This thesis is an examination of enski list, arguably the first magazine published exclusively for women between the wars in Croatia, and Yugoslavia. To fully understand the place, meaning and the impact of this magazine on everyday lives of its readers, with the study of the content I also include examination of the role of its editor and the first Croatian woman journalist Marija Jurić Zagorka. Finally, this thesis examines readers' responses to the content, their opinions, interactions between the readers and the editor, as well as interactions between the readers themselves for the overall assessment of the significance of enski list in the history of popular women's press in Croatia, and Yugoslavia. This thesis is a historical project which uses two theoretical approaches to study of media: feminist political economic approach, and the feminist critique of the public sphere. By combining these two theoretical standpoints I illuminated some of the ways in which media participate in everyday lives of people, specifically marginalized groups, in this case women. Situating the study within the historical context of the interwar Yugoslavia, and interwar Europe was important for understanding of this project, and its research questions. In this study I used multiple methods: (a) textual; (b) historical and biographical and, (c) audience study. In the larger part of this study which is a narrative discourse analysis of the content of enski list, I was also inspired by the interpretive ethnography of texts. I connected ethnography to feminist theory and political economy, to circumstances of gendered everyday practices and to circumstances of media culture production, all within the specific historical context. In this study I found that women in the changing socio-political and economic context expressed their relation to capitalism and modernity in different ways, sometimes exerting their critiques and the refusal of the existing patriarchal structures and sometimes seeking inclusion within the structures, with the intent to practice primarily gender equality by direct participation. Finally, the analysis of enski list has told an important story of the place of media, and the women's press in particular, in initiating, carrying, and challenging traditional and emerging discourses in the hope that they would contribute to the ways in which society can be imagined differently.

Doctor of Philosophy (PhD) / Abstract This thesis examines the experiences of Korean migrant women (KMW) in the Australian labour market. A review of the extant literature leads to two propositions, both of which assert that KMW are likely to experience labour market disadvantage or barriers to entry. These propositions take into account two significant theories of the labour market: segmentation theory and human capital theory. Segmentation theory argues that unchangeable gender and racial / cultural differences have the greatest impact upon labour market value, human capital theory describes the labour market value of individuals as based upon apparently objective and attainable skills (here English language skills). Using narrative analysis and, more specifically, antenarrative analysis, the study examines the life stories of 33 Australian KMW. In so doing, it identifies hitherto unheard discourses concerning the experiences of KMW in relation to the Australian labour market — discourses that challenge established academic thinking regarding this issue. Identification and analysis of these new discourses generates a number of alternative understandings of the labour market experiences of KMW. These alternative understandings both demonstrate the limitations of, and go beyond, the existing two propositions. In particular, the research shows that the impacts of gender and culture (segmentation theory) vary over time for KMW, do not always prevent labour market participation, and are experienced in terms of identity within a gendered Australian labour market. The research also demonstrates that while many KMW are in fact sufficiently skilled in the English language (human capital theory) to enter the Australian labour market, they nevertheless experience a sense of inferiority about their English language capacity that discourages them from entering, and limits their opportunities to participate in, the labour market. This in turn contributes to their social isolation. The thesis concludes that within the Australian academic literature, KMW have either been given little space and voice or have been misrepresented, reflecting and contributing to an ongoing ignorance of the experiences of Asian women in Australian workplaces. The KMW examined in this study are subject to numerous forms of subordination in Australian workplaces and society that cannot be adequately explained in terms of their human capital or their gender and cultural differences. The covert nature of the politics of difference within the work place makes exclusionary practices more difficult to identify and discuss. The thesis argues that in order to overcome these problems new policies of multiculturalism and productive diversity need to be developed. It asserts that narrative analytic techniques are an important means by which to inform such policy development. Abstract This thesis examines the experiences of Korean migrant women (KMW) in the Australian labour market. A review of the extant literature leads to two propositions, both of which assert that KMW are likely to experience labour market disadvantage or barriers to entry. These propositions take into account two significant theories of the labour market: segmentation theory and human capital theory. Segmentation theory argues that unchangeable gender and racial / cultural differences have the greatest impact upon labour market value, human capital theory describes the labour market value of individuals as based upon apparently objective and attainable skills (here English language skills). Using narrative analysis and, more specifically, antenarrative analysis, the study examines the life stories of 33 Australian KMW. In so doing, it identifies hitherto unheard discourses concerning the experiences of KMW in relation to the Australian labour market — discourses that challenge established academic thinking regarding this issue. Identification and analysis of these new discourses generates a number of alternative understandings of the labour market experiences of KMW. These alternative understandings both demonstrate the limitations of, and go beyond, the existing two propositions. In particular, the research shows that the impacts of gender and culture (segmentation theory) vary over time for KMW, do not always prevent labour market participation, and are experienced in terms of identity within a gendered Australian labour market. The research also demonstrates that while many KMW are in fact sufficiently skilled in the English language (human capital theory) to enter the Australian labour market, they nevertheless experience a sense of inferiority about their English language capacity that discourages them from entering, and limits their opportunities to participate in, the labour market. This in turn contributes to their social isolation. The thesis concludes that within the Australian academic literature, KMW have either been given little space and voice or have been misrepresented, reflecting and contributing to an ongoing ignorance of the experiences of Asian women in Australian workplaces. The KMW examined in this study are subject to numerous forms of subordination in Australian workplaces and society that cannot be adequately explained in terms of their human capital or their gender and cultural differences. The covert nature of the politics of difference within the work place makes exclusionary practices more difficult to identify and discuss. The thesis argues that in order to overcome these problems new policies of multiculturalism and productive diversity need to be developed. It asserts that narrative analytic techniques are an important means by which to inform such policy development.

<p>The thesis deals with how<strong> </strong>technology as a school subject is presented to the pupils in the Swedish compulsory school at junior high school level. The main focus is on how teachers work with the subject matter in teaching, which is on the level of <em>the</em> <em>enacted curriculum</em>. The official documents established by the national school authorities,<em> the intended curriculum</em>, and <em>the hidden curriculum</em> are both of special interest in the study. The hidden curriculum refers to possible, but not intended consequences of the enacted curriculum for pupils’ understanding of technology as a school subject. </p><p><em>          </em>The empirical analysis of the study is based on a narrative analysis on the one hand and the variation theory on the other. The empirical data collection consists of data from:<strong> </strong>(a) interviews with five teachers and (b) a series of classroom observations, covering an entire section of each teacher’s course of the subject matter.</p><p>          The data from the interviews with these teachers indicated that they understood the concept of technology as<strong> </strong>human made artefacts aiming to satisfy practical needs. When it came to the understanding of technology as a school subject the teachers differed between understanding the aim of the subject as to: (1) practice craftsmanship, (2) prepare the pupils for future careers as engineers, (3) illustrate science, (4) strengthen girls’ technical self-confidence and (5) get the pupils interested in technology in order to become inventors in the future. <strong></strong></p><p>The data from the classroom observations indicated that the teaching presented in technology gave the pupils the opportunity to develop three specific capabilities: (1) evaluate and test functionality, (2) be precise and accurate and (3) construct, build and mount. The three capabilities were possible to develop when accomplishing tasks of practical character. Results also indicated that technology as a school subject was taught in different ways depending on the teachers’ educational background, the physical learning environment and the size of the school class. Variation theory was applied as a tool in the analysis of the data from the classroom observations, i.e. the teachers’ ways of working with the subject matter. The analysis indicated that the most frequently used pattern of variation was ‘contrast’.  Through the contrast-variation the teachers managed to contrast better or worse alternatives of constructing and using artefacts. It can be argued that this pattern of variation, ‘contrast’, is the proper pattern when pupils are working with limited or expensive material.<strong></strong></p><p>          The overall conclusion of the study is that teachers’ interpretations of current intended curriculum and their choices of subject matter and teaching methods affect which abilities the pupils are<strong> </strong>offered to develop in technology as a school subject. Based on the results of the study it can be argued that the education and the teaching of technology lacks realism and the result is that technology as a school subject may be experienced by pupils as not very important. It is obvious that the school subject technology, as well as teaching in technology, in the Swedish compulsory school, demands more attention from the national school authorities, in order to develop the pupils’ understanding that technology as a subject is related to the future development of society and social welfare.<strong></strong></p><p> </p>

This study presents an empirical, qualitative investigation of transformations as they occurred in the participants' language during a fiction reading and discussion group in a community mental health setting. Session transcripts have been analyzed from the perspective of researcher as literary critic and through the Deleuzian lens of rhizomatic assemblages (Deleuze & Guattari, 1980/2005). This nonlinear, non-hierarchical and non-referential approach re-imagins the relationship among readers, texts and authors. Three themes follow from the rhizomatic perspective on transcript data. &lt;br&gt;The first of these, Assemblage, details the ways that participants engage in and with fictional story-worlds. This engagement is such that text, readers, author, and other elements of context join together in chains or blocks of becoming. These becomings rely on the mimetic structure of the fictional texts that simulates 'real life' experiences for readers. This special kind of engagement leads to transformations of linguistic forms, images and concepts. &lt;br&gt;Transformations addressed in the next segment, De-formations, include analysis of mental health talk as it encounters the poetic story world in our sessions. One result of this encounter is the vernacularization of mental health talk. Elements of clinical, usually diagnostic, language introduced in our sessions are transformed in the direction of more colloquial and 'plain-language' use. This result suggests that fiction reading moves mental health consumers away from the problem-saturated language of mental health discourse (White & Epston, 1990) that too often reifies and reinforces illness and dis-ease rather than supporting wellness. &lt;br&gt;The final section, Re-narration, examines implications of transformations in participants' language for narrative identity, that is, participants' self-understanding and re-contextualization in light of their encounters with the fictional story-world (Ricoeur, 2005). It is possible to discern nascent or potential changes in narrative identity in the language of discussants and to speculate on what changes participants may carry forward into their lives beyond the reading and discussion group. &lt;br&gt;Finally, implications are discussed for re-understanding the therapist as literary critic and for the development of locally produced bodies of literary criticism as work appropriate to community mental health providers and clients. Also, affinities between literary therapy, bibliotherapy and narrative therapy are discussed. / McAnulty College and Graduate School of Liberal Arts / Clinical Psychology / PhD / Dissertation

The overall aim of the study is to understand and describe the phenomenon ‘atmosphere in care settings’ as experienced by patients, significant others and health care staff. The study consists of four papers, each of which illuminates various aspects of the phenomenon. Data consisted of observations and interviews with patients, significant others and staff (n=126) within a hospice, a geriatric, a medical and an oncology setting, and community care settings for older people. Narrative analysis, grounded theory, and phenomenological hermeneutics were used in a triangular fashion to analyse the data. The findings illuminate the phenomenon ‘atmosphere in care settings’ as being constituted by two interacting and interwoven dimensions: the physical environment and people’s doing and being in the environment. The physical environment is the first dimension, and five aspects were illuminated, namely the physical environment as a symbol; as containing symbols; as influencing interaction; as facilitating a shift of focus from oneself to the environment, and; as containing scents and sounds influencing experiences of at-homeness or alienation. People’s doing and being in the environment is the other dimension, and five aspects were illuminated, namely the experience (or absence of experience) of a welcoming; of seeing and being seen; of a willingness to serve; of a calm pace; and of safety. It was understood that people’s doing and being influences experiences of the physical environment and that the physical environment influences experiences of people’s doing and being. The comprehensive understanding illuminated that the phenomenon is not merely subtle qualities of the place for care, but an active part of care. Both the physical environment and peoples doing and being conveys messages of caring and uncaring. The atmosphere of a care setting can at best support experiences of at-homeness in relation to oneself, others and the surrounding world.

This study examined the conditions and experience of students who were placed on academic probation in view of key elements of Dewey’s (1958, 1938/1997, 1934/2005) theory of experience. Core data emerged from 16 in-depth interviews with five students who received assistance from an academic support program while on probation. An additional interview was conducted with the academic companion and another with the program developer. A document analysis and a researcher journal supplemented the data. The interviews were analyzed according to a three-dimensional narrative inquiry space (Clandinin & Connelly, 2000; Dewey, 1958, 1938/1997) to produce profiles and thematic connections (Seidman, 2006). Findings are presented in five texts. The first and second manuscripts depict the stories of two students using the profile genre. These texts disclose rich stories where the meaning of experience is lived. A third manuscript examines students’ experience from the student and professional perspectives. Major themes uncovered, include (a) resistance to seek help; (b) deep personal costs; and (c) a desire to succeed and complete their undergraduate studies. A fourth manuscript explores companioning as experienced by students and supported by resource personnel. It reveals that (a) the companioning role was defined by a specific form of guidance and attendance to self-confidence and (b) the program helped students clarify their needs, promoted their adaptation to the university context, and offered support through a positive relationship. A fifth manuscript examined the characteristics of a fruitful helping relationship. Findings suggest that (a) a rapport characterized by presence and trust and (b) an approach promoting responsibility, awareness, and holism were key. These findings offer a weighty contribution to the literature on post-secondary education by revealing rich and unique experiences. By tapping in the complexity of the participants’ experience, findings help shift away from the current focus on obstacles and deficiencies often attributed to probationary students. Résumé Cette étude a examiné l’expérience d’étudiants ayant été placés en probation académique à la lumière d’éléments-clés de la théorie de l’expérience de Dewey (1958, 1938/1997, 1934/2005). La principale source de données provenait de 16 entrevues en profondeur auprès de cinq étudiants ayant participé à un programme d’accompagnement universitaire alors qu’ils étaient en probation académique. Une entrevue a aussi été menée avec l’accompagnatrice et une autre avec la conceptrice du programme. Une analyse documentaire et un journal de bord de la chercheure complètent les données. Les entrevues ont été analysées selon une analyse narrative tridimensionnelle (Clandinin & Connelly, 2000; Dewey, 1958, 1938/1997) de façon à produire des profils et des liens thématiques (Seidman, 2006). Les résultats sont présentés dans cinq textes. Les premier et deuxième textes dépeignent l’histoire de deux étudiants sous forme de profils. Ces textes découvrent de riches et profondes histoires véhiculant la probation comme expérience de vie et la signification attribuée à celle-ci. Le troisième texte présente l’examen collectif de l’expérience des cinq étudiants ayant participé au programme d’accompagnement. Cette analyse est enrichie des perspectives de l’accompagnatrice et de la conceptrice du programme. Trois thèmes se dégagent de l’expérience de ces étudiants en probation académique soit (a) une résistance à faire usage des services de soutien; (b) des coûts personnels considérables; et (c) un désir de réussir et de compléter leur programme d’études. Un quatrième texte explore l’expérience d’accompagnement tel que perçu par les étudiants et les professionnels. L’analyse révèle que (a) l’accompagnatrice agissait à titre de guide et était attentive à la dimension de la confiance en soi et (b) le programme a aidé les étudiants à identifier leurs besoins, a soutenu leur adaptation au contexte universitaire, et a offert un soutien personnalisé par l’entremise d’une relation d’aide positive. Le cinquième texte se concentre sur les particularités d’une relation d’aide efficace en contexte de probation académique. Les résultats relèvent que cette expérience est qualifiée par (a) un rapport de présence empathique et empreinte de confiance réciproque et (b) une approche globale favorisant la responsabilité et la conscientisation. En dévoilant la richesse et l’unicité de l’expérience, ces résultats offrent une contribution intéressante. Illustrant la complexité des expériences de probation ils contribuent à s’éloigner d’une vision centrée sur les obstacles et les déficits des étudiants en probation académique.

<p>This paper examines selected discourses found in the journals kept by 21 working-class women during a training course for domestic workers in South Africa. The principal aim of the paper is to examine how emotion, voice and agency are expressed through literacy practices such as writing. With critical discourse analysis, the existing literacy levels of these women are revealed as well as the way in which women express identity, agency and emotion through the act of writing and reflecting on their experiences. A secondary aim is to uncover those recurrent discourses and attitudes that either empower or disempower these women. This is done to showcase how women&rsquo / s perception of themselves and their opportunities help them become active or inactive agents in their communities and families. Contributions are made to the study of women&rsquo / s language and literacy practices, with particular investigation of how their identities are shaped and moulded by language use. Critical discourse analysis and narrative analysis are the main analytical tools used in the study, highlighting aspects like agency, voice and ideology. These aspects are examined through the lens of women&rsquo / s experiences.</p>

The Training for Health Renewal Program (THRP) is a multi-year CIDA-funded partnership between the Health Science Faculties at the University of Saskatchewan and the Ministry of Health of Mozambique. Participatory Teaching, Learning and Research: Core Facilitator Training was a curriculum offered to participant Trainers in THRP between August 1999 and November 2000, at the University of Saskakatchewan. The participants were seven Mozambican health care workers who have since returned to Mozambique to work as core facilitators of improved community health practice in Massinga, Mozambique. In January, 2001, I traveled to Mozambique to contribute to the overall THRP program evaluation through the completion of a needs assessment. The assessment examined the current practice experience of the Trainers, used that experience to assist the Trainers in identifying professional development needs, and examined the use of the Story-Dialogue method as used in this particular context. The participants were six of the original seven Trainers. Data were collected using one-on-one interviews, the Story-Dialogue method, a focus group debriefing session, and journaling. The current practice experience of the Trainers involved both challenges and successes. Challenges included bridging several gaps related to having studied in Canada in order to practice in Mozambique, working with local communities, working with colleagues and students, and a lack of support. Successes described included those found when working with local communities and working as a team. The Trainers identified a rich breadth of professional development needs. Content needs included learning related to planning, formalizing their practice of critical reflection, recognizing their own assets and limitations, and dealing with organization issues affecting their professional development. As well, the Trainers identified course-specific areas of interest. Methods for achieving development included relationship building, use of distance education and participatory methods, and formalizing access to continuing education. Finally, the Story-Dialogue method was found to be particularly useful in this context. The Trainers found the method fostered both personal and organizational change and was inclusive. Challenges of the method included the risk of disclosure, the need to formalize follow-up, and the potential need to adapt the method depending on the community using it.

The Training for Health Renewal Program (THRP) is a multi-year CIDA-funded partnership between the Health Science Faculties at the University of Saskatchewan and the Ministry of Health of Mozambique. Participatory Teaching, Learning and Research: Core Facilitator Training was a curriculum offered to participant Trainers in THRP between August 1999 and November 2000, at the University of Saskakatchewan. The participants were seven Mozambican health care workers who have since returned to Mozambique to work as core facilitators of improved community health practice in Massinga, Mozambique. In January, 2001, I traveled to Mozambique to contribute to the overall THRP program evaluation through the completion of a needs assessment. The assessment examined the current practice experience of the Trainers, used that experience to assist the Trainers in identifying professional development needs, and examined the use of the Story-Dialogue method as used in this particular context. The participants were six of the original seven Trainers. Data were collected using one-on-one interviews, the Story-Dialogue method, a focus group debriefing session, and journaling. The current practice experience of the Trainers involved both challenges and successes. Challenges included bridging several gaps related to having studied in Canada in order to practice in Mozambique, working with local communities, working with colleagues and students, and a lack of support. Successes described included those found when working with local communities and working as a team. The Trainers identified a rich breadth of professional development needs. Content needs included learning related to planning, formalizing their practice of critical reflection, recognizing their own assets and limitations, and dealing with organization issues affecting their professional development. As well, the Trainers identified course-specific areas of interest. Methods for achieving development included relationship building, use of distance education and participatory methods, and formalizing access to continuing education. Finally, the Story-Dialogue method was found to be particularly useful in this context. The Trainers found the method fostered both personal and organizational change and was inclusive. Challenges of the method included the risk of disclosure, the need to formalize follow-up, and the potential need to adapt the method depending on the community using it.

Current reform in mathematics teaching and learning is rooted in a changing vision of school mathematics, one that includes constructivist learning, student-centered pedagogy, and the use of worthwhile tasks (National Council of Teachers of Mathematics, 1989, 1991, 2000). This changing vision not only challenges teachers’ beliefs about mathematics instruction but their philosophies of mathematics as well (Dossey, 1992). This study investigates the processes that four teachers’ go through as they implement a new task-based mathematics curriculum while exploring their personal philosophies of mathematics. The participants were part of a graduate-level course that examined, through the writings of Davis and Hersh (1981), Lakatos (1976), Polya (1945/1973), and others, a humanist/fallibilist philosophy of mathematics. These participants shared, through reflective writings and interviews, their struggles to, first, define mathematics and its purpose in society and in schools, and second, to reconcile their views of mathematics with their instructional practices. The study took place as the participants, two classroom teachers and two instructional coaches, engaged in the initial implementation of a reform mathematics curriculum, a reform based in social constructivist learning theories. Using narrative analysis, this study focuses on the unique mathematical stories of four experienced educators. Each of the participants initially expressed a traditional, a priori view of mathematics, seeing mathematics as right/wrong, black/white, a subject outside of human construction. The participants’ expressed views of mathematics changed as they attempted to align their personal philosophies of mathematics with their (changing) classroom practices. They shared their personal struggles to redefine themselves as mathematics teachers through a process of experimentation, reflection, and adaptation. This process was echoed in their changing philosophies of mathematics. These participants came to see mathematics as fluid and a human construct; they also came to see their philosophies of mathematics as fluid and ever-changing, a process more than a product.