A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of Masters of Arts in Anthropology, Johannesburg 2015 / Research in the mining community of Carletonville focused on how individuals negotiate and contest different value orientations in trying to construct a workable moral economy. Based on in-depth qualitative interviews and observations of respondents from lower and higher wage classes, the report deconstructs the elements of differential value sets that are redefining and sometimes destabilizing the moral economy and underlining views of inequality. Wage disputes are seen not only as mine workers' expressions of economic injustice but perhaps more crucially as a form of control and protection of their craft and status. The dominance of global economic governance and decision-making is leading to more acute internal divergences but can also be a starting point for a discussion about the impact of conflicts in social values. / XL2018

This thesis is concerned with the experience of aphasia in Khayelitsha, a township on the outskirts of Cape Town characterised by poverty, violence, limited resources and a culture and language that differs from the setting of most speech and language services in South Africa. It is based on three years of intermittent fieldwork that entailed participant observation of the everyday life of five adults living with aphasia and interviews with participants, kin and healthcare workers in various settings. Grounded in sociocultural theory, this thesis has aimed to provide an ethnographic account of cultural frameworks of interpretation of communication impairment following stroke and of the daily reality of life for adults living with aphasia in this setting. An exploration of causal notions in this setting provided interesting commentary on social and cultural processes and how people, caught up in these processes, search for meaning and for cure. Participants entertained plural notions of causation of aphasia and explored numerous therapeutic avenues. The wide variation in causal notions included biomedical causes, social and behavioural determinants, and the influences of supernatural powers, such as witches and ancestors. Similarly participants experienced aphasia through multiple healing systems, including traditional, biomedical and religious therapy options. All however seemed to be ambiguous sources of help. Whilst encounters with the health system presented serious challenges to participants, traditional and religious avenues for help were obscured by a burgeoning and not always ethical open market offering miracle cures. An articulation of the circumstances of this group of adults provided further commentary on the influence of the social context on aphasia. In a context where sociopolitical processes have had a disintegrating effect on social cohesion, questions of support, care and security were of primary concern. Prejudices towards the elderly and women were more acutely felt and vulnerability, isolation, insecurity and fluidity of circumstance emerged as overarching themes. The central argument in this thesis is that the genesis of these experiences can be found in contextual factors in Khayelitsha, such as poverty, inequality, urbanisation and changing cultural paradigms. These emerging themes highlight the disjunctions between the medical alignment of the discipline of speech language therapy in South Africa and the capacity for socially-engaged practice. They also highlight the socio-cultural complexity of the experience of aphasia, specifically the influences of culture and poverty. There is thus theoretical and clinical relevance in using anthropological objectives to explore the world of the adult living with aphasia and the interface between context and service provision. Interventions and healthcare communications that will make a meaningful difference to adults with aphasia in a setting such as Khayelitsha are proposed.

Neste trabalho investigamos como são as interações discursivas que podem levar à promoção da enculturação científica durante uma atividade de trabalho de campo, relacionado à Ecologia, em uma área reflorestada. Várias perspectivas do campo da linguagem e ensino de Ciências nortearam este trabalho, dentre elas as pesquisas que consideram que a prática da argumentação em aula seja essencial para aprender Ciências, já que argumentar é inerente ao próprio discurso científico. Concebendo a Ciência como cultura, outras pesquisas discutem a importância de se envolver os alunos em atividades nas quais eles aprendam linguagens, regras, valores, conceitos da Ciência e como ela é construída ao longo do tempo, de forma a se posicionarem criticamente diante de situações que envolvam tomadas de decisões respaldadas em conhecimento científico. Contudo, raras atividades desenvolvidas em espaços não formais de ensino são amparadas pelos pressupostos apontados anteriormente, como por exemplo, os trabalhos de campo em ambientes naturais. Versando sobre os aspectos mencionados, foi elaborada uma atividade subdividida em três episódios: contextualização do trabalho de campo, realização do trabalho de campo e discussão dos dados coletados no trabalho de campo. O primeiro e o terceiro episódios ocorreram no Laboratório de Ensino de Biologia e o desenvolvimento do trabalho de campo ocorreu dentro da Floresta da USP, ambos no campus de Ribeirão Preto. Metodologias provenientes da Ecologia de Comunidades Vegetais foram empregadas, problematizando-se os possíveis estágios de sucessão ecológica do ambiente. Participaram da atividade dois monitores (estudantes do curso de Ciências Biológicas da USP, do mesmo campus) e alunos do sétimo ano do ensino fundamental. Inicialmente, toda a atividade foi videogravada e transcrita. Sua análise se deu com base nos elementos estruturais do Padrão de Argumentação de Toulmin e na verificação dos tipos de situações discursivas presentes. Averiguou-se, então, que turnos de falas durante toda a atividade compuseram um argumento geral construído a partir do problema proposto no trabalho de campo. Poucos argumentos pontuais também foram encontrados. No entanto, as falas dos alunos contribuíram minimamente com a construção de ambos os argumentos, predominando as falas dos monitores. Constatou-se também que aos alunos foi proporcionada uma vivência na qual um argumento, previamente delineado pelos monitores, pouco a pouco foi constituído. Porém, o contexto de produção desse argumento foi uma situação explicativa, a qual pode ser identificada pelos marcadores \"presença de uma única ideia (opinião)\" e \"justificativa de uma única ideia (opinião)\". / In this research we investigate the discursive interactions that may lead to the promotion of scientific literacy during a field work activity related to Ecology in a reforested area. Many perspectives in the field of language and science teaching guided this study, among them the researches that consider that the practice of argumentation in the classroom as essential to learning science, since arguing is inherent to scientific discourse. By designing science as culture, other studies discuss the importance of engaging students in activities in which they learn languages, rules, values, scientific concepts, and for the construction of science over time in order to position themselves critically in situations involving decision making using scientific knowledge as support. However, few activities in non-formal education are supported by the assumptions mentioned earlier, for example the fieldworks in natural environments. Dealing with the aspects mentioned above, was prepared an activity divided into three episodes: contextualization of the fieldwork, completion of fieldwork and discussion of data collected in the field. The first and third episodes occurred in the Biology Teaching Laboratory and the development of the field work took place within the USP Forest, both on the Ribeirão Preto campus. Methodologies from the Ecology of Plant Communities were used, questioning the possible ecological succession stages in the environment. Two monitors (Biology grad students from the same campus) and students of the seventh year of elementary school participated in the activity. Initially, all activity was videotaped and transcribed. Its analysis was based on structural elements of Toulmin Argumentation Pattern and on the verification of the present types of discursive situations. It was found then that shifts speeches throughout the activity composed a general argument constructed from the proposed issue in the fieldwork. Few specific arguments were found. However, the speech of students contributed minimally to the construction of both arguments, predominating the speeches of monitors. It was also found that students were provided an experience in which an argument previously outlined by the monitors, had been gradually established. However, the production context of this argument was an explaining situation, which can be identified by markers\' \"presence of a single idea (opinion)\" and \"justification of a single idea (opinion)\".

by Sandra Wong King Yee. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 155-163.

Magister Artium (Social Work) - MA(SW) / Generally, studies on social work supervision, in the university setting, has focused mainly on students’ experiences. Research on the experience of the supervisor, or agency, providing guidance is scant. This study argues that the narrow focus on students’ experiences is disproportionate, and marginalises all the other stakeholders involved in fieldwork education. In addition, the existing studies create blind spots for programme evaluation, as they are not holistic. This current study proposes a broader analysis. Global and national standards for social work training involve the theory and practice component of the Bachelor of Social Work (BSW) programme. The practice component requires students to conduct fieldwork training at social work organisations, under the supervision of a qualified and experienced social worker. International and local studies on the supervision of BSW students reveal that social workers often consider themselves to be underprepared to supervise students. In addition, social workers often lack post-qualifying training to undertake student supervision, specifically, which is further exacerbated by the dearth of policies, or legislation, stipulating post-qualifying training and experience for the supervision of BSW students. The purpose of this current study was to explore the perceptions and experiences of social workers, related to fieldwork supervision in the BSW degree, at a selected university in the Western Cape (WC), South Africa (SA). A qualitative research approach was used, as it is attentive to the personal experiences, from the insider’s perspective, and aims to understand multiple realities. This approach is relevant to the current study, as it focuses on exploring and describing the perceptions and experiences of the participants, which the qualitative method underscores. A case study design was utilised, as it is descriptive, and is an in-depth study of a single instance of a social phenomenon. The case, in this instance, is the BSW programme at a selected university. Purposive sampling was used, as the participants, who are most representative of the study, were selected in the sampling process. The sample for this study comprised of twenty four participants: 11 semi-structured interviews were conducted and 13 questionnaires were completed by registered social workers. The following data verification methods were used: http://etd.uwc.ac.za ii member checking (See Annexure J); triangulation; researcher reflexivity; peer debriefing and an on-going dialogue, regarding the researcher’s interpretations of the data, as this aided the accuracy of the findings. Coding was applied by the researcher to create categories within the data, and thematic analysis to further identify the emerging themes and sub-themes, which were subsequently funnelled. Typologies are interpreted and developed, and the data, finally presented. Four themes and sixteen sub-themes emerged from the data (See Chapter 4). The focus of theme four was on continuous professional development (CPD), which reiterates the importance of post-qualifying training of social workers who supervise BSW students, and the importance of this study. This study recommends CPD of all social workers who provide fieldwork supervision in the BSW programme. There is also a need for emotional support for students and essentially fieldwork supervision needs to be viewed as indispensable to academia. An implication of the lack of CPD could be detrimental to students and could lead to stagnation in the field of social work and ultimately affect the standard of the profession.

This dissertation is based on fifteen months of ethnographic fieldwork with seminarian women in Iran in the summer of 2008, and from 2010 to 2011. I ask, after having unprecedented access to the howzeh elmiyeh (seminaries) after the revolution, what have been some of the consequences for the howzevi? And, how do women in the howzeh elmiyeh see themselves? Through grounded method of analysis, I have found that in their pursuit of what constitutes `a good life', the howzevi of this study were actively attempting to transform themselves and the howzeh setting, their social relationships, and the greater Iranian society at large by exploring resources available to them within a set of constraints. These limitations were often not only self-imposed but also intensified with increased access to particular networks. In the following chapters I argue for an alternative way of looking at, and talking about, the howzevi who are now positioned in institutions that have emerged at the core of the ongoing struggles to shape a particular Iran. The term howzeh elmiyeh (seminaries) may be defined as Islamic theological institutions of higher religious learning where a personal teacher-student transmission of knowledge, oral and written, of Islamic Jurisprudence and other ancilliary Islamic sciences would take place. As you may know, in Muslim populated countries like Pakistan, the howzeh is also known as a madrasa. Unlike devotees of Catholic seminaries, however, students of the howzeh elmiyeh neither observe celibacy nor are physically secluded from the rest of society. Rather, they are, and have been, an integral part of the urban landscape in Syria, Egypt, Iran and Iraq from the ninth century A.D. (Berkey 2003; Bulliet 1972; Chamberlain 1994). The howzevi of this study were between the ages of eighteen to sixty years-old, and were at different stages of their education. Some were unmarried and in the early stages of their education. Some were married with children and completing doctoral research, while others were simultaneously teaching seminary classes, working on women's Islamic rights, and partaking in the Dars- e Kharij class (the highest level in the seminary) with Ayatollah Ali Khamanei, the Supreme Leader. Belonging to the ultra- religious conservative population in Iran, their history of mobility was limited inside the home before the 1979 revolution. Absent in the anthropological literature of women in the Middle East and women in contemporary Islamic higher education, the institutionalization of the howzeh elmiyeh (seminaries) for women in Iran was a project that had been in the works before the revolution. Its formalization emerged publicly only in 1984 through the combined efforts of groups of revolutionary Islamist women in petitioning Ayatollah Khomeini for the establishment of Jami'at Al-Zahra in Qom. By Islamicizing public space, the revolution also enabled these women to move into the public sphere. Since then, the howzeh elmiyeh for women has been an ongoing statewide project through the active participation of women who credit the 1979 revolution for widespread access to this form of education. This opening amounts to a yearly average of 65,000 women attend the women's howzeh all over Iran, excluding graduates since about 1984. Annually, the howzeh elmiyeh turns away ten percent of applicants (Sakurai 2011) because the infrastructure cannot yet accomodate the demand for women's enrollment. This support for the howzevi remains unparalleled throughout the history of Shi'i Islamic scholarship in the Shi'i Islamic world. After the 1979 revolution, the access which the women of the intellectual clerical elite had to Islamic education for women was extended to "all women"; all women, who, at least, were willing to observe the social constraints of the howzevi lifestyle, regardless of the socioeconomic group they belonged to, and/or the fact that they did not come from an intellectual Shi'i scholarly family. This served a purpose, however. The revolutionary state appropriated the concept of the howzeh elmiyeh for women (Adelkhah 2000) in order to produce a specific type of revolutionary woman. Notwithstanding, as the revolutionary state created a new public space for Islam (Adelkhah 2000), it also provided new leadership opportunities for women (Afary 2009; Najmabadi 2008; Sedghi 2007). Women students were able to embark on a fully-funded path towards potentially becoming, among other Islamic scholarly aspirations, a mujtahideh, a woman who may derive religious rulings for herself, a process called ijtihad, and who are also able to engage in discussions about Islamic laws and its applicability in Iranian society. This research is in conversation with how women in the Middle East are neither passive nor homogenous (Abu-Lughod 1993; Holmes-Eber 2003; Mahmood 2005; Osanloo 2009; Torab 2007), as well as within the discourse on society and the women's movement in Iran (Adelkhah 2000; Afary 2009; Afshar 1998; Bahramitash 2008; Kamalkhani 1998; Kian-Thiébaut 2002; Kunkler & Fazaeli 2012; Mahdavi 2007; Mir- Hosseini 1999; Moghissi 1994; Najmabadi 2008; Osanloo 2009; Paidar 1995; Poya 1999; Sakurai 2011, 2012; Sedghi 2007; Torab 2007; Varzi 2006).

This thesis describes and analyses patterns of complementation and auxiliation in the languages spoken in an understudied area of Italy, namely Southern Lazio. From a descriptive perspective, this thesis serves to document several severely endangered Romance languages spoken in the Italian peninsula. In so doing, several previously undocumented complementizer and auxiliary systems are illustrated for the first time. From a theoretical perspective, this thesis accounts for the patterns of variation found in these auxiliary and complementizer systems. Traditional descriptions of Italo- Romance treat these systems as entirely unrelated. Indeed, to date, no previous study has compared the distribution of complementizers and auxiliaries in Italo-Romance to investigate similarities and correspondences between them. This dissertation takes the original step of demonstrating that the distribution of particular auxiliary systems correlates with the distribution of particular complementizer systems, offering, in turn, an integrated and complementary theoretical analysis of both phenomena.

Diante de um crescente desprestígio da literatura, sobretudo entre os alunos do Ensino Médio, quando a disciplina se oficializa, muitos estudos têm focalizado as condições da leitura, do trabalho do professor, da influência do vestibular, de produção e distribuição de livros e bibliotecas, bem como outros aspectos que vêm se configurando pertinentes à discussão. Considerando-os como ponto de partida, este estudo procura verificar de que modo e quais dessas variáveis se articulam no imaginário de professores e alunos. Nossa hipótese fundamental é a de que a literatura não está em sala de aula porque o texto literário anda distante dela. Mais especificamente, entendemos que a experiência literária ou estética não têm ocorrido porque sua matéria pulsante, o texto, não a tem desencadeado. Que é desse tônus? Latente, cremos que esteja vivíssimo nos livros e nas pessoas, apesar das aparências de menoscabo. Por isso propusemo-nos à investigação dos anseios e frustrações daqueles envolvidos num processo de ensino de literatura. Criamos um instrumento específico para a coleta de dados, baseado nos pressupostos teóricos que delinearam um conceito de literatura, relacionando-o a um conceito de sala de aula. Nascidos ambos de trilhas teóricas que fazem parte do repertório de muitos dos professores hoje em exercício, esses dois conceitos nortearam a concepção dos instrumentos utilizados na pesquisa de campo. Esta se organizou em três etapas, com amostragem composta por escolas paulistanas públicas e privadas, de diferentes abordagens. À discussão de tais instrumentos, segue-se uma análise das recorrências e de alguns contrapontos observáveis nos resultados. / Given literatures ever growing disrepute, especially among high school students, when this subject becomes official, many studies have focused the reading conditions, the teachers role, the influence of the entrance exams upon schools, the production and distribution of books and libraries, as well as other aspects that relate to this subject-matter. By considering these aspects as starting points, this study examines how and which of these variables articulate within teachers and students imaginaries. Our main hypothesis is that literature is apart from the classroom because the literary text is also apart from it. Or, being more specific, we understand that the literary or aesthetic experience hasnt occurred because its living matter, the text, hasnt called it forth. What has been made of this vibrating resource? We find it existing, alive in peoples minds and in the books, despite the appearance of contempt. For this reason, we decided to investigate the wishes and frustrations of those people involved in a literature teaching process. We have created a specific tool for the collection of data, based on the theoretical premises that have outlined a concept with, relating it to another concept of the classroom. Having both aroused from the theoretical trends that have formed the presently working teachers, these two concepts oriented the conception of the tools that were used in the field research. This research was organized in three different stages, at schools with different approaches all of them located in São Paulo. An analysis of the recurrences and a few controversies which can be observed in the results, follows the discussion of the tools.

The two-finger banjo style languishes as a small footnote in the lexicon of old time banjo music—very important to a passionate (and lucky!) few, but not known by too many others. This research is a starting point to understanding the meaning of two-finger banjo; through a review of primary literature, interviews, witnessing performances, and individual investigation of playing two-finger banjo, I have been able to document some understandings about the style. These understandings informed further appreciation of old time music, the old time music (and banjo) communities, and the art of making music in this way—while describing the journey, I gained insights from scholars, folklorists, musicians, recordings, and made many discoveries that I documented in this thesis. I have concluded that one of the best ways to find meaning in any pursuit is by engaging with your community and connecting yourself to your art.

What meanings have formerly engaged (radicalized) Salafists ascribed to their disengagement and how have they become embedded in their everyday lives? There are two narratives that can explain this question. On the one hand, there is a central inclusive narrative that suggest the institutionalization of the religious terrain in Morocco through the Institution of the Commander of the Faithful (mou’assassat imarat al mou’minine) or ICF, which allows the Monarchy to play the king-religious role as the guarantor of religion and other faiths. On the other hand, Salafi Jihadists represent the second exclusive narrative through a religious concept that has taken a violent understanding called “loyalty and disavowal” (Al Wal’a wal Bar’a) or WB. The power of this narrative lies in the ability to divide society into a near and far enemy. Put it another way, to ask how those very meanings affect their everyday lives, a change in Salafi worldview for example allows them to live lives that seemed not possible before far from violence. As a result, there is no one picture of disengagement. Disengagement happens very differently in each case. Specifically, we argue that Salafi Jihadists’ disengagement has been informed, and shaped, by the meanings they attribute to their experiences in the everyday life. As such, this thesis is not about process, or pathways, or models of engagement and disengagement it is about meanings each one assigns to his or her experience. In addition to advancing theories of violent radicalization and disengagement from violence, this thesis makes a methodological contribution to the study of the meanings of disengagement through an ethnographic fieldwork in Morocco and Jordan.