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FundaÃÃo Universidade Estadual do Cearà / FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Neste trabalho, tem-se como objetivo analisar como um suporte textual, cujo propÃsito comunicativo nÃo fosse determinar normas e injunÃÃes, age na propagaÃÃo de normas sociais que pouco a pouco vÃo sendo assimiladas pela mulher. O exame se dà a partir de um ponto de vista que congrega o olhar da HistÃria da Leitura e, por consequÃncia, da HistÃria da EducaÃÃo, da Sociologia de base histÃrica, da LinguÃstica e da AnÃlise do Discurso. O suporte escolhido como fonte de pesquisa à a revista feminina Jornal das MoÃas, publicada durante o perÃodo de 1914 a 1965, no Rio de Janeiro. O corpus recortado compreende a publicaÃÃo ocorrida entre os anos de 1932 a 1945. O conceito de civilidade, conjunto de comportamentos estabelecidos como adequados socialmente, norteia a descriÃÃo e anÃlise do suporte. Os conceitos de ethos e de incorporaÃÃo embasam a anÃlise do discurso da civilidade, um dos arquivos presentes no Jornal das MoÃas. Os resultados da anÃlise do suporte confirmam a prescriÃÃo de condutas tidas como adequadas à mulher nas dÃcadas de 1930 e 1940. Os papÃis sociais de mÃe, dona-de-casa, esposa e educadora sÃo reafirmados por intermÃdio dos vÃrios gÃneros do discurso que circulam na Revista e pela iconografia que acompanha muitos desses textos. Dentre os vÃrios gÃneros em que o discurso da civilidade investe, analisou-se o conto, anÃncio publicitÃrio, conselho e artigo de opiniÃo. Nos textos, os ethà da beleza e do recato; da abnegaÃÃo; da dedicaÃÃo; da submissÃo e da saÃde; e da sapiÃncia evocam, respectivamente, as imagens de mulher, mÃe, dona de casa, esposa e educadora dos filhos da pÃtria. A incorporaÃÃo de condutas adequadas aos papÃis sociais previstos para a mulher se dà pela assimilaÃÃo do ethos do enunciador e pela adesÃo Ãs ideias enunciadas e pelas representaÃÃes de outros atores sociais construÃdas no discurso. / The present paper aims at analyzing the way how a textual support, whose communicative purpose is not determining norms and orders, performs among social conventions that are, little by little, absorbed by women. The analysis starts from a point of view that assemblies the History of Reading perspective and follows, consequently, with the History of Education, Sociology - with a historical basis, Linguistics and Discourse Analysis. The support chosen as a research source was â Jornal das MoÃasâ, a female magazine published in Rio de Janeiro from 1914 to 1965. The corpus consists of the publications from 1932 to 1945. The concept of civility, or the group of adequately social behaviors, leads our description and the support analysis. The concepts of ethos and of incorporation grounds the discourse of civilityâs analysis, one of the files presented in the magazine. The results of the support analysis confirm the conduct assignments considered adequate to women in the 30âs and 40âs. Some social roles such as mother, housewife, wife and tutor are reasserted through many discourse genres which appears along the magazine and through the iconography present in many of the magazine texts. The analyzed genres which are surrounded by the civility concept are the short story, advertisement, advisement, and articles. The ethà of beauty and of reservedness; abnegation; dedication; submission and health; and wisdom evocate, respectively, the figures of woman, mother, housewife, wife and best tutor. The incorporation of adequate behaviors to the social roles predicted for women is obtained through the uttererâs ethos assimilation, by the adhesion to the announced ideas and by the representation of others social actors built in the discourse.

Civility has many critics. Some challenge its distinctness as a virtue, others its moral significance. In this essay, I attempt to meet both challenges by offering an account of civility that stands distinct from other concepts and holds great value, both intrinsically and instrumentally. I claim that we show civility toward others when we dispute their ideas in ways that respect those persons' intrinsic worth. My account pays particular attention to the connections between civility, clarity and reconciliation--connections that make civility vital for modern pluralistic societies. I then consider a recent alternative to this conception of civility advanced by Calhoun (2000), arguing that it secures distinctness at the cost of moral significance. / Master of Arts

This thesis contributes to a better understanding of social media designs for more civil conversations online. I first demonstrated that people disengage from social media interactions when they encounter uncivil behavior from friends. To find alternative designs for social media that are more civil, I evaluated novel social interaction techniques. To do this, I designed a six-phase framework for prototyping social interactions called piggyback prototyping; and an algorithmic probe study methodology to include participants in the development of social curation algorithms. I built a piggyback prototype that modifies the civility on Facebook by highlighting positive posts in green and hiding impolite posts, and I deployed it as an algorithmic probe with 20 participants. I uncovered ways to improve the algorithm, and I found that participants responded most favorably to having civil posts highlighted. These findings open avenues for future research in designing pro-social platforms.

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Elementary school students may display uncivil behaviors that affect peer interactions, and school or community climate. Some middle and high school leaders have implemented programs to improve student interactions by enhancing student leadership skills, character education, and students’ understanding of civic education. However, few programs combine these goals with aspects of culturally relevant pedagogy (CRP) in elementary schools. The purpose of this qualitative case study was to explain the motivating factors, challenges, and rationales of school administrators and leaders who implemented a student civil leadership program in a K-6 elementary school and to understand how the program was established, how it operated, the extent to which CRP was facilitated through instruction, and how students benefited. The conceptual framework was based on Allport, Ewald, and Ladson-Billings’s ideas of similar and dissimilar group interactions. Data were collected through interviews of school leaders, observations of program facilitators, and artifacts. Data were analyzed using initial and simultaneous coding, which led to the development of 4 key findings: the implementation of the GCP program was due to trust and consensus among stakeholders, the curriculum bore resemblance to CRP in implementation, instruction promoted civil leadership in students through the design of program activities, and establishing the program fostered community support. The findings of the study indicated that positive social change may result from continued and trusting collaborations between school and community leaders, particularly when they are aimed to implement civil leadership programs with effective programming and an underlying foundation of CRP.

Student incivility has become a problem in nursing schools around the country. Researchers have noted that uncivil behavior that goes unaddressed may compromise the educational environment. Nursing faculty have differing standards about uncivil behavior; thus, students experience inconsistencies in approaches to incivility. The purpose of this mixed-methods explanatory study was to explore nursing faculty experiences with, understandings of, and responses to student incivility. The conceptual framework was Clark's continuum of incivility and the conceptual model for fostering civility in nursing education. Descriptive analysis of the level and frequency of uncivil behaviors of nursing faculty members (17 full-time and 15 part-time), as measured by the Incivility in Nursing Education-Revised survey, indicated that faculty most frequently experienced uncivil behaviors at the lower end of the continuum and rarely encountered those at the higher end. A purposeful sample of 12 faculty members (10 full-time and 2 part-time) participated in semistructured interviews, and data were open coded and analyzed thematically. Stress was identified as a contributing factor to student incivility, and faculty responses varied based on the learning environment. Nursing faculty expressed the need for more consistency in responding to student incivility. Based on the research findings, a 3-day professional development workshop on promoting civility in the academic environment was created. By learning practical ways to respond to, and possibly prevent, uncivil behavior in student nurses, workshop participants have the potential to positively affect the lives of future nurses, the health care personnel with whom they will work, and the patients for whom they will care.

This thesis focuses on the problem of incivility within the domains of citizen politics and civil society by exploring the proclivity for popular protest in Jamaica and the intersections between popular citizen protest, civil society and governance in this context. It scrutinizes the tenor of contemporary civilian politics and assesses the consequent impact on the quality of civil society more broadly. The thesis challenges the assumption within accepted definitions of civil society that civic participation is always positive. It does so by examining the manner in which citizens engage collectively to defend their interests and make claims upon the state, as well as the extent to which this model of political participation serves the agenda and promise of civil society. Through an in-depth, country-specific, empirical case study, the thesis examines micro social processes of power at community level to raise questions about who should be represented in civil society and how the voices of the marginalized are to be heard. In this regard, it explores the role of social inequality, feelings of social injustice and political exclusion as contributory factors in the existing tenor of citizen politics in Jamaica. It also examines the challenges facing the contemporary state and the impact of violent protests on state engagement, public action and political performance. The study analyses the lived experiences, observations and perspectives of a wide cross section of Jamaican citizens, gleaned from face-to-face interviews, focus group discussions, as well as a range of secondary material, including audio-visual data, to illuminate this process of struggle and underscore the factors which drive violent protests in this political context. The thesis concludes that maximum disruption, including violence, has not only become the basis of civil protest in Jamaica, but that the varied and contradictory responses of the state bureaucracy and political actors (Members of Parliament, activists, other political iii officials), as well as the mass media, have directly contributed to the style and tenor of protest politics in Jamaica. This state of affairs reduces popular citizen participation over genuine concerns to mob-style incivility and undermines civil society as a source of positive and responsible citizenship. The growing political importance of grassroots-based citizen participation and community building within the context of a global imperative to forge 'democracy from below' lends theoretical and normative credence to emerging concerns about the current character of popular citizen mobilizations and protest. This study thus establishes the basis for a presumption in favour of civility, civil discourse and civil action as fundamental to the construction of civil society. In doing so, it extends current scholarly understandings of civil society to Third World contexts, with a specific emphasis on Jamaica.

This dissertation is an exploration of the role of Euro-North American Philosophy of Education discourse in the genealogy of race struggle. I examine how the reliable narration of Philosophy of Education functions as a project of racial rule premised on moral/temporal/spatial notions of (White) civility and respectability. Tracing the history of race war from the 17th century to present day, I look at how racism has shifted from sovereign power to disciplinary power to biopower as a mode of population management, operating not only through race but through gender and class distinctions as well. I analyze the racialized narrative conventions of liberal modern Enlightenment philosophy and the role these conventions continue to play in the creation and maintenance of a violent racial state. Drawing upon Critical Race Theory, feminist epistemologies, narrative theory, and the work of Michel Foucault, I look at what reliable narration does for philosophers, educators, and students, examining what we/they might have invested in maintaining a distinction between ‘reliability’ and ‘unreliability.’ I ask: How is reliable narration used as a tool by philosophers, educators, and ultimately, the state to distinguish between the civil and uncivil, between those worthy and unworthy of moral consideration, political engagement, and basic human rights? How do the impartiality, univocality, universality, and dispassion of reliable narratives become tied to race and the management of racialized bodies? My aim is to examine the ways in which race as a method of governance acts on a text, its author(s), and its audience. “How are racialized subjectivities constituted through and constitutive of language and knowledge,” I ask, “and to what effect?” I want to trace the social and civil relations mapped out by particular narrative conventions and examine the consequences of failing to adhere to such conventions. I suggest that by questioning the function of reliable narration in philosophical and pedagogical practice, educators, scholars, and students can intervene in the operation of race as a mode of discipline, creating the possibility of a more equitable society in which all have the opportunity to flourish.