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Coetzee's own experience of living in apartheid South Africa provides the backdrop for novels infused with sardonic irony and rich metaphoric systems. In modes of metafiction that emphasize the destructive and violent nature of language, he optimizes his unique oeuvre to interrogate global, national and domestic power relations. This dissertation relies on psychoanalytical theories that examine microstructures of power within the individual, and in his domestic domain. Each of Coetzee's chief protagonists carries a secret related to a dysfunctional mother/son relationship. This hampers their psychosocial dynamics, their masculinity and sexuality. As they respectively strive toward an elusive new life they confront patriarchal power structures that speak on behalf of individuals, '[whose] descent into powerlessness [is] voluntary' (Coetzee 2007: 4-5). Coetzee's constructed white males perform their several identity roles in milieux that span divergent phases of colonial history. His critique points to white patriarchal hegemonic ideological discourses that bespeak the self/other dichotomy in a postcolonial world where the language of dominance supports an oppressive status quo. / English Studies / M.A. (English)

L’intégration des nouvelles technologies en enseignement supérieur ne devrait pas être vue comme un simple effet de mode, mais plutôt comme un cadre de réflexion sur les orientations nouvelles à donner à l’Université du 21ème siècle, en termes de culture institutionnelle, de ressources organisationnelles et d’opérationnalisation d’objectifs de recherche et d’enseignement (Duderstadt et al, 2002 ; Guri-Rosenblit, 2005). En effet, l’émergence d’une nouvelle tendance de formation post-secondaire, qu’est l’intégration des solutions virtuelles au présentiel, n’est pas sans incidences sur les pratiques enseignantes. Or, la littérature n’offre pas de modèles descriptifs satisfaisants permettant de mieux saisir la pertinence des liens entre l’enseignement en contexte d’apprentissage hybride et le développement professionnel des enseignants universitaires. Aussi avons-nous procédé par des observations participantes de deux cours en sciences de la gestion à HEC Montréal, dans les programmes de certificat de premier cycle ainsi que par des entretiens d’explicitation et d’autoconfrontation, pendant toute la session d’automne 2014, pour respectivement recueillir des données sur les pratiques réelles d’un maître d’enseignement, en sociologie du travail, et d’une chargée de cours, en gestion de projets. Notre analyse du corpus, par catégorisations conceptualisantes, a permis la production d’énoncés nomologiques rendant compte de la dynamique de relations entre ces deux phénomènes. Sur le plan scientifique, elle a apporté un éclairage nouveau sur les processus de construction identitaire professionnelle en pédagogie universitaire, en regard des mutations technologiques, socioculturelles et économiques que subissent l’Université, en général, et les pratiques enseignantes et étudiantes, en particulier. L’approche inductive utilisée a donc permis de définir la structure des interactions des deux phénomènes, selon la perspective des deux enseignants, et d’élaborer des modèles d’intervention enracinés dans leurs pratiques quotidiennes. Aussi sur le plan social, ces modèles sont-ils l’expression d’une grammaire de la pensée et de l’action, ancrée dans les valeurs des enseignants eux-mêmes. Nous avons pris en compte le paradigme de la tâche réelle, versus celui de la tâche prescrite, en termes de mise en œuvre concrète des processus pédagogiques, pour rendre les résultats de cette recherche signifiants pour la pratique. Les modèles, qui ont émergé de notre configuration de la pensée dialogique des participants, peuvent être intégrés à la formation des enseignants universitaires en contexte de bimodalisation de l’Université. / The integration of new technologies in higher education should not be seen as a mere fad, but rather a framework for redesigning the new orientations to be given to the University of the 21st century, in terms of institutional culture, organizational resources and achieving the objectives of research and teaching programs. Indeed, the emergence of a new trend of higher education, that is blended learning, has impacts on the pedagogical practices. Yet, there are no satisfactory models in the literature that describes the link pertaining to the relationship between teaching in the context of blended learning and faculty development. Throughout the whole semester of fall 2014, we collected data, by the means of participant observations and self-confrontation interviews, on the teaching activities of one full-time lecturer, in sociology of work, and one part-time lecturer, in project management, with one undergraduate class of each lecturer in the programs of certificate at HEC Montreal. The data analysis, using the conceptual categorizations, brought about theoretical statements underpinning the dynamics of the relationships between the phenomena of blended learning and faculty development. Scientifically, our research has shed a new light on the processes of professional identity construction in faculty development, regarding the technological, sociocultural and economic changes that the University, in general, and, especially, the teaching and learning practices undergo. Our inductive approach has helped to elucidate the structure of the interactions of the two phenomena, from the point of view of the two lecturers, and to construct models of pedagogical practices rooted in their daily teachings. Therefore, socially, these models translate a grammar of thought and action, anchored in the very values of the lecturers. We took into consideration the paradigm of the actual task, versus that of the prescribed task, in terms of implementation of the pedagogical processes, so that the results of this study be meaningful to the practice. The emerging models, from our redesign of the dialogical thinking processes of the two lecturers, can be used for the training of the faculty integrating online solutions to face-face instructions.

Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2008. / Bibliography: p. 159-177. / This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identities of both engaged and disengaged students. -- Previous studies have tended to focus on the construction of disaffected student identities. In contrast, this case study tells the stories of both engaged and disengaged students and of their teachers utilising a unique framework that adapts and combines a range of theoretical perspectives. These include ethnography as a narrative journey (Atkinson, 1990), Fourth Generation Evaluation (Guba & Lincoln, 1990; Lincoln & Guba, 1989), reflexivity (Jordan & Yeomans, 1995), Grounded Theory (Strauss & Corbin, 1990; Sugrue, 1974) and multiple realities (Stake, 1984). -- The classical notion of the student-teacher dynamic is questioned in this inquiry. Students did not present powerless, passive, able-to-be motivated identities; they displayed significant agency in (re) creating 'self(s)' at Heartbreak High based largely on 'desires'. Engaged student identities reflected a teacher's culture and generally exhibited a "desire to know." In contrast, disaffected students exhibited a "desire for ignorance," rejecting the teacher's culture in order to fulfil their desire to belong to peer subculture(s). The capacity for critical reflection and empathy were also key factors in the process of their identity constructions. Disengaged students displayed limited capacity to empathise with, or to critically reflect about, those whom they perceived as "different". In contrast, engaged students exhibited a significant capacity to empathise with others and a desire to critically reflect on their own behaviour, abilities and learning. -- This ethnographic narrative offers an alternate lens with which to view pedagogy from the perspectives that currently dominate educational debate. The findings of this study support a multifaceted model of teacher identity construction that integrates the personal 'self(s)' and the professional 'self(s)' that are underpinned by 'desires'. Current tensions inherent in the composition of teacher identities are portrayed in this thesis and it reveals the teacher self(s) as possessing concepts that are desirous of being efficacious, autonomous and valued but are diminished by disempowerment and fear. / Mode of access: World Wide Web. / 266 p. ill

Coetzee's own experience of living in apartheid South Africa provides the backdrop for novels infused with sardonic irony and rich metaphoric systems. In modes of metafiction that emphasize the destructive and violent nature of language, he optimizes his unique oeuvre to interrogate global, national and domestic power relations. This dissertation relies on psychoanalytical theories that examine microstructures of power within the individual, and in his domestic domain. Each of Coetzee's chief protagonists carries a secret related to a dysfunctional mother/son relationship. This hampers their psychosocial dynamics, their masculinity and sexuality. As they respectively strive toward an elusive new life they confront patriarchal power structures that speak on behalf of individuals, '[whose] descent into powerlessness [is] voluntary' (Coetzee 2007: 4-5). Coetzee's constructed white males perform their several identity roles in milieux that span divergent phases of colonial history. His critique points to white patriarchal hegemonic ideological discourses that bespeak the self/other dichotomy in a postcolonial world where the language of dominance supports an oppressive status quo. / English Studies / M.A. (English)

L’efficience des représentations à l’oeuvre dans les dynamiques sociospatiales et leur cristallisation à travers une forte imagerie constituent à notre sens un objet de recherche fécond pour comprendre le fait urbain. Notre réflexion porte sur l’imagerie de deux quartiers à Annaba, Kouba et Les Allemands, respectivement représentatifs des ensembles collectifs réalisés dans le cadre du Plan de Constantine en 1958 et des ZHUN dans les années 1980. Les constructions identitaires qui y sont attachées sont largement liées à l’histoire urbaine et aux conditions de leur peuplement, le premier abrite majoritairement des cadres, des techniciens, le second reflète une sorte de proximité spatiale entre le même type de population et des sinistrés provenant des bidonvilles et de la médina. Ainsi, nous considérons que saisir l’imagerie contrastée caractérisant ces espaces, permettrait d’accéder aux logiques à la base, tant des actions urbaines initiées par les pouvoirs publics, que des modes d’appropriation des populations de ces quartiers, à travers leur itinéraire résidentiel, leurs mobilités, leurs usages, leurs interactions sociales et leurs relations à la ville. / The efficiency of the representations to work in the dynamic socio-space ones and their crystallization through a strong imagery constitute with our direction a fertile object of research to understand the urban fact. Our reflection relates to the imagery of two districts to Annaba, Kouba and the Allemands, respectively representative of the collective units carried out within the framework of the Plan of Constantine in 1958 and the ZHUN in the years 1980. Identity constructions which are attached there are largely related to the urban history and in the conditions of their settlement, the first shelters mainly executives, technicians, the second reflects a kind of space proximity between the same type of population and the disaster victim coming from the slums and medina. Thus, we consider that to seize the contrasted imagery characterizing these spaces, would give access logics the base, as well of the urban actions initiated by the authorities, as modes of appropriation of the populations of these districts through their residential route, their mobilities, their uses, their social interactions and their relations at the city.

Malgré l’ancrage de la médiation et de la médiation culturelle en traductologie surtout depuis le Tournant Culturel, il manque encore à ces notions une définition traductologique arrêtée. Partant des apports provenant de différents domaines – notamment la communication culturelle – et prenant appui sur une théorie causale de la traduction, nous proposons une réflexion en trois temps sur le traducteur comme médiateur culturel et sur ses interventions délibérées, dans une approche identitaire, textuelle et fonctionnaliste. Nous sondons la particularité de la construction identitaire du traducteur, acteur marqué par sa formation linguistique et par ses normes socioculturelles d’origine, mais très empathique envers l’Autre et son système normatif. Dans ce premier volet, les stratégies traductives sont étudiées en miroir des stratégies identitaires déployées par le traducteur pour préserver cohérence et valorisation de sa construction identitaire. Ensuite, nous considérons le texte et le type de texte à traduire comme des créations culturelles que le traducteur re-présente à sa communauté, en lui rendant la différence abordable aux niveaux formel, lexical et discursif. Pour ce faire, il déploie une panoplie de stratégies traductives variant de la norme rédactionnelle la plus conformisante à la plus différenciatrice. Dans ce deuxième volet, la préface du traducteur est étudiée comme un lieu de médiation directe, pour informer et recommander la lecture. Enfin, nous analysons deux finalités traductives par lesquelles le traducteur agit sur l’identité culturelle de sa communauté par le biais de sa re-présentation : la formation intellectuelle et la déconstruction/re-construction identitaire. Que ce soit à travers de simples textes ou des institutions à caractère éducatif, l’objectif premier du traducteur est d’informer le lecteur et, par cette information, il agit sur la re-définition de fondements essentiels de sa construction identitaire. / Though mediation and cultural mediation seem to be enrooted in Translation Studies especially since the Cultural Turn, a specialized definition of these notions is still missing. Based on their definitions in other different domains – especially cultural communication – and on a causal theory of translation, we present a three-fold thesis on the translator as a cultural mediator and on his deliberate interventions. The three axes we develop here are based on identity, textual and functionalist approaches. First, we analyze the specificity of the identity of the translator seen as a construction that is not only marked by the linguistic formation and the sociocultural norms of his original community, but also by the actor’s empathy towards the Other and his system of norms. In this first fold, translation strategies are studied as mirrors of identity strategies the translator follows in order to keep the coherence and the valorization of his identity construction. Then, the texts and types of texts are considered as cultural creations that the translator re-presents to his community through making cultural differences understandable on the formal, lexical and discourse levels. To do so, he uses different writing norms from the most conforming to the most differentiating one. In this second fold, the translator’s preface is seen as a privileged place for a direct mediation, in which he already informs his reader about the translation he’s about to read and recommends the reading. Finally, we study two translation functions through which the translator acts on the cultural identity of his community based on his re-presentation of the text: the intellectual formation of the reader and the de-construction/ re-construction of his identity. By the means of a simple text or of an educational institution, the translator’s first aim is to inform the reader, and through this information, he acts on the re-definition of essential foundations of his identity construction.

This study and the accompanying design project explore postmodern identity construction as a nomadic state of being in relation to the shared experience of space. The potential of the relationship between postmodern identity and physical space is explored both theoretically and through practical application. The main theory explored is ‘third space’, with specific reference to the concept of ‘thirdness’ as articulated by American psychoanalyst Jessica Benjamin (in Frosh&Baraitser 2009). This study examines how shared spaces can, through narrative reframed by ontology (Somers 1994), be seen as physical manifestations of the ‘third space’ as envisaged by the likes of Homi K Bhabha (1994) and Edward Soja (1996). The notion of ‘thirdness’ is used to explore the relationship between individuals and shared space. ‘Thirdness’ is also paralleled to Ubuntu. ‘Thirdness’ is investigated as a means to access shared relational spaces that provide an abundance of symbolic narratives that can be gathered and integrated into the self. This study explores how being connected through shared space has the potential to be constructive in identity formation in the wake of unstable postmodern identity. This study uses a design process adapted from Karl Aspelund (2006) as an approach to the research. In the context of this study, design is seen as more than the resulting artefact. It encompasses the thought process, the methods used and steps taken to reach a particular research outcome. This study attempts to form a synthesis between the theoretical research conducted and design praxis in the form of the design outcome. As inspiration for the design action, the design process followed in this research facilitates the exploration of theory that is perhaps unfamiliar to design discourse. The steps in the process allow the refinement of concepts, application of the theory in a practical environment (a paper making workshop) and finally, the visualisation of the theory via the design artefact (an animated short). The medium of animation is selected purposively in order to convey the interpretive narrative derived from the process. The paper produced in the workshop reflects the theory, inspires the narrative of the animation and is used to create the environment and characters of the animation, which, in turn, embody the overarching concepts of the study. Copyright / Dissertation (MA)--University of Pretoria, 2012. / Visual Arts / unrestricted