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Race is a pressing issue that pervades discussions of public policy and societal matters in twenty-first century national cultures—even as those populations, paradoxically, turn toward increasing globalization. We need to understand now, more than ever, what race means to us and how and why it means in order for us to understand our deep investments in it. This study explores—through the genres of slave narrative, fiction, and memoir—the process of socio-semiogenesis by which people recognize and perform race; it also examines the customs that allow people not only to form themselves in groups but also to disrupt, remediate, and invert the implicit racial codes that govern human interaction within and among such groups. This study offers a Peircean, triadic approach to the dialectics of race—an approach that seeks to find a space in which dialogue and healing might occur even as it sheds light on those shades of biology and culture that both form and divide us. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

Marxism, which claims to be superior to capitalism, reached China with a promise to eliminate inequity. The reality however has been problematic in that inequality persists. In terms of education, many school-age children are deprived of access. Even those who manage to attend school receive sub-quality education and less opportunity for higher education and higher paid jobs. The focus of this thesis is specifically inequity in educational provision in rural China, by locating policy thinking in discourses from 1949, with three distinct periods identified: the eras of Mao, Deng and post-Deng to the present. This study is inspired by Freire’s humanistic vision. Althusser’s concept of “ideological state apparatus” informs the framework of the existence of complex ideological relations and a dominant ideology. The main theoretical tool employed in this study of Chinese Marxism is through a Foucauldian lens of discourse as knowledge/power nexus. By focusing on the dominant discourses constructed by the Chinese leadership, it is possible to outline the changing nature of discursive practices which inform and legitimate educational priorities. The arguments used to justify policy priorities are both the outcome of power and a contribution to the knowledge/power of the leadership. The analysis examines the interpretation and position of Chinese Marxism in relation to the global context and the local historical and socio-political themes of Chinese society. Abbreviated as a global-local dialectic, this dynamic relationship between external and internal factors distinctively shapes political choices and priorities. This dialectic provides a more complex framework to analyse why it is that deprived Chinese communities — at least in educational terms — have been the least likely to benefit from the country’s increasing wealth. This study reveals that i) Mao’s dominant discourse of proletarianism has turned education into a means of creating a proletarian culture and outlook, leaving other forms of educational inequity irrelevant to its main concern; ii) under Deng’s economism, as related to China’s modernisation, rural educational inequity is acknowledged but mainly in a rhetorical way and often, in practice, to the detriment of this provision; and iii) the post-Deng era is dominated by the attempt to secure social cohesion because of increasing political instability. The official solution involves a focus on “harmony” by linking Marxist and Confucian ideas into a distinct ideological framework, which stresses values of justice and harmony, leading to a greater emphasis on addressing issues such as rural-urban educational inequity. Ideo-political adaptability in shaping policies has sustained the position of the ruling party. Educational policy as a tool, however, continues to be sub-ordinated to the national dominant discourse.

Orientador: Carlos Daghlian / Banca: José Luiz Fiorin / Banca: Elêusis Mirian Camocardi / Banca: Sérgio Vicente Motta / Banca: Susanna Busato Feitosa / Resumo: Esta tese tem como objetivo refletir sobre resultados educacionais recentes relativos à formação leitora, observando a adequação das concepções de Literatura expressas nos documentos oficiais e manuais didáticos do final do século XX. O estudo tem início problematizando, a partir da LDB/71, a oposição central entre o conhecimento formal, linear e fragmentado e os desafios para superação deste modelo pela práxis dialética e interdisciplinar. Analisa o paradigma da transição que a LDBEN/96 estruturou para a esfera escolar, no século XXI, explicitando pressupostos teóricos da semiótica, implícitos na versão original dos PCNEM/99 e textos complementares. Confrontando códigos verbais e não-verbais como a literatura, a pintura, a música e o cinema, propõe uma perspectiva de abordagem intersemiótica do conteúdo estético, a título de referencial de operacionalização docente para a Educação Básica. Sistematiza traços específicos, estabelecendo relações de divergência formal e de isotopia temática, interpretando gêneros de diferentes suportes, ao utilizar ferramentas e recursos, inclusive tecnológicos, com vistas à dinamização das atividades de leitura e escrita escolar, em consonância com o paradigma pós-moderno. / Abstract: This dissertation deals with the adequacy of conceptions with regard to the teaching of Literature outlined in Brazilian public documents, guidelines and handbooks that deal with the preparation of readers in the field of Basic Education. Based on the "Law of Educational Policies and Support" (LDB/71), this study problematizes the central opposition between formal, linear and fragmented knowledge and points to the challenges for overcoming such a model by means of dialectic and interdisciplinary praxis. The paradigm in the transition that the "National Law of Educational Policies and Support"(LDBEN/96) established for schools in the course of the present century is also analyzed in this study as well as the more recent PCNEM/99 (National Curricular Parameters for High School) guidelines including complementary texts that argue for the presence of semiotics in the school curriculum. Confronting verbal and non-verbal codes such as literature, painting, music and cinema, the document proposes an intersemiotic approach to aesthetic content, as a mark of reference for the teaching of literature at the secondary school level. It systematizes specific characteristics and establishes relations of formal divergence and thematic isotopy when interpreting genres of different types, uses tools and resources, including technological ones, contributing to the dynamization of school reading and writing activities in accordance with the post-modern paradigm. / Doutor

Enterprise systems (ES) are important cross-business software that can be difficult to implement. A key factor impacting ES implementation lies with the influence of organisational cultures and subcultures which may enable or hinder such implementations. Existing research has focused on culture as being a stable, homogenous variable and little consideration has been given to the dynamics of cultural and organisational change during ES implementations. This study uses eight cultural dimensions (Detert et al, 2000) to examine instances of dialectic conflict between opposing cultural values and how these can impact ES implementations. This study uses data drawn from four case studies of large organisations that had implemented ES. The results identified five cultural dimensions where there was evidence of a cultural conflict between each organisation and the ES implementation. The results also found evidence that different subcultures within the organisation operated in different ways to facilitate or impede the adoption of the system. The evidence showed that the implementations resulted in cultural changes within each organisation to reflect the values embedded in the ES. This research therefore provides valuable insights into the cultural effects of large-scale implementations at an organisational level and shows that such effects are not necessarily homogenous and may vary due to the cultural values of subgroups involved.

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This dissertation attempts to contribute to the literature on the transformation of gender relations and patriarchy by creating a discursive nexus between two seemingly incompatible paradigms: materialist dialectics as interpreted by Mao Tsetung and poststructuralist feminism. Despite the important differences between the two traditions, it argues that they have important ontological similarities. This creates the potential for a fecund cross-fertilization, a potential which has been largely unrecognized by scholars. This dissertation argues that Mao's ontology of ceaseless transformation arising from universal and concrete contradictions provides an essential foundation for any progressive praxis of social transformation. It examines aspects of how the maoist approach to materialist dialectics was put into practice in revolutionary China, along with a summary of some of the recent contributions to this paradigm by Bob Avakian. It examines the historical experience of transforming patriarchal relations and ideas under Mao and argues that, though there were real shortcomings, the historical experience of revolutionary China remains an essential foundation and contribution to transforming patriarchal gender relations and identities. Focusing on the writings of Judith Butler, it discusses the contributions of poststructuralist feminist, particularly its thorough critique of essentialism and the deconstruction of the categories and conceptual foundations of feminism. Butler's emphasis on the cultural production of gender and sex, along with the need to destabilize the regulatory functions and frameworks which police them, are invaluable in developing the ability of maoist materialist dialectics to transform gender relations. The dissertation includes a discussion of sexuality, violence and democracy as way of pointing towards a thoroughly materialist and dialectical method and approach which can move beyond the anchors of metaphysics while embracing thinking from a wide spectrum, including Queer theory. The dissertation concludes with a brief discussion on how such abstract theoretical concerns are relevant to current political realities.

This thesis explores an architectural response for an urban site that incorporates the dismantled façade stones (spolia) of the site’s previous building into two dialectical devices: a ramp and a camera obscura. Each device allows the stones to act as both artifact (individual object with an embedded history) and frame (structure that invites a reading of its context). Spatial and temporal concepts from film provide theoretical guidance for the dialectical structure of the architectural design approach. A constant navigation between pairs of opposing forces (capturing/projecting, introvert/extrovert, operator/device, artifact/frame, object/subject) results in a pair of architectures, one a cinema + digital archive and the other a film school, between which a public space is activated as an outdoor amphitheatre. The two buildings simultaneously act as object (artifact) and subject (frame) in an attempt to locate and express a redefined historical continuity for the site.

Master of Arts / Department of Communication Studies / Sarah E. Riforgiate / Married military mothers are placed in a unique position where they have to navigate many tensions, including tensions between masculinity and femininity as well as tensions between the public sphere (work) and the private sphere (home). When military mothers who are married deploy and are physically separated from the home, shifts in household and family roles occur. Upon return from deployment, married military mothers have to communicate with their spouses to reestablish and renegotiate their domestic and childcare roles. Therefore, considering distinctive challenges and experiences faced by married military women with children, this qualitative analysis provides an in-depth look at married military mothers’ subjective experiences using the concept of role dialectics. The analysis of 11 in-depth interviews with married military mothers indicates that roles and responsibilities are negotiated communicatively, drawing on expectations in various interactions. Expectations are communicated nonverbally by relying on gendered roles, past experiences, and nonverbal cues. Verbally expectations are communicated to reassume, coordinate, learn, divide and resolve roles and responsibilities. Regardless of the verbal or nonverbal communication strategies, all military mothers actively resumed traditionally gendered roles and responsibilities post-deployment when negotiating gender role tensions. This study enhances understanding of communication patterns used by married military mothers to negotiate roles and responsibilities throughout the deployment cycle. Moreover, the researcher offers guidance on effective communication practices to help married military mothers navigate tensions and provide families with constructive strategies for post-deployment. Results also contribute to a larger body of work/life literature on mothers in the military, especially pertaining to deployments, while advancing the concept of role dialectics.

Made available in DSpace on 2014-06-11T19:35:38Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-03-16Bitstream added on 2014-06-13T21:07:52Z : No. of bitstreams: 1 campos_ajm_dr_sjrp.pdf: 1337967 bytes, checksum: 56397f33c0a9c20c32b115cf265ec77f (MD5) / See/Governo do Estado de São Paulo / Esta tese tem como objetivo refletir sobre resultados educacionais recentes relativos à formação leitora, observando a adequação das concepções de Literatura expressas nos documentos oficiais e manuais didáticos do final do século XX. O estudo tem início problematizando, a partir da LDB/71, a oposição central entre o conhecimento formal, linear e fragmentado e os desafios para superação deste modelo pela práxis dialética e interdisciplinar. Analisa o paradigma da transição que a LDBEN/96 estruturou para a esfera escolar, no século XXI, explicitando pressupostos teóricos da semiótica, implícitos na versão original dos PCNEM/99 e textos complementares. Confrontando códigos verbais e não-verbais como a literatura, a pintura, a música e o cinema, propõe uma perspectiva de abordagem intersemiótica do conteúdo estético, a título de referencial de operacionalização docente para a Educação Básica. Sistematiza traços específicos, estabelecendo relações de divergência formal e de isotopia temática, interpretando gêneros de diferentes suportes, ao utilizar ferramentas e recursos, inclusive tecnológicos, com vistas à dinamização das atividades de leitura e escrita escolar, em consonância com o paradigma pós-moderno. / This dissertation deals with the adequacy of conceptions with regard to the teaching of Literature outlined in Brazilian public documents, guidelines and handbooks that deal with the preparation of readers in the field of Basic Education. Based on the Law of Educational Policies and Support (LDB/71), this study problematizes the central opposition between formal, linear and fragmented knowledge and points to the challenges for overcoming such a model by means of dialectic and interdisciplinary praxis. The paradigm in the transition that the National Law of Educational Policies and Support(LDBEN/96) established for schools in the course of the present century is also analyzed in this study as well as the more recent PCNEM/99 (National Curricular Parameters for High School) guidelines including complementary texts that argue for the presence of semiotics in the school curriculum. Confronting verbal and non-verbal codes such as literature, painting, music and cinema, the document proposes an intersemiotic approach to aesthetic content, as a mark of reference for the teaching of literature at the secondary school level. It systematizes specific characteristics and establishes relations of formal divergence and thematic isotopy when interpreting genres of different types, uses tools and resources, including technological ones, contributing to the dynamization of school reading and writing activities in accordance with the post-modern paradigm.