Thesis (M.A.) in English--University of Maine, 2009. / Includes vita. Includes bibliographical references (leaves 89-91).

This thesis suggests that Luce Irigaray's recent focus on spirituality in 'Luce Irigaray: key writings' makes explicit themes already suggested by her career-long insistence on the importance of sexual difference. It traces Irigaray's imagination of a dynamic, life-giving duality of sexual difference, suggesting that Irigaray's sexual difference displaces western philosophy's division between the natural and the spiritual; the earth and the sky; and mortals and the divine. In Irigaray's philosophy, cultivating sexual difference between men and women is the key to relinking the natural and the spiritual. This thesis calls this re-linking a religious task.Within this broad project, emphasis is placed on Irigaray's insistence that in order for sexual difference to be our redemption, women need to attend to creating a spiritual world appropriate to our own natural world. Indispensable to this project is the cultivation of a genealogy of mother-daughter relationships. This thesis explores this theme in Irigaray by discussing Drucilla Cornell's book, 'Legacies of dignity: between women and generations', as an Irigarayan genealogical exercise.This thesis also explores Irigaray's demand that western culture rethink its understanding of God. She suggests that we cultivate a sense of the divine as 'sensibly transcendent.' In order to highlight the distinction between Irigaray's divine and a monotheistic, transcendent God, this thesis turns to Patricia Huntington's article 'Contra Irigaray: the couple is not the middle term of the ethical whole.'The concluding chapter explores Irigaray's reworked notions of incarnation and salvation.Throughout these explorations, this thesis holds that Irigaray's re-integration of the natural and the spiritual will promote more ethical living -- with others, our selves, the earth and the divine.

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Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis (Ph.D.)--Baylor University, 2008. / Includes bibliographical references (p. 248-257)

A genealogical framework highlights the important role sexuality has played in constructing the current label of intellectual disability (ID). The genealogical framework is meant to replace the social, medical, and/or rights-based model(s) that have dominated social work and social services working in the disability field. With this framework, or perspective, I use a Foucaultian discourse analysis to read through seminal texts regarding person-centered practice. Person-centered practice is the foremost intervention used in social work, and other disciplines, to work with people labeled with intellectual disability. My research questions focus on what is revealed about ID in PCP through a genealogical framework and what implications do these discoveries hold for sexuality education and social services, including social workers? Predetermined concepts taken from the genealogical framework are used in the Foucaultian discourse analysis. These concepts (subject, government, biopower, and normalization) provide insight into how ID has been constructed and maintained through the practice of person-centered processes. Paradoxes emerge throughout the analysis, providing space for productive resistance by professionals working in sexuality education and social services to improve equity for people labeled with intellectual disability, specifically regarding their sexuality and healthy expression of it.

This study was developed around concerns about how indigenous knowledges have been represented and applied in environment and development education. The first phase of the study is a genealogical analysis after Michel Foucault. This probes representations and applications of plant-based indigenous knowledge in selected anthropological, botanical and environmental education texts in southern Africa. The emerging insights were deepened using a Social (Critical) Realism vantage point after Margaret Archer to shed light on agential issues in environmental education and development contexts. Here her morphogenetic/morphostatic analysis of social transformation or reproduction is used to trace changes in indigenous knowledge representations and applications over time (from the pre-colonial into the post-colonial era). The second phase uses the same perspectives and tools to extend the analysis of power/knowledge relationships into the interface of indigenous communities and modern institutions in two case study settings in the Eastern Cape of South Africa. This study reveals colonially-derived hegemonic processes of modern/Western scientific institutional representations/interpretations of the knowledges of indigenous communities. It also tracks a continuing trajectory of their dominating and prescriptive mediating control over local knowledges from the pre-colonial context through into the post-colonial period in southern Africa. The analysis reveals how this hegemony is sustained through the deployment of institutional strategies of representation that transform local knowledges into the disciplinary knowledge discourses of modern scientific institutions. These representational strategies therefore generate/reproduce and validate disciplinary discourses about the other, constructing disciplinary 'regimes of truth'. In this way modern institutions appropriate and displace indigenous/local knowledges, silence the voices of local communities and regulate individual and community agency within a continuing subjugation of indigenous knowledges. This study reveals how working within modern institutions and disciplinary knowledges in participative education and development interactions can serve to implicate indigenous researchers in these institutional hegemonic processes. The study also notes evidence of a continued resistance to hegemonic Western knowledge discourses as indigenous communities have sustained many knowledge practices alongside Western knowledge discourses. There is also evidence of a recent emergence of counter-hegemonic indigenous knowledge discourses in environmental education and development practices in southern Africa. It is noted that these have been contingent upon the changing political terrain in southern Africa as this has opened the way for alternative discourses to the dominant conventional Western knowledges in formal education and development contexts. The counterhegemonic discourses invert power/knowledge relations, decentre hegemonic discourses and reposition indigenous knowledges in formal education and development contexts. This study suggests the need to foreground indigenous knowledges as a process of knowledge decolonisation that gives contextual and epistemic relevance to environmental education and development processes. This calls for a need for new strategies to transform existing institutions by creating enabling spaces for the representational inclusion of indigenous knowledges in formal/conventional knowledge discourses and their application in social contexts. This opens up possibilities for plural knowledge representations and for their integrative and reciprocal co-engagement in situated contexts of environmental education and development in southern Africa.