In “Corpus Intactum,” I explore the possibility for the subversion of dominant orientalist narratives in Théophile Gautier’s short story “Le Pied de momie” and his later novel, “Le Roman de la momie”. I propose that Gautier’s works demonstrate the beginnings of colonialist critique, but that his capacity for subversion is ultimately hampered by the constraints of popular orientalist discourse. I argue, nevertheless, that through a figurative conflation of the feminine mummified body with the text that at once writes her and exists within her own narrative, Gautier is able to subvert the systems of domination within orientalist academic discourse. The body also becomes a site at which binaries are confronted and transcended. Finally, I explore the possibility for the creation of new marginal readings through the displacement of narrative perspective by comparing the effects of first-person narrative in “Le Pied de momie” with the impersonal, omniscient narration of “Le Roman de la momie.”

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This study focused on the testimonios [life narratives] of 33 Mexican American Ph.D.s who successfully navigated educational systems and obtained their doctorates in a variety of disciplines at 15 universities across the United States. The theoretical and methodological frameworks employed were critical race theory (CRT), Latina/o critical race theory (LatCrit), and narrative analysis in order to examine power relations, multiple forms of oppression, and the intersections of race, social class, and gender within educational contexts. CRT and LatCrit frameworks were expanded by attending to the experiences of middle class participants and participants who identified as second- or third-generation college students, which challenge traditional paradigms that essentialize Mexican American communities. This study uncovered and contextualized the ways that Mexican American Ph.D.s resisted and reproduced power relations, racism, sexism, and classism through master narratives constructed by the dominant culture to justify low rates of Mexican American educational attainment. The findings suggested that as the dominant culture develops master narratives, Mexican American communities reproduce these stories as well. Mexican American communities also crafted counter-narratives that resisted the master narratives. The dominant culture master narratives were: Mexican American families do not value education; Mexican American women are not allowed to get an education; The dominant culture and Mexican American communities reproduce masculinist ideology; If Mexican Americans would work hard enough and persevere, they can succeed in education; The U.S. is a colorblind, gender-blind, and class-blind society; and Mexican Americans are only in college/graduate school because they are minorities. In addition, Mexican American communities constructed two master narratives in an effort to advocate for educational equity and increase research in Mexican American communities: Mexican Americans must struggle through educational systems and Mexican American Ph.D.s should research Mexican American issues. This study provided a venue for narratives on Mexican American educational attainment that reflected struggle and survival, privilege and merit, as well as overcoming obstacles and not finding any barriers along the way. These narratives have the power to reshape, reframe, and transform discourses of deficiency to those of empowerment and resistance in K-12 education, postsecondary education, and graduate school.

This dissertation study examined and gave voice to the experiences of a group of street involved youth, those who had received special education support and services during their school years. They are not spoken about in the literature. Special education is complex, diverse, and encompasses many exceptional pupils for whom services and supports are provided in the school system. Many street youth belong to this group with exceptionalities such as learning disability, mild intellectual disability or behaviour. Using narrative analysis and structuration theory frameworks, the life history narratives of fifteen street youth who were in special education classes were co-constructed and analysed. In addition, a survey question gathered how many new in-takes at a drop-in for street youth self-identify as youth who were in special education. Furthermore, data was gathered from service providers in education and social services through semi-structured interviews and two focus groups. Youth participants considered citizenship in special education as exclusionary and actively resisted it because of the social connotations such as ‘being stupid’ which were attached to it. Youth emphasized that teachers and support staff seemed unaware of the complex environmental factors that impacted on their ability to be successful in school. They reported that once they were formally identified and placed in special education, they were put in a holding pattern that often did not lead to graduation. Special education was focused on classifications according to deficit discourses rather than engaging these students in learning or in having their identified learning needs met. Although study participants dropped out of school a number of times, they kept returning either to complete secondary school or enroll in college, mostly without special education designation and supports. Service providers, educators and special services staff should mentor such youth, provide opportunities for addressing learning problems, and deliver quality instruction for students with identified learning difficulties and needs. There is a dearth of alternative and transitional post-secondary programs to meet the specific needs of these students.

This study looked in detail at the parental experience of having a child sustain traumatic brain injury (TBI); beginning with the child sustaining the injury, through the acute and chronic stages of rehabilitation, to the child’s return home. Mother and father dyads were interviewed in their own homes using a semi-structured interview schedule. A narrative analysis highlighted important findings through the identification and construction of several plots and subplots within parent narratives. These include that parents themselves appear to undergo trauma as a consequence of their child sustaining TBI; that parents made - and wanted to make - a major contribution throughout their child’s rehabilitation, and that all parents went - and are continuing to go - through a number of transitions in this process. Given that fathers have historically been neglected from research into child health issues, the finding here that mothers and fathers made a substantial contribution throughout the rehabilitation process is timely and important. For most parents, this event led to profound and long-lasting changes in their lives and life stories where their previous, hitherto narratives were ‘shattered’. On the child’s return home, these changes appear neither recognised nor supported by services. There seemed little if anything in service provision and coordination to meet the needs of children and parents, which resulted in parents continually fighting for services. Clinical implications are discussed as well as directions for future research.

In this thesis, I investigate sense-making processes in financial markets. My focus is on the role of narratives in these routine activities in digital market places or what Cetina and Preda (2007) describe as scopic market systems. I conceptualize narratives told by market professionals in these systems as another form of market device (Callon et al., 2007) which combines different modes of knowing and explanation to cope with flows of data/information and funds, and works to generate value from assets exposed to markets. From a sociological perspective, I argue that the substitution of social network-based information search and face-to-face exchange relationships in financial markets with flow-based and anonymised representations and exchange relationships do not undermine the importance of social networks in shaping sense-making and decision-making in financial markets. However to argue so, I broaden the concept of social network with the help of Bourdieu’s (1997) notion of economic, social and cultural capital. I introduce the notions of field and meta-field of power, habitus, and position-taking by Bourdieu (1997, and Wacquant 1992) to my conceptual discussion of financial markets. In light of this, I describe financial markets as hierarchical and competitive structures inhabited by different groups of investors and intermediaries and shaped by competition and conflict among these groups. I argue that these groups’ position in the field is conditioned by their economic, social, and cultural capital which are generated and sustained within and outwith the field. Consequently, I suggest that these groups’ sense-making and investment activities and their use of market devices including storytelling acts should exhibit distinctive modes in accordance with the specific positions they have voluntarily or involuntarily taken in the field. To substantiate these claims with narrative evidence, I present the case of the Istanbul Stock Exchange (ISE) in Turkey. Opened in 1985, the ISE provides an instrumental case to study the role of sense-making narratives as another form of market device in scopic market systems with a Bourdieusian sociological framework. As gathered from publicly available information and early pilot fieldwork in the ISE headquarters, the ISE as a field has been occupied by three dominant investor types since 1991. These are domestic retail (DRIs), domestic institutional (DIIs), and foreign institutional investors (FIIs). These three groups have a dominant weight in either trading volume or share ownership in the ISE. Drawing on my (participatory) observations between 2008 and 2009 in an asset management company and four brokerage houses which served DRIs and/or DIIs and FIIs, I present evidence on how distinct combinations of economic, social and cultural capitals among these dominant investor-intermediary groups shape their sense-making activities and consequent sense-making stories in the ISE.

Through an analysis of the reception of Charles Dickens’ unfinished The Mystery of Edwin Drood this thesis establishes the centrality of the figure of the author as the perceived sanction for the completed text. Through an initial analysis of completed narrative, in Arthur Conan Doyle’s Holmes stories, it shows that the ending is of particular importance as the point at which the reader can look back over the whole and confirm or disconfirm the provisional interpretations which have been made during the reading. It only makes sense to talk of unfinished texts or unfinished narratives in the context of a creative authority, generally identified as the author. An analysis of the reception of unfinished serial narratives of the late Victorian period, specifically the unfinished works of William M. Thackeray and Robert Louis Stevenson, confirms the centrality of the figure of the author in attempts to reconstruct the missing ending. The main body of the thesis provides a period-based analysis of Droodiana, the completions of and speculations about Dickens’ unfinished novel. In the analysis of the strategies employed to justify completions, and the responses to these, it establishes not only that the attempts to take on the authorial authority are perceived as sacrilegious, but that the perception of the completion-writers’ lack of the authority to posit an ending affects whether completions are read as able to complete the story: the willingness to submit to the ending (and revise provisional readings in light of it) is dependent on the perception of the authorial authority of the writer. The analysis shows that while the author-function develops over time, there is some continuity from the late Victorian period towards the present. The analysis of Droodian speculations trace their origin and development through a series of periods, showing that the variety of plots proposed masks a common concern with arriving at Dickens’ intended plot: a desire to identify the creative intention with the plot that would provide the most satisfying ending produces an increased variety over time.

Destination image is acknowledged as a key factor in destination choice and visitor satisfaction. However, despite thirty years’ research from a variety of perspectives into destination image and image formation, the impact of actual visitation has been largely neglected and understanding of the processes involved in that change is therefore limited. Visitor experience is increasingly recognised as being unique to the individual, leading to calls for research strategies taking into account the visitor’s perspective. This study uses a phenomenological approach to investigate visitor-destination interactions, capturing visitors’ lived experience as expressed in their holiday narratives. Applying a double hermeneutic approach to analysing interview data, this study outlines the elements of destination experience and shows how the meaning encapsulated in the individual’s destination image is mediated by his/her stock of knowledge, the particular combination of predispositions, motivations and characteristics, as well as by their in-destination interactions and encounters with people and place. It develops the ideal typifications of Gourmet, Grazer and Gourmand to help explain the complex and dynamic interaction between visitor characteristics and behaviour and extends our understanding of the role of other tourists in destination experience by illuminating tourist-tourist interactions and revealing the compromises necessitated by the presence of other tourists. By generating insight into the complex and dynamic interaction between anticipations, motivations and predispositions, and the way in which this interaction affects the visitor’s experience of people and place in a destination, the study has demonstrated the utility of the phenomenological approach in understanding visitor interactions. It has also resulted in a model which explains the processes whereby the visitor makes sense of his/her experience and transmits that experience to others. This can be used by academics and practitioners to further understand the benefits and attractions of existing destinations and to predict the attraction of potential destinations, as well as to promote greater understanding of tourist-host interactions among destination industry providers.

The research puzzle of the thesis is to investigate how policy discourse mediates domestic policy adjustment consequent on commitments entered into at the domestic level by the European Union. Conceptually, it adopts the discursive institutionalist framework as developed by Vivien Schmidt and Claudio Radaelli. Empirically, it chooses a single-case study approach to focus on the Greek old-age pension policy adjustment during 1990-2002. The thesis also appraises the process of Europeanization. It adopts the ‘bottom-up’ approach to Europeanization as developed by Claudio Radaelli. Under this scope it’s analysis does not start from EU policy commitments as an independent variable, but from a system of interaction at the domestic level. Conceptually, the thesis looks at policy discourse as a consensus and legitimacy building resource. It focuses on the discursive interactions of key policy actors and analyses how they use policy discourse in order to justify the necessity and the appropriateness of policy adjustment in a given institutional context. The thesis suggests that the discursive institutionalist argument of how policy discourse facilitates policy adjustment puts too much emphasis on the governmental discourse and that the input of the rest of key policy actors must be included in the analysis. It thus proposes the integration of certain elements of the Neo-Positivist Narrative Analysis framework to discursive institutionalism. The argument claims that policy actors’ discourse will take the form of policy narratives that either expand or contain the policy issue. The institutional context will determine the level at which the discursive interaction will take place. In simple polities like Greece, discourse will be thicker at the communicative level and thinner at the coordinative. The effectiveness of discourse will be determined by the level of trust between the government, the key policy actors and the public. The empirical analysis points to a number of domestic factors that restrict the effectiveness of policy discourse and the process of Europeanization, which fall outside the pension policy area and Greece. The thesis also contributes to the advancement of discursive institutionalism. Firstly, it incorporates narrative analysis to the study of discourse. Secondly, it highlights certain limitations, it suggests ways that discursive institutionalism could be improved and directions towards which it could be fruitfully developed.

This study addresses the overarching topic of food insecurity by giving voice to individuals who are dedicating their careers toward combating child food insecurity throughout their communities. Voices are uplifted through the representation of narratives by volunteer coordinators overseeing child feeding programs, which have been established throughout Kentucky as an effort to help alleviate child hunger. This study is guided by London’s theory on career motivation, with the outcomes of this study serving as a pilot for future research centered around individuals working to combat child food insecurity. The narratives collected from this study will be used as a resource for generating public conversation, spreading awareness, and to “tell the story” in regards to child hunger across Kentucky.