Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "April 18, 2006." Includes bibliographical references (leaves 156-167). Also available online in PDF format.

Thesis (M.S.)--University of Wisconsin--Madison, 1983. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 60-62).

Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Thesis--Lima.

Thesis (Ph. D.)--Ohio State University, 2002. / Title from first page of PDF file. Document formatted into pages; contains xii, 194 p.; also contains graphics (some col.). Includes abstract and vita. Advisor: Evelyn Freeman, College of Education. Includes bibliographical references (p. 174-192).

Thesis (Ph. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [130]-147).

Thesis (Ph. D.)--University of Pennsylvania, 1930. / On cover: University of Pennsylvania. Bibliography: p. 69-72.

Approaching the concept of voice in the contexts of literary and composition theory and pedagogy, I design a theoretical framework for voice in text informed by the theory of Mikhail Bakhtin and the poetry and letters of Emily Dickinson. I use this framework as a means for bringing into dialogue literary and composition studies, using the concept of voice as a common ground between the fields. Ultimately, the approach to voice in text I advocate in our work as readers, writers, and teachers is centered on dialogue; this voice has qualities of both powerful presence and de-centered multiplicity; it is an engaging voice that speaks from cultural and intellectual borders. Using her letters and poems, I establish Dickinson's approaches to speech and writing as revealing an intense interest in the power of dialogic voice. This appreciation of dialogue links directly to her epistemology (which involves the active engagement of the thinker in the creation of knowledge) and to her poetic project (which involves the active engagement of the reader in the creation of the text). Dickinson's texts engage the reader through her dialogic voice, a voice that consciously reaches backward and forward in response and in question, gaining its power from her positions at intellectual and cultural borders. Between the chapters I include "InterVoicings," close readings of eight of Dickinson's poems and one letter, in which I illustrate the kind of reading my theoretical framework elicits. By describing the challenges of physically voicing Dickinson's texts ("signing" them with intonation), I uncover the dialogues within them--the ways various voices engage one another--and also their silences, silences in which we may speak. Ultimately, I examine the implications of my reading of Dickinson for literary and composition theory and pedagogy. I suggest ways that we as readers, writers and teachers might empower our voices and those of our students by identifying intellectual and cultural borders, and encouraging dialogic--not monologic--forms of discourse and pedagogy.

<p> American expatriate Sylvia Beach (1887-1962) is mostly recognized for her contribution to Modernist literature by publishing James Joyce's <i> Ulysses</i> and <i>avant-garde</i> magazines. However, the objective of this study is to resurrect Beach's legacy as a leader by discovering how Beach, through opening Shakespeare and Company, an English-language bookshop in Paris, led the literary community who expatriated to Paris in the early twentieth century. Beach's journey into leadership began when she bravely opened her bookshop in a foreign country in 1919, at the closing of World War I, during a time when few women owned their own businesses. By creating a place, a home away from home, for the disillusioned and disenfranchised expatriates writers, Beach created a safe environment for the expatriates&mdash;a place to find their identity. By befriending them, earning their trust, and gaining their help in the <i>Ulysses</i> publishing venture, Beach created an environment of collaboration among the writers, many of whom remained lifelong friends. Beach's business model was unprecedented, and with vision and boldness, at Shakespeare and Company, Beach exemplified leadership by continually helping others, and thus transformed Shakespeare and Company into one of the most recognized bookstores of the time.</p>

<p>ABSTRACT Yemeni women have a subordinate position in the conservative, male-dominated society, and girls? education remains a challenge. The school curriculum perpetuates the traditional values of social injustice, and Yemen is in the last place among 142 countries for gender equality. The purpose of this case study was to explore the role of the education curriculum in Yemen, to describe how that curriculum represents women, and to explore how that representation impacts the place of Yemeni women. The conceptual framework drew on theories of gender equity and equality in education, and their application to Yemeni curricula and girls? education. Data were gathered from eight Yemeni women aged 25 to 35, using both face-to-face and electronic questionnaires. Data analysis began with coding and categorizing until themes emerged to identify the absence of female voices in curriculum and the role of literature in promoting gender equality. The Yemeni curriculum does not effectively address social justice and girls? education. Research findings suggested that a relevant literature curriculum that included Yemeni women authors and subjects could motivate Yemeni women to think critically about their status in society and encourage the voices of women to narrow the gender disparity. Findings showed that the inclusion of women in the Yemeni curriculum could have the following three critical impacts: inspiring the minds of both boys and girls, developing girls? self-esteem, and empowering young women leaders. Recommendations included a revision and development of the current Yemeni curriculum so that it features both males and females as equal citizens and encouraging greater public awareness of the value of women?s experience in the development of the country. This may help to build a sense of equality and social justice.