Studies on health and incarceration have extensively demonstrated that incarcerated women have poorer health statuses than non-incarcerated women and than incarcerated men, both as a result of confinement and of the intersection of abuse, poverty, homelessness and addiction that are simultaneously pathways to criminalisation and to poor health. Without denying the reality of disease, physical and mental suffering experienced by women in prison, this thesis conceptualizes the “problem of health in prison” by framing it as a vehicle of and effect of power relations. By studying neoliberal rationalities and technologies that constitute health, poststructuralist scholars have demonstrated how neoliberal subjects are enticed to continuously pursue health and to adhere to the imperative to be healthy. Demonstrating the intersection of neoliberal health governance and penal governance, criminologists have shown how prisons produce the subject of a healthy prisoner, who is a self-regulated woman, freely working towards her rehabilitation. Rather than studying programs, public policies and archives, this thesis innovates by examining the experiences and narratives of the subjects who are being governed and enticed to be “healthy.” Specifically, my research provides a contextualized analysis of how women negotiate and manage their health during incarceration and upon their release from prison. The first article focuses on tensions between this work’s conceptual framework and its methodology, i.e. participatory action research. An emerging literature has been building bridges between poststructuralism and participatory action research, highlighting the latter’s potential for transformative action. Using examples from participatory action research projects with incarcerated or previously incarcerated women, the article discusses how “participation” and “action” can be redefined by using a poststructuralist definition of subjectivity. The second article tackles the issue of how women “do” health in prison. Using three issues—access to health care services, smoking, and the management of body weight—the article explores how participants adopted different embodied subjectivities, which conflicted or aligned with neoliberal governmentality. It describes how, through failure to conform to neoliberal ideals of “health,” mechanisms of self-surveillance and self-regulation are relayed by feelings of guilt, shame, and anxiety, even when incarcerated women attempt to conform to imperatives to be healthy. Finally, the last article focuses on how, upon prison release, participants attempted to “undo” the imprint of penal governance on their bodies and health. Through the exploration of corporal practices, such as taking care of one’s appearance, the use of psychoactive medications, and defecating, the article shows how women attempt to “undo” prison in order to pursue health. Though these two articles focus on different periods of participants’ lives and rely on different yet related concepts—embodied subjectivities and corporal practices—the common thread between the two is to show the attempts by participants to “undo” prison from their embodied selves, and to “do” health as incited by the ethical imperatives to be healthy. The thesis concludes with a discussion about the pursuit of health, and its effects on the populations deemed as “at risk” and “unhealthy.”

In this thesis I rethink the materiality of rhetoric in a minor key. I review poststructural and psychoanalytic endeavors to position rhetoric from within the postmodern and poststructural critique of the subject. I move beyond the logic of influence (dependent on a flawed conception of object) and hermeneutics (the correspondingly flawed methodology). In this endeavor, I primarily enlist Deleuze and Guattari (1987) for a conceptual apparatus that enlivens the "thinness" of rhetoric's (neo)Aristotelian conceptual design (cf. Gaonkar, 1997a, 1997b). I offer Monster (2003) as a case study, analyzing the discursive expression of nondiscursive abstract machines to draw out the reterritorializations of the latter. Recognizing the impossibility of complete reterritorialization I map one artifact that reinvests difference in itself, Dancer in the Dark (2000). Finally, in the epilogue I provide a brief recapitulation of minor politics, and offer a summarization of the utility of rhetoric.

This dissertation examined the formation of Japanese identity politics after World War II. Since World War II, Japan has had to deal with a contradictory image of its national self. On the one hand, as a nation responsible for colonizing fellow Asian countries in the 1930s and 1940s, Japan has struggled with an image/identity as a regional aggressor. On the other hand, having faced the harsh realities of defeat after the war, Japan has seen itself depicted as a victim. By employing the technique of discourse analysis as a way to study identity formation through official foreign policy documents and news media narratives, this study reconceptualized Japanese foreign policy as a set of discursive practices that attempt to produce renewed images of Japan’s national self. The dissertation employed case studies to analyze two key sites of Japanese postwar identity formation: (1) the case of Okinawa, an island/territory integral to postwar relations between Japan and the United States and marked by a series of US military rapes of native Okinawan girls; and (2) the case of comfort women in Japan and East Asia, which has led to Japan being blamed for its wartime sexual enslavement of Asian women. These case studies found that it was through coping with the haunting ghost of its wartime past that Japan sought to produce “postwar Japan” as an identity distinct from “wartime imperial Japan” or from “defeated, emasculated Japan” and, thus, hoped to emerge as a “reborn” moral and pacifist nation. The research showed that Japan struggled to invent a new self in a way that mobilized gendered dichotomies and, furthermore, created “others” who were not just spatially located (the United States, Asian neighboring nations) but also temporally marked (“old Japan”). The dissertation concluded that Japanese foreign policy is an ongoing struggle to define the Japanese national self vis-à-vis both spatial and historical “others,” and that, consequently, postwar Japan has always been haunted by its past self, no matter how much Japan’s foreign policy discourses were trying to make this past self into a distant or forgotten other.

Since 2014, the increased interest of academia to the Ukrainian-Russian relations was reflected in the growing number of publications on this problematics. In spite of this fact, there still exists a research gap on representations of Russia in Ukrainian discourses, which are often taken as self- obvious. This in turn may lead to incomplete understanding of Ukrainian policies towards Russia. The specific aim of this work is to provide an additional instrument for understanding Ukraine's foreign policy towards Russia. In order to provide an insight into the way the Ukrainian government perceived Russia, discourse analysis of chosen articulations was conducted. As this work demonstrates, the central element of representations of Russia in the Ukrainian governmental discourse were systematic attempts to delegitimize the Russian foreign policy towards Ukraine through undermining legitimacy of the Russian leadership. This was done in a number of ways: the discourse actively used historical dimension and constructed categorization of good and bad periods of Ukrainian-Russian relations, characterized Russia as archaic, non-civilized and aggressive, and separated Russian political elites from Russian citizens, thereby undermining internal legitimacy of the current Russian regime. At the same time, the...

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<p>  </p> <p>Faculty are the primary designers and implementers of engineering curricula within the U.S. higher education system. This places them in a unique position to respond to decades of national calls for curricular change in undergraduate engineering education. Individual and institutional faculty efforts to respond to these calls are inevitably influenced by faculty ontologies of curricular change – in other words, what faculty understand curricular change to be. By ‘ontology,’ I mean what is or what they perceive as what is. Ontologies are agentic, meaning that ontological assumptions shape how faculty envision their own roles and thereby influence the sorts of curricular change actions they envision and legitimize for themselves.</p> <p>Faculty ontologies of curricular change and their roles therein are complex roles within complex phenomena. By interrogating these ontologies, I make-visible the ways faculty might view – and thereby shape – the curricular worlds they and their students inhabit. To use a theatrical analogy: how do faculty stage their narratives of curricular change – what kinds of worlds do they set up in their stories? What kinds of interactions do they allow within that world? What kinds of characters do they cast themselves and others as playing?</p> <p>To investigate faculty ontologies of curricular change, I analyzed the narratives they told about several curricular change projects they had been personally involved with. I gathered narrative data by conducting recurring interviews with six faculty narrators. I deconstructed the resulting narrative data corpus using a postmodern approach focused on tensions and contradictions. The resulting analysis generated four distinct and interrelated ontologies for curricular change. These four ontologies are presented as a starting point rather than an exhaustive catalogue, since infinitely many ontologies could be generated. Each of the four ontologies created for this work portrays faculty roles in curricular change in relation to both curriculum and students. Creating multiple ontologies then enabled me to show how the interaction of multiple ontologies can create insights that are not apparent from each ontology alone. Among other things, the interactions of all four ontologies form a complex portrait of faculty as learners who are always unmaking and remaking themselves in the context of curricular change.</p> <p>By constructing a collective memory of faculty ontologies, I work to interrogate and disrupt current conceptions of roles and relationships in curricular change. These ontologies, and the methods developed to pursue and play with them, serve as tools for “cutting meaning loose” and “keep[ing] difference… at play” (Jackson & Mazzei, 2012, p. 70-71). In turn, these tools open up a wider space of new ideas and possibilities for courses, pedagogies, and cultures to be expressed, evaluated, and legitimized.</p>

Thesis (MA (Philosophy))--University of Stellenbosch, 2008. / This thesis sets out to model the notion of group identity in terms of the theory of complexity. It is an attempt to speak meaningfully about a concept that needs to have a sense of stability in order to constitute an ‘identity’, but at the same time has to be able to change in order to adapt to changing circumstances – and indeed does change. This tension between stability and change is seen as a manifestation of the philosophical endeavour of ‘thinking the difference’ which, in this context, is understood to mean that if we are committed to thinking the difference (and thereby undermining the philosophy of the same) for ethical reasons, we have to speak of group identity itself in terms that preserve difference. That entails keeping the tensions inherent to the notion intact, rather than choosing to emphasise one end of the tension, thereby reducing the other. As such, identity is understood as being relational. While modelling group identity as a complex system two important tensions are identified: that of the inside-outside divide that is a function of the boundary-formation of the system and the traditional tension between agency and structure in the formation of identity. The emphasis on difference as constitutive of identity places the argument within poststructuralism as a school of thought. More specifically, the links that have been established between complexity theory and the work of Jacques Derrida is explored to unpack the implications these links would have for group identity. This application is done within the framework of time: first the issues of the past and the memory of the group are investigated to explore whether identity as a complex system can cope with its own tensions. The work of Derrida is employed to show how the memory of a complex system can be understood as the inheritance of the system. This is an ethical understanding which entails responsibility. Understanding the past in this way, it is argued, allows the future to be thought. This is the case, it is argued, because the future must be understood as a Derridean ‘new beginning’ which entails engaging with and deconstructing the past. Finally, this notion of the future as a new beginning is unpacked. It is defined as the group’s singular opportunity to allow for ‘real’ change, change that is only possible if the system is disrupted by its outside. It is argued that the complex system as a very particular open system can accommodate the possibility of the ‘new beginning’. This understanding of the system and its outside is brought in relation to Derrida’s understanding of the economy of the system and the future as a ‘new kind of writing’. The implications of this theory for the notion of autonomy are briefly addressed. In order to test the theory, the argument is applied throughout to the example of the Afrikaner as a group identity. In conclusion, suggestions are made as to how the Afrikaner could understand itself and its memories in order for the group identity to survive meaningfully and – more importantly – ethically.

Thesis (MPhil)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This study is concerned with the possibility and characterisation of poststructural ethics and the ethics of general theories. It contains a review of selected readings on Modernity and provides a "snapshot" of an ethical system that is essentially rule based and privileges rationality. Some of the problems with such a system, such as inflexibility, tolerance based on superiority and force and the privileging of male gender is explored. It proceeds by perusing some literature on postmodernity as an open ethical system in which values are free floating and lists of rules are constantly produced and disregarded in a dizzying ethical free for all in which "anything goes". No value is considered more worthwhile than personal survival. As a starting point for reading Modernity and postmodernity together, Levinas introduces a radical perspective on ethics that can be read as a condemnation of postmodern morality. He relates an ethics in which the survival of the "other" is more important than the survival of the self. However, he does not ground the metaphysics of such a privilege in rationality or knowledge and hence does not turn it into an ethical rule, but rather, subtly shifts the responsibility for the other person to an ultimate responsibility for the Other as God. This radical responsibility is rejected by deconstruction which does not reject either postmodernity or Modernity but is an attempt to think through the limits of rule-orientated rationality, free-play and mystical metaphysics to produce an ethical awareness that has a sensitivity for the complexity of context. Through the notion of "writing", the peculiarities it displays and the objections it attracts, Derrida seeks to establish a uniquely ethical writing that is both a stable manifestation of ethics and a dynamic engagement with those subject to it. With these readings in the background the thesis attempts to provide a framework for poststructural ethics. It is an ethics based in the notion of friendship but does not ground itself in any guarantees. It re-evaluates rationality in terms of a sublime struggle for meaning and truth. This sublime struggle offers a unique perspective on political debates that strive towards responsible development for multicultural societies and also on a sociological approach to law and the ability to dispense justice without undue prejudice. The main contention of the thesis is that although poststructuralism does not suppose a grounding metaphysics in either rationality or responsibility towards God it cannot be satisfied with the self-indulgent nihilism of an "anything goes" postmodernism. Thus, it depends on the notion of a "complex system" that "self-organises" and produces limits through spontaneous connections. Through the working of deconstruction complex systems can take on a more human manifestation as friendships flourish and decay through the interaction of faces. / AFRIKAANSE OPSOMMING: Hierdie studie is gemoeid met die moontlikheid en karakterisering van poststrukturele etiek en die etiek van algemene teorië. Dit bevat In geselekteerde oorsig van Moderniteit en verskaf In "kiekie" van In etiese sisteem wat essentieël op reëls gebasseer is en rationaliteit privilegieer. Sommige probleme met so In sisteem, soos byvoorbeeld onbuigsaamheid, verdraagsaamheid gegrond in superioriteit, geweld en die privilegieering van manlikheid, word ondersoek. Die studie sit voort deur sommige literatuur oor postmoderniteit as In oop etiese sisteem onder oë te neem. So In sisteem veronderstel vryvloeiende waardes en lyste van reëls wat gedurig geproduseer en geabandoneer word in In duisligwekkende etiese vryspel wat beskryf kan word as "anything goes". Geen waarde word hoër geag as persoonlike oorlewing nie. As die beginpunt van In lesing wat Moderniteit en postmoderniteit met mekaar in verband bring verskaf Levinas In radikale perspektief op etiek wat verdoemend staan teenoor die moraliteit van postmoderniteit. Hy beskryf In etiek waarin die oorlewing van die "ander" meer belangrik geag word as die oorlewing van die self. Hy grond egter nie die metafisieka van so In voorreg in rationaliteit of kennis nie, en lê dit dus nie neer as In etiese reël nie, maar verskuif eerder op subtitle wyse verantwoordelikheid vir die ander persoon na In uiteindelike verantwoordelikheid vir die Ander as God. Laasgenoemde radikale verantwoordelikheid word deur dekonstruksie verwerp in In poging om postmoderniteit en Moderniteit saam te snoer en die limiete van reël-georiënteerde rationaliteit, vry-spel en mistiese metafisieka deur te dink. Hierdeur word 'n etiese gewaarwording geproduseer wat sensitiviteit vir die kompleksiteite van konteks vertoon. Deur die nosie van "skryf', die eienaardighede en teenkanting daaraan verbonde, is Derrida op soek na die neerlegging van In unike etiese skryf wat beide In stabille manifestasie van etiek is en 'n dinamiese betrokkenheid by die wat daaraan onderhewig staan. Met hierdie leeswerk in die agtergrond poog die tesis om 'n raamwerk vir poststrukturele etiek daar te stel. Dit is In etiek wat as basis die nosie van vriendskap aanvaar sonder om enige waarborge uit te deel. Rationaliteit word gere-evalueer in terme van In sublime stryd vir betekenis en waarheid. Hierdie sublime stryd bring 'n unieke perspektief na politieke debatte wat volhoubare ontwikkeling in multikulturele samelewings ten doel het en vir In sosiologiese benadering tot die reg en regsvaardigheid. Alhoewel poststrukturele etiek nie In metanarratief veronderstel, soos die etiek van Moderniteit, nie kan dit egter ook nie tevrede wees met die destabiliserende nihilisme van 'n "anything goes" postmodernisme nie. Poststrukturele etiek steun dus swaar op die idee van 'n "komplekse sisteem" wat self-organiseer en llrniette stel deur middel van spontane konneksievorming. Deur die werking van dekonstruksie kan so In komplekse sisteem ook in meer menslike terme verwoord word as vriendskappe wat groei en vergaan in die interaksie tussen "gesigte".

Children as young as three seem already to possess amazing knowledge about what practice in a certain context is appropriate and what is not. This study investigated very young children’s literacy practices in an artifact-rich environment, a children’s museum. It focused on young children’s experience of enculturation such as how they respond to the symbolic qualities of cultural artifacts as well as their experience of socialization with teachers and peers. The research methodology involved photography and semiotic analysis based on a post-discourse perspective derived from post-modernism, post-structuralism, and critical theory. Specifically, the works of Bourdieu, Foucault, and Baudrillard were the theoretical basis of this dissertation. The findings indicate that children's literacy practices were context contingent and power laden, and that photography, as a means to study embodied literacy experiences, froze the moment of habitus and capital and revealed children’s sociohistorical backgrounds and traces from the broader society. The implications for early school education and critical pedagogy are also discussed. / text

In her introduction to a special issue of the South Central Review on literary biography published in 2006, Linda Leavell writes, "Many would trace the disdain for literary biography—in both senses of the word “literary”—back through Roland Barthes’s “death of the author” to the New Critics’ division of text from context all the way to T. S. Eliot’s theory of impersonality. Critical theory of the past century has generally deemed an author’s life, personality, and intentions irrelevant to the text" (1). Leavell’s explanation of how critical theory of the twentieth century came to shape the current scholarly attitude towards literary biography establishes the genre’s status in an era of literary theory that is commonly characterized by the diminishment of the author as the source of meaning in a text, an era in which we remain. This characterization, however, overlooks the different ways that the theorists of the era displaced the author as the dominant figure in literary studies. This paper demonstrates how these different ways, despite whatever damage they might have done to the status of literary biography, actually benefit the study of the genre. Additionally, this paper argues that they not only comprise one side of Vladimir Nabokov’s contradictory views on his own authorship, which makes him an ideal subject for the study of authority over biographical representation, but also gave rise to new methodologies of literary biography, which are the methodologies of Nabokov’s biographers themselves. As a result, this paper concludes, “an author’s life, personality, and intentions” in turn have assumed new relevancy in literary studies. / text