This paper discusses how I have made an original contribution to the field of family therapy and systemic practice in relation to three themes: the therapeutic relationship; working with emotions in therapy, and self-reflexivity in practice. I track how these three themes have developed in the course of my research and clinical practice between 1983 and 2008 and then go on to show how I have developed these themes into an original 'practical theory' that has broader application to the field of family therapy and systemic consultation. I put forward eight publications, focusing on my two books, 'Death Talk: Conversations with Children and Families' (Fredman, 1997) and 'Transforming Emotion: Conversations in Counselling and Psychotherapy' (Fredman, 2004). I show how my original contributions to the field of family therapy theory and systemic practice take forward the following issues debated in the field in the past ten years: systemic therapy's theorising of the therapeutic relationship; -the use of cybernetics, psychoanalysis and social constructionism in systemic family therapy; -the relationship between modern and postmodern approaches in the field of family therapy; -the relationship between theory and practice.

Ce mémoire porte sur l’hybridité générique et ses effets dans Le Siècle de Jeanne d’Yvon Rivard. Il étudie principalement ce roman, mais il s’intéresse aussi aux deux recueils d’essais du même auteur publiés dans la même période, soit Personne n’est une île et Une idée simple. En partant du constat que l’œuvre romanesque de Rivard est largement traversée de réflexions littéraires et métaphysiques, nous émettons l’hypothèse que Le Siècle de Jeanne laisse une place importante au genre de l’essai. À partir des travaux des poéticiens du roman et de l’essai, nous nous interrogeons, dans le premier chapitre, sur l’hybridité générique du roman. L’étude se traduit par une analyse approfondie du Siècle de Jeanne en rapport avec les diverses caractéristiques du roman et de l’essai. Nos conclusions nous permettent d’étudier, dans le second chapitre, la relation entre les deux genres littéraires au sein du roman et de montrer que l’essai apparaît sous la forme de digressions réflexives dans l’univers narratif. L’objectif de ce mémoire étant de mieux comprendre les effets de l’hybridité générique, nous nous penchons sur la cohabitation des deux genres. Les rapports entre les passages essayistiques et les principales tendances du roman, soit l’intimisme et l’autofiction, sont au cœur de nos réflexions. Nous élargissons finalement notre étude en analysant les deux recueils d’essais nommés ci-dessus en lien avec les passages réflexifs du Siècle de Jeanne. Nous nous intéressons principalement aux thématiques et aux rapports intertextuels qui s’y trouvent. / This thesis is about generic hybridity and its effect in Yvon Rivard’s Le Siècle de Jeanne. The thesis mainly covers this novel, but also the two books of essays from the same author published in the same period, namely Personne n’est une île and Une idée simple. Considering that literary and metaphysics reflections are a great part of Rivard’s fiction work, we hypothesize that the essay genre plays an important role in Le Siècle de Jeanne. In the first chapter, based on the work of fiction and essay theorists, we question the generic hybridity of the novel. The study translates into a thorough analysis of Le Siècle de Jeanne considering fiction and essay characteristics. In the second chapter, our first conclusions enable us to study the relation between both literary genres within the novel and to demonstrate that the essay takes place as reflective digressions in the narrative universe. The purpose of this thesis being to develop a better understanding of the effect of generic hybridity, we analyze the coexistence of both genres. The interaction between essayistic parts and the main tendencies of the novel, namely intimism and autofiction, are at the heart of our reflection. Finally, we expand our study by analyzing the two books of essays mentioned above with the reflective parts of Le Siècle de Jeanne. We are primarily interested in themes and their intertextual relationships.

<p>The first aim of this work has been to analyse and understand the ways in which a group of ANC-women politicians reason about bridewealth/<i>lobola</i> – an institution about which they express differing views, in particular about whether or not it is oppressive to women. The main body of the empirical material is based on 27 interviews conducted in South Africa in the period 1996-1998. </p><p>One finding of the study is that there are <i>explicit defining</i> discourses on <i>lobola </i>as well as more <i>implicitly </i>expressed understandings. The explicit discourses make a distinction between ’good <i>lobola</i>’ – which is expressed in a family-related discourse as ’a bond between families’ – and ’bad <i>lobola</i>’ which is expressed in, for instance, an economic discourse about ’the purchase of women’. The family-related discourse is interpreted as part of a discursive strategy to create <i>spaces for action</i> with respect to relations of gender-related power. (Re)definitions of <i>lobola</i> may be used not only to counter men’s abuse of monetary <i>lobola</i> but also to counter ’traditional’ gender meanings associated with <i>lobola</i>. Furthermore, explicit discourses on <i>lobola</i> are interpreted as a ‘political discourse’ which is formed both in relation to pragmatic ‘political realities’ but also in relation to hegemonic Western discourses. The political discourse on <i>lobola</i> in connection with ‘African identity’ constitutes a discursive strategy to provide <i>discursive space</i> in order for ’Africans’ to be able to (re)interpret a cherished but also controversial institution. </p><p>A second aim of the study has been of a self-reflexive character. It consitutes a critique of a ‘doing gender’ theoretical perspective as well as an attempt to transcend the ‘actor/structure dichotomy’ in sociological analysis. </p>

The first aim of this work has been to analyse and understand the ways in which a group of ANC-women politicians reason about bridewealth/lobola – an institution about which they express differing views, in particular about whether or not it is oppressive to women. The main body of the empirical material is based on 27 interviews conducted in South Africa in the period 1996-1998. One finding of the study is that there are explicit defining discourses on lobola as well as more implicitly expressed understandings. The explicit discourses make a distinction between ’good lobola’ – which is expressed in a family-related discourse as ’a bond between families’ – and ’bad lobola’ which is expressed in, for instance, an economic discourse about ’the purchase of women’. The family-related discourse is interpreted as part of a discursive strategy to create spaces for action with respect to relations of gender-related power. (Re)definitions of lobola may be used not only to counter men’s abuse of monetary lobola but also to counter ’traditional’ gender meanings associated with lobola. Furthermore, explicit discourses on lobola are interpreted as a ‘political discourse’ which is formed both in relation to pragmatic ‘political realities’ but also in relation to hegemonic Western discourses. The political discourse on lobola in connection with ‘African identity’ constitutes a discursive strategy to provide discursive space in order for ’Africans’ to be able to (re)interpret a cherished but also controversial institution. A second aim of the study has been of a self-reflexive character. It consitutes a critique of a ‘doing gender’ theoretical perspective as well as an attempt to transcend the ‘actor/structure dichotomy’ in sociological analysis.

The advanced stage of capitalism that we now live in has brought many changes to the way that society consumes and produces. One of the biggest shifts to the modern economy was the use of visual culture to distract, pacify, and exert power over the masses; a cultural change French theorist Guy Debord named the Society of the Spectacle. As a result, Debord and the Situationist International developed a movement of resistance to reclaim the territories of everyday life being eroded by the spectacle through separation and alienation. Since the term was coined the use of visual culture has accelerated and become even more pervasive in the postmodern world which led Jean Baudrillard to claim that the real has been replaced by simulation and hyperreality. This thesis explores this cultural shift to determine whether the practices of resistance theorized by Debord and the Situationists are still relevant as the reach of postmodernism increases. Link to associated video file: https://vimeo.com/64727252

On peut identifier une longue pratique autobiographique en Afrique, si l’on remonte aux Confessions de St Augustin, et l’écriture de soi s'est de surcroît développée dans les langues africaines, aux époques précoloniales puis coloniales. C’est toutefois à l’initiative d’anthropologues et d’éducateurs africanistes que les premières autobiographies africaines (souvent rédigées par des instituteurs ou des élèves) ont été collectées, tandis que parallèlement émergeait une écriture autobiographique dans le roman africain francophone. Avec le combat anticolonial, apparaît une forme nouvelle : l’écriture de mémoires par de grands acteurs politiques africains, qui accentue la dimension réflexive des écritures africaines de soi. A l’ère postcoloniale, l’autobiographie tend à devenir de plus en plus intellectuelle, oscillant entre l’essai autobiographique et l’auto-analyse. A partir d’un corpus majoritairement francophone et anglophone, composé d’auteurs aussi divers que Wole Soyinka, Kwame Anthony Appiah, Joseph Emmanuel Nana Appiah, William E. B. Du Bois, Léopold-Sédar Senghor, Lamine Gueye, Amadou Hampâté Bâ, Valentin Yves Mudimbe, Achille Mbembe, Célestin Monga, Barack Obama, Paulin Hountondji ou Rasna Warah, notre thèse retrace les mutations des écritures africaines de soi, de l’ère coloniale à l’époque postcoloniale, en insistant au passage sur les formes de dialogue qui s’établissent entre ceux-ci et les penseurs africanistes français, pour lesquels l’autobiographie fut bien plus qu’un récit de vie. Dans ces perspectives d’histoire et de sociologie littéraire, nous empruntons à Jérôme Meizoz sa notion de posture pour étudier les positionnements esthétiques, politiques et littéraires des écrivains et penseurs africains dans les champs littéraires africains et occidentaux. Nous mettons également en relief diverses modalités de l’auto-réflexivité en confrontant les écritures africaines de soi avec certaines autobiographies intellectuelles de penseurs et écrivains afro-américains. Cette mise en regard permet une réflexion sur les "postures postcoloniales" de nos auteurs, et débouche sur une nouvelle problématique : la visée postraciale ou le dépassement des projets et des interprétations racialistes de l’histoire et de l’identité qui ont caractérisé nombreuses idéologies africaines comme le panafricanisme et la négritude. En nous appuyant pour finir sur l’idée de « postblackness » désormais en vogue aux États-Unis, nous tâchons de montrer que le postracial reste malgré tout davantage un horizon qu’une réalité des écritures africaines de soi, du milieu du XXe siècle au seuil du XXIe siècle. / We can identify a long autobiographical practice in Africa, if we go back to the Confessions of St. Augustine, and selfwriting has moreover developed in African languages, in pre-colonial and colonial times. At the initiative of anthropologists and Africanists, the first African autobiographies (often written by teachers or students) were collected, while autobiographical writing simultaneously emerged in the French African novel. With the anti-colonial struggle, memoirs were written by leading African politicians, which emphasized the reflexive dimension of African selfwritings. In the postcolonial era, autobiography tends to become more intellectual, oscillating between autobiographical and self-analytic projects. Through a predominantly french-and english speaking corpus, consisting of authors as diverse as Wole Soyinka, Kwame Anthony Appiah, Joseph Emmanuel Nana Appiah, William E. B. Du Bois, Léopold-Sédar Senghor, Lamine Gueye, Amadou Hampâté Bâ, Valentin Yves Mudimbe, Achille Mbembe, Célestin Monga, Barack Obama, Paulin Hountondji or Rasna Warah, our dissertation traces back the mutations of African selfwriting, from the colonial times to the post-colonial era, emphasizing the dialogues established between African authors and French Africanist thinkers, for whom autobiography was much more than a life story. In these literary historical and sociological perspectives, we borrow from Jerome Meizoz his notion of “posture” to study the esthetical, political and literary positions, of various writers and thinkers in African and Western literary fields. We also highlight how self-reflexivity occurs by confronting African self writings to some intellectual autobiographies produced by African-American thinkers and writers. This comparison allows a reflection on the "postcolonial posture" of our authors, and leads to a new problem : the post-racial project that runs through the racialist interpretations of history and identity that characterized many African ideologies such as Pan-Africanism and negritude. Ultimately relying on the idea of "postblackness" now in vogue in the United States, we strive to show that the postracial remains nevertheless a horizon more than a reality of African writings itself, the mid-twentieth century to the twenty-first century.

abstract: This dissertation delves into some EFL stakeholders' understanding of spiritual identities and power relations associated with these identities as performed in an undergraduate EFL teacher education program at a Christian university in Indonesia. This study is motivated by an ongoing debate over the place of spirituality, especially Christianity, in ELT. In this project, religions are considered to be windows through which one's spirituality is viewed and expressed. Spiritually associated relations of power indicate discrepancies due to positioning of one person committed to a spiritual view in relation to those having similar or different spiritual views. The purpose of exploring spiritually associated identities and power relations is to provide empirical evidence which supports the following arguments. The integration of spirituality in ELT, or lack thereof, can be problematic. More importantly, however, spirituality can be enriching for some EFL teachers and students alike, and be presented together with critical ELT. To explore the complexity of power relations associated with some EFL stakeholders' spiritual identities, I analyzed data from classroom observations, four focus group discussions from February to April 2014, and individual interviews with 23 teachers and students from February to September 2014. Findings showed that Christian and non-Christian English teachers had nuanced views regarding the place of prayer in ELT-related activities, professionalism in ELT, and ways of negotiating spiritually associated power relations in ELT contexts. Students participating in this study performed their spiritual identities in ways that can be perceived as problematic (e.g., by being very dogmatic or evangelical) or self-reflexive. Classroom observations helped me to see more clearly how Christian English teachers interacted with their students from different religious backgrounds. In one class, a stimulating dialogue seemed to emerge when a teacher accommodated both critical and religious views to be discussed. This project culminates in my theorization of the praxis of critical spiritual pedagogy in ELT. Central to this praxis are (a) raising the awareness of productive power and power relations associated with spiritual identities; (b) learning how to use defiant discourses in negotiating spiritually associated power relations; and (c) nurturing self-reflexivity critically and spiritually. / Dissertation/Thesis / Doctoral Dissertation English 2014

Made available in DSpace on 2014-12-17T15:07:20Z (GMT). No. of bitstreams: 1 JoseWLT_TESE.pdf: 1108969 bytes, checksum: bf9b38dbe3bdad6921a8da52cbd0de7b (MD5) Previous issue date: 2012-06-02 / This study approach the Jorge Luis Borges s prose of fiction under the perspective of mimesis and the self-reflexivity. The hypothesis is that the Aleph is a central symbol of the Borges s fictional universe. The rewriting and the retake of this symbol along of his work entail to a reflection about the possibilities and the limits of mimesis. This study is divided in three parts which contain two chapters. The first part Bibliographic revision and conceptual fundaments of inquiry discuss the critical fortune of author (Chapter 1) and the concepts that will give sustentation to the inquiry (Chapter 2). The second part About the Borges s aesthetic project sketch out the literary project defended by Borges that is his conception of the literature and his ideological matrix (Chapter 3) beside his anti-psychologism and his nostalgia of epos (Chapter 4). The third and last part is entitled The Aleph and his doubles. In the chapter 5 this study analyses the short story El Aleph and consider its centrality on the Borges s work. The argument that is on this short story Borges elaborates a reflection about mimesis. In the chapter 6, on the same hand, four short stories will be analysed: Funes el memorioso ; El Libro de Arena ; El evangelio seg?n Marcos and Del rigor en la ciencia . The conclusion that is the Borges s literature is self-awake of its process as such demonstrate its parodic sense and its bookish origin. Hence, the Borges s literature overlapping the mimetic crisis of language and challenge the limits between fiction and reality. However, it doesn t surrender to the nihilist perspective that is closing of literature to the world / Este estudo aborda a prosa de fic??o de Jorge Luis Borges sob a ?tica da m?mesis e da auto-reflexividade. Parte-se da hip?tese de que o Aleph ? o s?mbolo central do universo ficcional de Borges, e que sua retomada e reescrita ao longo de toda a obra borgeana vincula-se a uma reflex?o sobre as possibilidades e os limites da m?mesis. Divide-se o trabalho em tr?s partes, cada uma contendo dois cap?tulos. A primeira parte Revis?o bibliogr?fica e fundamentos conceituais da pesquisa discute a fortuna cr?tica do autor (Cap?tulo 1) e os conceitos que d?o sustenta??o ? pesquisa (Cap?tulo 2). A segunda parte Sobre o projeto est?tico de Jorge Luis Borges delineia o projeto liter?rio defendido por Borges: sua concep??o de literatura e suas matrizes ideol?gicas (cap?tulo 3); seu antipsicologismo e sua nostalgia do epos (cap?tulo 4). A terceira e ?ltima parte intitula-se O Aleph e seus duplos; no cap?tulo 5, analisa-se o conto El Aleph , considerando sua centralidade na obra borgeana e como nele se elabora uma reflex?o sobre a m?mesis; no cap?tulo 6, sob a mesma perspectiva, analisam-se quatro contos de diferentes obras do autor Funes el memorioso ; El Libro de Arena ; El evangelio seg?n Marcos e Del rigor en la ciencia . Constata-se que a literatura de Borges, autoconsciente de seus processos, como o demonstram seu senso par?dico e sua proced?ncia livresca, exaspera a crise mim?tica da linguagem e tensiona os liames que unem fic??o e realidade, por?m n?o sucumbe ? perspectiva niilista de fechamento da literatura ao mundo

Abstract This study focuses on practices of engagement and representation in North–South international partnerships, and in global and development education in Finland. The first objective was approached through a qualitative methodology involving document analyses, and interviews with northern and southern partners engaged in education sector partnerships in Zambia from 2003 to 2007. The second objective discusses challenges and possibilities for more ethical North–South partnerships in global and development education policies in Finland. This doctoral study report consists of four articles and a thesis summary. This study draws on three fields of scholarship: postcolonial studies, development studies and global and development education studies. Postcolonial theory is used selectively as a ‘tool for thinking’ that connects critical examinations of North–South engagements and representations with educational possibilities. The methodological framework consists of a combination of different qualitative methods including ethnography and content analysis of three sets of data: 1) 19 semi-structured theme interviews, 2) five open-ended narrative interviews and 3) selected Finnish global and development education policy documents. In the analysis of structures, narratives and relationships in educational partnerships in Zambia, this study outlines tensions and paradoxes that point to the need for more ethical practices that can move beyond hegemonic, ethnocentric and paternalistic patterns of representation and engagement in international development work. The study concludes that ethical engagements in North–South education sector partnerships require an approach that goes beyond individual skills, knowledge and competencies. The importance of systemic analyses of power and knowledge production, of acknowledging the historical and cultural referents that frame possibilities of understanding, and of acknowledging the complexities that are present in North–South engagements are emphasized. Furthermore, the importance of self-reflexivity is suggested as a starting point for understanding the limits of universalised forms of knowing to support ethical engagements. / Tiivistelmä Tässä tutkimuksessa tutkitaan pohjoinen–etelä -yhteistyötä Sambian opetussektorilla ja siihen liittyvää tematiikkaa globaali- ja kehityskasvatuksessa Suomessa. Tämä kvalitatiivinen tutkimus analysoi Sambiassa vuosina 2003–2007 koulutussektorin kumppanuusohjelmiin osallistuneiden sambialaisten ja eurooppalaisten kehitysyhteistyöntekijöiden haastatteluja sekä kehitysyhteistyöhön, globaali- ja kehityskasvatukseen liittyviä asiakirjoja. Tutkimus käsittelee haasteita ja mahdollisuuksia pyrittäessä eettisempiin pohjoisen ja etelän välisiin kumppanuuksiin koulutussektorin kehitysyhteistyössä sekä globaali- ja kehityskasvatuksen alueella Suomessa. Väitöskirjatutkimus koostuu tiivistelmästä ja neljästä artikkelista. Tutkimus hyodyntää kolmea tutkimusalaa: postkolonialistista tutkimusta, kehitystutkimusta sekä gloobaali- ja kehityskasvatusta. Tutkimuksen teoreettinen viitekehys perustuu postkolonialistiseen teoriaan, joka tarkastelee krittisesti pohjoisen ja etelän välisiä kumppanuuksia ja niissä ilmeneviä koulutuksellisia mahdollisuuksia.Tutkimuksessa käytetään postkolonialistisia käsitteitä ja näkemyksiä ’ajattelun työkaluina’. Tämän tutkimuksen metodologinen viitekehys yhdistää useita kvalitatiivisia menetelmiä, kuten etnografiaa, sisällönanalyysia ja narratiivisuutta. Etnografian avulla pyritään ymmärtämään tutkimuksen tärkeintä kontekstia, Sambian koulutussektoria. Tämän tutkimuksen ensimmäinen primääri aineisto kerättiin puolistrukturoiduilla teemahaastatteluilla (19). Toinen käytetty tutkimusaineisto sisältää avoimia haastatteluita (5), joissa hyödynnettiin narratiivista aineistonkeruumenetelmää. Kolmas tutkimusaineisto sisältää suomalaisia globaali- ja kehityskasvatuksen asiakirjoja. Näitä kolmea tutkimusaineistoryhmää analysoidaan kvalitatiivisen sisällönanalyysin keinoin. Sambian koulutussektorin kumppanuuksien rakenteiden, narratiivien ja suhteiden analyysi paljastaa jännitteitä sekä paradokseja. Tutkimusanalyysi osoittaa, miten tarkeää on tiedostaa historiallisia ja kulttuurisia seikkoja, jotka ulottuvat yksilöiden taitoja, osaamista sekä pätevyyksiä syvemmälle tasolle. Tutkimus esittää, että refleksiivisyys (self-reflexivity) on hyvä lähtökohta tiedon, taitojen ja osaamisen suhteellisuuden ymmärtämiseen eettisempien pohjoisen ja etelän välisten kumppanuuksien tukemisessa koulutussektorin kehitysyhteistyössä sekä globaali- ja kehityskasvatuksessa Suomessa.

Psychotherapists in full-time, long-term private practice face a variety of occupational demands. They usually maintain private practices for long periods of their lives often under difficult circumstances and emotional pressures and have come to sustain their practices. From literature it is revealed that various demands, as well as benefits and successes are part and parcel of working in private practice full-time. These various factors can have an impact on the well-being of psychotherapists. Apart from the literature review, the personal experience of the researcher, a psychotherapist in full-time private practice, also contributed to ideas and hypotheses about the study. From a position of exploration and further enquiry, the researcher was interested to explore the experiences of psychotherapists in full-time private practice from a fortigenic perspective. A second objective was to determine if this study could contribute to the development of the theoretical assumptions of positive psychology. The research is grounded in the theoretical perspective of positive psychology and fortigenesis. Both these fields are relatively new in psychology and seem to still be forging a niche within the discipline. This perspective was deliberately chosen due to the applicability to the exploration of strengths and vigour, with regards to the maintenance of the professional context of the psychotherapist. The qualitative research process is presented in a narrative approach by means of narrative synthesis and synergy. The findings of the research conversations are presented in the form of a literary short story. Suggestions are made about the fortigenic qualities of psychotherapists essential for maintaining their work in full-time private practice. It’s applicability and usefulness is discussed. Furthermore, suggestions are made with regards to the field of positive psychology and the way forward for this sub-discipline. Ideas relating to narrative research and qualitative research are also discussed. / Thesis (PhD)--University of Pretoria, 2010. / Psychology / unrestricted