Vi har sett ett behov av att lyfta fram tillvaratagandet av människors potential som en nyckelfaktor för hållbar utveckling. Med bakgrund i en doxologisk kunskapssyn har vi intagit rollen som bricoleurer, där vi utifrån ett heuristiskt angreppssätt och ett pragmatiskt användande av teori-U, eklektiskt hanterat teorier från olika forskningsfält. Först har vi undersökt hur människors uppfattning om staden kanaliseras genom metaforer och hur det påverkar våra städer och våra liv. Därefter har vi med stöd av komplexitetsteori, kaosteori och systemteori undersökt staden som en helhetsmetafor. Tillsist, med hjälp av i huvudsak Ken Wilbers integralfilosofi och Gilles Deleuze eklektiska filosofi når vi vår syntes om det vi kallar Stadens interna och externa samutveckling som på sätt och vis sätter stadens metaforer i ett sammanhang. / We have seen a need to embrace human potential as a key factor for sustainable development. With a background in a doxological epistemology we have taken the role of the bricoleur, and based on a heuristic approach and a pragmatic use of Theory U we have dealt with different research fields in an eclectic fashion. First, we have investigated how people´s perceptions of the city are channeled through metaphors and how it affects our cities and our lives. Drawn on complexity theory, chaos theory and systems theory, we examined the city as a whole. Finally, using Ken Wiber´s Integral Philosophy and the philosophy of Gilles Deleuze we reach our synthesis called The City´s Internal and External Co-evolution, which puts metaphors of the city in a context.

The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English First Additional Language (EFAL) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as promising strategies, though there is superficial implementation of some of these activities in the Intermediate Phase EFAL classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching EFAL to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching EFAL in the classrooms. The research was undertaken at two public primary schools, but the focus was on the Intermediate Phase at Ekurhuleni North District of Gauteng Province. It was found that most of the teachers understood the classroom interaction approach but it was not implemented in some EFAL classrooms as teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that EFAL teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the CAPS document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

薩爾曼•魯希迪的《摩爾人的最後嘆息》運用想像與史實描繪出一個印度家族的故事。這個四代家族所經歷的時間橫跨整個二十世紀，一般說來在這個世紀前半部分大多數國家經歷了殖民統治與帝國主義，而在後半部分則面臨去殖民與國家主義的風潮。因此，書中論及的這些殖民與後殖民的經驗也引發了一些重要的議題，像是混雜、多元文化，和國家主義。霍米•巴巴提出‘閾限空間’這個概念有助於對這本小說做深入的評價與賞析，特別是能促進對以上三個議題更深入而具體的認知。霍米•巴巴將許多概念納入‘閾限空間’這個總括性術語的討論範圍，因此本論文將從中擷取三個概念來論述這本小說，分別是混雜、文化差異、及國家意識。 本論文的導論先闡釋霍米•巴巴‘閾限空間’這個概念並且發掘魯希迪這本小說中許多重要的後殖民議題。這些議題與‘閾限空間’ 這個概念的關係密不可分，因此這個概念所延伸論及的理論便可用於理解並賞析這本小說。接下來的三章將分別以混雜、文化差異、及國家意識來發掘並建立《摩爾人的最後嘆息》與‘閾限空間’這概念之間的關係。第二章將藉由霍米•巴巴對殖民者與被殖民者之間的矛盾關係的論述進而深入理解小說中意欲呈現的殖民混雜與後殖民混雜。這種矛盾的關係理論上與他者化的過程有關聯，在這過程中身分認同與主體化不論是在後殖民理論還是此本小說中都是值得商榷的議題。第三章利用霍米•巴巴的‘文化差異’來重新檢視並且重新定義所謂的多元文化。魯希迪在小說中巧妙地將現在的印度重疊在過去由摩爾人統治的西班牙之上，這種後殖民的羊皮紙影像便可藉由文化差異與多元文化的概念得到更具體的意義。此外，閾限空間也是一種不同文化的接觸地帶，這樣的中介地域也有助於理解魯希迪在流行文化與高等文化間所採的折衷主義。第四章則著重於探討霍米•巴巴如何發展閾限空間與國家意識的理論關係，還有國家與敘事之間的關係。此章也將利用國家與敘事的關係來理解魯希迪是如何在這本小說中運用許多文學技巧在小說世界中重構國家形象，尤其是文本互涉的材料與歷史的指涉這樣的技巧。 最後的總論將重申在本論文中提及的一些重要的論點，藉由重申這些論點來總結論文提及的一些重要概念的大意，並且讓魯希迪的《摩爾人的最後嘆息》與巴巴的‘閾限空間’這個文本與理論相互闡釋並佐證的關係更為清楚。 / Salman Rushdie’s The Moor’s Last Sigh delineates, fictively and historically, a family saga in India. The four-generation family approximately spans the twentieth century that, generally speaking, has gone through colonization and imperialism in the first half as well as de-colonization and nationalism in the second half. Accordingly, they bring forth a few significant issues, such as hybridity, multiculturalism, and nationalism. Homi Bhabha’s idea of ‘liminal space’ is conducive to the evaluation of the novel, and expressly to the discussion of the above three concepts in a more specific way. He subsumes a lot of ideas under the umbrella term ‘liminal space’, so this thesis is to extract three ideas—hybridity, cultural difference, and nationness—to elaborate on the novel. The introductory chapter expounds Bhabha’s idea of ‘liminal space’ and also explores a few post-colonial issues in the novel. The issues in question are related to Bhabha’s idea of ‘liminal space’, from which some key ideas are derived so as to appreciate the fictional world Rushdie constructs in the novel. The following three chapters are respectively based on the three liminality-related ideas, whereby to find the relation of the novel with Bhabha’s ‘liminal space’. The second chapter is to obtain a deeper apprehension of colonial and post-colonial hybridity through Bhabha’s argumentation concerning the ambivalent relationship between colonizer and colonized. The ambivalent relationship is theoretically associated with the othering process. In the process, identification and subjectification are moot questions not only in post-colonial theory but in the novel as well. The third chapter is intended to make use of Bhabha’s idea of ‘cultural difference’ to review and redefine what the word ‘multiculturalism’ is like. In turn, it helps to shed much more light upon Rushdie’s palimpsesting modern India over Moorish Spain. In addition, liminal space refers to a contact zone of cultural difference that elucidates Rushdie’s eclecticism between popular culture and high culture in the novel. The fourth chapter is to discuss the way Bhabha colligates liminal space and the idiolect ‘nationness’ and the way he relates the idea of nation to narration. The relationship between nation and narration is applied to the understanding of how Rushdie utilizes literary techniques, especially intertextual materials and historical allusions, for a re-construction of a nation in a fictional world. The conclusive chapter is to reiterate some important arguments that are germane to the above key concepts and to the reciprocal clarification between Bhabha’s ‘liminal space’ and Rushdie’s The Moor’s Last Sigh.

Michel Maffesoli and Zygmunt Bauman add the traits of Benjamin's flâneur to the (neo-)nomad, namely his "flâneur" gaze and his relation to commodities. But in the concept of nomad these traits gain specific nature - on the field of fashion they transform nomad into migrant, who is capable of creative work with vanitas. Nomad as a travelling flâneur is a stranger-guest and becomes a tourist, willingly getting lost in the city and voluntarily being surprised by unexpected encounters. Tourists relation to his memories could be described with Benjamin's description of mémoire involontaire as a revived punctum. A tourist prepares his memories like a nicely descending ruins. Souvenir is his materialised memory. It's not only a duplicated plastic Eiffel tower, but a magic artifact. It's a collective aura, what's on Benjamin's mind when he writes about aura regression. The private aura comes instead, turning things to talismans, reenchanting the world. The era of postmechanical reproduction reminds one, that there is a way to reproduce not just mechanically but biologically: a bricolage remix is made. Souvenirs descend and take shape of hommogenic rummage which reveals the fundamental form of postmodern metamorphosis: recyclation. This metamorphosis can finally be used when analyzing the settler turn into nomad...

The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English First Additional Language (EFAL) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as promising strategies, though there is superficial implementation of some of these activities in the Intermediate Phase EFAL classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching EFAL to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching EFAL in the classrooms. The research was undertaken at two public primary schools, but the focus was on the Intermediate Phase at Ekurhuleni North District of Gauteng Province. It was found that most of the teachers understood the classroom interaction approach but it was not implemented in some EFAL classrooms as teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that EFAL teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the CAPS document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)