Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: While every Botswana national can claim to be a citizen legally within the framework of the modern nation-state, some (minority groups in the main) are perceived by others (among the majority Tswana groups especially), as less authentic nationals or citizens. There is a hierarchy of citizenship fostered by political, economic, social and cultural inequalities, such that it makes some individuals and groups much more able to claim and articulate their rights than others. Ethnic identities seem stronger than ‘national identities’ as they work at the very macro level and on an immediate and daily basis. Thus the multicultural and linguistic diversity of Taung compels us to view every group as heterogeneously unique and important in its own ways, since students become marginalised as a result of individual circumstances, by being members of historically oppressed social groups. The main aim of this study was to explore visual art as a learning platform to negotiate social and cultural meanings and inform understandings of self. A qualitative approach towards the study was considered the most suitable way for conducting the research. An interpretive analysis was used to gain insight into how students made sense of their experiences and the significance of art as a platform to negotiate stigmas and stereotypes in class and school. Using the case study drawn from Taung Junior Secondary School comprising of twelve students from different ethnic groups, two major themes of difference and discrimination were identified. The sub-theme discussed under difference includes sub themes race, ethnicity and nationality, and language; while stereotyping and stigma, feelings of discomfort and feeling outcast, and Othering and marginalisation were discussed under the theme discrimination. My study revealed that art can be an especially effective catalyst for developing a critical awareness of issues of race, immigration, difference, and privilege. Art practices can become a platform for the negotiation and construction of meaning and lobby for removing the historic inequalities and injustices created by a stratified society. For this reason, it is important to understand culture and cultural diversity because culture provides beliefs, values, and the patterns that give meaning and structure to life. It enables individuals within the multiple social groups of which they are a part to function effectively in their social and cultural environments, which are constantly changing. Groups try to maintain social hierarchies and individuals maintain their position within such hierarchies by excluding others, to deny difference and try and enforce homogeneity and reproduce current social relations. As such if forces such as, differences in race, culture, gender, language, and religion are well understood, the students will engage in the process of identifying ways to manage them to shape their own educational practices. / AFRIKAANSE OPSOMMING: Terwyl elke Botswana burger wetlik aanspraak kan maak op burgerskap binne die raamwerk van die moderne volkstaat, word sommige (hoofsaaklik minderheidsgroepe) deur ander (veral Tswana groepe) as minder egte burgers beskou. Daar bestaan ‘n hierargie van burgerskap wat deur politieke, ekonomiese, sosiale en kulturele ongelykhede bevorder word; tot die mate dat sommige individue en groepe meer geredelik hulle regte kan verwoord as ander. Etniese identiteite blyk sterker te wees as ‘nasionale identiteite’ omdat dat dit op makrovlak funksioneer sowel as op ‘n onmiddellike en daaglikse basis. Gevolglik dring die multikulturele en linguistiese diversiteit van Taung ons om elke groep as heterogeen uniek en belangrik op sy eie manier te beskou, aangesien studente gemarginaliseerd raak weens individuele omstandighede, deurdat hulle lede van geskiedkundigonderdrukte sosiale groepe is. Die hoofdoel van hierdie studie was om ondersoek in te stel na die visuele kunste as ‘n leerplatform om oor sosiale en kulturele betekenisse te onderhandel en selfbeskouings toe te lig. Daar is besluit dat ‘n kwalitatiewe benadering tot die studie die mees geskikte manier is om die navorsing uit te voer. ‘n Verklarende analise is gevolg om insig te verkry ten opsigte van hoe studente sin maak uit hulle ervarings en die betekenisvolheid van kuns as ‘n platform om oor stigmas en stereotipes in die klas en skool te onderhandel. Deur van Taung Junior Sekondêre Skool, met twaalf studente van verskillende etniese groepe, as gevallestudie gebruik te maak, is twee hooftemas, nl verskil en diskriminasie, geidentifiseer. Die subtemas wat onder verskil bespreek word, sluit ras, etnisiteit en burgerskap en taal in; terwyl stereotipering en stigma, gevoelens van ongemak en verwerping en ‘Othering’ en marginalisering onder die tema diskriminasie bespreek word. My studie het getoon dat kuns ‘n besonder effektiewe katalisator is vir die ontwikkeling van ‘n kritiese bewustheid ten opsigte van kwessies soos ras, immigrasie, verskil en voorreg. Kunspraktyke kan ‘n platform word vir die onderhandeling en konstruksie van betekenis en selfs druk uitoefen ten opsigte van die opheffing van historiese ongelykhede en ongeregtighede wat deur ‘n gestratifiseerde samelewing geskep is. Dit is vir hierdie rede belangrik om kultuur en kulturele diversiteit te verstaan omdat kultuur die oortuigings, waardes en die patrone voorsien wat betekenis en struktuur aan die lewe gee. Dit gee vir individue binne die verskeie sosiale groepe waarvan hulle deel vorm, die vermoë om effektief in hul sosiale en kulturele omgewings, wat deurlopend verander, te funksioneer. Groepe poog om sosiale hierargië te handhaaf en individue handhaaf op hulle beurt hul posisie binne hierdie hierargië deur ander uit te sluit, verskille te ontken en homogeniteit af te dwing en huidige sosiale verhoudings te herproduseer. Indien daar ‘n goeie begrip is van magte, soos verskille in ras, kultuur, geslag, taal en godsdiens, sal studente betrokke raak by die proses om maniere te identifiseer om dit te bestuur en sodoende hule eie opvoedkundige praktyke te vorm.

Thesis (M.F.A.)--Rochester Institute of Technology, 1991. / Typescript. Includes bibliographical references (leaf 30).

Thesis (M.A.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--Concordia University, 2001. / Includes bibliographical references (p. 138-151). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66691.pdf.

Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Ann E. Gibson, Dept. of Art History. Includes bibliographical references.

Thesis (M.A.)--University of Delaware, 2005. / Principal faculty advisor: Gibson, Ann E., Dept. of Art History. Includes bibliographical references.

Made available in DSpace on 2016-04-29T13:31:52Z (GMT). No. of bitstreams: 1 Mariana Vaz de Camargo.pdf: 911494 bytes, checksum: 55039616da779610e905d48cee078923 (MD5) Previous issue date: 2008-05-13 / This research (The artistic act as catalysis: experiences in the body and dance) reflects upon the intensive dimension of the artistic act. It seems to me that art (the creative state) can catalyze and intensify potential for change, open up areas of movement and promote new connections and potential . The sensitivity promoted by this act should be different from that organizing our everyday experience; through this reorganization, transmutation or metamorphoses comes its political potential. Catalyze: a term borrowed from Chemistry imbued with a special meaning. Existential-poetic catalysis is how Guattari denominates the process of the search for paths to singular new existential territories, not serialized. To give shape to my reflections I interviewed the seven performers-creators of Cia. Nova Dança 4, a dance-theatre company from São Paulo. I was interested in grasping through the traces of the pulsating nature, the collective movements of the appropriation and invention of life which favour the production of singular existences. Why is art produced and consumed ? What ecstasy is this, that of poetry? I found two responses: the Russian psychologist Vygotsky s (art as a social technique of feelings that operates catharsis) and Deleuze and Guattari s (aesthetics in the relationship between forms and forces that can catalyze the invention of new existential territories). Because of the chosen theoretical framework it is not possible to talk about art without talking about the body and the need to return to it in that which is most singular: the porous body which is affected by encounters and partings in the world. Perhaps some experiences in contemporary dance can invent and construct bodies open to other forces and intensities Body without Organs. Elements that emerged during the construction of this framework led me to reflections of a more sociological nature: the institutional aspects of dance, formation of artistic groups and being an artist today . I also review the history of dance in the West and the principal elements of Contact Improvisation (in dialogue with Michel Foucault s reflections on power/body). Finally, I recover Vygotsky s conception of catharsis with a view to broadening the notion of catalysis. I understand that the discussion of the definition and use of these two terms, as well as their reorganization, can increase their power of creation-action (especially in the draw of the performing arts in question) / Nesta pesquisa, reflito sobre a dimensão intensiva do fazer artístico: pareceme que a arte (o estado criativo) pode catalisar e intensificar potências de mudança, abrir zonas de passagem e florescer novas conexões e potências . O sensível que ela produz deve ser diferente daquele que organiza nossa experiência cotidiana; dessa reorganização, transmutação ou metamorfose, sua potência política. Catalisar: termo emprestado da Química com um sentido especial. Catálise existencial-poética é como Guattari denomina o processo de busca por caminhos para novos territórios existências singulares, não serializados. Para dar forma às minhas reflexões, entrevisto os(as) sete intérpretes-criadores(as) de uma companhia de dança-teatro paulistana, a Cia. Nova Dança 4. Interessa-me apreender, através dos vestígios da natureza pulsativa, os movimentos coletivos de apropriação e invenção da vida que favoreçam a produção de existências singulares. Para quê se faz e se consome arte? Que êxtases são esse, os da poesia? Encontro dois caminhos de respostas: o do psicólogo russo Vygotsky (arte como técnica social do sentimento que opera a catarse) e o de Deleuze e Guattari (estética na relação entre formas e forças que pode catalisar a invenção de novos territórios existências). Pelo referencial teórico escolhido, não há como falar de arte sem falar de corpo. Pode-se falar na necessidade de se retomar o corpo naquilo que é mais próprio: corpo poroso, afetado pelos encontros e desencontros no mundo. Talvez algumas experiências da/na dança contemporânea possam inventar e construir corpos abertos a outras forças e intensidades Corpo sem Órgãos. Elementos que emergiram durante a construção dessa teia levaram-me a reflexões de cunho mais sociológico: aspectos institucionais da dança, da formação de grupos artísticos e do ser artista hoje . Também recupero a história da dança no Ocidente e os elementos constitutivos da dança Contato Improvisação (em diálogo com reflexões de Michel Foucault sobre poder/corpo). Para terminar, resgato a concepção de catarse , de Vygotsky, em busca de uma ampliação da noção de catálise. Entendo que a discussão da definição e uso desses dois termos, bem como sua reorganização, pode ampliar seu poder de criação-ação (em especial com o enredar nas artes cênicas em foco)

This thesis investigates individual and interpersonal predictions of future affect and explores their relation to implicit theories of emotion, prediction recall, debiasing, and focalism. Studies 1, 2, and 3 assessed affect predictions to upcoming reasoning tests and academic results, and Studies 4, 5, and 6 concerned predictions for self-identified events. The first study investigated the influence of implicit theories of emotion (ITE; Tamir, John, Srivastava, & Gross, 2007) on impact bias and prediction recall manipulating ITE between participant pairs who predicted and reported their affective reactions to feedback on a test of reasoning skills. Neither impact bias nor recalled predictions were affected by the manipulation. Recalled affect predictions differed from original affect predictions, but were not influenced by experienced affect. Study 2 further investigated the effects of target event timing on impact bias and affect prediction recall. The results showed no differences between individual and interpersonal impact biases across conditions. Again, recalled predictions differed from original predictions, and were not influenced by experienced affect. Study 3 investigated the influence of prior information about impact bias on interpersonal affective forecasting involving real-world exam results. The results demonstrated no differences in predictions due to information, however, significantly less unhappiness was predicted for participants’ friends compared to self-predictions. Study 4 examined the effect of different de-biasing information on affective predictions. The results demonstrated no differences in affective predictions by condition and found that participants’ ITE were not associated to affect predictions. Study 5 examined individual and interpersonal affect predictions using a between-subjects design in place of the within-subjects design. The results demonstrated no differences between the affect predictions made for self and for friends, and ITE were not associated with predictions. Study 6 examined the impact bias in interpersonal affective forecasting and the role of focalism. The results demonstrated distinctions between individual and interpersonal affecting forecasting with individual impact bias for positive reactions for negative events and individual and interpersonal reverse impact bias for calm emotional reactions to positive events. Immune neglect was found not to be associated with predictions. Overall, the studies found evidence for similar individual and interpersonal predictions which are resistant to influence.