Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

This study investigates how selected Zimbabwean poets use their poetry to re-imagine and rewrite Zimbabwean history to create new identities. It seeks to achieve this by analyzing the poetry of Musaemura Zimunya, Chenjerai Hove, Dambudzo Marechera, Philip Zhuwao, Freedom Nyamubaya and some other women poets from the anthology A Woman’s Plea and John Eppel’s poetry. The study argues that history and identity are unstable concepts whose meanings and usages are influenced by a variety of factors. It further contends that while the significations of history are generally split between how it is regarded in the academic discipline of history and its meanings outside the academic discipline, the controversies surrounding history are about the ways of representing the past. The study builds its central arguments around this existence of multiple ways of ordering the past, and asserts that poetry is also a form of representing history which utilizes its own rhetoric to authorize its versions of the past and construct identities in its own unique ways. These arguments are raised in Chapter One. The analysis of the selected poets’ texts in Chapters Two, Three, Four, Five and Six links them to the arguments raised in Chapter One. It critiques the versions of histories and the nature of identities that are represented differently by different poets. The study in these chapters reveals that poetic narratives are unstable accounts of both the past and identity, but it is this instability that allows poetry to interrogate narrow concepts of what is ‘real’ in history. There are both similar and dissimilar trends that abound in the selected poets’ texts which reveal that even within the poetic mode of representation, there are layers of understanding of the metaphorical symbols which we use to fix the meanings of Zimbabwean history and identities. The study applies different theoretical approaches to the work of each poet in order to show how each has different contribution to make towards the recovery of Zimbabwe’s past and how it speaks to our present. / Thesis (DLitt)--University of Pretoria, 2011. / English / unrestricted

Kamala Das is one of the best-known contemporary Indian women writers, albeit largely for the controversy that her candid, confessional writing has sparked in the relatively traditional context of Indian academia. Since the publication of her first collection of poetry, Summer in Calcutta (1965), Das has been considered an important voice of her generation. Her provocative poems are known for their unflinchingly honest explorations of the self and female sexuality, urban life, and women’s roles in traditional Indian society. Critics have expressed a range of opinions on her work: some laud her boldness, compelling sincerity and striking originality, while others dismiss her work as sensationalist, limited in scope and unsophisticated. In this dissertation, issues of selfhood represented in the poetry of Kamala Das will be analysed with regard to various aspects of her identity, such as those of a housewife, a lover, an Indian, a female writer, and a confessional poet. Selected theories on identity formation posited by Erik Erikson and Norman Holland will be explored, as will relevant hypotheses on female identity by Nancy Chodorow and Judith Gardiner. I propose that selected aspects of these theories shed light on the themes, tones and subject matter of Das’s verse. Almost all of her poems are personal and are fuelled by an intense need for emotional fulfilment. I suggest that the poet’s search for love is central to her identity and I aim to show how this (largely unsuccessful) quest, as reflected in Das’ poems, stems from various expectations by and on her. The recurring theme of expectations and the resulting tones of despair (the ‘hopes and fears’) in her work will be traced and analysed. This research is valuable in that there has been little exploration into identity and expectations in Das’ work and there is almost no research on her emanating from Africa. Through close textual analysis I also aim to highlight how useful insights into identity formation and female writing can enable a more in-depth understanding of Das’s poetry. Both female identity and women’s writing are increasingly significant fields in academia today, and there has been a rise in autobiographical writing in recent years; thus this research will contribute to debates about these issues in contemporary poetry. A portfolio of my own creative writing will accompany the essay. Like Kamala Das, I am also a Malayalee woman (from the province of Kerala in India) and I identify with some of her concerns with regard to the roles of women. Although my writing is not confessional or as personal as Das’s, our shared experience of the socio-cultural expectations placed upon us (due to our gender and ethnic background) links this mini-dissertation to my poetry portfolio. / Dissertation (MA)--University of Pretoria, 2010. / English / unrestricted

Recent work in the geohumanities has renewed a call for the inclusion of creative work within the discipline of geography. This dissertation works both creatively and critically to answer that call, and to contribute to the geohumanities generally and the subfield of geopoetics particularly. In the theoretical portion of this work, I draw from and dialogue with creative geographies, emotional geographies, nonrepresentational theory, and post-human geographies, arguing that geopoetics is both theory and practice-based and focuses on how to apprehend the world, how to acknowledge and practice the act of perceiving, and the relationship that grows through the act of perceiving and being perceived. This attendance is an ethical act; it helps to enrich understandings of place and of human relationships to the world. I use this understanding of geopoetics to rethink relationships to place through the embrace of poetic technique, an ethics of care, and an acceptance of situated, autobiographical emotion in practice. I use the work of three philosopher-poets (McKay, Zwicky, Lilburn) to argue that geopoetics is a relational ontology that helps contribute culturally to embodied understandings of ethics, landscape, and environment through its practice of attendance and perception. Separately, all three writers contribute variously to conceptualizations of wilderness, home and place; together, I propose that their work serves to further define geopoetics through the manner by which one attends to the world. I also specifically use Zwicky’s work on lyric to intervene in non-representational theory, clarifying ideas on a body-in-the-world. Attendance, for me, involves emotional, sensory, and philosophical engagement but is focused on the world, not on the perceiver. The creative portion of this dissertation puts the theoretical work into practice, adding to understandings of what geopoetics might do. This creative work is an act of attendance, which has as its root a geography of love and an emphasis on how to perceive. Its inclusion further validates creative practice and the inclusion of creative professionals within the discipline of geography. / Graduate / 2022-08-25

Swift appears in many of his poems either in his o person or behind a poetic mask which does little to conceal his identity. The poems contain Swift's view of his own character. Even in the poems addressed to others, the most important subject is Swift himself. This study is divided into chapters which examine the various roles Swift assumed in both his private and public lives. Following a brief introduction are two chapters of more interest than significance. The first of these is concerned with poems on Swift as a houseguest. These poems frequently relate the difficulties Swift's eccentric behavior caused his hosts. The second deals with poems on Swift's relationships with friends such as Thomas Sheridan and Patrick Delany, as well as with a public adversary, Jonathan Smedley.

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[pt] O tema da autoria docente permanece atrelado a um viés instrumental, relacionado à educação a distância ou à atuação do professor para o uso das tecnologias ou elaboração de material didático. O foco da presente pesquisa recai então sobre a autoria enquanto ato ético-estético, sobretudo a autoria de textos poéticos enquanto produção artística e literária. Este trabalho tem como objetivo investigar o que revelam as narrativas de um grupo de professores a respeito de sua constituição enquanto professores poetas e que elementos de reflexão seus textos e narrativas podem fornecer para se pensar sobre a autoria e a poesia na escola. Busca-se verificar que concepções de poesia os professores poetas pesquisados trazem consigo e conhecer como a poesia se faz presente na prática docente desses professores, bem como identificar experiências com a poesia que afetaram os sujeitos pesquisados e que podem servir de reflexão para se pensar sobre a autoria e a poesia na escola. Mikhail Bakhtin constitui o principal referencial teórico-metodológico deste estudo. As reflexões desenvolvidas pelo filósofo da linguagem, especialmente os temas voltados a uma filosofia da alteridade, compõem o fundamento basilar e orientam o percurso teóricometodológico adotado na investigação. Outros autores cujas reflexões amparam este estudo são Paul Celan, Cristóvão Tezza, Roland Barthes, Michel Foucault, Roger Chartier, Sir Ken Robinson. A pesquisa, de cunho qualitativo, ancora-se em uma metodologia marcada pelo viés narrativo, em que sujeito pesquisado e pesquisadora narram suas experiências a fim de construir sentidos em uma teia de significados que, coletivamente, vai se (entre) tecendo por meio das narrativas e poemas dos sujeitos constituintes do estudo, como uma rede. Os dados da pesquisa foram coletados a partir de dois principais procedimentos metodológicos: questionários online e narrativas autobiográficas, em uma costura que visa assumir a forma dialógica de vozes poéticas que, juntas, compõem um colar de poesia, arte e resistência, que traz à tona vozes e gritos silenciados, fiosmissangas das memórias dos professores poetas sujeitos da pesquisa, vozes que se colocam em diálogo e, unidas, costuram sentidos. As informações apreendidas nos enunciados dos professores oferecem elementos que conduzem a relevantes caminhos de reflexão, tais como o processo de formação do leitor-autor, as relações humanas que perpassam as práticas de formação, bem como o lugar da afetividade e da sensibilidade na constituição de uma aprendizagem significativa. Percebe-se, a partir dos relatos dos professores e das análises empreendidas, a importância do desenvolvimento de uma educação para a sensibilidade, em que se potencializem a multiplicidade de leituras, a metaforização, a imaginação, a criatividade, o pensamento divergente, componentes indispensáveis para um agir ético e estético que interrogue a realidade de forma crítica e criativa. A pesquisa aponta que o trabalho com a poesia na escola torna-se fundamental na medida em que é capaz de aguçar a sensibilidade, a criatividade, a vertente ética e estética, a ampliação do pensamento crítico-reflexivo e a aquisição de novas formas de empoderamento através do poder libertador da palavra. A investigação conduziu à conclusão de que a autoria é uma forma de resistir e a poesia é uma manifestação de resistência contra a reificação do homem e uma forma de in(ter)venção no mundo, propiciando o não anestesiamento dos sentidos. / [en] The theme of teaching authorship remains tied to an instrumental bias, related to distance education or to the teacher s performance for the use of technologies or the elaboration of didactic material.The focus of this research is then on authorship as an ethical-aesthetic act, especially the authorship of poetic texts as artistic and literary production. This work aims to investigate what the narratives of a group of teachers regarding their constitution as poet teachers and what elements of reflection their texts and narratives can provide to think about authorship and poetry in school. It seeks to verify what conceptions of poetry the poets researched bring with them and to know how poetry is made present in the teaching practice of these teachers, as well as to identify experiences with the poetry that affected the subjects researched and that can serve as reflection to think about authorship and poetry at school. Mikhail Bakhtin is the main theoretical and methodological reference of this study.The reflections developed by the philosopher of language, especially the themes focused on a philosophy of otherness, make up the basic foundation and guide the theoretical-methodological course adopted in the research. Other authors whose reflections supported this study are Paul Celan, Christopher Tezza, Roland Barthes, Michel Foucault, Roger Chartier, Sir Ken Robinson.The qualitative research is anchored in a methodology marked by narrative bias, in which researched subject and researcher narrate their experiences in order to construct meanings in a web of meanings that collectively will be (through) weaving through the narratives and poems of the constituent subjects of the study, as a network. The data of the research were collected from two main methodological procedures: online questionnaires and autobiographical narratives, in a seam that aims to take on the dialogic form of poetic voices that, together, make up a necklace of poetry, art and resistance, which brings up voices and silenced cries, beads of the memories of the professed poets of the poets, voices that put themselves in dialogue and, united, stitch senses.The information seized in teachers statements offers elements that lead to relevant ways of reflection, such as the process of reader-author formation, human relations that permeate the practices of formation, as well as the place of affection and sensitivity in the constitution of meaningful learning. From the reports of the teachers and the analyzes undertaken, the importance of the development of an education for sensibility, in which multiplicity of readings, metaphorization, imagination, creativity, divergent thinking, and indispensable components are potentiated to an ethical and aesthetic action that interrogates reality critically and creatively.The research points out that work with poetry in school becomes fundamental in that it is able to sharpen sensitivity, creativity, ethical and aesthetic aspects, the expansion of critical-reflexive thinking and the acquisition of new forms of empowerment through the liberating power of the word. Research has led to the conclusion that authorship is a form of resistance and poetry is a manifestation of resistance against the reification of man and a form of in (ter) venation in the world, providing for the non-anesthetization of the senses.

Alan Alexander Milne’s authorship was never limited to being the author of the very beloved teddy-bear, far from it. In addition to being a successful playwrite and editing Punch, Milne also wrote several poetry collections which all have been out of print since the 1940s in the entire English-speaking world. His war poetry and social engagement reached far beyond the Bloomsbury group of influential authors and thinkers in the early 20th Century. Milne was a liberal, in terms of what the term denoted in the early 20th century, notably, that is, not in the way we perceive the term today, in the 21st Century. As a perhaps eery echo of the occurrences from a Century ago Milne’s political poetry will be set in motion again; his poetry reflects times of distress and global political unrest. And, in Milne’s own phrasing, 'it’s a silly thing to say', Milne’s poetry pinpoints the ever-present core issues of the inner and external struggles of humanity and individuals. Milne believed in Freedom and liberalism as he knew it in his days, but he also saw what happened when these values were under threat of being sacrificed and lost. Despite all darkness and despair in the early 20th Century, Milne’s focus as a poet was to bring joy and laughter to people, and he chose to do so with poetry, in popular verse, -a bold move in a world where not even courageous people always had someone to voice their situation and their daily struggles. Milne’s poetry is in many aspects the story of the every-day hero, and the ordinary person, yet his depictions of the human struggles is unique and heartfelt. The main focus of this essay is the ways in which Milne’s idea of liberalism effect his poems in portraying serious political topics through the medium of popular verse with its direct relationship to defining and exploring multitude within every word. For the multi-talented Milne his idea of liberalism revolves around Four Freedoms; freedom from want, freedom from fear, freedom of religion, and freedom of expression. Without further delay it is time to bring back into the sphere of well-known (war-)poets from the early 20th Century, the liberal humourist and pacifist war-poet Milne.

Calif., Univ. of Calif., Diss.--Berkeley. / Includes bibliographical references (p. [301]-315) and index.