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The politics of reading: on hermeneutics, deconstruction, and their compatibilityKwong, Yiu-fai., 鄺耀輝. January 1996 (has links)
published_or_final_version / Literary and Cultural Studies / Master / Master of Arts
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Tarrying in metonymic sites of pedagogy : the space of language and the language of spacePalulis, Patricia Adele 05 1900 (has links)
This dissertation works and is worked by the chiasmus in-between the language of
space and the space of language. Fragmented narratives of live(d) experience from
the everyday life of pedagogy are juxtaposed with theoretical traces from Lacanian
psychoanalysis and Derridean deconstruction. The text(ure) of the work labours
with and against the grain of hegemonic inscriptions in multiple sites of pedagogy -
tarrying within uncertainty - on the tremulous grounds of a 'third' discourse.
Located always already within the materiality of language, the work labours within
spaces of provocative dissonance in-between theoretical positionings. Readings of
spatiality from architecture and human geography intersect and disseminate with
readings of language from post/colonial ethnography and cultural studies. Rereadings
resonate within the vibrancy of a growing literature on writing otherwise
within the spaces of interdisciplinarity. Reading outside the literature of pedagogy
infuses the inside writing as boundaries are disturbed and subjectivities
destabilized. Research is rewritten as messy text as/in a rigour of ruins in the gaps
and intervals of the spaces in-between. As semiotic tropes of language shift toward
performativity, the text ex-scribes in order to disrupt the circumscriptions of
normative praxis. The text seeks invocations for risking radical responsibilities in
the everyday experience of living pedagogy - in the tensionaliry of the always
already and the not-yet there. The work of this dissertation labours beneath and
beyond the text in semiotic dispositions - through an Aokian re-reading of Lacanian
metonymy for pedagogy - a doubling movement of metonymy/metaphor in tropic
moments - within a 'third' discourse generating openings for transformation. Excentric
circumscriptions dis/appear into the space of no-thingness - a site of
ambiguity that is both thing and nothing and yet neither thing nor nothing - an
ongoing response to an invitation to write a paper/not paper. A writing that tarries
within its inscription - ghosted by a reading relationship with itself. A writing that
seeks a jouissance of vacancy in tracking the spectrality of paper ghosts. The
possibilities for transformation happen in chiasmatic passages from trope to
performativity through re-readings and mis-readings. From a working text emerge
articulations of a radical rhetoricity evoking ongoing labour from the para-sitic
spatial punctuations of AuthorTextReader.
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Tarrying in metonymic sites of pedagogy : the space of language and the language of spacePalulis, Patricia Adele 05 1900 (has links)
This dissertation works and is worked by the chiasmus in-between the language of
space and the space of language. Fragmented narratives of live(d) experience from
the everyday life of pedagogy are juxtaposed with theoretical traces from Lacanian
psychoanalysis and Derridean deconstruction. The text(ure) of the work labours
with and against the grain of hegemonic inscriptions in multiple sites of pedagogy -
tarrying within uncertainty - on the tremulous grounds of a 'third' discourse.
Located always already within the materiality of language, the work labours within
spaces of provocative dissonance in-between theoretical positionings. Readings of
spatiality from architecture and human geography intersect and disseminate with
readings of language from post/colonial ethnography and cultural studies. Rereadings
resonate within the vibrancy of a growing literature on writing otherwise
within the spaces of interdisciplinarity. Reading outside the literature of pedagogy
infuses the inside writing as boundaries are disturbed and subjectivities
destabilized. Research is rewritten as messy text as/in a rigour of ruins in the gaps
and intervals of the spaces in-between. As semiotic tropes of language shift toward
performativity, the text ex-scribes in order to disrupt the circumscriptions of
normative praxis. The text seeks invocations for risking radical responsibilities in
the everyday experience of living pedagogy - in the tensionaliry of the always
already and the not-yet there. The work of this dissertation labours beneath and
beyond the text in semiotic dispositions - through an Aokian re-reading of Lacanian
metonymy for pedagogy - a doubling movement of metonymy/metaphor in tropic
moments - within a 'third' discourse generating openings for transformation. Excentric
circumscriptions dis/appear into the space of no-thingness - a site of
ambiguity that is both thing and nothing and yet neither thing nor nothing - an
ongoing response to an invitation to write a paper/not paper. A writing that tarries
within its inscription - ghosted by a reading relationship with itself. A writing that
seeks a jouissance of vacancy in tracking the spectrality of paper ghosts. The
possibilities for transformation happen in chiasmatic passages from trope to
performativity through re-readings and mis-readings. From a working text emerge
articulations of a radical rhetoricity evoking ongoing labour from the para-sitic
spatial punctuations of AuthorTextReader. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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Towards an integrative theory of readingVan Wyk, Jerome Alexander 06 1900 (has links)
This study focuses on meaning construction as it occurs in the
reading act. It explores and challenges the view that the
reader usually uses language to construct meaning in a
referential way. This study envisages that the reader who
engages in a literal reading of the text may encount~r serious
epistemological and ontological problems which ensue from such
a narrow reading of the text.
In the context of the dynamics of meaning construction, this
study subsequently problematizes the notion of language vis-avis
the notion of subjectivity and representation. It
challenges the taken for granted assumption that meaning is
pre-ordained and which has to be extracted by a sovereign and
authoritative reading subject. The question of precision and
correctness of grasping textual content is addressed by
exploring those views which seek to go beyond Cartesian
representationalism. This study therefore critically explores
an alternative reading theory by examining the pioneering
dialogical views of earlier theorists to include, ultimately,
those subversive attempts of radical theorists. The latter
group clearly seeks to subvert and even displace the dialogical
reading practices of their predecessors. This study ultimately
proposes the notion of a differential reading discourse. Such
an integrative theory postulates an alternative theory of
reading which in fact provides a more expansive, yet inclusive,
framework of reading. This would entail a form of reading
which would combat the mere consumption of meanings and
acquiescence into ideology-building. It would be a reading
framework that is more in keeping with our socio-political
reality in South Africa, in which people can enjoy a far more
critical and comprehensive view of themselves and of the
society in which they operate. / Information Science / D.Litt. et Phil. (Information Science)
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Towards an integrative theory of readingVan Wyk, Jerome Alexander 06 1900 (has links)
This study focuses on meaning construction as it occurs in the
reading act. It explores and challenges the view that the
reader usually uses language to construct meaning in a
referential way. This study envisages that the reader who
engages in a literal reading of the text may encount~r serious
epistemological and ontological problems which ensue from such
a narrow reading of the text.
In the context of the dynamics of meaning construction, this
study subsequently problematizes the notion of language vis-avis
the notion of subjectivity and representation. It
challenges the taken for granted assumption that meaning is
pre-ordained and which has to be extracted by a sovereign and
authoritative reading subject. The question of precision and
correctness of grasping textual content is addressed by
exploring those views which seek to go beyond Cartesian
representationalism. This study therefore critically explores
an alternative reading theory by examining the pioneering
dialogical views of earlier theorists to include, ultimately,
those subversive attempts of radical theorists. The latter
group clearly seeks to subvert and even displace the dialogical
reading practices of their predecessors. This study ultimately
proposes the notion of a differential reading discourse. Such
an integrative theory postulates an alternative theory of
reading which in fact provides a more expansive, yet inclusive,
framework of reading. This would entail a form of reading
which would combat the mere consumption of meanings and
acquiescence into ideology-building. It would be a reading
framework that is more in keeping with our socio-political
reality in South Africa, in which people can enjoy a far more
critical and comprehensive view of themselves and of the
society in which they operate. / Information Science / D.Litt. et Phil. (Information Science)
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