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The Global ETD Search service is a free service for researchers
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 431 to 435 of 435 (0.047 seconds)Spelling suggestions: "subject:"arrative inquiry"" "subject:"arrative enquiry""
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Out of the classroom closet: why only some gay and lesbian teachers are outLecky, Duane Joseph 19 August 2009 (has links)
Canada and British Columbia have legislation in place to protect gays and lesbians from discrimination based on their sexual orientation. A growing number of BC school districts have policy protecting gays and lesbians. However, some gay and lesbian teachers still hide their sexual orientation. Organizational theory recognizes that formal rules do not define the organization. In-depth interviews with 13 gay and lesbian teachers indicate that they would rather not maintain their classroom closets; but that they needed to know that they would be safe coming out. The methodology followed the tradition of narrative inquiry by collecting stories. Initial recruitment was through email, print, and word-of-mouth advertising. An on-line form was used to filter prospective participants to include urban, rural, Muslim, Catholic, closeted, and politically active participants. The great silence with respect to gays and lesbians in the workforce, paired with a history of negative messages needs to be offset by the frequent and ubiquitous dissemination of positive messages.
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| 432 |
Toward a Rhetoric of Scholar-FandomCochran, Tanya R. 01 December 2009 (has links)
Individuals who consider themselves both scholars and fans represent not only a subculture of fandom but also a subculture of academia. These liminal figures seem suspicious to many of their colleagues, yet they are particularly positioned not only to be conduits to engaged learning for students but also to transform the academy by chipping away at the stereotypes that support the symbolic walls of the Ivory Tower. Because they are growing in number and gaining influence in academia, the scholar-fans of the television series Buffy the Vampire Slayer (Buffy) and other texts by creator Joss Whedon are one focus of this dissertation. Though Buffy academics or Whedon scholars are not the only ones of their kind (e.g., academic- fan communities have cropped up around The Simpsons, The Matrix Trilogy, and the Harry Potter franchise), they have produced more literature and are more organized than any other academic-fan community. I approach all of my subjects—fandom, academia, fan-scholars, and scholar-fans—from a multidisciplinary perspective, employing various methodologies, including autoethnography and narrative inquiry. Taking several viewpoints and using mixed methods best allows me to begin identifying and articulating a rhetoric of scholar-fandom. Ultimately, I claim that Whedon academic-fans employ a discourse marked by intimacy, community, reciprocity, and transformation. In other words, the rhetoric of Whedon scholar-fandom promotes an epistemology—a way of knowing—that in Parker J. Palmer’s paradigm is personal, communal, reciprocal, and transformational.
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| 433 |
Constructions, negotiations and performances of gender and power in lobolo: an African-centred feminist perspectiveMakama, Refiloe Euphodia 11 1900 (has links)
This study aimed to explore how gender is constructed, negotiated and enacted in the customary practice of lobolo. Lobolo, sometimes incorrectly referred to as bridewealth or dowry is a practice that centres around the transference of wealth from the groom or a groom’s family to the bride’s family towards the formalisation of marriage. Framed within an African-centred feminist approach I analyse, through narrative discursive analysis, how 27 men and women ages 27 -71, from Johannesburg and Cape Town account for gender and power dynamics in their narratives of participating in lobolo. The African-centred feminist approach I employ critically engages with historical as well as present-day reproductions of patriarchy, capitalism, heteronormativity and other mechanisms of exclusion that are perpetuated through the cultural practice of lobolo. I show how masculinities and femininities are constituted, negotiated and disputed in the narratives of men and women who have participated in lobolo. By employing an African-centered feminist approach I show how gendered dynamics within the practice are shaped by historical and contemporary social, political and economic factors which enable and constrain the exercise of power in various ways. By exploring lobolo through an African-centered feminist narrative approach I demonstrate how the process is more than simply a transference of wealth but rather a complex practice that is used as an apparatus to exercise and expand power in the different stages of the lobolo process. Within this African-centered feminist approach, I argue that lobolo functions to legitimise particular gender positions that can be adopted through marriage; but it can also be used to challenge and contest these roles. The findings of this study suggested that the different stages and process of lobolo reflect a gendered script, which determines the position that men and women are able to adopt, and that this script sets the parameters for the ways in which these roles may be enacted. I find also that the meanings and descriptions of lobolo are embedded within, and reproduce gendered identities but that these identities are not fixed but rather are constantly renegotiated. I conclude that lobolo is not only a custom for formalising marriages but also a tool used by men and women to perform a range of sometimes contradictory functions, including at times establishing and strengthening hegemonic masculinities and femininities but at other times challenging and dismantling these. / Psychology / Ph. D. (Psychology)
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| 434 |
A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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| 435 |
A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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