This dissertation explores teacher identities as they emerge, recede and collide with one another in the classrooms of four participating English teachers at the Cooperative School, a pseudonymous, single school site that is home to the researcher as well as to the study participants. Focusing first on how these teachers see themselves and how they articulate their roles, the study then turns to an analysis based on Judith Butler's theories of identity formation. The role of normative power in identity formation is exemplified by what the paper calls "The Regime of Teacher Norms," i.e., Teacher as Expert, Teacher as Guide, Teacher as Professional and Teacher as Boss.

Despite the common understanding that states compete over international institutions and jockey to define international order, our understanding of institutional power politics is underdeveloped. The dissertation sets out to answer three sets of questions relating to the specific areas that need developing – theory, methods and empirics. First, how do we think about the concepts of “power” and “international institutions”? And, how do states interact with each other in the competition over or with international institutions? Second, if institutional competition is a strategic interaction for which our current empirical knowledge is limited, how do we select cases to examine competitive processes between states? From the selected cases, what is the best way to test our theories of competitive processes while ensuring that our analysis contributes to the relatively thin empirical case knowledge? Finally, while we think the competition between U.S. and China is one of the key contemporary cases of states competing over international institutions, is the evolution of international institutions really a function of U.S.-China competition? If not, how does institutional competition work? Paper 1 deals exclusively with the exercise of building a comprehensive theory of institutional power politics. From the basic concepts to the specific strategic interactions of interstate competition over international institutions, the theory of institutional power politics challenges the long-held view in IR that international institutions are solutions to power politics and signifiers of an international politics that is more cooperative. The key idea in this paper comes from applying insights from defensive realism to the context of institutional competition with the institutional power dilemma. The theory highlights how even with the most benign and cooperative intentions, states may slide into power political dynamics over international institutions. Paper 2 develops two case study methods for examining competitive processes, or more broadly, “intensive processes” – streams of processual phenomena for which the conditions and eventual outputs are ontologically distinct or of lesser analytical interest. The prototypical case selection strategy provides guidelines for selecting cases for intensive processes where the universe of cases is often difficult to know in advance. The dual process tracing (DPT) method then provides a way by which a researcher can test theories of intensive processes as well as provide substantive knowledge about the selected prototypical case. The two methods developed in this paper provide an alternative way to think about political phenomena beyond the dominant covariational and mechanismic approaches in political science research. Paper 3 is the first theoretically driven empirical examination of the prototypical case of institutional competition – “U.S.-TPP vs. China-RCEP.” The paper tests the common understanding that TPP and RCEP is a product of the intentional competition between U.S. and China. The paper finds, however, that the competition is generated from mechanisms of misperception, uncertainty and poor signaling of intentions from both countries. The paper thus offers a powerful revision to the current understanding of the TPP-RCEP case and also theoretically arrives at a defensive realist model of unintended institutional competition. The paper concludes by identifying a number of overlooked policy implications for contemporary U.S.-China relations and institution building in East Asia.

University of Technology Sydney. Faculty of Business. / The thesis critically analyses the gaps among management literatures as discourses of ambition and evaluates them against the realities that constitute praxis. The work provides a different insight into organisational and management theory that encourages critical thinking about the normalising effects of discourse, and points to the possibilities that can emerge from engaging with alternative perspectives, such as those emanating from practitioners. The analytic framework that is used to identify and explicate this hiatus is drawn from Foucault’s genealogy, which is used as a method for conceptualising and explaining relationships between and among discourses. Genealogy is also used to show that there is not merely one way of perceiving an object of discourse and thus creating meaning, but many. The topic of the thesis is knowledge work. The assumption that there is a clear and abiding descriptor of knowledge work supports an erroneous perception that there is consensus in interpretation and that its meanings are fixed and uncontested. Rather, the concept of knowledge work is ambiguous and highly contested. It is inconsistently conceptualised in the literature and scholars frequently omit any definition or clarification of what knowledge work is, perhaps assuming that their readers will have an inherent and automatic understanding of it. The thesis navigates the many discourses of knowledge work. It shows that in practical terms, inferences of neutrality and normality are instead prescriptions, through which different interpretations pit those who prescribe against those who do. Knowledge work has emerged as a significant domain of practice and discourse that resonates within the fields of organisational and management theory, and within the circuits of business, consulting, education, and policy formation. Knowledge has become the business of business, such that the discourse of knowledge work has become significant within the discursive knowledge fields of organisation studies, management studies, economics, technology, intellectual property, globalisation, and finance. The importance of knowledge work is such, that in contemporary discourses it is seen as facilitating a new golden age of a knowledge society. The dissertation tackles this hypothesis through two historical illustrations. The first shows that the modern concept of knowledge work emerged as a response to particular historical conditions to refract social, economic and political circumstances. The second illuminates an antecedent of the contemporary ‘knowledge society’ to show that it is neither new nor unique.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 26, 2008) Vita. Includes bibliographical references.

Thesis (M.A.)--University of Nevada, Reno, 2008. / "May, 2008." Includes bibliographical references (leaves 76-79). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

Thesis (M.A.)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This paper examines aspects of power within the physicianpatient relationship. The historical development of the physician-patient relationship is briefly reviewed and some of the complexities of the relationship highlighted. It is shown that, historically, there is no imperative for the physician to consider only the interests of the patient and it has always been acceptable to consider the interests of a third party, such as the State or an employer - essentially the interests of whoever is paying the physician. The classical sources of power are then considered. These sources include legitimate power, coercive power, information power, reward power, expert power, referent power, economic power, indirect power, associative power, group power, resource power and gender power. Other approaches to power are also considered such as principle-centred power as described by Covey, power relationships as explained by Foucault, the power experience as described by McClelland and an analysis of power as expounded by Morriss. The various sources of power are then considered specifically within the physician-patient relationship to determine: if this particular type of power is operative in the physicianpatient relationship, and if so if it operates primarily to the advantage of the physician or the advantage of the patient. A simple method of quantifying power is proposed. Each form of power operative in the physician-patient relationship is then considered and graphically depicted in the form of a bar chart. Each form of power is shown as a bar and bars are added to the chart to 'build up' an argument which demonstrates the extent of the power disparity between physician and patient. It is clearly demonstrated that all forms of power operate to the advantage of the physician and in those rare circumstances where the patient is able to mobilize power to his/her advantage, the physician quickly calls on other sources of power to re-establish the usual, comfortable, power distance. Forms of abuse of power are mentioned. Finally, the ethical consequences of the power disparity are briefly considered. Concern is expressed that the power disparity exists at all but this is offset by the apparent need for society to empower physicians. Conversely, consideration is given to various societal developments which are intended to disempower physicians, particularly at the level of the general practitioner. Various suggestions are made as to how the power relationships will develop in future with or without conscious effort by the profession to change the relationship. / AFRIKAANSE OPSOMMING: Hierdie voordrag ondersoek aspekte van mag in die verwantskap tussen pasiënt en geneesheer. Die historiese ontwikkeling van die verwantskap word kortliks hersien en 'n kort beskrywing van die ingewikkeldheid van die verwantskap word uitgelig. Vanuit 'n historiese oogpunt, word 'n geneesheer nie verplig om alleenlik na die belange van die pasiënt om te sien nie en was dit nog altyd aanvaarbaar om die belange van 'n derde party soos die Staat of 'n werkgewer se belange to oorweeg - hoofsaaklik die belange van wie ookal die geneesheer moet betaal. Die tradisionele bronne van mag word oorweeg. Hierdie bronne sluit in: wetlike mag of 'gesag', die mag om te kan dwing, inligtingsmag, vergoedingsmag, deskundigheidsmag, verwysingsmag, ekonomiesemag, indirektemag, vereeningingsmag, groepsmag, bronnemag en gelslagsmag. Alternatiewe benaderings word ook voorgelê, naamlik die beginsel van etiese mag soos deur Covey beskryf, krag in menslike verhoudings soos deur Foucault, die ondervinding van krag soos beskryf deur McClelland en 'n ontleding van krag soos deur Morriss verduidelik. Hierdie verskillende mag/gesagsbronne word spesifiek met betrekking tot die geneesheer-pasiënt verhouding uiteengesit om te besluit: of hierdie tipe mag aktief is tussen geneesheer en pasiënt, en indien wel, werk dit tot die voordeel van die geneesheer of die pasiënt. 'n Eenvoudige sisteem vir die meting van mag/gesag word voorgestel. Die bronne word individueeloorweeg en gemeet en die resultaat in 'n grafiese voorstelling voorgelê op so 'n wyse dat 'n argument daardeur 'opgebou' word om die verskille van van mag/gesag tussen geneesheer en pasiënt uit te wys. Dit word duidelik uiteengesit dat alle vorms van mag/gesag ten gunste van die geneesheer werk. Kommer is getoon dat hierdie magsverskil werklik bestaan, asook die snaakse teenstelling dat die gemeenskap wil eintlik die geneesheer in "n magsposiesie plaas. Die etiese gevolge van hierdie ongebalanseerde verwantskap, asook die moontlikheid van wangebruik van hierdie mag word ook genoem. Verskillende gemeenskaplike ontwikkelinge wat die mag van die geneesheer wil wegneem word geidentifiseer, meestalop die vlak van die algmene praktisyn. Verskeie voorstelle vir toekomstige ontwikkeling van die verwantskap word voorgelê, met of sonder spesifieke pogings van die professie om die verwantskap te verbeter.

This dissertation focuses on understanding and investigating the role of the idea of the literary canon in the teaching of literature—especially at the secondary level. This role, in the form of “standard authors” of literary works, is as old as the field itself in U.S. schools (Applebee, 1974). While many who have argued for and against the literary canon have done so by slinging vituperative remarks at each other (Lauter, 1991; Guillory, 1993; Bloom, 1995; Cain, 2013), this study is not an argument against the canon or its bedfellows, nor does it advocate a “counter canon,” the teaching of any specific texts, or the teaching of a singular interpretive approach. In this study, I attempt to describe and interrogate forces of canon formation that intersect with the teaching of literature, and offer speculations as to how the role of the canon in the teaching of literature may be reconceptualized to better understand the manifold processes involved in selecting and teaching texts in an English classroom. The concept of the canon is much older than the discipline of the teaching of literature, dating as far back as to ancient Greek thinkers like Polycletus and Aristotle (Gorak, 1991). I briefly trace the history of the idea of the canon from antiquity to its more modern usage for imaginative literary works, appearing in the 1700s (Patey, 1988; Kramnick, 1997; Ross, 1998), and the subsequent notion of some texts being worthier than others in the teaching of literature. I examine how social and philosophical movements gaining ground in the 1960s and 1970s led to serious criticisms of the literary canon (Smith, 1983; Lauter, 1991; Gallagher, 1997; Franke, 2011). I then posit three broad forces of canon formation in the teaching of literature: cultural forces, processes of categorization, and changing interpretive practices. To further understand how these forces shape and change the literary canon as the teaching of literature changes at the local level of teachers who at times self-govern what counts as a teachable literary text (Aston, 2017), I develop a conceptual framework based on Michel Foucault’s ideas of power relations and Manuel DeLanda’s assemblage theory (based on the work of Gilles Deleuze and Felix Guattari). This is again not to eliminate or suggest a counter canon, but to describe and shine a light on operations of canon formation (encoded in teaching documents, standards, and anthologies) that may at times narrow the teaching of literature while at other times expand it, pointing to the flexible and adaptive, though often contested, nature of the canon in the teaching of literature.

Ma Chun-Lung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 121-127). / Abstracts in English and Chinese. / Abstract --- p.i / 論文提要 --- p.iii / Acknowledgements --- p.iv / Introduction --- p.1 / Chapter Chapter One: --- J.D. Salinger's The Catcher in the Rye --- p.22 / Chapter Chapter Two: --- Ken Kesey's One Flew Over the Cuckoo's Nest --- p.49 / Chapter Chapter Three: --- Douglas Coupland's Generation X --- p.80 / Final Remarks --- p.110 / Selected Bibliography --- p.121

Thesis (M.A.)--University of Missouri-Columbia, 2003. / Typescript. Includes bibliographical references (leaves 126-136). Also available on the Internet.

Thesis (M.A.)--University of Missouri-Columbia, 2003. / Typescript. Includes bibliographical references (leaves 126-136). Also available on the Internet.