Thesis (M.A.(Arts))--University of Pretoria, 2002. / Summary in English and Afrikaans. Includes bibliographical references.

Thesis (Ph. D.)--University of California, Santa Cruz, 1992. / Typescript. Includes bibliographical references (leaves 80-85).

Unearthing is a hybrid of nonfiction genres, and follows a narrator as she attempts to piece together past and present memories and meditations about family history, travel, and the idea of home. Using an orchid as a metaphor for someone who is searching for home, Unearthing attempts to expose in the author what might also be found in the reader, an exploration of what is meant by home. By following a trail of biography, personal narrative, and memoir, the reader is given every opportunity to identify with the narrator's struggle with the idea of rootlessness and rootedness, travel and home. / by Erin Hobbie. / Thesis (M.F.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

This dissertation works and is worked by the chiasmus in-between the language of space and the space of language. Fragmented narratives of live(d) experience from the everyday life of pedagogy are juxtaposed with theoretical traces from Lacanian psychoanalysis and Derridean deconstruction. The text(ure) of the work labours with and against the grain of hegemonic inscriptions in multiple sites of pedagogy - tarrying within uncertainty - on the tremulous grounds of a 'third' discourse. Located always already within the materiality of language, the work labours within spaces of provocative dissonance in-between theoretical positionings. Readings of spatiality from architecture and human geography intersect and disseminate with readings of language from post/colonial ethnography and cultural studies. Rereadings resonate within the vibrancy of a growing literature on writing otherwise within the spaces of interdisciplinarity. Reading outside the literature of pedagogy infuses the inside writing as boundaries are disturbed and subjectivities destabilized. Research is rewritten as messy text as/in a rigour of ruins in the gaps and intervals of the spaces in-between. As semiotic tropes of language shift toward performativity, the text ex-scribes in order to disrupt the circumscriptions of normative praxis. The text seeks invocations for risking radical responsibilities in the everyday experience of living pedagogy - in the tensionaliry of the always already and the not-yet there. The work of this dissertation labours beneath and beyond the text in semiotic dispositions - through an Aokian re-reading of Lacanian metonymy for pedagogy - a doubling movement of metonymy/metaphor in tropic moments - within a 'third' discourse generating openings for transformation. Excentric circumscriptions dis/appear into the space of no-thingness - a site of ambiguity that is both thing and nothing and yet neither thing nor nothing - an ongoing response to an invitation to write a paper/not paper. A writing that tarries within its inscription - ghosted by a reading relationship with itself. A writing that seeks a jouissance of vacancy in tracking the spectrality of paper ghosts. The possibilities for transformation happen in chiasmatic passages from trope to performativity through re-readings and mis-readings. From a working text emerge articulations of a radical rhetoricity evoking ongoing labour from the para-sitic spatial punctuations of AuthorTextReader.

This dissertation works and is worked by the chiasmus in-between the language of space and the space of language. Fragmented narratives of live(d) experience from the everyday life of pedagogy are juxtaposed with theoretical traces from Lacanian psychoanalysis and Derridean deconstruction. The text(ure) of the work labours with and against the grain of hegemonic inscriptions in multiple sites of pedagogy - tarrying within uncertainty - on the tremulous grounds of a 'third' discourse. Located always already within the materiality of language, the work labours within spaces of provocative dissonance in-between theoretical positionings. Readings of spatiality from architecture and human geography intersect and disseminate with readings of language from post/colonial ethnography and cultural studies. Rereadings resonate within the vibrancy of a growing literature on writing otherwise within the spaces of interdisciplinarity. Reading outside the literature of pedagogy infuses the inside writing as boundaries are disturbed and subjectivities destabilized. Research is rewritten as messy text as/in a rigour of ruins in the gaps and intervals of the spaces in-between. As semiotic tropes of language shift toward performativity, the text ex-scribes in order to disrupt the circumscriptions of normative praxis. The text seeks invocations for risking radical responsibilities in the everyday experience of living pedagogy - in the tensionaliry of the always already and the not-yet there. The work of this dissertation labours beneath and beyond the text in semiotic dispositions - through an Aokian re-reading of Lacanian metonymy for pedagogy - a doubling movement of metonymy/metaphor in tropic moments - within a 'third' discourse generating openings for transformation. Excentric circumscriptions dis/appear into the space of no-thingness - a site of ambiguity that is both thing and nothing and yet neither thing nor nothing - an ongoing response to an invitation to write a paper/not paper. A writing that tarries within its inscription - ghosted by a reading relationship with itself. A writing that seeks a jouissance of vacancy in tracking the spectrality of paper ghosts. The possibilities for transformation happen in chiasmatic passages from trope to performativity through re-readings and mis-readings. From a working text emerge articulations of a radical rhetoricity evoking ongoing labour from the para-sitic spatial punctuations of AuthorTextReader. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

That marginalized discourse communities practice differing modes of communication is a claim recently argued; critics have focused on the trope of metonymy as a means of signifying a discriminated-against group's silenced status within the mainstream society. What seems to be ignored in this discussion is how differing media--literature, music, painting--constitute texts that cut across discursive space (the site of these media) in a similar fashion. By positing the intertextuality (i.e., the similarity) of psycholinguistic metonymy and jazz phraseology, this thesis demonstrates how literary texts issuing from marginalized discourse communities can speak their subjectivities' full names. In Langston Hughes' "The Blues I'm Playing," metonymy and jazz serve as methods of analysis which show the subject-object relationship in artistic production. Jack Kerouac's On The Road constitutes a narrative subjectivity that, like jazz music, metonymically disrupts itself as silences speak from the realm of an Other. By accounting for the similarities between metonymy and jazz, this thesis asserts that more accurate readings can be derived from literature issuing from discourse communities which use jazz to signify. / Department of English

Cognitive linguists posit that language as a system of meaning is closely related to cognition and to the associated perceptual and physiological structures of the body. From the cognitive semantic viewpoint, cognitive processes underpin and motivate linguistic phenomena such as categorisation, polysemy, metaphor, metonymy and image schemas. The pedagogical implication of the cognitive semantic perspective is that understanding these cognitive motivations facilitates language learning. This dissertation uses an applied cognitive semantic approach to `make sense' of a traditional knowledge system, Traditional Chinese Medicine (TCM). TCM views human physiology as a holistic and dynamic system that exemplifies the same principles as the cosmos-environment. TCM models result in a categorisation of physiological phenomena based on a complex system of experiential and cosmological correspondences. I suggest that the holistic epistemology of cognitive linguistics is well suited to an understanding of these holistic models. From a pedagogical viewpoint, I argue that an analysis of the cognitive motivations which underpin TCM categorisations and the polysemy of some key TCM terms can help the student make sense of TCM as a meaningful system of thought and practice. Both the theoretical and applied approaches explored in this dissertation should have relevance to other traditional knowledge systems, particularly traditional medical systems. / Linguistics / M.A. (Linguistics)

Cognitive linguists posit that language as a system of meaning is closely related to cognition and to the associated perceptual and physiological structures of the body. From the cognitive semantic viewpoint, cognitive processes underpin and motivate linguistic phenomena such as categorisation, polysemy, metaphor, metonymy and image schemas. The pedagogical implication of the cognitive semantic perspective is that understanding these cognitive motivations facilitates language learning. This dissertation uses an applied cognitive semantic approach to `make sense' of a traditional knowledge system, Traditional Chinese Medicine (TCM). TCM views human physiology as a holistic and dynamic system that exemplifies the same principles as the cosmos-environment. TCM models result in a categorisation of physiological phenomena based on a complex system of experiential and cosmological correspondences. I suggest that the holistic epistemology of cognitive linguistics is well suited to an understanding of these holistic models. From a pedagogical viewpoint, I argue that an analysis of the cognitive motivations which underpin TCM categorisations and the polysemy of some key TCM terms can help the student make sense of TCM as a meaningful system of thought and practice. Both the theoretical and applied approaches explored in this dissertation should have relevance to other traditional knowledge systems, particularly traditional medical systems. / Linguistics and Modern Languages / M.A. (Linguistics)