No description available.

This dissertation examines the treatment, forms, and representations of spirituality in contemporary American fiction. Drawing on recent theories in cultural and critical theory, sociology, and rhetoric, I argue that postmodern fiction finds sacredness in creative memory and information systems. I analyze E.L. Doctorow’s (2000) City of God, Leslie Marmon Silko’s (1991) Almanac of the Dead, Richard Powers’(2006) Echo Maker, and William Gibson’s (1948) Neuromancer. In their quest for the sacred, these works acknowledge the mystic along with the rational as a legitimate vehicle of knowledge; accordingly, the mysterious and the incomprehensible are accounted for within the epistemological structure of such spirituality. Contrary to the disparaging views of postmodern discourse as depoliticized, the fiction examined in this dissertation redefines the relationship between the sacred and the secular to engender social change and transformation. The dissertation stresses the significance of reconsidering the role of literary spiritualities as a vehicle of transformation. By advancing such reconsideration, the dissertation achieves two goals. First, it argues for the impurity of the secular as a construct and sees in this impurity a chance for theory to transcend diagnosis and deconstruction and move toward transformation. Second, by revealing a redemptive sensibility within postmodern discourse, the dissertation challenges Hutcheon's characterization of postmodern culture and discourse as "complicitous critique," showing how culture weaves narratives of restoration to counteract the pressure of fragmentation brought about by global capitalism.

The “urban” mathematics classroom has become an increasingly polarized site, one where many middle-class White teachers attempt to bridge the divide between themselves and their relatively economically disadvantaged, non-White students. With its mania for high-stakes testing, current education policy has intensified the importance of mathematics in the school curriculum—both drawing attention to and reifying an “achievement gap” between White (and Asian) and non-White students (Martin, 2009c, 2010). Keeping in mind the Mathematics for all rhetoric as it affects the academic and life success of students (Martin, 2003), this cultural polarization in the mathematics classroom provides a rich site for exploring pedagogical practices that might improve mathematics achievement and persistence for all students. As a middle-class White man, I am a teacher in such a divided situation; I have spent the past 7 years working with almost entirely Black 9th graders as a mathematics classroom teacher in an urban high school. In this study, I employ a critical postmodern theoretical perspective (Stinson, 2009; Stinson & Bullock, 2012) toward an autoethnography (e.g., Ellis & Bochner, 2000) of my experiences as a teacher in this particular educational environment. Using writing as a “method of inquiry” (Richardson, 2000), with an emphasis on two particular intersections of critical race theory (e.g., Tate, 1997) and poststructural theory (e.g., St. Pierre, 2011)—the role of storytelling and the concept of “race” as metanarrative—I examine, theorize, and (re)tell of my life and teaching experiences. My aim is to provide assistance of sorts for a new teacher in a similar situation; the kind of educator—middle class and White—who, according to projections, will more times than not be filling the role of teacher in the urban mathematics classroom. The goal of this study is twofold: (a) to gain and share theoretical and practical insight into my teacher identity and pedagogical practices, and (b) to provide potential insight for and assistance to other mathematics teachers who may see themselves in the (re)telling of my stories.

In the late 1980s, references to postmodernism, post-structuralism, and Michel Foucault started to appear in nursing journals. Since that time, hundreds of journal articles and dozens of books in the discipline of nursing have cited these continental-philosophical ideas—in substantial or minor ways—in nurses’ analyses of topics in nursing practice, education, and research. Key postmodern and post-structural notions including power/knowledge, discourse, the clinical gaze, disciplinary power, de-centering of the human subject as the originator of “meaning,” and the challenge to grand narratives and binary thinking—all found their place on the pages of journals such as the Journal of Advanced Nursing, Nursing Inquiry, and Nursing Philosophy and in a predominantly American journal Advances in Nursing Science among a few other periodicals. In my dissertation, I assemble this voluminous body of publications into a “field of study.” Taking a comparative approach to this field, I argue that we can understand postmodern/post-structural scholarship in nursing as characterized by a marked difference between its non-American (in this case, Australian and New Zealand, British and Irish, and Canadian) and American domains. While each domain is heterogeneous, peculiar features distinguish American postmodern/post-structural nursing literature from its non-American counterparts. I build on a recent systematic critique of so-called American “unique nursing science” and (meta)theory by Mark Risjord (2010), who surfaced the unacknowledged legacy of the logical positivist philosophy of science on contemporary American nursing conceptions of science and theory. These influences, according to Risjord, have had profound and lasting intellectual impact on nursing theoretical work manifesting in the notions of “unique science,” a caution toward “borrowed theory,” a hierarchical model of theory, the language of metaparadigms, incommensurable paradigms, and so on. These ideas and related practices of theorizing have culminated in what I call the American disciplinary nursing matrices that shape the visibility and intelligibility of alternative practices of theorizing in the discipline of nursing. I show the ways in which these matrices are consequential for how postmodern and post-structural philosophical ideas are understood, discussed, and deployed (or not) in American nursing literature; indeed, I argue that these continental ideas, vital for nurses’ ability to critically reflect on the discipline and the profession—are unintelligible as a form of nursing knowledge within the American nursing theoretical matrices. / Graduate / 2017-09-29 / 0569 / 0344

The aim of this thesis is to examine how LGBTQI people are represented in archives. This is done by studying how a municipal archival institution in southern Sweden captures and makes arcchival material concerning LGBTQI people available. The thesis is based on a qualitative case-study, where interviews and documents are used to collect data and to gain a deeper understanding of the respondents’ experience of representation in archives. Postmodern theory is used in the discussion and analysis to highlight the power and responsibility archival staff, political organisations and communities have and use in dealing with the struggles that is representation in archives. The result shows that records regarding LGBTQI people are not actively captured in the studied archival institution but used in several projects in 2021 due to both internal work with inclusion and external factors like an upcoming Pride event.

No description available.

No description available.

Having been introduced in Sweden in the 1980’s, one would perhaps have thought postmodern philosophy to be a thing of the past. As it turns out, the debate on postmodernism is still very much alive. But the term ‘postmodernism’ in 2021 is complex and sometimes misunderstood. In public discourse, the term has moved beyond its status as a continental philosophy or as a denomination for certain historical conditions of the late twentieth century. Today, it appears, people use ‘postmodernism’ as an invective for relativism, post-truth and ‘empty words’. Two books, published in 2020, even warn the Swedish people for a postmodern invasion of both the academics and Swedish government. The humanities, apparently, are especially corrupted by postmodern thinking. Is this true? As a rhetorician, I ask myself to what extent postmodern theory has had an influence on Swedish rhetoric in the 40 years since the discipline was re-established within higher education.  This essay examines course syllabuses, teaching material, Swedish articles in the periodical Rhetorica Scandinavica, doctoral theses, and the complete works published by Sweden’s eight professors of rhetoric. Early on, I found that there was very little information available about the development of  Swedish rhetoric –even less about a postmodern rhetoric in a Swedish context. Thus, this essay is to be looked at as both a history of Swedish postmodern rhetoric – the first of its kind – and as an examination of the occurrence of postmodern theory within Swedish rhetoric. I find that postmodernism has not, as opposed to the critics’ claims, played a key role in the development of Swedish rhetoric. Its presence has, however, significantly increased within the field of rhetoric since 2010, and I discuss why that might be. Further, I discuss what can be said to define the Swedish postmodern rhetoric, and what the future might hold for this specific branch of rhetorical studies and research.

This thesis is an investigation into the nature of the 'postmodern' narrative strategies and fictional methods in the work of two British Catholic writers. The work of David Lodge and Muriel Spark is here taken as an example ofthe 'Catholic novel'. In order to determine ifthe overlap ofpostmodern. and Christian-influenced narrative strategies constitutes more than a convergence or coincidence of formal concerns, narrative form in these novels is analyzed in the light of neo-Tho mist and Tho mist aesthetics, a traditional Catholic Christian theory of the arts. The 'postmodern' in these 'Christian' texts becomes largely a coincidence of terminology. Narrative forms which can be classified as 'postmodern' can also be categorized using the terminology of Thomas Aquinas. The apparent similarities betray radically divergent metaphysical presuppositions, however. The nature of the Catholic 'difference' lies in the way postmodern forms are used to challenge the metaphysical bases of those forms. / English Studies / M.A. (English)

This thesis is an investigation into the nature of the 'postmodern' narrative strategies and fictional methods in the work of two British Catholic writers. The work of David Lodge and Muriel Spark is here taken as an example ofthe 'Catholic novel'. In order to determine ifthe overlap ofpostmodern. and Christian-influenced narrative strategies constitutes more than a convergence or coincidence of formal concerns, narrative form in these novels is analyzed in the light of neo-Tho mist and Tho mist aesthetics, a traditional Catholic Christian theory of the arts. The 'postmodern' in these 'Christian' texts becomes largely a coincidence of terminology. Narrative forms which can be classified as 'postmodern' can also be categorized using the terminology of Thomas Aquinas. The apparent similarities betray radically divergent metaphysical presuppositions, however. The nature of the Catholic 'difference' lies in the way postmodern forms are used to challenge the metaphysical bases of those forms. / English Studies / M.A. (English)