Ce projet de thèse explore les identités culturelles de la Renaissance de Harlem, aussi bien que les croisements épistémologiques et les agentivités littéraires et artistiques de cette période. Dans un premier temps, le projet s’intéresse à mettre en évidence les discours et les pratiques épistémiques qui traversèrent la Renaissance de Harlem lors de son débout. Notamment, les parrains et activistes de la Renaissance (Du Bois, Locke) sont étudiés dans leur rapport intellectuel avec le discours nationaliste américain; cet étude est situé dans le contexte d'urbanisation et réglementation des corps et des espaces tel qu'il eut lieu à New York au début du XX siècle, époque de la Grande Migration des noirs du Sud au Nord des États Unis. L'analyse se complexifie en considérant comment les pratiques artistiques mais aussi ludiques de Harlem s'approprient des identités genrées et racisées produites par le pouvoir étatique national, et comment les modernistes blanc.hes s'insèrent dans ces processus à niveau épistémique, discursif et poétique. Deuxièmement, le projet engage une lecture approfondie de l’œuvre de l'écrivain noir jamaïcain Claude McKay. Les écritures de McKay permettent de dégager des axes thématiques révélatrices des préoccupations communes aux parrains de la Renaissance: notamment le rapport à la performance des identitées racisées et gendrées dans les discours politiques et propagandistes nationalistes du début du XX siècle. D’ailleurs, les écrits de McKay dépassent la formalisation idéaliste du “black folk” (Du Bois) portée par les élites culturelles de la Renaissance de Harlem, pour se situer sur un terrain plus matériel et existentiel. A partir du style dialogique des écrits de McKay, et de leur rapport aux écritures nationalistes européennes, le projet réfléchit donc à la notion d’intersubjectivité, alors que la littérarité des ouvrages de la Renaissance de Harlem est mise en avant et étudiée en relation aux subjectivités noires et blanches qui s’affrontent ou rencontrent dans le panorama national de l’époque. Troisièmement, le style et les figures culturelles et poétiques déployées dans la fiction de McKay guident l’étude des oeuvres signées par Wallace Thurman, Richard Bruce Nugent, Nella Larsen, aussi bien qu’une discussion des ouvrages par des auteurs et autrices blanches. Ici, la question méthodologique de la mort de l’auteur, mise à l'épreuve des concepts de race et de genre, sera ultérieurement approfondie afin de dégager un éventail d’identités culturelles le plus vaste et riche possible, et d’interroger les rapports de pouvoir liés à la performance de ces identités dans les arts et la littérature de l'époque. / This research project explores the cultural identities and the literary and artistic agencies of the Harlem Renaissance. Firstly, discourses and epistemological practices that traversed the Harlem Renaissance are highlighted in a short intellectual genealogy of the movement. In particular, the relationship of the godfathers of the Harlem Renaissance (W.E.B. Du Bois, Alain Locke) to the American nationalist discourse is given front stage. Such relationship is considered on the background of early-XX-century New York urbanization and regulamentation of bodies and spaces, as the Great Migration of black Americans from the South to the North was taking place. The analysis is complexified by considerations on how, in Harlem, artistic and recreational practices appropriated gendered and racialized identities generated by national state power; also, white modernists' epistemic, discursive and poetic participation to the process is explored. Successively, the research project engages with the reading of black Jamaican author Claude McKay’s literary works. McKay’s writings allow us to trace some thematic axes that show commonalities with the Renaissance godfathers’ concerns, notably in relation to the performance of raced and gendered identities in political and propagandistic discourses of the beginning of the XX century. Yet, it appears that McKay’s writings exceed the idealist formalization of the “black folk” (Du Bois) supported by the cultural elites of the Renaissance, to occupy a ground which privileges a material and existential outlook. Elaborating from the dialogism that characterizes McKay’s writings, and from their relation to European nationalist fictions, the thesis reflects on the notion of intersubjectivity as the literariness of the Harlem Renaissance works is considered and put in relation to black and white subjectivities that clash or meet on the national panorama of the time. Thirdly, the style and cultural figures that appear in the McKay’s fiction provide some guidelines to the study of the works by black writers Wallace Thurman, Richard Bruce Nugent, Nella Larsen, as well as of the works by white writers such as Carl Van Vetchen. Contextually, the methodological question of the death of the author will be further explored in order to extricate a vast and complex specter of cultural identities, and to question power relations linked to the performance of such identities in the arts and writings of the time.

Made available in DSpace on 2016-08-10T10:35:05Z (GMT). No. of bitstreams: 1 Marcos Costa de Freitas.pdf: 8221583 bytes, checksum: 60d9c9d69c0b9d1e97ec4dc7be7e4b69 (MD5) Previous issue date: 2010-02-18 / This research investigates the Brazilian graphic design through a historical perspective of an ever building discipline concept, in view of knowledges and abilities integrated and pointed from its imaginary limits. In essential terms, it is summarized as an effort to revisit the recent past of the Brazilian graphic design in a search to better understand the configuration of its noises. The P&D Design Congress is taken as an access door to the research input need that works automatically as a temporal and geographic clipping. However, the research still inspects the historical landmarks of the discipline (from a distant past) to produce the temporal counterpoint of the debate. / Esta pesquisa investiga o design gráfico brasileiro através da perspectiva histórica da disciplina, tendo em vista os conhecimentos e as competências sinalizadoras dos limites imaginários de seu campo. Em termos essenciais, resume-se a um esforço para revistar o passado recente do design gráfico brasileiro em busca de compreender melhor a configuração de sua episteme. O congresso P&D Design é adotado como uma porta de acesso aos registros históricos necessários à pesquisa e, ao mesmo tempo, fornece também recorte geográfico e temporal desta dissertação. Todavia, a pesquisa revista os marcos históricos da disciplina, para produzir o contraponto temporal do debate.

This is a dissertation on education that focuses on leadership making at the departmental level of higher education. The aim of this dissertation is to generate knowledge about the making of leadership, seen as identity development in the discourse on academic leadership. This by studying the logic and tensions of discourse, what leadership identities the discourse expresses at different times and by describing an understanding of different processes of leadership identity development. The frame of reference in this study is based on a relationistic and non-dualistic theoretical framework, which suggests that discourse theory can help us understand the reality as discursive and the view on leadership in higher education as socially constructed through talk and other actions within a specific discourse. Two empirical studies were performed by making interviews and then a multivariate correspondence analysis of the nodes (symbolic areas of talk) that the informants attached significance were carried out. Study I focuses on the discourse on academic leadership expressed by 15 departmental heads at five occasions, from the time where the heads were novices to a time four years later when they were more experienced. These interviews were used for the construction of three empirically based study objects; the novice discourse, the problem discourse and the experience discourse. Study II was conducted in four case departments. Its aim was to shed light on the discourse on academic leadership from the point of view of staff members, rather than from that of departmental heads themselves. Totally, in these four departments, 33 interviews with different categories of staff members were performed. The empirically based study object was here the staff members’ discourse. Each discourse construction may be said to be built up by the discourse episteme, subepisteme and subject positions and a relational analysis of the discourse structure have been used to describe the discourse’s logic and tensions and its identity expressions. By contrasting the discourse constructions over time also identity development was illuminated. For study I, one of the aspects of the logic of discourse on academic leadership is that in the course of time it goes from being a heterogeneous discourse with only a few common episteme nodes towards being a more homogeneous, unified and coherent discourse with a larger common core. The shared leadership identity base is thereby made more extensive. Six central symbolic areas of talk recur in similar ways at the three points of time for the analysis of study I: the handling of the economy, staff management (HRM), laws, ordinances and rules for the headship, the heavy workload and time shortage, delegation of tasks and responsibilities and support through leadership training and education. Examples of three relatively common identity development processes in the discourse on academic leadership are: 1) a vague development process where a non-head of department leadership identity is strong over time, 2) a process of development from an uncertain and fuzzy to a positive and obvious manager identity, and 3) a process of development from an uncertain and fuzzy to a gender-related and problem-orientated leadership identity. Thus the main result of the studies is the visualisation of the gender segregation process that the discourse makes possible and the different ways in which academic leadership is expressed in the male-dominated versus the female-dominated positions. The discourse logic for staff members in study II also shows a partly gender-separated discourse. On the other hand, there are not much content similarities, through nodes, in the gender-separated relational structure in the sense that the female staff/heads and the male staff/heads in both studies express similar symbolic areas of talk.

Dans ce mémoire, nous présentons la notion de placage développée par DaryushShayegan. Le placage lie dans un espace interépistémique deux épistémès (tradition et modernité) hétéromorphes. Puisque les deux épistémès ne peuvent être mises en relation sans réduction, leur chevauchement aboutit à des distorsions. En adoptant une posture d’herméneute, nous mettons à nu les structures du texte qui définissent la notion de placage. Puis, nous nous interrogeons sur les « implications non claires », ces aprioris de l’auteur qui marquent le texte. Ce processus nous amène à définir la notion de paradigme (Kuhn), celle d’épistémè (Foucault) et de saisir quelle utilisation en fait DaryushShayegan dans la construction du placage. Dans la seconde partie, nous discutons la problématique de la hiérarchisation des épistémès. Alors que la position de DaryushShayegan comporte des relents de néo-orientalisme, nous voyons que les approches rhizomique et traditionaliste dissolvent la problématique en question. / In this thesis, we present the notion of grafting developed by DaryushShayegan. In an inter-epistemic space, grafting links two heteromorphic epistemes (tradition and modernity). As both epistemes cannot be equated to one another without first diluting them, any overlapping characteristics that might emerge will be distorted. By assuming the guise of hermenauts, we strip to the core the structures of the text that define the notion of grafting. We then examine the “non-clear implications”, the author’s preconceived notions that permeate the text. This process forces us to define the notions of paradigm (Kuhn) and of episteme (Foucault), and to grasp how the author utilizes them to construct the notion of grafting. In the second part, we discuss about hierarchical relations between both epistemes. Even though DaryushShayegan’s position contains elements of neo-orientalism, we see that the rhizomic and traditionalist approaches dissolve the problem at hand.

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Den här uppsatsen behandlar mitt agerande utifrån två olika dilemman. I det första dilemmat intar jag ett grupperspektiv och utesluter individen. Den andra situationen skildrar en händelse där jag som pedagog utför en aktivitet tillsammans med ett barn, där individperspektivet blir i fokus och gruppen utesluts. Syftet med denna uppsats är att finna en fördjupad förståelse för mitt eget handlande utifrån de två dilemman som uppstod. Hur kan jag med säkerhet veta att mitt val av perspektivtagande i stunden är det rätta att utgå ifrån? Kan jag välja att utgå från både individens och gruppens perspektiv? Utifrån mina två dilemman har jag med stöd av reflektion och diskussioner med kurskamrater och handledare utfört en undersökning om hur mitt handlande hade kunnat ske utifrån olika infallsvinklar. Genom reflektionen och analysen har essäskrivande som metod varit det centrala verktyget. I undersökningen använder jag mig av bland annat Piagets och Vygotskijs teorier och tankar, men också pedagogisk litteratur, forskning och uppsatser finns som stöd i min uppsats. Min första tanke var att undersöka individen och gruppens perspektiv. Men under processens gång väcktes nya områden att se perspektiven ifrån. I min essä behandlas läroplanen, det sociala samspelets betydelse, det kompetenta barnet, inkludering och exkludering, barn i behov av stöd, normkritiskt förhållningssätt samt vetenskaplig grund, beprövad erfarenhet och praktisk kunskap. I det sista kapitlet belyser jag Aristoteles begrepp episteme (vetskap) och fronesis (praktisk klokhet) och vad avsaknaden av dessa begrepp bidrog till. I min reflektion och analys beskriver jag vad som hände, samt hur jag skulle gjort ha gjort idag. Min undersökning visar på att bristen av kunskap i de två olika situationerna bidrog till att antingen gruppen eller individen blev utesluten, exkluderad utifrån mitt tolkningsföreträde. / This essay is focused on my actions based on two different dilemmas. In the first dilemma I take on a group perspective, excluding the individual. The other dilemma describes a situation where I as pedagogue perform an activity together with a child, focusing only on the individual perspective and excluding the group. The purpose of this essay is to get a deeper understanding of my own actions on the two arisen dilemmas. How can I know for sure that my chosen perspective is the right one to work by? Can I choose to focus on both the individual´s and the group´s perspective? Based on my two dilemmas, I have been able to carry out a study of how my actions could have been from different angles of approach by using essay as a method. This has been possible through reflection, discussions with classmates, mentor and analysis. In the study, I use Piaget´s and Vygotskij´s theories and thoughts, pedagogical literature, previous research, and essays to support my conclusions. My initial thought was to examine the perspective of both the individual and the group. But during the process, I came across more interesting areas and perspectives to study. My essay covers the Swedish curriculum, the importance of social interaction, the competent child, inclusion and exclusion, children with support needs, norm-critical approach and scientific basis, proven experience, and practical knowledge. In the last chapter, I highlight Aristotele´s concepts of techne (prociciency), episteme (knowledge) and fronesis (practical wisdom) and what the lack of these concepts contributed to. In my reflection and analysis, I describe what happened versus how I would have acted in a similar situation today. My research shows the lack of knowledge in the two different dilemmas contributed the exclusion of either the group or the individual based on my own interpretive precedence excluded.

The thesis interprets the development of Foucault's thinking and within The Order of Things it subjects the whole concept of economy to critical reflection and defines the structure and dynamics on which the term is built. My work progresses from the abstract issue of Foucault's thinking to specific theories related to the topic. The first part is focused on the key changes and breaks across the author's thinking and work and forms the basis for a comparison of The Order of Things with a broader view of Foucault's thinking. Then I follow with economic theory basis in The Order of Things and define terms such as monetary theory, value theory, wealth analysis and other that are directly connected with economic issues. I focus on authors of economic theories who have influenced Foucault's thinking or are differently connected with my explication, e.g. Adam Smith, David Ricardo or Karl Marx. In the final part of the thesis I compare Foucault's thoughts and conclusions with the philosophy of Louis Althusser in his book Reading Capital which is based on Karl Marx's theories. The focus is mainly on the interpretation of modern episteme which is in The Order of Things directly related to the term of economy. I introduce common and different attributes of Althusser's and Foucault's thinking and present my...

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Detta är en studie som utforskar fritidspedagogers uppfattning om samtal med barn i deras verksamhet. Vår utgångspunkt var sokratiska och filosofiska samtal som vi stötte på under en kurs i ”barns existentiella frågor”. Vi blev då nyfikna över hur detta såg ut i verkligheten, om det fanns överhuvudtaget. Vi använder oss av ett fenomenologiskt perspektiv kombinerat med kunskapsbegrepp från Aristoteles för att få goda verktyg i en analys utifrån kvalitativa intervjuer. Vi använder även Skolinspektionens kvalitetsgranskning av fritidshemmen från 2010 för att få ett bollplank att jämföra de mönster vi hittat och de mönster de identifierat. I arbetet kom vi fram till att pedagoger ofta strävar efter mål som de inte alltid kan uppnå av olika orsaker samt att de i samtal med elever vill ha det resultat som ett Sokratiskt eller filosofiska samtal har möjlighet att bidra till. Dock upptäckte vi att man genom samtal försöker lära elever praktisk klokhet men med samma metoder man använder för att lära ut teoretisk kunskap. / In this study, we will be exploring the extended school teacher’s perception of dialogue with children in their work environment. The starting point for this study happened when we encountered Philosophical and Socratic dialogues as a didactic tool in our course “the child's existential questions”. This sparked our interest, trying to figure out how these would look like in the real world, if they were present at all. This study is using a phenomenological perspective, combined with Aristotle's theory of knowledge with the purpose of giving us the tools required for analyzing our qualitative interviews. We will also be using a report from Skolinspektionen regarding the quality of extended school teacher’s work environment from 2010 with the purpose of comparing the results we find in our study against the results they identified. The results of this study concluded that pedagogues often strive for goals that may be difficult to reach, for a couple of different reasons. Also in their dialogues with children they strive for results that philosophical and Socratic dialogues can contribute to. We also learned that the extended school teachers try to teach practical wisdom but with the tools of teaching theoretical knowledge.

<p>Uppsatsen är en beskrivande och reflekterande studie över ett kombinerat demonstrations- och intervjuprogram. Programmet programmerades och användes i syfte att förbereda utvecklingen av ett datorprogram som ska lära ut och träna argumentation.</p><p>Studien beskriver hur intervjuprogrammet konstruerades med avseende på teorier från retorik och pedagogik, samt resultat därur. Avslutningsvis diskuteras processen och potentialen i att skapa ett program som skulle kunna ligga till grund för ett personligt kunskapande, ett argumentationsprogram.</p><p>Sammanfattning;</p><p>Tekniker för argumentation tränas inte naturligt i skolorna, inte heller i vardagen. Successivt lärs argumentation på olika vis, självständigt eller genom andra. Man lär sig eller blir lärd. Intervjuprogrammet gav tydliga signaler om hur ett argumentationsprogram bör utformas för att tala till användaren på ett så tydligt och personligt vis som möjligt.</p><p>Slutdiskussionen redogör för vad ett sådant argumentationsprogram skulle kunna innebära för användaren. Ett eventuellt argumentationsprogram kommer att lära ut en stabil, lite förenklad grund, som ger användaren fem tydliga topiker och träning i att använda dem. Verktyg som senare och i andra situationer kan tillämpas vid argumentation.</p>