Ongoing environmental change is one of the greatest barriers facing programs and policies aiming to achieve sustainable development today. While the concept of sustainable development is relatively new, the threat of environmental change is not. Throughout colonization in Kenya the British colonial government was overly concerned with the quality of soil and increasing possibilities of erosion. Both Victorian ideologies of culture and society as well as the colonial discourse that existed in Kenya lead to a conception of the Africans as environmentally and agriculturally inept. Thus, they were blamed as the greatest threat to soil fertility. These notions together created a colonial environmental narrative based on inaccurate conceptions of the African farmer. International examples of environmental degradation as well as the expertise of Western research were used to support the narrative and further intervention into Kenyan society. The goal of this thesis is to examine exactly what made up the narrative, what purposes it served and who benefited from it. Through analysing the case of the Kikuyu in Kiambu, the district where Africans came in closet contact with the Europeans, this paper examines how a reorganization of power and control occurred. Specifically, archival research was utilized to gain direct insight into colonial perceptions and departmental reporting. The results show that African farmers were wrongly accused as the main culprits of soil degradation; in fact, changes to cultivation methods during much of colonization such as increased output and forced implementation of European techniques had a detrimental effect on soil fertility. While evidence existed to counter the narrative, it was reinforced as truth by Western research and colonial power. The result for the settlers was prioritized agriculture as well as security over land rights; simultaneously, for the colonial administration the narrative served as justification for their humanitarian mandate, while fostering an amount of social control. The results reveal that the creation of a narrative based on environmental change where the African was labelled as the problem, created a situation where colonial and settler interests triumphed over all others.

This thesis studies knowledge processes which span organisational boundaries, examining how knowledge is formed and shared between two companies with divergent interests, facing the challenges of innovation processes. Cross-boundary work provides access to diverse sources of knowledge, specialties and approaches, and this enhances the innovative performance of firms. However, managing knowledge and spanning diverse boundaries has proven to be difficult. While the epistemic and social challenges have been identified to trigger conflicts and misunderstandings across boundaries, the complexity, inter-dependency and uncertainty of innovation processes have been found to multiply these challenges. Informed by the practice-based perspective, this thesis examines how the challenges of integrating knowledge in such a context are addressed and resolved. Building upon this theoretical perspective, the thesis aims to enhance understandings of knowledge processes between the large bureaucratic organisations (publishers) and small/medium-sized companies (developers) in the videogames industry. Underpinned by a social constructionist and interpretivist methodology, a qualitative study of three publisher-developer relationships was conducted. With thirty six semi-structured interviews with senior directors, managers and team leaders, the thesis examined cross- boundary practices and the conflicts experienced in this process. In order to achieve this, the study focused on the role that boundary objects, trust development and power structures played in facilitating knowledge processes. The thesis recognises the evolving and relational character of boundary objects, highlighting that a combination of static and dynamic boundary objects were effective in facilitating knowledge integration in the publisher-developer relationship. It also reveals that despite high levels of distrust between the parties involved, they managed to create and maintain a working relationship by resorting to opportunistic practices, such as knowledge hiding, deception and collusion. It is emphasised that understanding the power dynamics in the publisher-developer relationship is a pre-requisite to explaining 2 how knowledge is managed across organisational boundaries during the course of a project. Drawing upon a Foucauldian perspective, the thesis identifies the positive and enabling aspects of power dynamics in this relationship. It argues that when the parties have discrepancies, competition and high levels of distrust, power games positively influence cross-boundary practices, the use of boundary objects and knowledge processes, ultimately mobilising knowledge integration. The thesis makes four significant contributions to the knowledge management and cross-boundary work literature. First, it identifies an evolving role for boundary objects, showing how they develop during the course of a project. Second, it finds a relational and politicised dimension for boundary objects, highlighting the role of brokers to manipulate and mobilise the use and effectiveness of these objects. Third, the thesis extends the existing literature by revealing that despite high levels of distrust, parties can create a working relationship. The research shows that this is achieved through resorting to opportunistic behaviour, such as knowledge hiding, deception and collusion. As a result, this thesis adds a complementary level to Carlile's Integrated Framework, explaining that when there are high levels of differences, dependencies and novelty in the cross-boundary work, knowledge hiding, deception and collusion are the driving force to facilitate knowledge integration and maintain a functional relationship. The fourth contribution of this thesis is recognising the positive and productive aspects of power dynamics that enable and mobilise boundary objects and knowledge processes, ultimately bringing positive outcomes and creating a functional relationship between two companies with divergent interests.

This work proposes an approach with studies of post-structuralist side, seeking to launch other looks for questions considered naturalized in the social and cultural field on the relationship between female/maternal care and family. Thinking it was possible to establish a dialogue between gender and education, although maintaining the differences that constitute these two cultural universes, this paper aims problematize the discourses about motherhood and the crossing of the production of the female role in the family, especially with regard to the care of children with deficiency. The locus of the research was the Design of Stimulator Essential NEPES and the materiality of the study was tied to the analysis of fragments of discourse articulated by the project participants - the group of women caregivers - about their roles in the face of mothering children with deficiency and for interns of the Undergraduate Program in Special Education - Full Degree, University Federal of Santa Maria, who treated the children of the project. Seeking to make use of portions of the thought of Michel Foucault, especially about the relationship between knowledge and power and governance of conduct, it is clear the intention to understand how the discursive practices put into operation by experts in special education is a strategy government conducts female/maternal for the care of children with deficiency. From the materiality of the study was possible to see how the discourses have historically produced an immanent rationality care for female/maternal, especially in the deficiency field, and characterize a set of discourses connected to an expertise that, underpinned by an apparatus pedagogical knowledge, knowledge that articulates the governance strategies of mothers/caretakers special, thus portraying the political legitimacy of the authority of the expert. / Este trabalho que ora se apresenta propõe uma aproximação com estudos de vertente pós-estruturalista, buscando lançar outros olhares a questões consideradas naturalizadas no campo social e cultural a respeito das relações entre cuidado feminino/materno e família. Pensando ser possível estabelecer um diálogo entre gênero e educação, embora mantendo as diferenças que constituem esses dois universos culturais, este trabalho propõe problematizar os discursos sobre a maternidade e o atravessamento destes na produção do papel feminino na família, especialmente no que diz respeito ao cuidado de crianças com deficiência. O lócus da pesquisa foi o Projeto de Estimulação Essencial do NEPES e a materialidade do estudo esteve atrelada à análise dos fragmentos de falas articulados pelas participantes do projeto - mulheres do grupo de cuidadoras - acerca de seus papeis diante da maternagem de crianças com deficiência e pelas estagiárias do Curso de Graduação em Educação Especial Licenciatura Plena, da Universidade Federal de Santa Maria, que atenderam as crianças do projeto. Buscando fazer uso de parcelas do pensamento de Michel Foucault, principalmente acerca das relações de saber e poder e do governamento das condutas, evidencia-se a intenção de compreender de que forma as práticas discursivas colocadas em funcionamento pelos especialistas da educação especial se constituem em estratégias de governo das condutas femininas/maternas para o cuidado de crianças com deficiência. A partir da materialidade do estudo foi possível perceber como os discursos vêm, historicamente, produzindo uma racionalidade imanente para os cuidados femininos/maternos, especialmente no campo da deficiência, bem como caracterizar um conjunto de discursos ligado a uma expertise que, apoiada num aparato de saber pedagógico, articula esse saber às estratégias de governamento das mães/cuidadoras especiais, retratando assim a legitimação política da autoridade do especialista.

A lo largo de las últimas décadas se ha venido planteando la necesidad de problematizar la manera como se construye el conocimiento y de poner en evidencia las relaciones entre conocimiento y poder. Una valiosa innovación, que busca abrir la educación superior a la inclusión de nuevos actores y nuevas voces, ha sido la redefinición del equipo formador de algunos institutos superiores pedagógicos y universidades convencionales para incluir conocedores y conocedoras de los pueblos originarios. No obstante, en este artículo argumento que su participación en los procesos de formación docente no necesariamente garantiza el desarrollo de prácticas que hagan evidente la existencia de formas de pensar alternativas al conocimiento hegemónico ni las múltiples formas como se producen. Para que esto ocurra, es necesario tomar conciencia de la compleja relación entre conocimiento y poder, y analizar la forma como esta se expresa en la formación superior y, de manera concreta, en la institución formadora. Sustento este argumento en la experiencia del Programa de Formación de Maestros Bilingües de la Amazonía Peruana (Formabiap), al cual he acompañado a lo largo de los últimos veintinueve años, en mi experiencia directa y en sistematizaciones y evaluaciones internas y externas del programa. / During the last decades the need to question the way in which knowledge is constructed as well as its relation with power issues has come forward. An important innovation in some teacher training colleges and conventional universities is the redefinition of the teaching staff. They have included indigenous elders as an attempt to open higher education to the inclusion of new actors and new voices. However, in this article I argue that the participation of indigenous elders in teacher training processes, does not necessarily guarantee the development of practises that will highlight the existence of ways of thinking alternative to hegemonic knowledge nor the multiple ways in which knowledge is produced. For this to happen consciousness must be gained regarding the complex relations between knowledge and power, and the way in which it is expressed in higher education in general and in specific academic spaces. Drawing from the experience of the Teacher Training Programme of the Peruvian Amazon (Formabiap), which I have accompanied during the last 29 years, I sustain my argument with information gained through my direct experience with the Programme and from documents, studies and internal and external evaluations of its process.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-11-21T10:45:03Z No. of bitstreams: 2 Dissertação - Maria Marta Martins - 2010.pdf: 2811980 bytes, checksum: bbeaaee0bbcd9b2eac743e22c1b9f16c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-11-21T10:50:03Z (GMT) No. of bitstreams: 2 Dissertação - Maria Marta Martins - 2010.pdf: 2811980 bytes, checksum: bbeaaee0bbcd9b2eac743e22c1b9f16c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-11-21T10:50:03Z (GMT). No. of bitstreams: 2 Dissertação - Maria Marta Martins - 2010.pdf: 2811980 bytes, checksum: bbeaaee0bbcd9b2eac743e22c1b9f16c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2010-12-01 / Whoever keeps well informed by the media may easily notice the constant changes of concepts, especially the ones that come from scientific studies related to the correct procedures to keep healthy and have a long productive life. However, throughout these changes, there are some truths that not only fall in the course of time, but also become untrue. Therefore, based on the Foucault studies, we affirm that the conception of truth is not established permanently, but built and rebuilt according to data collected from current discursive reality, and also connected to power and knowledge relations that circulate in a given time. From this point, we are concerned in discussing, in this study, hypotheses which will help us to understand how certain statements connected to the truth of a specific time are inserted in the discourse order and, later on, discarded and not even published anymore. This way, we focus our analysis on childhood and childcare that were gradually acquired by the global society. This way, in this study, our aim is to make a reflection about the historical- discursive mechanism that can promote specific sayings and, later on, extinguish them. More specifically: to understand how knowledge and power can act in the establisment of the truths of a period, in relation to children.; to notice the biopower actions on the childhood, taking into consideration the contradictions of a socially heterogeneous population such as the Brazilian one; to situate the media as a contributer of the biopolitical technologies in the regulation of the children population. In order to trace the outline which characterizes this research, we need to consider the archive as the first methodological principle, according to the conception of Foulcaut. Moreover, in consonance with his theory, we chose not to set the corpus in only one data collection, but to set themes that, in one way or another, cross the existence of children in the world and in the course of History. Therefore, it was under this assumption that we selected media printed publications such as advertisements, articles, informational booklets and so on, in order to proceed with the analysis, which results show that the irruption and the extinction of statements socially produced occur within a movement imposed by the articulation between discourse and history. This movement determines what comes and goes in the discourse order, and it is caused by the relation that involves, in a way, the power and the knowledge in the establishment of temporary truth, and in another, the global media as the greatest propagator of these truths. / Quem acompanha as informações veiculadas pela mídia pode facilmente perceber constantes mudanças em conceitos, sobretudo aqueles advindos de estudos científicos, que versam sobre os procedimentos adequados para a manutenção de uma boa saúde, bem como de uma vida longa e produtiva. Entretanto, no decurso dessas mudanças, algumas verdades que vigoraram em uma determinada época são não só silenciadas, como contraditas. É desse modo que, para Foucault, a noção de verdade não é estanque, acabada, mas se constrói e reconstrói de acordo com dados retirados da realidade discursiva no presente e está ligada a relações de poder e saber que circulam em determinada época. Discutindo hipóteses que nos ajudem a entender como certos enunciados ligados à verdade de uma época são colocados na ordem do discurso e, tempos depois, são apagados ao ponto de se tornarem impublicáveis, é que olhamos para o nosso objeto de análise: a infância e os cuidados que foram sendo agregados à existência da criança no mundo. Assim, neste estudo, objetivamos refletir sobre os mecanismos histórico-discursivos capazes de promover a emergência de determinados dizeres e, depois, o seu apagamento. Mais especificamente: entender como as relações entre saber e poder atuam na instauração das verdades de uma época, em relação ao sujeito criança; perceber as ações do biopoder sobre a infância, tendo em vista as contradições de uma população socialmente heterogênea como a brasileira; situar a mídia como colaboradora das tecnologias biopolíticas na regulamentação da população infantil. Para delinear o recorte que caracteriza esta pesquisa, cumpre considerar como primeiro princípio metodológico o arquivo, segundo a concepção de Foucault. Também em consonância com sua teoria, decidimos não fechar o corpus a uma única fonte de coleta de dados, mas eleger temas que, de um modo ou de outro, atravessam a existência da criança no mundo e no decorrer da história. É, pois, partindo desse pressuposto que selecionamos publicações da mídia impressa (anúncios publicitários, artigos, cartilhas informativas etc.) para proceder à análise, cujos resultados sinalizam para o fato de que a irrupção e o apagamento de enunciados socialmente produzidos ocorrem dentro de um movimento imposto pela articulação entre discurso e história. Tal movimento determina o que entra e o que sai da ordem do discurso e é provocado pela relação que envolve, por um lado, o poder e o saber na instauração de verdades provisórias, e por outro, a mídia globalizada como a maior propagadora dessas verdades.

Cette thèse est un récit historique portant sur l'origine et le développement de lasociologie au Pakistan dans une perspective critique de sociologie de la sociologie.Cette recherche explore les facteurs qui sont à l'origine de l’institutionnalisation de la sociologie dans l'enseignement supérieur en plongeant dans les traditionshistoriques de divers systèmes d'éducation du sous-continent Indien, avec larupture qu’a entraîné la brusque introduction du système colonial d'éducation aucours des 19è et 20è siècles. La thèse est particulièrement consacrée à l’analysedes cadres idéologiques masqués en connaissance scientifique et que les pouvoirspolitiques ont utilisé pour faire avancer leurs intérêts politiques dans le Pakistanpostcolonial. La recherche explore simultanément l'ambition des sociologues deconstruire leur légitimité professionnelle en se mettant au service des politiquessociales de l'Etat-nation. Sur cette base au cours des années 1955-1979, s’est construit un modèle professionnel et institutionnel. Les générations suivantes de sociologues l’ont pris comme modèle normatif standardisé à imiter et nécessaire pour leur survie académique. Leur vision fait de la société pakistanaise un objet de réforme, en vue de sa modernisation. Souvent acritique, pour assurer sa croissance quantitative, cette sociologie positiviste et empiriste se soumet au Nexus du savoir et du pouvoir. Enfin, la thèse montre que la sociologie au Pakistan étant une discipline sans grands effets, elle est assiégée et dominée et reste en dehors de la dynamique du travail cognitif international ou à tout le moins qu’elle occupe une place très subordonnée dans la division internationale du travail de la connaissance. On peut en voir la preuve dans le fait que les sociologues Pakistanais sont pratiquement absents des banques de données internationales d’articles scientifiques. / This dissertation is a historical account of origin and development of Sociology inPakistan from a critical perspective of sociology of sociology. It explores the factors behind the construction of sociology as an academic discipline by going deep into the historical traditions of diverse education systems in subcontinent, which were ruptured by a sudden introduction of colonial education system during 19th and 20th centuries. It draws especially on the ideological frames masked as scientificknowledge employed by political powers to advance their political interests in thepost-colonial Pakistan. Using historical archives, interviews with Pakistanisociologists, and dissertations of master students from two oldest and the largestinstitutions of sociology in Pakistan, this study reveals how sociology in Pakistanwas introduced, institutionalized, practiced, and produced within socio-historical and political context. The study also explores linkages of the production of sociological knowledge to the logic of political power, on the one hand, and the simultaneous ambition of sociologists, on the other--to establish both professional legitimacy and social policy relevance for sociology in the nation-state. The type of sociology that emerge from this negotiation—the positivist, applied—a professional and academic model during 1955-79, which was imitatively followed by the coming generations of sociologists in Pakistan as a standardized normative pattern for their academic survival, continue to treat Pakistani society as an object of reformation, appropriation and mobilization towards the ultimate goal of modernization. The ascendancy of positivist and empiricist sociology in Pakistan is explained as a deliberate, and often extremely uncritical, attempt to congenially resonate with the knowledge and power nexus for its quantitative growth. Finally, the dissertation demonstrates that the academic sociology in Pakistan being inconsequential, beleaguered and belittled discipline remains outside the dynamics of cognitive labor, and consequently is virtually perished from the international platforms of knowledge production.

A temática desta tese aborda as relações de poder na gestão escolar, enfocando os profissionais que atuam na Equipe Diretiva e os professores, através da análise de seus discursos, de suas verdades constituídas ao longo do processo de formação cultural ao qual cada um foi submetido. Inicia-se a tese pela constituição cultural de cada ser humano enquanto ser unívoco, com base nas tecnologias de si, expressão utilizada pelo filósofo Michel Foucault. Destacamos a sexualidade como elemento com fortes características constitutivas que interferirão na vida deste, em todos os campos, quer seja na vida particular tanto quanto em sua vida profissional. São apresentadas várias formas e entendimentos do que é gestão escolar, enfocando também a proposta metodológica de gestão administrativo - pedagógica da Rede Sinodal de Educação. É analisada a proposta pedagógica de uma instituição de ensino da região metropolitana da Grande Porto Alegre, no estado do RS, afiliada à mesma rede de ensino. O referencial teórico gravita em torno do pensamento foucaultiano, mostrando a influência nietzschiana nas análises e escritos do filósofo em questão. Sendo que a metodologia utilizada foi a abordagem qualitativa, através de um estudo de caso de cunho etnográfico. Com o objetivo de se conseguir transpor a linearidade no método de pesquisa, utilizou-se a bricolagem como ferramenta disponível para realizar a tarefa , na tentativa de alcançar ao menos alguns pontos da subjetividade humana, dentre os envolvidos no processo de pesquisa, tanto através do questionário, como da conversação e da observação. / The theme of this thesis approaches the power relations in the school management, focusing the professionals who work at the management group, through the analysis of their speeches, their truths, constituted over the cultural formation process each one was submitted. The Thesis starts with the begin cultural constitution of each every human being as unique based on the as technologies of self, expression word used by Michel Foucault. We highlight the sexuality as an element with strong constitutive characteristics that will affect the life of this human being, in all fields, whether professional or private life. We analyze various forms and understandings of what is school management, also focusing on the proposed administrative and pedagogical management methodology of Sinodal Network of Education. It is analyzed the pedagogical proposal of a education institution in the metropolitan region of Porto Alegre, in Rio Grande do Sul, affiliated to the same network teaching. The theoretical reference is based on Foucault, showing the influence of Nietzsche, at the analysis and writing of the philosopher in question. The methodology was the qualitative approach, through a ethnographic case study. With the objective of being able to overcome the linearity in the method of research, it was used the bricolage as an available tool in this task. We intend to get at least two points of human subjectivity among the involved professional in the research process, either through the questionnaire as the conversation and observation.

Text in Afrikaans / I wanted to investigate the way people experienced confessional pastoral therapy by conducting a qualitative research study. The role of the pastor were examined as well as the effect of discourses of power and ethics in pastoral counseling. I interviewed clients who were counseled by pastors of the AFM Church (Apostolic Faith Mission). The research supposes that knowledge and power discourses have a major influence in pastoral counseling which is often not accounted for. I wanted to see how clients experienced the effects of these discourses of power and ethics. I furthermore wanted to see how these power discourses could result in clients feeling subordinate to the pastor and his knowledge and the effect that these feelings might have on them. The purpose of this study was not to generalize the experiences of the participants, but rather to set a contextual background of the experiences of power in confessional pastoral counseling. / Practical Theology / M. Th. (Pastorale Terapie)

This thesis examines works written about imprisonment by four South African political prison writers who were incarcerated for political reasons. My Introduction focuses on current research and literature available on the subject of political prison-writing and it justifies the study to be undertaken. Chapter One examines the National Party's policy pertaining to the holding of political prisoners and discusses the work of Michel Foucault on the subject of imprisonment as well as the connection he makes between knowledge and power. This chapter also considers the factors that motivate a prisoner to write. Bearing in mind Foucault's findings, Chapters Two to Five undertake detailed studies of La Guma's The Stone Country, Dennis Brutus's Letters to Martha, Hugh Lewin's Bandiet and Breyten Breytenbach's The True Confessions of an Albino Terrorist, respectively. Particular emphasis is placed on the reaction of these writers against a repressive government. In addition, Chapters Two to Five reflect on the way in which imprisonment affected them from a psychological point of view, and on the manner in which they were, paradoxically, empowered by their prison experience. Chapters Four and Five also consider capital punishment and Lewin and Breytenbach's response to living in a hanging jail. I contemplate briefly the works of Frantz Fanon in the conclusion in order to elaborate on the reasons for the failure of the system of apartheid and the policy of political imprisonment and to reinforce my argument. / English Studies / D. Litt. et Phil. (English)

Text in Afrikaans / I wanted to investigate the way people experienced confessional pastoral therapy by conducting a qualitative research study. The role of the pastor were examined as well as the effect of discourses of power and ethics in pastoral counseling. I interviewed clients who were counseled by pastors of the AFM Church (Apostolic Faith Mission). The research supposes that knowledge and power discourses have a major influence in pastoral counseling which is often not accounted for. I wanted to see how clients experienced the effects of these discourses of power and ethics. I furthermore wanted to see how these power discourses could result in clients feeling subordinate to the pastor and his knowledge and the effect that these feelings might have on them. The purpose of this study was not to generalize the experiences of the participants, but rather to set a contextual background of the experiences of power in confessional pastoral counseling. / Philosophy, Practical and Systematic Theology / M. Th. (Pastorale Terapie)