Thesis (Ph. D.)--University of Chicago, Dept. of English Language and Literature, Dec. 2003. / Includes bibliographical references. Also available on the Internet.

Thesis (M.A.)--Marshall University, 2003. / Title from document title page. Document formatted into pages; contains v, 85 p. Includes bibliographical references (p. 78-85).

Thesis (Ph. D.)--University of Chicago, Divinity School, August 2003. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of California, San Diego, 2003. / Vita. Includes bibliographical references (leaves 290-300).

Bakgrund: Varje år drabbas tusentals kvinnor av bröstcancer i Sverige. Sjukdomen förändrar livet på olika sätt för kvinnorna. Diagnosen ger upphov till olika känslor såsom oro, ångest och rädsla. Behandlingen medför olika biverkningar som kan ge känslan av att tappa sin identitet. Dessa erfarenheter kräver att sjuksköterskan har kunskap för att kunna ge rätt stöd, vård och bemötande för att lindra lidande och främja hälsa. Syfte: Syftet med studien var att belysa kvinnors erfarenheter av att leva med bröstcancer Metod: En kvalitativ innehållsanalys av modellen beskriven av Lundman och Hällgren Granheim (2014) baserad på fem självbiografier. Resultat: Ur analysen framkom fyra huvudkategorier; Rädsla för framtiden, Mista sin kvinnliga identitet, behov av samverkan samt förändrad livssyn med åtta underkategorier. Diskussion: Det är viktigt att sjuksköterskan har kunskap om de psykiska och fysiska förändringarna som sker i samband med bröstcancer hos kvinnorna. Genom att sjuksköterkan är medveten om kvinnornas erfarenheter och upplevelser ökar kunskapen för individanpassad vård. Slutsats: Kvinnorna som drabbas av bröstcancer lever med en ständig rädsla, ångest och oro. Stöd av personer i samma situation och sjuksköterskor har en viktig inverkan på kvinnornas hälsa och minskar deras lidande. / Background: Every year thousands of women are affected with breast cancer in Sweden. The disease changes the womens life in different ways. The diagnosis gives them different emotions like worry, anxiety and fear. The treatment involves different side effects that can give the feeling of losing your identity. These experiences require that the nurse have the right knowledge to give support, care and treatment to relive the suffering and promote health. Aim: The aim was to illustrate women's experiences of living with breast cancer. Method: Five autobiographies was chosen and analyzed with a qualitative content analysis described by Lundman and Hällgren Graneheim (2014). Results: Four categories emerged from the analysis; Fear of the future, Lose her female identity, The need for interaction and Altered outlook, with eight subcategories. Discussion: It is important that the nurse has knowledge of the psychological and physical changes that occur in women with breast cancer. If the nurse is aware of women's knowledge and experience the knowledge for individualized care increases. Conclusion: Women with breast cancer live with a constant fear, anxiety and worry. Support from people in the same situation and nurses have an important impact on women's health and helps to reduce their suffering.

The invasion of the Western Hemisphere by empire-building Europeans brought European forms of rhetoric to the Americas. American Indians who were exposed to European-style education gradually adopted some of the cultural ways of the invaders, including rhetorical forms and operations that led, via literacy in European languages, to autobiographical writing, historical consciousness, and literary self-representation. This dissertation uses rhetorical criticism to analyze autobiographical discourse of six eighteenth-century American Indian writers: Samuel Ashpo, Hezekiah Calvin, David Fowler, Joseph Johnson, Samson Occom, and Tobias Shattock. Their texts are rhetorically interrelated through several circumstances: all of these men were educated in a missionary school; most of them probably learned to read and write in English at the school; they left the school and worked as teachers and Christian missionaries to Indians, sharing similar obstacles and successes in their work; and they are Others on whom their teacher, Eleazar Wheelock, inscribed European culture. The six Indian writers appropriate language and tropes of the encroaching Euro-American culture in order to define themselves in relation to that culture and make their voices heard. They participated in European colonial culture by responding iv to, and co-creating, rhetorical situations. While the Indians' written discourse and the situations that called forth their writing have been examined and discussed through a historical lens, critiques of early American Indian autobiography that make extensive use of rhetorical analysis are rare. Thus this dissertation offers a long-overdue treatment of rhetoric in early American Indian autobiography and opens the way to rhetorical readings of autobiography by considering the early formation of the genre in a cross-cultural context.

This inquiry explores matrilineal autobiographical narratives in the contexts of family stories and memories. This self-study traces the stories of a collective of five women of a common Armenian heritage, who represent various generational, homeland and diasporic portraits and experiences. Carrying the burden of being descendants of genocide survivors, the memories we reconstruct and interpret deal with issues of inherited exile, dispossession, loss, trauma, survival and healing. In exploring these narratives, I engage in self-reflexivity as we construct, re-construct, re-present our narratives and their impact on our constructions and negotiations of self and identity. / I use the family album metaphor as a foundation for my narrative framework and weave together the participants' and my autobiographical reconstructions through the intertwined stories of memory, trauma and displacement. The self-reflexive nature of our multilayered autobiographical narratives reconnects our selves with our pasts. Within a diasporic frame, I use the narratives as interpretive tools to explore the effects of multigenerational diasporic experiences on constructions of identity and agency. / The relationships we develop using face-to-face group conversations, virtual discussions through a Web forum and emails, personal reflexive journals, photo props and collaged images, highlight a dialogic process of imagined possibilities for the transformative power of storying. The autobiographical inquiry bridges voice to self and self to voice. This authoring process is an essential medium to writing ourselves as women. The process also allows us to reclaim our vulnerabilities as sources of inner strength and to embrace this understanding as the locus of writing.

This thesis chronicles a journey for which there is no end. The journey is the author's search for authentic curriculum -- teaching and learning built around socially relevant themes, designed through an organic development process, and negotiated in relation to the interests of individual learners and the communities that support them. In struggling to find a "lens" that would allow children to navigate change in an increasingly complicated society, the author shifted her focus from the substantive domain to the perceptual. Influenced by Case's (1995) discourse regarding the nurturing of "global perspectives" in young children, the author identified nine characteristics of a "global/diversity" perspective. Rather than infusing curriculum with more information, teachers would nurture an approach to learning that permits children to suspend judgment, entertain contrary positions, anticipate complexity, and tolerate ambiguity. Through the use of "counter-hegemonic" children's literature the author found she could nurture the "seeds" of alternative perspectives forming a strong foundation for understanding and tolerance in the classroom and beyond. It is important to emphasise that the author had to internalise a "global/diversity perspective" herself in order to nurture it in others through a generative process she refers to as "living curriculum". The research methodology of currere was employed as a means of exorcising the unacknowledged biases, personal contradictions, and divergent influences that have fed the author's identity, and thus necessarily informed her philosophies and actions as an educator. The methodology of autobiography was a critical factor in permitting the author to recognise and take ownership of her own education. Autobiography led her into the tangled garden and compelled her to make sense of its organic cycles. The method of autobiography typically rattles the comfort margins of educational researchers who see it as patronising sentimentality, rather than a rigorous analysis of self-knowledge within contemporary scholarship. It is important that autobiographical researchers demonstrate resonance of their lived experience in scholarly discourse and pedagogy. The author discusses a number of possible criteria that could be used to evaluate autobiographical research - the most important of these being that the work spawns reflection and stirs praxis within the reader.

The epideictic discourse of political autobiography offers a powerful means of persuasion to attitude not otherwise available to politicians. In the extended narrative form of political autobiography, the audience's identification with characters, actions and speaker is central to persuasion. Narrative persuades implicitly by disposing the audience favourably to the rhetor and through the "common-sense assumptions" that the audience supplies in order to understand the discourse. The methodological approach used in this thesis, Fantasy Theme Analysis, addresses how the socialization process that is a primary function of epideictic rhetoric takes place. In the analysis, the rhetorical vision of the "game of politics" and two other fantasy themes are identified. The analysis demonstrates that an audience who identifies with this network of fantasy themes would also be influenced attitudinally and ideologically. The author concludes that political autobiography deserves further study because of its potentially important role in political persuasion. / vi, 95 leaves ; 29 cm

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