Após a Guerra Civil Espanhola (1936-1939), conflito que durou quase três anos e culminou com a vitória das forças conservadoras fascistas e o estabelecimento da ditadura do general Francisco Franco, a Espanha atravessou um período de extrema miséria e desolação, período também conhecido como \"años de hambre\". Camilo José Cela retrata as mazelas sociais deste período em uma narrativa repleta de ironia e cinismo em La Colmena, romance que abriu portas para o realismo social na década de 50. Na obra de Cela, a perspectiva fragmentada da realidade, a reprodução dos valores conservadores e o conformismo disseminados no cotidiano constroem um quadro de inércia e desolação sociais, onde cada indivíduo é obrigado a aceitar a condição em que se encontra, tentando sobreviver por mais um dia em uma sociedade alienada e violenta. / After the Spanish Civil War (1936-1939), which lasted nearly three years and culminated in the victory of the conservative fascist forces and the establishment of General Franco\'s dictatorial regime, Spain experienced times of extreme poverty and despair known as \"años de hambre\". In La Colmena, Camilo José Cela depicts the social maladies of that time through a narrative where irony and cynicism abound. The novel cleared the way for social realism in the 50\'s. In Cela\'s work the fragmented perspective of reality, the reproduction of conservative values and the resignation disseminated in everyday life paint a portrait of inertia and social despair, where each individual is obliged to accept the conditions in which they find themselves and tries to survive one more day in a violent and alienated society.

none

none

No description available.

Using Margaret Archer’s social realist methodology, this study critically examines the construction of the tutorial system in several departments and faculties at the Auckland Park campus of the University of Johannesburg. The purpose of the study is to investigate the extent to which tutorials support the acquisition of programme and disciplinary epistemologies. Social realism calls for analytical dualism of ‘the people’ (agents) from ‘the parts’ (structure and culture). This requires the separate consideration of structures (social systems, rules, roles, practices, policies, institutions, and organisational structures like committees, units, departments, faculties), culture (ideologies, theories, beliefs and values as evidenced in discourses), and agency (people and their ability to act within and upon their own world in terms of their social roles and positions dependent on their ability to activate their emergent properties and powers). Through this investigation, an understanding was gained into how the emergent properties and powers contained within the material, ideational and agential elements helped to generate certain events and practices in the tutorial system. These generative mechanisms were examined to explore whether they enabled or constrained the construction of the tutorial system to provide epistemological access. The study shows that while many official policy documents construct the tutorial system as being an intervention to support academic success, particularly for first-years, there are some tensions within the document discourses, where, on the one hand, student success is constructed in terms of throughput numbers, or, on the other hand, as being about becoming a particular kind of person who is able to access and add to powerful knowledge. Furthermore, the study found that policies are not being consistently implemented. While certain key agents and actors, in the form of management, academics and tutors, were found to be able to overcome constraints and introduce innovative ways of enhancing access to target epistemologies, there is a need for consideration of structural and cultural constraints. For example, structures in the form of funding, venues and timetabling were found to constrain the tutorial system as did some of the discourses in the cultural domain: for example, in the form of certain dominant discourses around teaching and learning, beliefs about the purpose of the tutorial and the relationship between academics and the tutorial system. The study also found that the ontological aspects of ‘learning to be’ were not fore-grounded to any great extent in the ways in which the tutorial system was constructed. There needs to be more consideration of the ontological as well as the epistemological aspects of first-year study so as to take cognisance of the different learning needs of an increasingly diverse student body and to encourage the development of the student agency necessary for a deep engagement with the disciplinary epistemologies.

Much current research and practice in teaching and learning in higher education tends to overfocus on social aspects of education; on how rather than what students are learning. Much of this research and practice is influenced by constructivism, which has a relativist stance on knowledge, generally arguing, contra positivism, that knowledge is constructed in socio-historical contexts and largely inseparable from those who construct it and from issues of power. This leads to a confusion of knowledge with knowing, and knowledge is thus obscured as an object of study because it is only seen or understood as knowing or as a subject of learning and teaching. This ‘knowledge-blindness’ (Maton 2013a: 4) is problematic in higher education because knowledge and knowing are two separate parts of educational fields, and while they need to be brought together to provide a whole account of these fields, they also need to be analysed and understood separately to avoid blurring necessary boundaries and to avoid confusing knowledge itself with how it can be known. Being able to see and analyse knowledge as an object with its own properties and powers is crucial for both epistemological access and social inclusion and justice, because knowledge and knowledge practices are at the heart of academic disciplines in universities. Social realism offers an alternative to the dilemma brought about by constructivism’s tendency towards knowledge-blindness. Social realism argues that it is possible to see and analyse both actors within social fields of practice as well as knowledge as something that is produced by these actors but also about more than just these actors and their practices; thus knowledge can be understood as emergent from these practices and fields but not reducible to them (Maton & Moore 2010). Social realism, drawing from Roy Bhaskar’s critical realist philosophy (1975, 2008), is intent on looking at the real structures and mechanisms that lie beneath appearances and practices in order to understand the ways in which these practices are shaped, and change over time. Legitimation Code Theory is a realist conceptual framework that has, as its central aim, the uncovering and analysis of organising principles that shape and change intellectual and education fields of production and reproduction of knowledge. In other words, the conceptual tools Legitimation Code Theory offers can enable an analysis of both knowledge and knowers within relational social fields of practice by enabling the analysis of the ways in which these fields, such as academic disciplines, are organised and how knowledge and knowing are understood in educational practice. This study draws on social realism more broadly and Legitimation Code Theory specifically to develop a relatively novel conceptual and explanatory framework within which to analyse and answer its central question regarding how to enable cumulative knowledge building through pedagogic practice. Using qualitative data from two academic disciplines, Law and Political Science, which was analysed using a set of conceptual and analytical tools drawn from Legitimation Code Theory, this study shows that the more nuanced and layered accounts of pedagogy that have been generated are able to provide valuable insights into what lecturers are doing as they teach in terms of helping students to acquire, use and produce disciplinary and ‘powerful’ knowledge (Young 2008b). Further, the study demonstrates that the organising principles underlying academic disciplines have a profound effect on how the role of the knower and the place or purpose of knowledge is understood in pedagogy and this affects how the pedagogy is designed and enacted. This study has argued that if we can research pedagogy rigorously using tools that allow us to see the real mechanisms and principles influencing and shaping it, and if we can reclaim the role of disciplinary knowledge as a central part of the pedagogic relationship between lecturer and students, then we can begin to see how teaching both enables and constrains cumulative learning. Further, we can change pedagogy to better enable cumulative learning and greater epistemological access to disciplinary knowledge and related practices for greater numbers of students. The study concludes by suggesting that the conceptual tools offered by Legitimation Code Theory can provide academic lecturers with a set of tools that can begin to enable them to 'see' and understand their own teaching more clearly, as well as the possible gaps between what they are teaching and what their students are learning. This study argues that a social realist approach to the study of pedagogy such as the one used here can begin not only to enable changes in pedagogy aimed at filling these gaps but also begin to provide a more rigorous theoretical and practical approach to analysing, understanding and enacting pedagogic practice. This, in turn, can lead to more socially just and inclusive student learning and epistemic and social access to the powerful knowledge and ways of knowing in their disciplines.

Após a Guerra Civil Espanhola (1936-1939), conflito que durou quase três anos e culminou com a vitória das forças conservadoras fascistas e o estabelecimento da ditadura do general Francisco Franco, a Espanha atravessou um período de extrema miséria e desolação, período também conhecido como \"años de hambre\". Camilo José Cela retrata as mazelas sociais deste período em uma narrativa repleta de ironia e cinismo em La Colmena, romance que abriu portas para o realismo social na década de 50. Na obra de Cela, a perspectiva fragmentada da realidade, a reprodução dos valores conservadores e o conformismo disseminados no cotidiano constroem um quadro de inércia e desolação sociais, onde cada indivíduo é obrigado a aceitar a condição em que se encontra, tentando sobreviver por mais um dia em uma sociedade alienada e violenta. / After the Spanish Civil War (1936-1939), which lasted nearly three years and culminated in the victory of the conservative fascist forces and the establishment of General Franco\'s dictatorial regime, Spain experienced times of extreme poverty and despair known as \"años de hambre\". In La Colmena, Camilo José Cela depicts the social maladies of that time through a narrative where irony and cynicism abound. The novel cleared the way for social realism in the 50\'s. In Cela\'s work the fragmented perspective of reality, the reproduction of conservative values and the resignation disseminated in everyday life paint a portrait of inertia and social despair, where each individual is obliged to accept the conditions in which they find themselves and tries to survive one more day in a violent and alienated society.

This study, which is part of a National Research Foundation project on Social Inclusion in Higher Education (HE), focuses on the exercise of agency among new academics, conducive to the social inclusion of students. Transitioning from varied entry points into higher education, new academics face numerous challenges as they embed themselves in disciplinary and institutional contexts. Given the complexity and contested nature of the current higher education landscape, new academics are especially vulnerable. Using Roy Bhaskar’s critical realism as meta-theoretical framing and Margaret Archer’s social realist theory, with its methodological focus on analytical dualism and morphogenesis, this study offers a social realist account of how new academics engage with enabling and constraining conditions at institutional, faculty, departmental and classroom levels. Through an analysis of six individual narratives of mediation, this study explicates and exemplifies the range of agential choices exercised by new academics to mediate their contested spaces. A nuanced social and critical account of the material, ideational and agential conditions in HE shows that the courses of action taken by these new academics are driven through their concerns, commitments and projects in higher education. Yet, despite the university’s espousal of embracing change, the current induction and transition of new academics is inadequate to the task of transformation in higher education. Systemic conditions in HE, conducive to critical agency and social justice, are not enabling. Bhaskar’s Seven Scalar Being, used as an analytical frame and heuristic, guides the cross-case analysis of the six narratives across seven levels of ontology. The findings highlight that, despite difficult contextual influences, the positive exercise of agency is a marked feature of new participants in HE in this study. This has immediate implications for ways in which professional and academic development, and disciplinary and departmental programmes, could create and sustain conducive conditions for the professionalisation of new academics through more sensitised practices. Using alternative research methods such as photovoice to generate its data, this doctoral study proposes that new research methodologies, located in the third space, are needed now more than ever in HE sociological research, to recognise the researcher and the research participants as independent, autonomous and causally efficacious beings. To this end, this study includes a Chapter Zero, which captures the narrative of the doctoral scholar as researcher, who, shaped and influenced by established doctoral practices and traditions in the field, exercises her own doctoral agency in particular ways.

Master's thesis describes the work of Bedřich Václavek in historical and sociological perspective. Bedřich Václavek was leading Marxist theorist, critic, esthetician, Germanist and folklorist. Its individual parts are treated at this thesis, like the evidence of his intellectual transformations over time. Emphasis is placed on a chronological line, which is accompanied by Václavek's work (criticism, theories, reflections, contributions in journals, collections and letter-writer). Thesis focuses primarily on the apparent controversy in his works, where it comes to transitions from one artistic direction of a second, while takes into account the historical background reflecting the social situation on which Václavek responds. Theses tried to offer a comprehensive view of the versatility of Václavek's works, but also for his detailed biography, especially from birth and throughout the study (until 1922), which is the period when constructing patriotic thoughts and relationship to folklore. Master's thesis offers a view of Václavek's contribution to the sociology of literature, what was the inspiration for some colleagues of Václavek and his followers. Key words: sociology of literature, Bedřich Václavek, criticism, social realism, folklore, Olomouc and Václavek.

No description available.