This dissertation examines everyday life in selected works by Dorothy Richardson, Virginia Woolf, and Katherine Mansfield. It builds on recent scholarship by Bryony Randall (2007) and Liesl Olson (2009), who have argued that modernism marks a turn to the mundane or the ordinary, a view that runs contrary to the long-established understanding of modernism as characterized by its stylistic difficulty, high culture aesthetics, and extraordinary moments. This study makes a departure from these seminal critical works, taking on a feminist perspective to look specifically at how modernist authors use style to enable inquiry into women’s everyday lives during the modernist period. This work draws on everyday life studies, particularly the theories of Henri Lefebvre, Michel de Certeau, and Rita Felski, to analyze what attention to the everyday can tell us about the feminist aims and arguments of the literary texts. The literary works studied here include: Dorothy Richardson’s Pilgrimage (predominantly the fourth volume, The Tunnel), Virginia Woolf’s To The Lighthouse and The Waves, and Katherine Mansfield’s “Bliss” and “Marriage à la Mode.” This dissertation argues that these works reveal the ideological production of everyday life and how patriarchal power relations persist through mundane practices, while at the same time identifying or troubling sites of resistance to that ideology. This sustained attention to the everyday reveals that the transition from Victorian to modern gender roles was not all that straightforward, challenging potentially simplistic discourses of feminist progress. Literary technique and style are central to this study, which claims that Richardson, Woolf, and Mansfield use modernist stylistic techniques to articulate women’s particular experiences of everyday life and to critique the ideological production of everyday life itself. Through careful analysis of their various uses of modernist technique, this dissertation also challenges the vague or uncritical uses of the term ‘stream of consciousness’ that have long dominated modernist studies. This dissertation makes several original contributions to modernist scholarship. Its sets these three authors alongside one another under the rubric of everyday life to see what reading them together reveals about feminist modernism. The conclusions herein challenge the notion of an essentializing ‘feminine’ modernism that has largely characterized discussion of these authors’ common goals. This dissertation also contributes a new reading of bourgeois everydayness in Mansfield’s stories, and is the first to discuss cycling as a mode of resistance to domesticity in The Tunnel. It argues for the ‘mobile space’ of cycling as a supplement to the common symbol of feminist modernism, the ‘room of one’s own.’ The reading herein of Woolf’s contradictory approach to the everyday challenges the accepted view among Woolf scholars that her theory of ‘moments of being’ has transformative power in everyday life. This dissertation also makes a feminist intervention into everyday studies, which has been criticized for its failure to take account of women’s lives. / Graduate / 2015-04-16 / 0593 / tarastar@gmail.com

Este trabalho está inscrito no campo da História da Educação e trata de investigar a transição da forma escolar conhecida por classes multisseriadas, para as escolas-núcleo, num processo conhecido por nucleação de escolas. A investigação buscou conhecer o uso e os consumos que eram feitos do espaço por alunos e professores, no período de transição de escolas. A análise, do campo de investigação que a pesquisa pretendia observar, buscou o apoio necessário nas teorias de Michel de Certeau (1985 e 1990), mais precisamente nas teorias sobre “Usos e consumos” e “Estratégias e táticas de apropriação”, a fim de estabelecer uma relação entre a maneira como alunos e professores, e não apenas estes, mas a comunidade envolvida com a escola, consomem os espaços e tempos nas “escolas-casa” 1 e nas “escolas grandes”. Um dos objetivos era observar e analisar a forma como essa transição poderia ter impactado em seus processos de identidade e pertencimento ou resistências (antidisciplina certeauniana). O método empregado na realização deste estudo foi o de História Oral, juntamente com Análise Documental, através do qual foram realizadas entrevistas com professores, alunos e ex-alunos, funcionários da Smed,2 que tiveram participação no processo de nucleação. A análise textual discursiva do material das entrevistas, dos documentos, das leis e dos registros produzidos, através de observação no campo de investigação, foram organizados, analisados e interpretados sob a luz das teorias de Michel de Certeau. O papel social desempenhado pelas escolas, indo além da função educativa foi uma importante constatação decorrente desta investigação. Este fato pode ser observado nas escolas estudadas em dois períodos, na década de 40, quando o processo pela anexação das localidades ao município de Caxias do Sul se desenrolava, quanto na década de 90, já com a implantação do processo de nucleação, quando algumas comunidades lutaram para manter suas escolas, enquanto outras comunidades às perderam e, praticamente, pereceram junto com elas. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-10-20T18:20:28Z No. of bitstreams: 1 Dissertacao Marcos Vinicius Benedete Netto.pdf: 12562962 bytes, checksum: 614027814f5f718557e1211f49491eda (MD5) / Made available in DSpace on 2016-10-20T18:20:28Z (GMT). No. of bitstreams: 1 Dissertacao Marcos Vinicius Benedete Netto.pdf: 12562962 bytes, checksum: 614027814f5f718557e1211f49491eda (MD5) Previous issue date: 2016-10-20 / This work is registered in the field of the History Education and this research is about the transition between schools known as multigrade schools to rural group schools, in a process known as “nucleação de escolas”. The research sought to know about the use and consumptions which were made of space by students and teachers in the period of transition between schools. The analysis of the investigation field that research intended to observe, sought the necessary support in Michel de Certeau's theories (1985 and 1990), more precisely in the theories of "Uses and Consumption" and "Strategies and Tactics" of appropriation, in order to establish a relationship between the way students and teachers, not only these, but the community surrounding the school consumes the spaces and time in "house schools" and the "big schools"3. One goal was to observe and analyze how this transition could have impacted on their processes of identity and belonging or resistances (Certeau’s anti-discipline). The method used in this study was the Oral History method, along with Document Review, through which interviews were conducted with teachers, students and ex- students and employees of SMED4 with participation in the nucleation process. The discursive textual analysis of the material from interviews, documents, laws and records produced by observation in the field of research, were organized, analyzed and interpreted in the light of the Certeau’s theories. One of the discoveries of this investigation was the social role played by schools, which goes beyond the educational function. This fact can be observed both at the time of isolated schools, In the 1940s when the processes by annexing of Fazenda de Souza, Santa Lucia of Piaí and Vila Oliva districts, was unrolling and the schools had a fundamental role in this process, as the nucleation process of the 1990s, when some communities kept these schools while other communities who have lost the schools pratically perished with her.

Este trabalho está inscrito no campo da História da Educação e trata de investigar a transição da forma escolar conhecida por classes multisseriadas, para as escolas-núcleo, num processo conhecido por nucleação de escolas. A investigação buscou conhecer o uso e os consumos que eram feitos do espaço por alunos e professores, no período de transição de escolas. A análise, do campo de investigação que a pesquisa pretendia observar, buscou o apoio necessário nas teorias de Michel de Certeau (1985 e 1990), mais precisamente nas teorias sobre “Usos e consumos” e “Estratégias e táticas de apropriação”, a fim de estabelecer uma relação entre a maneira como alunos e professores, e não apenas estes, mas a comunidade envolvida com a escola, consomem os espaços e tempos nas “escolas-casa” 1 e nas “escolas grandes”. Um dos objetivos era observar e analisar a forma como essa transição poderia ter impactado em seus processos de identidade e pertencimento ou resistências (antidisciplina certeauniana). O método empregado na realização deste estudo foi o de História Oral, juntamente com Análise Documental, através do qual foram realizadas entrevistas com professores, alunos e ex-alunos, funcionários da Smed,2 que tiveram participação no processo de nucleação. A análise textual discursiva do material das entrevistas, dos documentos, das leis e dos registros produzidos, através de observação no campo de investigação, foram organizados, analisados e interpretados sob a luz das teorias de Michel de Certeau. O papel social desempenhado pelas escolas, indo além da função educativa foi uma importante constatação decorrente desta investigação. Este fato pode ser observado nas escolas estudadas em dois períodos, na década de 40, quando o processo pela anexação das localidades ao município de Caxias do Sul se desenrolava, quanto na década de 90, já com a implantação do processo de nucleação, quando algumas comunidades lutaram para manter suas escolas, enquanto outras comunidades às perderam e, praticamente, pereceram junto com elas. / This work is registered in the field of the History Education and this research is about the transition between schools known as multigrade schools to rural group schools, in a process known as “nucleação de escolas”. The research sought to know about the use and consumptions which were made of space by students and teachers in the period of transition between schools. The analysis of the investigation field that research intended to observe, sought the necessary support in Michel de Certeau's theories (1985 and 1990), more precisely in the theories of "Uses and Consumption" and "Strategies and Tactics" of appropriation, in order to establish a relationship between the way students and teachers, not only these, but the community surrounding the school consumes the spaces and time in "house schools" and the "big schools"3. One goal was to observe and analyze how this transition could have impacted on their processes of identity and belonging or resistances (Certeau’s anti-discipline). The method used in this study was the Oral History method, along with Document Review, through which interviews were conducted with teachers, students and ex- students and employees of SMED4 with participation in the nucleation process. The discursive textual analysis of the material from interviews, documents, laws and records produced by observation in the field of research, were organized, analyzed and interpreted in the light of the Certeau’s theories. One of the discoveries of this investigation was the social role played by schools, which goes beyond the educational function. This fact can be observed both at the time of isolated schools, In the 1940s when the processes by annexing of Fazenda de Souza, Santa Lucia of Piaí and Vila Oliva districts, was unrolling and the schools had a fundamental role in this process, as the nucleation process of the 1990s, when some communities kept these schools while other communities who have lost the schools pratically perished with her.

The West has long been an important geographic and symbolic space for the United States. In the 19th and 20th centuries that space became the subject of numerous popular works of fiction, first in print and later in the cinema. These texts eventually formed a specialized genre, the Western, which had its own conventions, styles, and themes. Wallace Stegner's Angle of Repose and Fred Zinnemann's High Noon, both seminal western texts from the mid-twentieth century, seek to reinterpret those conventions. While the Western is often characterized as a genre of violent masculinity and rugged individualism, these two texts employ conventional Western motifs in an effort to articulate a metafictional criticism of those ideas. Ultimately, they posit a reality in which traditional portrayals of the West lead to alienation, while also advocating an escape from that alienation.

No description available.

在晚近的現代城市論述裡，城市常被認為是一抽象、陽剛且具有排外性質的空間；二十世紀初開始成形的概念城市(concept city)即是其例。概念城市將空間轉為清晰可讀，以便於居民生活及加速其政經發展；但相對地來說，這樣的空間也極其霸道。概念城市以其單義、同質的空間性質削弱了、甚至替代了城市裡既存的多元差異；這包含了城市原有的建築、文化及居民生活。 以二十世紀初的英國倫敦為例，當維吉尼亞˙吳爾芙著手撰寫《戴洛維夫人》時，倫敦地鐵(London Underground)已縱行於地底下數十年；地鐵改變了倫敦白天的城市地貌，也影響著外來客的行動、改變了倫敦居民的生活習慣與文化。倫敦地標大鵬鐘(Big Ben)則是另一例的城市指標。鑄造於十九世紀中葉的大鵬鐘，根據格林威治(Greenwich)時間準點報時，迄今已有百餘年；它的報時已成為倫敦人重要的時間指示，它的存在也日復一日地提醒著有關大英帝國過去輝煌的殖民偉業及其驕傲。在《戴洛維夫人》裡，吳爾芙將大鵬鐘的鐘聲與小說人物生命橫向交織；大鵬鐘常在小說人物生命中重要的時刻出現，又或者說，它的每一次報時同時也在小說人物的生命中印下不一樣的記憶。在二十世紀初的倫敦，地鐵已四通八達，而吳爾芙《戴洛維夫人》小說中的人物仍選擇以步行方式體驗城市；這體驗既帶有享受雙腳自由行動的意味，其無可預測的移動性也是對城市既定空間與人為客觀時間規劃的無聲抵抗。十九世紀法國詩人波特萊爾(Charles Baudelaire)在其詩作中，勾勒出了女性行人與男性漫遊者擦身而過下的微妙關係；其中，我們也約略可見現代巴黎城市的初貌。在一次大戰後出版的《戴洛維夫人》裡，書中的主要漫遊者換成了女性；主角克萊麗莎(Clarissa Dalloway)漫步於倫敦市街頭時，她的思緒時而被大鵬鐘的鐘聲所擾，但實際上她又那麼地喜愛它，只因它是大英帝國的驕傲，而身為英國居民的她多年來也深受其惠。相較之下，小說中其他的人物對大鵬鐘的鐘聲也有不同的迴響，但大多數既服從其律、也有抵抗。 因此，本論文第一章將回顧大鵬鐘及其所代表的帝國操控及時間單意化意涵，佐以傅柯(Michel Foucault)空間與權力的論述來強調城市空間權威化與概念化的過程作為中調，最後以近代法國批評家德瑟多(Michel de Certeau)提出的城市使用者的戰術性(tactics)抵抗作為整篇論文概念的啟蒙，來分析吳爾芙《戴洛維夫人》小說人物選擇步行城市的意義。論文第二章以城市漫遊者為主調，再探德瑟多提出的城市步行者的日常生活實踐(practice of everyday life)；德瑟多認為處於弱勢的普羅大眾有能力主動創造屬於自己的空間，而此一能動性(mobility)剛好用以規避、抵抗或者顛覆原有空間中所含附的權力論述。在此架構中，處於弱勢的總是大眾整體，所以德瑟多的城市步行者理論男女兼備。但當回溯十九世紀初成形的現代都市漫遊者(flâneur)時，在性別議題上卻爭議不斷，因為當時只有少數女性可以自由在街上行動而不會被視作招攬性生意者(streetwalkers)。因此在探討波特萊爾及班雅明對其詩作及的理解之外，女性主義者對男性漫遊者的觀看(gaze)及其性別(gender)批判也為此章節必要之回顧。而一次戰後的女權運動，也間接影響著吳爾芙小說中的女性角色及其自主意識的塑造。第二章最後以吳爾芙所寫的二篇文章作為結尾；吳爾芙的二文中皆揭露了女性漫遊者與男性漫遊者的不同，在她的文字中，我們已可以嗅到《戴洛維夫人》克萊麗莎行走倫敦的樂趣及限制所在。第三章及第四章則分別為《戴洛維夫人》小說的文本分析；第三章著重於大鵬鐘對人物角色塑造與其故事中日常生活行動的影響，且依據小說中鐘聲敲響的時間先後來鋪序。第四章則與城市空間相關，先提出小說人物為何選擇行走而不搭地鐵為開頭，再分析城市空間如何直接或間接塑造小說人物特質或心理。第五章則為本論文的終章；總結中先提出德瑟多對城市生活的切入觀點，其實是欲挖掘出城市使用者如何在此一愈趨綿密的城市架構下生存，及如何用他們的能動性走出與這城市性格相異的空間故事。吳爾芙的《戴洛維夫人》也許已為現代城市的步行樂趣及抵抗游擊做出最好的註解。 / This thesis starts with an exploration of the ambivalent role of Big Ben in relation to Clarissa Dalloway and some other characters in Virginia Woolf’s Mrs. Dalloway. The assumption and focus of the thesis is that they, when walking through London, both succumb to and resist in some ways the imperial symbol and all the others in complicity with it. The urban space that is an abstract, masculine, and exclusionary one which represents a manipulative gaze of city planners is one such example. With that discussion of Big Ben and the urban space that impact a lot upon London residents as a valuable basis, the thesis then proceeds to use Michel de Certeau’s theory on the mobility of city users and their interactions with the urban space as an enlightenment idea. With that, this thesis would be able to present a more positive and encouraging portrayal of the early twentieth century Londoner, particularly female, who has started lately to experience pleasure in urban life that provides both convenience in public transportation as the London Underground and places to shop and stay in as department stores. The main proposition is that women would be the most complicated site of urban pleasure and resistance that deserves detailed analysis in the cityscape of London.

Bibliography: leaves 466-497.

Bibliography: leaves 466-497. / x, 497 leaves : ill. (chiefly col.) ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of English, 2001

<p>In accordance with the heterological tradition, this study emphasises the determining effect of theoretical assumptions on our conceptualizations of the past. This study scrutinises how classical archaeologists and ancient historians have conceptualized ethnic groups, in particular the Messenians.</p><p>Ethnic groups have traditionally been regarded as static with clear-cut boundaries. Each group has also been attributed with certain essential characteristics. According to this view, the Messenian ethnic identity was preserved during the period of Spartan occupation. This view is facilitated by a passive perspective, which regards evidence as reflections of reality and emphasises continuity. This culture historical perspective, which gives precedence to literary evidence and reduces archaeology to a handmaiden of history, has prevailed in classics from the 19th century until today. It can be juxtaposed with perspectives, discernable in classics from the 1960s onwards, which maintain that various parts of culture are manipulated in accordance with contemporaneous socio-political needs. These active perspectives — ranging from systems theoretical, functionalistic to processual models — resemble the instrumentalist model in anthropology which regards ethnicity as a dynamic and flexible strategy. Nevertheless, the instrumentalist redefinition of ethnicity did not influence classics until the late 1990s. According to the instrumentalist perspective, the Messenian ethnic identity emerged as a strategy of distinction in opposition to the Spartans. </p><p>Despite the variations, these perspectives can be regarded as part of a dogmatic tradition. Scholars within the dogmatic tradition tend to focus on the evidence and neglect the influence of the scholarly discourse on the conceptualizations of the past. This study, which is influenced by Michel de Certeau’s critique of the dogmatic tradition, elaborates on the discursive constraints of classical archaeology and ancient history. </p>

In accordance with the heterological tradition, this study emphasises the determining effect of theoretical assumptions on our conceptualizations of the past. This study scrutinises how classical archaeologists and ancient historians have conceptualized ethnic groups, in particular the Messenians. Ethnic groups have traditionally been regarded as static with clear-cut boundaries. Each group has also been attributed with certain essential characteristics. According to this view, the Messenian ethnic identity was preserved during the period of Spartan occupation. This view is facilitated by a passive perspective, which regards evidence as reflections of reality and emphasises continuity. This culture historical perspective, which gives precedence to literary evidence and reduces archaeology to a handmaiden of history, has prevailed in classics from the 19th century until today. It can be juxtaposed with perspectives, discernable in classics from the 1960s onwards, which maintain that various parts of culture are manipulated in accordance with contemporaneous socio-political needs. These active perspectives — ranging from systems theoretical, functionalistic to processual models — resemble the instrumentalist model in anthropology which regards ethnicity as a dynamic and flexible strategy. Nevertheless, the instrumentalist redefinition of ethnicity did not influence classics until the late 1990s. According to the instrumentalist perspective, the Messenian ethnic identity emerged as a strategy of distinction in opposition to the Spartans. Despite the variations, these perspectives can be regarded as part of a dogmatic tradition. Scholars within the dogmatic tradition tend to focus on the evidence and neglect the influence of the scholarly discourse on the conceptualizations of the past. This study, which is influenced by Michel de Certeau’s critique of the dogmatic tradition, elaborates on the discursive constraints of classical archaeology and ancient history.