Global ETD Search

31	Genre memory in the twenty-first century American war film : how post-9/11 American war cinema reinvents genre codes and notions of national identity Trafton, John January 2013 (has links) In this thesis, I argue that twenty-first century American war films are constructed in dialogue with the past, repurposing earlier forms of war representation by evoking the visual and narrative memory of the past that is embedded in genre form—what Mikhail Bakhtin calls 'genre memory.' Comparing post-9/11 war films with Vietnam War films, my project examines how contemporary war films envision war's impact on culture and social space, explore how war refashions ideas about race and national identity, and re-imagine war's rewriting of the human psyche. My research expands on earlier research and departs from traditional approaches to the war film genre by locating the American Civil War at the origin of this genre memory, and, in doing so, argues that nineteenth century documentation of the Civil War serves as a rehearsal for the twentieth and twenty-first century war film. Constructed in explicit relation to the Vietnam film, I argue that post-9/11 war films rehearse the history of war representation in American culture while also emphasizing the radically different culture of the present day. Rather than representing a departure from past forms of war representation, as has been argued by many theorists, I show that contemporary American war films can be seen as the latest chapter in a long history of reimagining American military and cultural history in pictorial and narrative form. 791.43
32	Human resource management practices and national culture: Empirical evidence from Pakistan. Ali, Ashique January 2010 (has links) This study examined impact of national culture on human resource management (HRM) functioning in present-day Pakistan. / No digital full text provided Human resource management (HRM) National culture British colonial legacy Civil-military elites Postcolonial Pakistan Employment policies Quota system Doctrine of marital race American influences Legal administrative frameworks Post-9/11 climate Mixed-methods Structural model Collectivism Hierarchy Power distance Sifarish Merit
33	Human resource management practices and national culture : empirical evidence from Pakistan Ali, Ashique January 2010 (has links) This study examined impact of national culture on human resource management (HRM) functioning in present-day Pakistan. 331.2
34	Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures Watt, Diane P. 09 May 2011 (has links) Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues. border epistemologies bricolage autoethnography cultural studies curriculum theory epistemologies of doubt feminist postcolonial theory high schooling experiences post 9/11 mass media as educator media literacy and social justice issues Muslim female student identities visual media literacy media representations of Muslim women decolonizing methodology experimental ethnography intercultural education in-between sonare and videre currere hybrid consciousness deconstructive pedagogies complicating readings of self and other entanglement in veiling discourses disrupting Orientalism photographs, culture, and memory relational theories of learning feminist poststructural critique personal narratives
35	Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures Watt, Diane P. 09 May 2011 (has links) Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues. border epistemologies bricolage autoethnography cultural studies curriculum theory epistemologies of doubt feminist postcolonial theory high schooling experiences post 9/11 mass media as educator media literacy and social justice issues Muslim female student identities visual media literacy media representations of Muslim women decolonizing methodology experimental ethnography intercultural education in-between sonare and videre currere hybrid consciousness deconstructive pedagogies complicating readings of self and other entanglement in veiling discourses disrupting Orientalism photographs, culture, and memory relational theories of learning feminist poststructural critique personal narratives
36	Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures Watt, Diane P. 09 May 2011 (has links) Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues. border epistemologies bricolage autoethnography cultural studies curriculum theory epistemologies of doubt feminist postcolonial theory high schooling experiences post 9/11 mass media as educator media literacy and social justice issues Muslim female student identities visual media literacy media representations of Muslim women decolonizing methodology experimental ethnography intercultural education in-between sonare and videre currere hybrid consciousness deconstructive pedagogies complicating readings of self and other entanglement in veiling discourses disrupting Orientalism photographs, culture, and memory relational theories of learning feminist poststructural critique personal narratives
37	Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures Watt, Diane P. January 2011 (has links) Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues. border epistemologies bricolage autoethnography cultural studies curriculum theory epistemologies of doubt feminist postcolonial theory high schooling experiences post 9/11 mass media as educator media literacy and social justice issues Muslim female student identities visual media literacy media representations of Muslim women decolonizing methodology experimental ethnography intercultural education in-between sonare and videre currere hybrid consciousness deconstructive pedagogies complicating readings of self and other entanglement in veiling discourses disrupting Orientalism photographs, culture, and memory relational theories of learning feminist poststructural critique personal narratives

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