In this paper I will examine the ways that power operates and resistance might be possible under political, social, and cultural conditions which are increasingly manufactured and mediated by information technologies. More specifically, I will focus on how the work of Michel Foucault and Jean Baudrillard might be used to better understand the political problems and potentialities of informationalization. Some of the questions I address here are: What exactly are we speaking of when we call this the "information age?" Has it replaced or merely subsumed the older, industrialized era? What are some of the effects of informationalization on the subject, knowledge, and "reality?" Can Foucault's analytics of power (which describes the birth of the modern era) be extended to the problematic of informational society? Can Baudrillard's acidic descriptions of informationalized consumerism be used for progressive political projects? Finally, I will discuss what the role of the intellectual might be in informationalization. By examining the conditions of informationalization, I hope that we can better understand the theoretical and political implications of Foucault's and Baudrillard's work. / Master of Arts

South Africa is currently undergoing a process of political change. Educational renewal inevitably will be an important part of the restructuring of that society. This study examines the use of school textbooks as instruments of domination. It explores the proposition that the dominant ideology in a society is perpetuated by the discourse in school textbooks, while at the same time the voices of subordinated people are silenced within textbooks. To investigate these notions, the study analyzes the discourse in a South African high school geography curriculum and textbook, to search for discursive strategies which perpetuate the dominant ideology of apartheid. Apartheid ideology is dedicated to maintaining white supremacy. In practice, apartheid means the spatial separation of the population along racial/ethnic lines. Therefore apartheid shaped South Africa's space and environment. The study is informed by theoretical perspectives of power relations which explore the nexus among power, knowledge, and discourse. Discursive strategies used in the text to silence the voices of subordinated people are identified. This provides geographers, and others involved with textbooks, with a tool to analyze textbooks. Measures are proposed which could be implemented to give voice in curricula and textbooks to marginalized people. / Master of Science

This study explored the work of critically race-conscious on the front lines of understanding, addressing, and confronting issues of race, racism, and institutionalized systems of power within their school context. Using personal narratives and critical racial reflections as a qualitative research methodology, this research bears witness to four Black principals using the race card to cultivate spaces filled with love, joy, and genius through high expectations and community.

No description available.

Thesis (M.A.)--University of South Africa, 2001.

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Comparative Literature / Doctoral / Doctor of Philosophy

published_or_final_version / Public Administration / Master / Master of Public Administration

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-04-05T14:21:18Z No. of bitstreams: 1 Breno Antonio Rodrigues de Castro.pdf: 518036 bytes, checksum: 0f09eba208366365794ea3a55310a21a (MD5) / Made available in DSpace on 2018-04-05T14:21:19Z (GMT). No. of bitstreams: 1 Breno Antonio Rodrigues de Castro.pdf: 518036 bytes, checksum: 0f09eba208366365794ea3a55310a21a (MD5) Previous issue date: 2018-03-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study is a theoretical essay, having as a methodology for the analysis of leadership the study of the so-called "schools" of leadership and political theory, subjecting the literature in analysis to the scientific method established by the philosophy of science. This dissertation defends the thesis that there is no theory of leadership in terms established by scientific epistemology, which are: a) the definition must be clearer than what is defined; b) the definition should, as far as possible, affirmatively define the reality to be defined; c) the definition should not go back to the term to be defined; d) it is necessary that the definition refers to the essence and not to the properties or characteristics; e) the concept can not be very extensive and low-key. As a consequence, what management literature calls a theory, in the light of the philosophy of science, is a set of prescriptions for the exercise of leadership in organizations. The arguments to support this thesis lie in the philosophy of science - which organizes the method from which it is thought to be a phenomenon - and in classical political theory. This dissertation aims to analyze two aspects arising from the above-mentioned thesis: 1) to analyze the prescriptions about leadership in the light of political theory and 2) to point out the fragility of these prescriptions. Thus, if leadership as described by management literature is not theory, we conclude that there is no theory of leadership (there are no definitions, arguments are just metaphors, isolated cases, common sense), no "school" fulfills the requirements for define leadership. Prescriptions are more sophisticated forms of control aimed at concealing the conflicts arising from the power relations inherent in organizations / Este estudo é um ensaio teórico, tendo como metodologia para a análise da liderança o estudo das chamadas “escolas” de liderança e da teoria política, submetendo a literatura em análise ao método científico estabelecido pela filosofia da ciência. Esta dissertação defende a tese de que não há teoria da liderança nos termos estabelecidos pela epistemologia científica, que são: a) a definição deve ser mais clara do que o que é definido; b) a definição deve, tanto quanto possível, delimitar afirmativamente a realidade a definir; c) a definição não deve retomar o termo a definir; d) é preciso que a definição se refira à essência e não a propriedades ou características; e) o conceito não poderá ser muito extenso e de baixa compreensão. Como consequência, o que a literatura do management chama de teoria, à luz da filosofia da ciência, é um conjunto de prescrições para o exercício da liderança nas organizações. Os argumentos para sustentar essa tese estão na filosofia da ciência ― que organiza o método a partir do qual se julga um fenômeno ― e na teoria política clássica. Esta Dissertação objetiva analisar dois aspectos decorrentes da tese acima destacada: 1) analisar as prescrições sobre liderança à luz da teoria política e 2) apontar a fragilidade destas prescrições. Assim, se a liderança tal como descrita pela literatura do management não é teoria, Concluímos que não há teoria da liderança (não há definições, os argumentos não passam de metáforas, casos isolados, senso comum), nenhuma “escola” preenche os requisitos para definir liderança. As prescrições são formas mais sofisticadas de controle que visam ocultar os conflitos decorrentes das relações de poder inerentes às organizações

This dissertation examines the relationship between art and power in the reign of Catherine II of Russia (1762-1796). It considers Catherine's state portraits as historical texts that revealed symbolic manifestations of autocratic power, underscoring the close relationship between aesthetics and politics during the reign of Russia's longest serving female ruler. The Russian empress actively exploited the portrait medium in order to transcend the limitations of her gender, assert legitimacy and display herself as an exemplar of absolute monarchy. The resulting symbolic representation was protean and adaptive, and it provided Catherine with a means to negotiate the anomaly of female rule and the ambiguity of her Petrine inheritance. In the reign of Catherine the Great, the state portraits functioned as an alternate form of political discourse.