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In the United States, the community food movement has been put forward as a potential solution for a global food system that fails to provide just and equitable access to nutritious food. This claim has been subject to the criticism of a variety of scholars and activists, some of whom contend that the alternative food movement is complicit in the re-production of neoliberalism and is therefore implicated in the making of the unjust system. In this dissertation I use theories of Deleuze (and Guatarri) and science and technology scholars to enter the middle of this dichotomy. I argue that both readings of community food work, as just and unjust, rely on realist epistemologies that posit knowledge as representative of an existing reality. I alternatively view knowledge as much more contingent and plural, resulting in a multiplicity of realities that are much less fixed. The idea that reality is a product of knowledge, rather than the inverse, raises the question of how reality might be made differently, or of ontological politics. This is the question I set out to interrogate: how might the realities of community food work be read and made differently, and how this reading might open new possibilities for transformation? To explore this question, I conducted interviews with 18 individuals working for three different non-profit community food organizations in central Appalachia. I used and appreciative inquiry approach to capture stories that affected these individuals' stories about their work captured their visions and hope for food system change. I then used a (non)method, rhizoanalysis, to code the data affectively, reading for the interesting, curious, and remarkable, rather than attempting to trace a strong theory like neoliberalism onto the data. Drawing on Delueze and Guattari, I mapped excerpts from the data into four large narrative cartographies. In each cartography, the narrative excerpts are positioned to vibrate against one another; my hope is that these resonances might open lines of flight within the reader and space for new ontological possibilities. For adult and community educators, I posit this rhizoanalysis as a poststructuralist contribution to Freire's concept of the generative theme and of use to broader project of agonistic pluralism. / Ph. D.

Enhanced innovative learning through the purposeful development of effective blended teaching and learning environments supported by a variety of interfaces is a strategic focus of the NWU and specifically the Faculty of Educational Science. There are several emerging models to ensure effective online and blended learning but the prominent model that has attracted attention is the Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer in 2000. The CoI framework is conceptually grounded in theories of teaching and learning in higher education and is consistent with John Dewey’s work on community of inquiry. CoI is deeply rooted into pragmatism as is evident in Dewey’s argument where he explains the idea of extracting meaning from experience. The focused of this study was on blended learning in a graduate teacher training course in Technology Education. The content of Technology as a subject is derived from other disciplines such as science, engineering and design. Due to the unique features of Technology as a subject, it was of great value, within this applied discipline, to investigate the unique patterns and relationships occurring among CoI presences in such a module of a teacher training graduate course. The purpose of the study was to:  develop an understanding of how the three presences (teaching presence, social presence and cognitive presence) in CoI enhance online learning;  investigate the extent of CoI in a blended mode of delivery within a TE graduate course; and  develop, implement and evaluate a module for a graduate course in Technology teacher training for a blended mode of delivery, based on requirements for the development of CoI. A design-based research methodology approach was followed for this study and included qualitative and quantitative methods in a multi-strand design. Design-based research is intrinsically linked to, and developmentally nourished by, multiple design and research methodologies, which utilises many data collection and analysis methods and which makes it suitable for a mixed method research. Findings from the literature review on the value of CoI for the effectiveness of online learning indicated that blended learning is dependent on the ability to facilitate a CoI. It is through the application of the principles for CoI that a successful transition from a face-to-face to a blended mode of delivery for the applied subject TE was possible. Findings with regard to the extent to which CoI manifested itself in this Technology graduate course indicated that teaching presence manifested itself to a good extent in the TE undergraduate course. The main findings that were of concern with regard to teaching presence included: insufficient clear instructions and communication, feelings of isolations and disconnectedness, lack of immediacy and the inability to connect online feedback to lecturer expertise. Although social presence did manifest itself to some extent in the TE undergraduate course, it was the hardest to establish out of the three presences. The main issues arising from the manifestation and existence of social presence included: insufficient sense of belonging in the online environment, students didn’t feel comfortable expressing themselves affectively as well as uneasiness to communicate, interact and participate online with other module participants. Finally, cognitive presence did manifest itself to a satisfying extent in the TE undergraduate course. Findings suggest that there was a not sufficient structured triggering events to create a sense of puzzlement which suggests that more activities must be included that will encourage reflection and therefore will improve the movement through the cognitive inquiry process. Other findings from the study indicated that students experienced time management and the coordination and management of group activities as challenging. These challenges experienced by students reflect a lack of self-regulation skills in learning presence. Other challenges included that students experienced in the online environment of blended learning included: accessibility, lack of technology skills and the newness of blended learning. Design principles for the manifestation and existence of CoI for effective learning within a TE graduate module were establish for teaching presence, social presence and cognitive presence. The research contributed to the field by reporting on the process of how CoI can be enhanced in a blended learning environment for a complex subject such as Technology, and by providing evidence based guidelines for the design and implementation of blended learning with CoI principles as guidelines. / PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

Enhanced innovative learning through the purposeful development of effective blended teaching and learning environments supported by a variety of interfaces is a strategic focus of the NWU and specifically the Faculty of Educational Science. There are several emerging models to ensure effective online and blended learning but the prominent model that has attracted attention is the Community of Inquiry (CoI) framework developed by Garrison, Anderson and Archer in 2000. The CoI framework is conceptually grounded in theories of teaching and learning in higher education and is consistent with John Dewey’s work on community of inquiry. CoI is deeply rooted into pragmatism as is evident in Dewey’s argument where he explains the idea of extracting meaning from experience. The focused of this study was on blended learning in a graduate teacher training course in Technology Education. The content of Technology as a subject is derived from other disciplines such as science, engineering and design. Due to the unique features of Technology as a subject, it was of great value, within this applied discipline, to investigate the unique patterns and relationships occurring among CoI presences in such a module of a teacher training graduate course. The purpose of the study was to:  develop an understanding of how the three presences (teaching presence, social presence and cognitive presence) in CoI enhance online learning;  investigate the extent of CoI in a blended mode of delivery within a TE graduate course; and  develop, implement and evaluate a module for a graduate course in Technology teacher training for a blended mode of delivery, based on requirements for the development of CoI. A design-based research methodology approach was followed for this study and included qualitative and quantitative methods in a multi-strand design. Design-based research is intrinsically linked to, and developmentally nourished by, multiple design and research methodologies, which utilises many data collection and analysis methods and which makes it suitable for a mixed method research. Findings from the literature review on the value of CoI for the effectiveness of online learning indicated that blended learning is dependent on the ability to facilitate a CoI. It is through the application of the principles for CoI that a successful transition from a face-to-face to a blended mode of delivery for the applied subject TE was possible. Findings with regard to the extent to which CoI manifested itself in this Technology graduate course indicated that teaching presence manifested itself to a good extent in the TE undergraduate course. The main findings that were of concern with regard to teaching presence included: insufficient clear instructions and communication, feelings of isolations and disconnectedness, lack of immediacy and the inability to connect online feedback to lecturer expertise. Although social presence did manifest itself to some extent in the TE undergraduate course, it was the hardest to establish out of the three presences. The main issues arising from the manifestation and existence of social presence included: insufficient sense of belonging in the online environment, students didn’t feel comfortable expressing themselves affectively as well as uneasiness to communicate, interact and participate online with other module participants. Finally, cognitive presence did manifest itself to a satisfying extent in the TE undergraduate course. Findings suggest that there was a not sufficient structured triggering events to create a sense of puzzlement which suggests that more activities must be included that will encourage reflection and therefore will improve the movement through the cognitive inquiry process. Other findings from the study indicated that students experienced time management and the coordination and management of group activities as challenging. These challenges experienced by students reflect a lack of self-regulation skills in learning presence. Other challenges included that students experienced in the online environment of blended learning included: accessibility, lack of technology skills and the newness of blended learning. Design principles for the manifestation and existence of CoI for effective learning within a TE graduate module were establish for teaching presence, social presence and cognitive presence. The research contributed to the field by reporting on the process of how CoI can be enhanced in a blended learning environment for a complex subject such as Technology, and by providing evidence based guidelines for the design and implementation of blended learning with CoI principles as guidelines. / PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / As the curriculum of American schools becomes more standardized, while teachers face the elevated levels of accountability, and definition of adolescent literacy rapidly expands, teacher education programs must do more to help pre-service teachers prepare for the realities of public education (Boyd, Ariail, Williams, Jocson, & Sachs, 2006). Among these realities exists the looming pressure to demonstrate the ability to help students succeed on standardized assessments that test comprehension-based literacy skills. Meyer (1999) suggests two sets of teacher education reforms have emerged as a result of rising awareness of adolescent literacy in public schools. Meyer (1999) explains “one set focus[es] on the content of teacher education—what courses and topics should be included—and another set focus[es] on the structure—where and when should teacher education take place and who should manage it” (p. 459). In addressing the second set of teacher education reforms, pre-service teachers are often afforded the opportunity to gain valuable professional training in public school classrooms, as field experiences are increasingly seen as an integral piece in the training of pre-service teachers. And, though these initiatives have shown improvement in teacher education, there are concerns, specifically in the field of language arts, that new teachers are not successfully negotiating the void that exists between theory and practice that is evident in some public school settings. So, with an expanding definition of literacy, and the rising awareness of secondary students’ literacy practices, there is a concern that pre-service teachers may in fact be unprepared to negotiate the demands of the career they have chosen for themselves. This study sets out to examine this problem. In preparing for a career in public education, certain expectations are formed by the teacher candidate based on what he or she understands adolescents should be able to do. These expectations are formed from a variety of sources. This study utilizes narrative inquiry to investigate the experiences of pre-service undergraduate language arts teachers who are completing a series of arranged field experiences. This study uses the stories of the participants to examine how the expectations of undergraduate pre-service language arts teachers are formed in regards to the range of high school students’ literacies. The data collected in this study indicate that while each participant in the study is operating from a different life stage, each has developed her own understanding of literacy and has the ability to apply that understanding to improve her practice. The ways in which these individually unique understandings of literacy vary widely and are, by in large, based on the personal experiences of each participant. This narrative study utilizes narrative analysis to investigate the storied experiences of three pre-service language arts teachers, on traditional undergraduate, one nontraditional undergraduate, and one self proclaimed “semi-nontraditional” undergraduate. Throughout the inquiry period, the primary research participants completed a field experience at a public high school located in American Midwest. During this field experience, each primary participant assisted a classroom teacher and tutored high school students during a common study hall period. Data was collected from a variety of sources including: personal interviews, video taped observations, reflective journals, and field notes. The storied experiences provided by the primary participants and field data were then reconstructed into narratives that present a meaningful representation of each participant’s experience in the field. These narratives also served as a meaningful platform for discussion in the final chapter of the report. The results of the study indicate that the participants base their expectations of high school students’ literacies on their own personal experiences. Throughout the inquiry period, each participant recalled their own experiences as a high school student when referencing literacy practices of the high school students under their direction. The narratives further illustrate noticeable differences in the understandings of literacy between the traditional and non-traditional participants. Where as the traditional undergraduates in the study were more reflective in their assessment of high school students’ literacies, the non-traditional undergraduate was more active in meeting the needs of the students she tutored and assisted during the field experience. In addition to providing answers to the primary and secondary research questions that investigate the participants’ developing expectations in terms of high school students’ literacies, the data also present themes that contribute to a better understanding of how the three pre-service language arts teachers negotiate the challenges that come with the major life transition of entering the professional workforce as a schoolteacher. While all three participants represent three different populations of undergraduate college students (i.e.: traditional, “semi-nontraditional”, and nontraditional), common themes of fear and uncertainty are present in each participant’s narrative. While these results are reminiscent of Fuller’s (1969) findings, it is important to understand that these feelings of fear and uncertainty are still present after forty years of advancements in teacher education. Which leads to further examination of the experiences these three participants have shared about the training they have received. Additionally, because each participant’s life experiences vary greatly from the other participants in the study, these feelings of fear and uncertainty are manifested differently for each participant. The findings of this study could have lasting implications to the fields of adolescent literacy and teacher education. While the definition of literacy is expanding to include not only academic literacy but social literacy practices that students experience beyond the classroom, the data in this study indicate that the participants who are close in age to the students the are preparing to teach seem open minded to use alternative texts that support academic literacies while encouraging students to explore their own interests. Additionally, each participant shared that she could benefit from more extensive field experiences where she could learn more about teaching as it is done in the field. And, as the data collected in this study indicate, more varied experiences tend to provide undergraduates with the necessary context to more successfully negotiate the demands of providing quality instruction.

Incredibly harmful hegemonic norms are being disseminated through postfeminist media and female adolescents are being targeted and shaped by them in alarming ways. Given this current cultural climate, it is timely and critical to identify how new literacies, popular media, and institutional sexism are impacting young women’s lives, their understanding of the world, and of themselves. In this arts-based study the author investigated teen girls’ photographs and accompanying stories to determine which nexuses exist between the participants, their photographs, and their life experiences in order to discover in what ways their photography revealed elements of their identities. Critical feminist theory and visual narrative inquiry informed this SSHRC funded research in which photo elicitation was conducted with 8 teen girls over a period of 6 months. Findings revealed that within the main nexuses of appearance, media, and identity the themes of fetishization, post-feminism influences, and control were complexly interwoven. By exploring the girls’ photographs and investigating the stories and interpretations associated with them, it was possible to develop insight into how youth were using visual media to document and understand their life experiences and create their identities. Ongoing conversation with the participants about their images provided an opportunity for them to consider how their photographic images represented (or misrepresented) their identities. This feminist research allowed for experimentation, reflection, and generative knowledge to occur for the participants. It invites the reader into the blurred boundary between public space, cultural norms and societal expectations, and the private worlds, personal ideas and identities in which adolescent girls live as they mature into young adults. / Graduate / 0727 / 0273

Most research on Cognitive Load Theory (Sweller, 1988) has uncovered many instructional design considerations for learning complex tasks. Additionally, the Community of Inquiry (Garrison, Anderson, & Archer, 2000) framework describes many of the learning experiences in online education. A gap existed in the literature for investigating cognitive load over the duration of a college algebra course and for investigating the relationship between cognitive load and cognitive presence. This research study has addressed this gap by investigating cognitive load and cognitive presence in an online and face-to-face college algebra course. The results of this study revealed that face-to-face students earned statistically significant higher final course grades and homework grades than the online students. The face-to-face math course was slightly more efficient because it produced learners who exerted similar cognitive load as learners in the online course but the learners in the face-to-face earned higher performance score. Online discussion prompts that ask student to apply their solution or defend their solution engaged students in cognitive presence differently. When students were prompted to apply their solution to a real world scenario, most students reached resolution in their initial posts, but they were often not cognitively present in their follow-up posts. When students were prompted to provide a defense of their solution, most of the posts demonstrated cognitive presence, but not as many individual students reached resolution. Additionally, students progressed through the stages of cognitive presence when an instructor asked them a specific question about their math problem or real life scenario in a timely manner. When instructors post questions to their students that directly ask for an application of their hypothesis or an explanation how they arrived at their hypothesis, students can reach the highest stage of cognitive presence. When instructors post messages that reach the highest stage of cognitive presence, students do not post messages that reach the highest stage of cognitive presence. Lastly, this study did not find a strong linear relationship between cognitive presence and cognitive load.

The current thesis aims to explore issues regarding the development and support of second languages when two individuals from different linguistic backgrounds come together in romantic, intimate, and meaningful relationship. Based on a thorough conceptualisation of multilingual couplehood and its place within the interdisciplinary topic of intercultural relationships and marriage, this exploratory study seeks to highlight the issues pertaining to communication, and even more precisely, language, how this impacts individual and couple identity, and its significance in multilingual couple contexts The study and presentation of the research is built on the foundation of a relational philosophy of being and knowing, particularly in line with Gergen’s (2009) understanding of ‘being-in-relation’. Arguments are presented for a relational ontology and epistemology in hopes of identifying the merits of this perspective, and to promote what I consider a more fitting understanding of identity, relationships, and second language education. On this theoretical basis, the study adopts the qualitative methodological approach of narrative inquiry to investigate the meaning of language, relationship, and identity in the contexts of four self-identified multilingual couples currently living in the UK. Data was collected by means of three stage interviews: one with each individual of the couple and a final interview with both partners present. The audio-recorded interviews were transcribed and subjected to a two-stage narrative analysis. The findings have uncovered a wide variety of issues regarding intimate relationships and matters related to the development and support of second languages. While it is clear that each couple has differing attitudes and perceptions of multilingual couplehood, and ways of addressing them, there are some commonalities that have emerged, particularly in regards to the negotiation and sharing of languages, which has appeared to be a very complex issue in terms of the manifestation of language support and learning motivation within the couplehood. It has also been found that there are various ways in which partners develop and create their multilingual couple identities, which affects and also is affected by the linguistic and cultural identities of the individuals themselves. It is clear that second language development and support is a fundamentally relational process in the intimate context of couple relationships, as the detailed narratives of the couples and their linguistic journeys are highly revealing of what is clearly a complex, intricate, and relational ongoing process.

This dissertation focuses on design sessions in which users and stakeholders participate. It demonstrates how material from field studies can be used in exploratory design sessions. The emphasis is on the staging and realization of experiments with ‘possible futures’. Using a design perspective I have worked with how field studies can contribute to design processes in which many parties collaborate. With a starting point in collaborative ‘sketching’ and creation of scenarios I have striven to create a meaningful way for design teams to adopt a practice perspective. The dissertation shows that there need not be any opposition between exploring ‘what is’ and envisioning ‘what can be’. The increase of computer technology in everyday life and the development making information technology become an integrated part of more and more everyday products has given rise to a need to find new ways of working in the process of designing. If it was ever possible to work in an isolated way on either digital or physical technology, this is no longer the case since development requires collaboration over these borders. In the same way, IT plays an increasing significant role in people’s everyday lives. User focus and user involvement have become commonplace. This calls for new ways of organizing the design process. The present dissertation meets this problem. I have participated in four projects in which exploring users everyday practices has become a meaningful design activity and a foundation for collaboration. The purpose of this dissertation is to shed light on the possibilities and the advantages offered by working design oriented with material from field studies. Furthermore, it strives to show how design sessions can be organized and carried out on a practical level and exemplifies with concrete projects. Special emphasis is given to the creation of and the inquiry into design material and the development and use of design games. / <p>In collaboration with School of Arts and Communication, Malmö University, Sweden.</p>

Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Both chronic trauma and shame, as well as the relation between them, are understudied phenomena. This is despite particularly high levels of both trauma- and shame-related psychopathology in South Africa (Edwards, 2005). I conducted a qualitative study exploring experiences of trauma, shame, post-traumatic reactions and coping mechanisms in single interviews with 19 South African survivors of chronic trauma (intimate partner violence) using narrative analysis. Results from the categorical content analysis indicated that all but one participant reported a history of physical violence perpetrated by her intimate partner. Sexual and emotional violence were also reported by the majority of the participants. The most significant reported mental health outcomes were persistent fear, depression and suicidality, dissociation and somatic complaints. Coping mechanisms included religion, support from family, counselling and substance misuse. Using smiling as a mask to conceal difficult feelings and keeping occupied were cited as the most effective defenses. Shame was viewed as a social emotion, and often described as humiliation (and sometimes embarrassment), which required the presence of a mocking, hostile audience. This was interpreted in socio-cultural terms. Eleven women presented with a split self – the authentic self who admitted to a great deal of shame when asked indirectly, and the false self who was described in surprisingly positive terms. I analysed this split using categorical content analysis and narrative analysis from a social constructivist point of view at individual (clinical) level, organisational (micro-cultural) level, and broader cultural level. I used Gee’s (1991) categorical form analysis to analyse five long complex shame and trauma narratives with the aim of determining if psychic fragmentation presents at linguistic level. I also analysed three short, compressed trauma and shame narratives. The structure of the short narratives tended to be circular, erratic, disjointed, and interrupted (Scarry, 1985; Simon, 2008). The three short, compressed trauma narratives were characterised by long pauses or silences, hesitations, avoiding eye contact, hunching over, covering the face with clothes, whispering, so making the narrative almost inaudible, crying, and defensive leaning in towards me, and laughing. These women were exceptions – most women expressed an urgency to talk about their experiences in great detail. Although the longer narratives are essentially fractured chaos narratives at linguistic level, they contain predominant trauma- and shame-related themes that are consistent throughout the narratives and that remain intact in spite of the signs of linguistic disruption and fragmentation. They are, in order of narratives, 1) shame/self-blame and deservedness; 2) truth/lies and bearing witness; 3) shame, humiliation and dissociation; 4) the concealed, shame-based self, including amnesiac-like disorientation of place and time; and 5) patterns of cyclical leave-return reflecting perpetrator-instilled abandonment terror, including disorientation of time. I have argued that although language, or narrative structure, continues to mimic and reflect narrative content (fractured narratives vs fractured selves) – there is also the intriguing possibility of a disconnection between form and content; and that thematic coherence or consistency and narrative fracturing can co-occur; co-exist. There are a number of clinical features in the narratives which are either related to, or comprise diagnostic criteria for chronic trauma syndromes such as chronic PTSD and DESNOS, and intersect with shame themes in the narratives I analysed. Consequently, I argue that there is a substantial intersection or co-occurrence between exposure to chronic trauma, and trauma-related clinical symptoms, including shame, which emerge from the narratives, which without exception, demonstrate significant linguistic fracturing. In conclusion, a number of gaps in the literature were identified. Future research should triangulate methods and chronic trauma prevalence and longitudinal studies are needed both internationally and locally. / AFRIKAANSE OPSOMMING: Sowel kroniese trauma as skaamte, en die verhouding tussen die twee, is tot dusver onvoldoende bestudeer – ondanks die besonder algemene voorkoms van trauma- en skaamte-verwante psigopatologie in Suid-Afrika (Edwards, 2005). Ek het ʼn kwalitatiewe studie onderneem en die ervaring van trauma, skaamte, post-traumatiese reaksies en oorlewingsmeganismes ondersoek in indiwiduele onderhoude met 19 Suid-Afrikaanse oorlewendes van kroniese trauma (geweld in intieme verhoudings). In my ondersoek het ek van narratiewe analise gebruik gemaak. Resultate van die kategoriese inhoudsanalise dui aan dat ál die vroue in die bestudeerde groep, behalwe een, ‘n geskiedenis van fisieke geweld gerapporteer het wat deur haar ‘partner’ gepleeg is. Seksuele en emosionele geweld is ook deur die meerderheid van die groep gerapporteer. Die mees betekenisvolle uitkomste in verband met psigiese gesondheid was voortdurende angs, depressie, selfmoordneigings, dissosiasie en somatiese klagtes. Oorlewingsmeganismes was onder andere godsdiens, berading en dwelms. Om ʼn glimlag te gebruik as masker vir die verberging van pynlike emosies, en om besig te bly, is genoem as die effektiefste verdedigingsmeganismes. Skaamte is gesien as ‘n sosiale emosie, en is dikwels ‘vernedering’ genoem (soms ʼn ‘verleentheid’), wat die teenwoordigheid van spottende, vyandige toeskouers impliseer. Skaamte is in die studie in sosio-kulturele terme geïnterpreteer. Elf vroue het 'n gesplete self vertoon – die outentieke self wat 'n groot hoeveelheid skaamte erken het wanneer hulle indirek daaroor uitgevra is, teenoor die valse self wat in verbasend positiewe terme beskryf is. Ek het hierdie gesplete self geanaliseer met gebruikmaking van kategoriale inhoudsanalise en ook van narratiewe analise uit 'n sosiaal-konstruktiewe perspektief – op 'n indiwiduele (kliniese), organisatoriese (mikro-kulturele) en ‘n breër kulturele vlak. Ek het Gee (1991) se kategoriale vorm-analise gebruik om vyf lang, komplekse skaamte- en traumanarratiewe te analiseer om te bepaal of psigiese fragmentering op 'n linguistiese vlak manifesteer. Ek het ook drie kort, gedronge trauma- en skaamtenarratiewe geanaliseer. Die struktuur van die kort narratiewe was geneig om sirkulêr, wisselvallig, onsamehangend en onderbroke te wees (Scarry, 1985; Simon, 2008). Die drie kort, gedronge traumanarratiewe is gekenmerk deur lang stiltes, aarseling, vermyding van oogkontak, vooroor buk, bedekking van die gesig met klere, fluistering (sodat die narratief byna onhoorbaar geword het), gehuil, defensiewe oorleun na my toe, en gelag. Hierdie drie vroue was uitsonderings – die meeste vroue het 'n dringende behoefte laat blyk om in fyn besonderhede oor hulle ervarings te praat. Alhoewel die langer narratiewe op 'n linguistiese vlak wesentlik gefragmenteerde chaos-narratiewe is, bevat hulle dominante trauma- en skaamte-temas wat konsekwent deur die verhale aanwesig bly ondanks die tekens van linguistiese disrupsie en fragmentering. Hulle is, in die volgorde van die narratiewe, 1) skaamte/selfblamering en verdiende loon; 2) waarheid/leuens en getuienis aflê; 3) skaamte, vernedering en dissosiasie; 4) bedekte, skaamte-gebaseerde self, insluitend die amnesieagtige disoriëntering van plek en tyd; en 5) patrone van sikliese vertrek en terugkeer, insluitend 'n disoriëntering van plek en tyd – 'n refleksie van die vrees om alleen gelaat te word, veroorsaak deur die gewelddadige optrede teen haar. Ek het geredeneer dat, alhoewel taal/ narratiewe struktuur geneig is om narratiewe inhoud na te boots en te reflekteer (gefragmenteerde narratiewe naas gefragmenteerde self) – is daar ook die interessante moontlikheid van 'n diskonneksie tussen vorm en inhoud; en dat tematiese samehang of konsekwentheid saam met narratiewe fragmentering kan voorkom. Daar is 'n aantal kliniese kenmerke in die narratiewe wat diagnostiese kriteria bevat vir kroniese trauma-sindrome soos kroniese PTSD en DESNOS, en wat verband hou met skaamtetemas in die betrokke narratiewe. Gevolglik redeneer ek dat daar 'n substansiële oorvleueling of saambestaan is van die blootstelling aan kroniese trauma en trauma-verwante kliniese simptome, insluitend skaamte. Dit kom na vore in die geanaliseerde narratiewe, wat sonder uitsondering deur linguistiese fragmentering gekenmerk word. Ten slotte is ‘n aantal leemtes in die literatuur geïdentifiseer. Toekomstige navorsing behoort metodes en algemeen-voorkomende kroniese trauma te trianguleer en longitudinale studies, plaaslik en internasionaal, word benodig.