Thesis (M. Div.)--Baptist Bible Graduate School of Theology, 2006. / Abstract. Includes bibliographical references (leaves [60]-64).

Thesis (M. Div.)--Baptist Bible Graduate School of Theology, 2006. / Abstract. Includes bibliographical references (leaves [60]-64).

M.A., Faculty of Arts, University of the Witwatersrand, 1996

Thesis (M.A.)--Miami University, Dept. of Spanish and Portuguese, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 44-45).

This doctoral thesis is composed of two separate sections: a novel and a contextualising critical discussion. The novel deals with a thirteen-year-old boy named Morgan whose parents are separating, moving him from a comfortable city life to his mother’s hometown in rural Perthshire. There he begins a friendship with a mysterious young girl and together they tap into the landscape’s rich cultural history of Scottish tales and folklore. Split between parents he cannot understand and an ancient world of which he is not a part, Morgan’s flirtations with Scottish storytelling become a search for personal history and heritage, culminating in Morgan crafting his own story. This final story acts as a teller-created bildüngsroman but also challenges the authority and validity of the stories that he is told, highlighting the fallacy of any concepts of “ownership” inherent in them. The critical portion contextualises Morgan’s tale. It discusses how we problematize our interactions with the form of storytelling by fixing it as linear history to promote it as a national signifier or cultural vessel. The paper discusses this by engaging with the novel’s main themes through three distinct sections. The first examines eighteenth century engagements with Scottish storytelling and their role in creating national identity. It focuses on MacPherson’s Ossian scandals, Scott and Burns. The second section examines how this fractious groundwork developed during the twentieth century folk revivals and the cultural engagements of Henderson and the Scottish travellers. The final section discusses methodology and both the problems and strengths of contemporary academic responses. The paper argues that we have developed a methodology that is too rigid and reverential, often essentializing “fixed” understandings of storytelling in attempts to distribute ownership or champion nationalistic priorities. The thesis argues that attempts to preserve or promote the form often work to limit it. To make any progress in developing the “tradition”, we must approach it with a critical methodology that is free of elitism and allows new patrons of whatever experience or knowledge to contribute to it. The discussion poses that this is only possible if our critical and academic interactions become as malleable as the form itself: rather than attempt to absolve or excuse the difficulties and historical contradictions inherent in the form, it must openly embrace them as a vital part of a very “Scottish” form of storytelling.

Neste trabalho, analisam-se os entraves e as possibilidades postas pelas condições reais em que o trabalho escolar se materializa nos anos iniciais, durante a elaboração de uma proposta curricular no campo da linguagem, com foco na entrada das crianças na escrita. Os dados socializados são resultantes de uma pesquisa centrada no acompanhamento dos diferentes processos de introdução das crianças à escrita, coletados nos anos de 2011 a 2014, em turmas do 1º ao 4º ano do Ensino Fundamental, tendo como lócus uma escola pública municipal. No momento da intervenção nesses processos, com foco nas dobradiças entre a Educação Infantil, o 1º ano do Ensino Fundamental e seus anos seguintes, conta-se com a participação de alunos dos cursos de Letras e Pedagogia do CAMEAM/UERN, de pós-graduandos do Mestrado em Letras PPGL do mesmo campus e de profissionais da educação básica de uma escola pública da rede municipal de ensino de Pau dos Ferros/RN. Assentada em uma abordagem qualitativa, toma-se como eixo norteador a pesquisa participante e, com base nesta, estudos de caso com crianças acompanhadas em seus processos de alfabetização, as quais foram reposicionadas subjetivamente. Teoricamente, o trabalho está fundamentado em estudos que se baseiam em uma tríade que articula educação, linguística e psicanálise a discussões no campo da história da escrita. Ao final desta pesquisa, observam-se impactos qualitativos na formação docente e no manejo pedagógico, que implicam o apontamento de formas de o professor se posicionar ao lidar com as dificuldades de aprendizagem dos alunos e, ao mesmo tempo, preencher lacunas de uma formação que nem sempre oferece bases teóricas para tanto. Sugerem-se, ainda, redimensionamentos político-organizacionais que mantenham implicância sobre a alfabetização infantil, no sentido da elaboração de um plano de gestão que inclua o fluxo discente e a aprendizagem infantil como prioridades. Este estudo culmina na elaboração de uma proposta de linguagem para os anos iniciais que contemple a leitura, a oralidade e a escrita, com foco na dobradiça entre os anos iniciais e no decorrer do próprio ano letivo. / In this paper, analyzed the barriers and opportunities posed by the actual circumstances in which the school work is materialized in the early years, during the development of a proposed curriculum in the field of language, focusing on the enrollment of children in writing. The socialized data is the result of a research focused in monitoring the different processes of introducing literacy skills to children. Data collection was realized in the time span of 2011 to 2014 and dealt with 1st to 4th grade classes in a public elementary school. The research dealt with Children\'s Education, considering elementary school 1st grade and its following years. There was participation of students from Languages and Literature, graduate and post graduate levels, Education graduate students from the Campus Avançado Professora Maria Elisa de Albuquerque Maia in Pau dos Ferros-State University in Rio Grande do Norte in Brazil. Data was also collected amongst basic education professionals in a municipal public school. The work deals with a qualitative approach and participant research as well as a case study with children followed in their literacy processes, which were adjusted subjectively. Theoretically, the work fundaments itself on studies based on a triad that articulates education, linguistics and psychoanalysis and discussions regarding the field of History of Writing. Thus, it is possible to observe the qualitative impact in teacher education and their educational assessment. The way teachers deal with students learning difficulties and conduct education brings forth their own positions in the process and at the same time, fill the gaps related to training that commonly lack theoretical basis. It is suggested a need for political and organizational resizing. This can be done through the development of a management plan regarding child literacy; student education flow in order to prioritize early learning. This study culminates in a proposal related to language approach for the initial years that includes reading, speaking and writing skills, focusing on the early years and throughout the school year itself.

My project is a discussion of the differing styles of narrative found in Willa Cathers <i>My Ántonia</i>. My paper is founded on the premise that these differing styles of narrative are emblematic of larger, more fundamental cultural differences in the novel. Using George Dekkers The American Historical Romance as my framework, I identify two prevailing cultures in Cathers novelprogressive culture and traditional cultureand suggest that the narrative and the narrator wavers between them. As traditional culture is linked by Dekker with both the rural and the oral, and progressive culture is linked with the urban and the literate, I examine how the narrators movement between the two locations creates a shift in narrative style. The differing narratives styles and the cultures of which they are representative have an uneasy relationship in <i>My Ántonia</i>, and this paper examines their presence and the possibility of their continued co-existence.

My project is a discussion of the differing styles of narrative found in Willa Cathers <i>My Ántonia</i>. My paper is founded on the premise that these differing styles of narrative are emblematic of larger, more fundamental cultural differences in the novel. Using George Dekkers The American Historical Romance as my framework, I identify two prevailing cultures in Cathers novelprogressive culture and traditional cultureand suggest that the narrative and the narrator wavers between them. As traditional culture is linked by Dekker with both the rural and the oral, and progressive culture is linked with the urban and the literate, I examine how the narrators movement between the two locations creates a shift in narrative style. The differing narratives styles and the cultures of which they are representative have an uneasy relationship in <i>My Ántonia</i>, and this paper examines their presence and the possibility of their continued co-existence.

This dissertation contends that the "Orality Movement" in missionary circles has a dearth of theological development and is therefore susceptible to doctrinal error leading to ministry practices that are potentially harmful to the spiritual health of newly planted churches. As a corrective, this dissertation presents Kevin J. Vanhoozer's theodramatically-revised Scripture principle as a paradigm for the use of orality in ministry. Through the use of a Toulmin-model argument from practical reason, each chapter develops the argument supporting the thesis or claim of the dissertation. Chapter 1 establishes the first ground of the argument by establishing the legitimacy of Vanhoozer's theodramatically-revised Scripture principle. First, the chapter recognizes the improvement Vanhoozer makes to the classical orthodox position on the Scripture principle. Next, the chapter indicates how Vanhoozer responds to contemporary epistemological and hermeneutical concerns. Chapter 2 states the second ground of the argument by demonstrating how the dominant medium of communication has an impact on human cognition. The chapter defines orality and details the origins and subsequent history of research in orality. The chapter concludes with a description of the two dominant schools of thought in orality research. Chapter 3 develops the first warrant of the dissertation's thesis by chronicling the influence of orality research in both biblical studies and in missionary outreach. Chapter 4 states the second warrant of the argument by identifying an analogical oral dynamic in various aspects of the theodrama including the Trinitarian economy, creation, redemption, and the inspiration of Scripture. Chapter 5 demonstrates how Vanhoozer's revised Scripture principle can function as a paradigm by showing how it responds to Richard Osmer's four metatheoretical questions for practical theology as well as the four tasks of the discipline as a reflected practice. The reflected practice section includes a case study of how the use of the revised Scripture principle would allow one to respond to the use of an "oral Bible" by some mission practitioners.

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