"December 2003" / Bibliography: leaves 181-201. / 201 leaves : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / "In current Australian cross-cultural scholarship, difference remains a problematic theme. Tensions between the recognition of universal features that all people share, and the acknowledgment of incommensurable differences between cultures, are unresolved. This thesis provides a snapshot of the various ways in which these tensions are being negotiated in ethical, affective work across the disciplines of history, anthropology, cultural studies, literary studies and performance. All of the work discussed enters into intersubjective scholarship, and offers various models that raise the ethical dimension of engaging with cultural difference. Rather than a genealogy of theoretical movements, this thesis is a partial exploration of the ethical and historiographical questions being raised." -- ABSTRACT / Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of English, 2004

This study aimed to investigate the impact of computer-assisted language learning (CALL), within a constructivist learning environment, on the achievement of learners of English as a foreign language (EFL) and on their attitudes toward learning EFL. The study was conducted over two phases. In Phase I, the study examined the students’ attitudes toward EFL learning and their satisfaction with their achievement and learning outcomes in language learning. Data were collected through a motivational and attitudinal survey of 215 students. The survey was adapted from Gardner’s Attitude/Motivation Test Battery and intended to examine Saudi freshmen students’ attitudes toward learning EFL using the audio-lingual and grammar-translation methods, and traditional teaching aids in the classroom. Seventeen students from the subjects who completed the survey participated in semi-structured interviews to discuss in detail their concerns and suggestions about the current EFL teaching method. The findings of Phase I confirmed the study hypothesis about the students’ negative attitudes toward learning EFL, i.e. that these attitudes were caused largely by the didactic teacher-centred teaching approach and the limited teaching aids. In Phase II, 30 students were selected for the treatment group to study an EFL course (Eng 101) using computers, the Internet and collaborative activities within a communicative language teaching (CLT) framework. The CALL course for the treatment group included selected episodes from the English for All (EFA) online course, three Web-based collaborative projects, and PowerPoint lessons designed for the course. Another group of 36 students was selected for the control group, which had the same course taught using traditional teaching aids and the grammar-translation teaching method. The study was conducted over a 16-week semester, during which both groups were taught using distinct teaching methods and different teaching aids. By the end of the term, both groups’ achievements were examined using two tests: the Cambridge Key English Test (KET), and the course-specific test designed by the Department of Languages at the students’ university. The attitudes of the treatment group were also examined at the end of the study, using a questionnaire, interviews with all of the subjects, and the observational notes collected during the treatment. The findings of the study indicated that the CALL course, using the new constructivist and technology-based approach, had a strong impact on the subjects’ attitudes and motivation toward learning EFL. As to the subjects’ language achievement, the treatment group significantly outperformed the control group. These findings have provided a strong support for the effectiveness of implementing constructivism and CLT in a technology-enhanced learning environment for foreign language teaching and learning. The results of the study imply that it is necessary to take practical steps to move from passive learning approaches and limited use of teaching aids towards a more learner-centred approach incorporating computer and modern digital technologies. The findings clearly showed that such change resulted in better learning outcomes in the Saudi contexts and in other contexts that follow similar EFL teaching practices.

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

Stereotype threat is the cognitive pressure certain individuals feel when they believe their performance on a particular task might confirm a negative stereotype about their group. The purpose of this dissertation was to investigate the possible negative influence of stereotype threat on mixed-sex dyadic encounters by objectively and subjectively measuring their verbal accommodation behaviors. Sex-stereotypes were manipulated (men have greater logical intelligence than women; women have greater social intelligence than men) while participants engaged in multiple mixed-sex interactions. Four patterns emerged when analyzing the presence of both objective and subjective communication accommodation behaviors. First, women were more likely than men to objectively demonstrate accommodation behaviors such as hedges, questions, fillers, and back-channel responses. Second, most participants used less accommodation behaviors over time. Third, comparing the objective and subjective expressions of accommodation behaviors revealed no relationship--in other words, people may report one thing, but third-party accounts point toward different results. Finally, the way people judge a stranger's overall character is highly correlated to their perception of his/her verbal accommodation behaviors. This dissertation concludes with future recommendations for interpersonal communication scholars interested in stereotype threat research. / text

Geertz (1994) asserts that man is an animal suspended in webs of significance represented by culture. Culture, education, Christianity, self concept and context are some of the webs of significance that Geertz (1994) refers to. We are always spinning on these webs and sometimes it is difficult to predict responses to new information as we are continuously suspended on these webs. Presented in a narrative framework, using an autoethnographic approach, this is a story about self in relation to the contextual landscape that I continue to interact with which is mediated by family, culture, Christianity, education (academic discipline) and my experience of working for DramAidE. The aim is to understand DramAidE’s practice and investigate ways of improving communication strategies in public health. This story discusses the complex interaction between belief, identity and context in mediating responses to public health communication. Using Act Alive as a case study, I explore how people receive information about HIV/AIDS and how this information is interpreted and applied. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

No abstract available. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Charlotte Brontë’s problematising of first-person narrative foregrounds the fluidity of the concept of identity and insists on its constructed nature. Brontë uses specific narrative techniques in The Professor, Jane Eyre and Villette to achieve this foregrounding, which leads to a complex and sophisticated exploration of the individual’s relationship to society, and how this influences the way individuals construct their identity. Each of these novels presents a different example of such self-construction through the characterisation of the first person narrator. Brontë’s questioning of the stability of the self encourages readers to be aware of such constructs. In my first chapter, I look closely at how narrative authority is parcelled out in Brontë’s nineteenth-century society, and what influence the conferring or withholding of such authority has on the construction of a narrative self. The next three chapters are devoted to discussion of specific examples of narrative self-construction in Brontë’s first-person novels, how her protagonists deal with narrative authority, and the difficulties inherent in speaking or writing with such authority for nineteenth-century women in particular. Individuals construct a sense of their self through telling stories. Brontë’s fiction asks the question, if “Literature cannot be the business of a woman’s life” is this tantamount to denying women the right to an arena for the construction of a self at all? What role do readers play in the construction of a narrative self for a writer? In the concluding chapter my aim is to open out my analysis of Brontë’s fiction by examining the idea of narrative as a place more generally for imaginative self-construction. I structure the chapter around J. Hillis Miller’s argument in On Literature that the role of reading and writing in this regard has irrevocably changed in the twenty-first century due to the influence and popularity of the on-line world.

In the last thirty years appropriation has been studied as the practice of reworking earlier works of art or literature by presenting them in new contexts, or to challenge notions of individual creativity or authenticity in art. However, the term "appropriation" is hotly debated in the fields of Indigenous and Post-colonial studies for technologies such as the English language, writing and visual art have for a long time assumed the connotation of 'colonial property'. The object of this enquiry is to explore the extent to which Indigenous Australian appropriations of the English language, writing and visual art, provide -- though they differ widely in terms of themes, strategies and styles -- a terrain for discussing unexplored issues of intercultural representation, epistemology and interpretation. The dissertation offers a close reading of literary and visual "practices of proximity", such as interlanguages, editorial relations and cross-cultural exhibitions, in order to demonstrate that Indigenous Australian appropriations variously disrupt neo/colonial claims of property. This dissertation is organized thematically, and consists of three parts entitled "Interlanguages", "Intertextual Performances" and "Contested Sights". Each part consists of three chapters, which move from an initial questioning of technology as colonial property, to the close analysis of some Indigenous appropriations and non-Indigenous counterappropriations. Situated at the crossroads between Indigenous and Postcolonial studies, the dissertation offers insights into the timely debates on sovereignty, difference and subject positioning. The combination of theories of "appropriation" and "intersubjectivity" illuminates a new path in theorizing Australian intercultural relations. The Australian contact zone is unveiled as a place of Indigenous sovereignty where the colonial subject is ontologically and epistemologically constituted in correlation with Indigenous peoples. Thereby, the Indigenous/non-Indigenous intersubjective relation is recognised as the ground from which notions of the colonial self and other derive and which colonial reifying selfreflection has misconceived as separate.

In this dissertation’s study of virtual reality (VR), I focus my attention on two prominent types of VR: real virtualities and virtual realities. I argue that both are composed of performative acts of spatial production and that through the study of those acts, researchers can isolate and describe the difference between these two tropes of virtual reality. My thesis focuses on Henri Lefebvre’s theorisation of social space as the most detailed and appropriate spatial theory for such a process while Victor Turner’s liminal theory of social and ritual performance provides the necessary performative methodology to complement Lefebvre’s. My use of these theories allows researchers to identify the difference between social spaces that produce new spaces and practices, and those which reinforce the spatial paradigm that generated them. The process of identifying these differences further clarifies Lefebvre’s complicated description of social space, but it also provides a platform for researchers to distinguish between the two different types of virtual reality. Through a detailed examination of three ostensibly different examples of VR, I argue that virtual realities ought to be considered primarily as realities made virtual while real virtualities should be discussed as virtualities made real. In doing so this thesis advances the study and application of Lefebvrean thought whilst opening up new directions for virtuality studies. I have chosen to explore three case studies that, through their difference, foreground their spatial and performative nature. By focusing on distinctly different and atypical case studies, I highlight the methodology described in this project and its suitability (or otherwise) for discussing VR. Focusing firstly on Google, I explore the virtual reality of the World Wide Web, perhaps the most ubiquitous example of a virtual reality. The sheer pervasiveness, uptake and constant evolution of the World Wide Web means that it requires constant academic attention. Google is the page through which a staggering 53.3% of Web users access the Internet and to say that most people are actually browsing Google’s web instead of the actual web is by no means an under statement. Google, like all other search engines, has its own formula for determining results and rankings for search queries. Google is not, as many people would like to think, an objective map of the Internet. It relies so heavily on users’ data in relation to their search query (which pages they click on, how long they spend there, whether they click back) that apart from the virtual algorithms that it uses to articulate the process Google could be said to be constituted solely by the real world practices of its users. Secondly I explore an example of the other type of VR, a real virtuality. Though the Gothic cathedral may not traditionally fall under the rubric of virtuality studies, the building itself provides an excellent example of the interaction of space and performance required to bring into existence that which was not there before. The Gothic cathedral is a concrete resolution of the actual/virtual dialectic and provides a unique opportunity to test my methodology’s ability to describe both types of VR and highlight the distinction between them. Whereas much of what constitutes virtuality studies centres on what I am calling the virtualisation of reality (online chat rooms, virtual banking, etc) – spaces that represent virtual others of real world entities, the Gothic cathedral represents the reverse of this: the realisation of a virtuality. The Gothic cathedral is unique in the context of this thesis for it is first and foremost a physical building rather than an onscreen other. It is a real virtuality in this thesis because, while concrete, there are some aspects of its reality that remain essential rather than formal and are dependent upon parishioners’ performance in order to be made ‘real.’ The final case study of this project represents the future usefulness of my methodology. In following up the work on exploring the suitability of describing a Gothic cathedral alongside Google, the last chapter of my dissertation explores the suitability of describing theatrical space as a VR. Similar to the Google chapter, this chapter focuses on a digital VR tool recently developed by Joanne Tompkins at the University of Queensland called the Online Theatre Project. The Online Theatre Project (OTP) represents a unique approach to the documentation, digital conceptualisation and archival problems that present themselves to a working theatre company in its everyday practice. The OTP is a server-based modeling and archival tool that allows users to draw, model and design their theatre production in real-time and then house their data on a remotely accessible server. Any notional description of theatrical space is necessarily a slippery one, given the relative youth of such studies and this project positions itself in this ever evolving debate by suggesting that the Online Theatre Project actually provides a description of what theatrical space entails where others have not. This thesis argues that VR space is dependent upon a constant spatial and performative production process. It illustrates how Lefebvre’s conceptualisation of the production process is most suitable for describing that production process and argues that re-imagining Lefebvre’s definition with the assistance of Turner’s everyday performative theory of liminality affords researchers the chance to differentiate between real virtualities and virtual realities. In doing so this thesis advances the study of VR, by proving that it is possible to discuss such complicated subjects in spatial and performative terms instead of the dominant real or un-real ones. Further, I outline the necessary adaptation of Lefebvre’s spatial triad that can be undertaken to prove its usefulness in many other aspects of VR studies.

This research study investigated the conceptions of press freedom from the Islamic perspective. It examined how certain segments of Malaysian society, including government officers, religious leaders, members of non-governmental organisations (NGOs) and members of political parties, perceive press freedom in their country. Compared to previous studies on media freedom or press freedom in Malaysia, this study offered a comprehensive analysis of variables significantly related to the conceptualisation and practice of press freedom, which include economic development, information and communication technologies (ICTs) and globalisation. One significant difference between this study and previous studies was the specific examination of Islamic conceptions of press freedom, which represents a major contribution to existing knowledge. As Malaysia is a complex multi-racial and multi-religious nation, factors such as national ideologies and cultural values were addressed when examining conceptions of press freedom. Due to the focus of the study, two types of framework were utilised: an Islamic theoretical framework and media theories developed by Western scholars. Methodologically, this study employed an ethnographic approach for analysing Islamic conceptualisations of press freedom. A combination of three qualitative research techniques - in-depth face-to-face interviews, examination of archival documents, and personal observations - was utilised to investigate the issues identified in relation to perceptions of press freedom in Malaysia. In-depth face-to-face interviews involved the participation of staff and members from ten organisations and individuals who were not affiliated with these organisations. The organisations involved in this study were: Ministry of Internal Security Malaysia (MOIS); Institute of Islamic Understanding Malaysia (IKIM); Islamic Da’wah Foundation Malaysia (YADIM); Muslim Youth Movement of Malaysia (ABIM); Pertubuhan Jamaah Islah Malaysia (JIM); Centre for Independent Journalism (CIJ); Suara Rakyat Malaysia (SUARAM); Islamic Party of Malaysia (PAS), People’s Justice Party (PKR); and Puteri UMNO. The archival documents analysed in this study were gathered from these ten organisations. However, due to certain organisational policies and security concerns, personal observations were only conducted at eight organisations, IKIM, YADIM, ABIM, JIM, CIJ, SUARAM, PAS and PKR. The data were analysed using thematic analysis. The results of the data analysis were triangulated to ascertain the extent to which the information obtained was consistent or inconsistent across sources. The findings of the study showed that there were diverse views among respondents on what constitutes an Islamic press freedom in a multi-racial and multi-religious Malaysia. Due to the different levels of Islamic understanding and divergent interpretations of Islam among Muslims, especially among members of political parties, this study also found that the Islamic theory of press freedom is a highly contested concept. More often than not, the respondents of these organisations claimed that Islamic conceptualisations of press freedom should be based on their personal versions of Islam.