de drogas. Tamb?m constitui-se como uma alternativa importante para combater a ociosidade e a n?o perman?ncia das crian?as nas ruas
8

Det "avvikande" barnets tillblivelse : En studie om föreställningar, konstruktioner och maktrelationer kring barn med autismspektrumtillstånd i förskolan

Eriksson, Nils January 2017 (has links)
Avsikten med denna studie är att problematisera och ge en djupare förståelse för tre utbildade specialpedagogers tankar och reflektioner, beträffande hur makt, konstruktioner och diskurser kan komma till uttryck kring barn med autismspektrumtillstånd (AST) i förskolan. Forskningsområdet utgår från en förståelse som hävdar att det finns otillräckliga kunskaper om maktrelationer, sociala konstruktioner och diskurser som präglar dessa barn. Studiens forskningsfrågor berör hur barn med AST skildras och förstås, blir socialt konstruerade samt vilka förhållningssätt som kan finnas gentemot dem i förskolan. De teoretiska utgångspunkter som denna studie grundas på, är socialkonstruktionism, diskursteori och Michel Foucaults maktperspektiv. För att samla in och analysera data, tillämpades den kvalitativa forskningsintervjun och diskursanalys. Resultaten visar att barn med AST betraktas som socialt avvikande och att de på olika sätt blir föremål för korrigering.
9

ESTUDO DE CASO DE UMA CRIANÇA COM CARACTERÍSTICAS DE ALTAS HABILIDADES: PROBLEMATIZANDO QUESTÕES REFERENTES À INCLUSÃO ESCOLAR / CASE STUDY OF A CHILDREN WITH GIFTED AND TALENTED FEATURES: PROBLEMATIZING QUESTIONS RELATED TO SCHOOL INCLUSION

Rech, Andréia Jaqueline Devalle 12 January 2007 (has links)
The present research inserts itself in the Research Line of Special Education of the Course of Mastership of the Program of Post-Graduation in Education of the Federal University of Santa Maria UFSM. The interest of doing this research came from the moment that a female student with gifted and talented features was led to the project PIT team to proceed a pedagogical evaluation. This evaluation had the aim of verifying if this student could achieve the pedagogical conditions to enter in the first grade of the elementary school precociously. After the conclusion of the pedagogical evaluation it was realized that the student was pedagogically able to enter the school. From this fact, we investigated the process of school inclusion of the student with gifted and talented features, who attended the first grade of elementary school in a state public school in Santa Maria RS, problematizing questions related to school inclusion. Besides, other questions guided this study, among them: to accomplish a survey of the gifted and talented features this student showed during the observations in the classroom and on the family environment; to investigate in what way the disciplinary devices were used by the teacher A to become efficient the action of disciplinary power over the students bodies , especially on the observed student; to verify how the normative practices act around of the gifted and talented students; to analyze the speeches produced by the school inclusion polities; to propose a discussion about the school inclusion of the gifted and talented students hoping to problematize it. To answer these questions, I have made use of some Foucault s references besides other researchers who study this area. The data were collected from the observation of the daily routine in the classroom that the student was registered, as well as enrichment school activities, besides interviews with the student s teacher and parents. The results of the research point to a pedagogical practice that the disciplinary power and the power of the rule (FOUCAULT, 1988) contributed to the female student with gifted and talented features, in spite of being included, also was exposed to school exclusion situations. / A presente pesquisa insere-se na Linha de Pesquisa Educação Especial do Curso de Mestrado do Programa de pós-graduação em Educação da Universidade Federal de Santa Maria UFSM. O interesse em realizar esta pesquisa surgiu a partir do momento em que uma aluna com características de altas habilidades foi encaminhada para que a equipe do projeto PIT (Programa de Incentivo ao Talento) realizasse uma avaliação pedagógica. Esta avaliação tinha como finalidade verificar se a aluna obtinha condições pedagógicas para ingressar precocemente numa 1ª série do ensino fundamental. Após a conclusão da avaliação pedagógica foi constatado que a aluna encontrava-se pedagogicamente apta a ingressar na escola. A partir deste fato, buscamos investigar o processo de inclusão escolar da aluna com características de altas habilidades, que freqüentou à 1ª série do ensino fundamental de uma escola da rede pública estadual de Santa Maria RS, problematizando questões referentes à inclusão escolar. Além deste outros questionamentos nortearam este estudo, entre eles: realizar um levantamento das características de altas habilidades que a aluna manifestou durante as observações em sala de aula e no ambiente familiar; Investigar de que forma os dispositivos disciplinares foram utilizados pela professora A para tornar eficiente a ação do poder disciplinar sobre os corpos dos alunos, em especial da aluna observada; Verificar como as práticas normativas agem em torno dos alunos com altas habilidades; Analisar os discursos produzidos pelas Políticas de Inclusão Escolar; Propor uma discussão acerca da inclusão escolar dos alunos com altas habilidades buscando problematizá-la. Para responder a estes questionamentos utilizei alguns referenciais de Foucault além de outros pesquisadores que estudam nesta área. Os dados foram coletados a partir da observação do cotidiano da sala de aula em que a aluna foi matriculada, contou também com atividades de enriquecimento escolar, entrevistas com a professora e com os pais da menina. Os resultados da pesquisa apontam para uma prática pedagógica em que o poder disciplinar e o poder da norma (FOUCAULT, 1988) contribuíram para que a aluna com características de altas habilidades, apesar de ter sido incluída, também estava exposta a situações de exclusão escolar.
10

Sob a Torre de Marfim : A Escola Técnica Redentorista, um lugar de memórias, estratégias e práticas de gênero em Campina Grande- PB, (1975-1985).

Bélens, Jussara Natália Moreira 30 January 2013 (has links)
Made available in DSpace on 2015-05-07T15:08:54Z (GMT). No. of bitstreams: 1 ArquivoTotalJussara.pdf: 2638044 bytes, checksum: e1fca30d90cd4e895cb27b62149103c0 (MD5) Previous issue date: 2013-01-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis analyzes the gender subjectivities constructed between strategies of disciplinary power in the Technique School Redentorista- ETER, at Campina Grande - PB, among the years of 1975-1985, and the daily practices of pupils, teachers and professors who used to resignify in many ways the devices and the operators of control and pertaining to school regulation. The ETER was in the years of 1975-1985 a place of technic-professional education of manufacture of different subjectivities of gender, qualified for the new professional activities in ascension, in that historical and cultural configuration. The gender subjectivities, woven there, in some way, resized, in this city, still predominant sexists ideas that separated and opposed the places of education in level technician and college for men and women. Based in the Educational Reformation promulgated by the Law Nº 5,692/71, the ETER resized the educational philosophy, passing of masculine vocational seminary for a mixing school, among the decades of 1960 and 1970 and, later, in the year of 1975, for the Technique School Redentorista, under the motto of Educate To free . It started to offer the technician course in Electronics and Telecommunications for young women and poor youngsters of the city. The objective is to argue as the young students subjetivated the values repassed for the education that crossed values of the ability and the personal merit, spread out for the curricular structure, based in the technicality and humanists values, spread out for the pedagogical tactics in some disciplines and the pertaining to school activities creating, thus, in ETER, a familiar ambience and of friendship, present in the memory of the narrator. By means of the reading of documentation of the proper school (fiches of school registration of pupils, photo albums), the profile of the young students was arisen; we search in the periodicals A União and the Diário da Borborema, in the years cut for study, as the women participated of the spaces of education in this city, since this started to be synonymous of modernity/urban development; and from verbal history, knew different practices of women pupils and men pupils of ETER in the processes of subjectivation of the practical formation proposed by ETER. Unveiling via the practical memories of the daily ones of former-pupils and the microfreedoms lived by them to the history of the education of ETER, the thesis verifies as social place that the developmentalist military State and the catholic church, through the emblematic figure of the redentorista priest Edelzino Pitiá, exercised the desire of power and control of behaviors and feelings, shaping, thus, productive gender subjectivities with sight to education for the work and education for freedon. / Esta tese analisa as subjetividades de gênero construídas entre estratégias de poder disciplinar na Escola Técnica Redentorista- ETER, em Campina Grande PB, nos anos de 1975-1985, e as práticas cotidianas de alunas, alunos, professoras e professores que ressignificavam de várias maneiras os dispositivos e os operadores de controle e regulação escolar. A ETER foi nos anos de 1975-1985 um lugar de educação técnico profissional de fabricação de diferentes subjetividades de gênero, qualificadas para as novas atividades profissionais em ascensão, naquela configuração histórica e cultural. As subjetividades de gênero, ali tecidas, de alguma maneira, redimensionaram, nesta cidade, ideias sexistas ainda predominantes que separavam e opunham os lugares de educação em nível técnico e universitário para homens e mulheres. Baseada na Reforma Educacional promulgada pela Lei Nº 5.692/71, a ETER redimensionou a filosofia educacional, passando de seminário vocacional masculino para uma escola mista, entre as décadas de 1960 e 1970 e, depois, no ano de 1975, para Escola Técnica Redentorista, sob o lema de Educar para Libertar . Passou a oferecer curso técnico em Eletrônica e Telecomunicações para moças e rapazes pobres da cidade. O objetivo é discutir como as/os jovens estudantes subjetivaram os valores repassados pela educação que cruzava valores da competência e do mérito pessoal, difundida pela estrutura curricular, baseada no tecnicismo e em valores humanistas, difundidos pelas táticas pedagógicas em algumas disciplinas e nas atividades escolares criando, assim, na ETER, uma ambiência familiar e de amizade, presente na memória do/as narrador/as. Por meio da leitura de documentação da própria escola (fichas de matrícula do/as aluno/as, álbuns de fotografias), levantou-se o perfil do/as jovens estudantes; nos jornais A União e Diário da Borborema pesquisamos, nos anos recortados para estudo, como as mulheres participavam dos espaços de educação nesta cidade, já que esta passou a ser sinônimo de modernidade/desenvolvimento urbano; e a partir da história oral, conheceu-se diferentes práticas de alunas e alunos da ETER nos processos de subjetivação da formação proposta pela ETER. Desvelando por meio das memórias das práticas cotidianas de ex-aluna/os e das microliberdades vividas por ele/as à história da educação da ETER, a tese verifica como lugar social que o Estado militar desenvolvimentista e a igreja católica, por meio da figura emblemática do padre redentorista Edelzino Pitiá, exerciam o desejo de poder e controle de comportamentos, sentimentos, modelando, assim, subjetividades de gênero produtivas com vista à educação para o trabalho e à educação para 1iberdade .

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