Thesis (Ph. D.)--University of Chicago, Department of Political Science, June 2003. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 167-172).

Based on the authorʼs thesis (Ph.D.)--University of London, 1990. / Includes bibliographical references (p. 241-258) and index.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 192-206).

Children from armed forces families are identified internationally as a group facing challenging situations, circumstances which can have a negative impact on their educational experiences. The main focus in existing research has been on measuring children's outcomes, but these studies generate little insight into how children themselves make sense of their experiences. There are only a few in-depth qualitative studies, mostly conducted outside the UK, exploring the lived experiences of children from armed forces families. This study explores how children of armed forces personnel from schools across Scotland expressed their experiences. It aims to better understand approaches to the provision of inclusive educational support. A suite of methods - object elicitation, video diaries, peer interviewing, drawing, and vignettes - was employed, to generate expressions from a total of 41 children and young people aged eight to 14 years, from three primary and two secondary Scottish schools. A post-qualitative orientation supported the inquiry to look beyond children's voices in isolation. An assemblage approach was taken to the analysis of the audio/video recordings, transcripts, artefacts, and field notes from the research encounters. The analysis showed how the different and shifting conditions of the research led to the creation of ongoing productive encounters. A key insight was that schools have much unrealised capacity to positively contribute to the experiences of these children. Methodological insights alongside empirical findings are used to generate signposts for the provision of improved educational support. The thesis argues that, ultimately, any improvement will involve entering into reciprocal, experimental, and socio-materially mediated dialogues with children in ways that both align with children's lived experience of armed forces life but also allow for the exploration of change and becoming-different as outcomes of those dialogues.

Army posts in the Trans-Mississippi West from 1866 to 1898 were more like small towns than forts. Military posts provided their inhabitants with urban services, and possessed a social structure that was a microcosm of nineteenth-century American society, complete with a ruling middle class, and a lower working class. The officer class constituted the ruling middle class of garrison society, while the enlisted men comprised the lower class. This study will show that the social structure of the western military garrisons, based on a military caste system, dominated the daily lives of the inhabitants, both military and civilian.While frontier service and the dangers of combat may have lessened the social division between officers and soldiers in the field, this distinction was maintained while at the posts. Officers dined, lived, and attended social functions separately from the enlisted men. This social division also applied to the civilian members of the garrison community. Prominent civilians such as ranchers and prosperous business people associated with the officer class, while less prominent civilians were identified with the enlisted class. / Department of History

Based on the authorʼs thesis (Ph.D.)--University of London, 1990. / Includes bibliographical references (p. 241-258) and index.

English Abstract This Master Degree (Mgr.) thesis, takes up the topic of so called Military Revolution theory debate, focusing on historical and social developmental process, unfolding in the Early modern Europe. Military revolution is conceptualised as a source of far reaching societal change, having a civilisational dimension, contributing to overall weberian rationalisation process, happening in the Occident. In this text, military revolution is theoretically approached as a non-substantional developmental process and its structure and dynamics are analyzed using customized version of actor-network-theory of Bruno Latour. In this attempt, usual assumptions of natural ontological continuity, totality and developmental character of social realm are critically suppressed. Theoretical outcome of this thesis, based upon historical evidences, confirms, that even using this profoundly critical approach, military revolution possesses a distinctive quality of a developmental process and it can serve as a strong cognitive instrument of social sciences for researching Early modernity in Europe. Powered by TCPDF (www.tcpdf.org)

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

For a 25-year period during the apartheid era in South Africa, all school-leaving white men were issued with a compulsory call-up to national military service in the South African Defence Force. It is estimated that 600 000 men were conscripted between 1968 and 1993, undergoing military training and being deployed in Namibia, Angola and South Africa. The purpose of this system of military conscription was to support both the apartheid state’s role in the “Border War” in Namibia and Angola and the suppression of anti-apartheid resistance within South Africa. It formed part of the National Party’s strategy of a “total response” to what it perceived as the “total onslaught” of communism and African nationalism. While recruiting and training young white men was the focus of the apartheid government’s strategy, all of white South African society was caught up in supporting, contesting, avoiding and resisting this system in one way or another. Rather than being a purely military endeavour, conscription into the SADF therefore comprised a social and political system with wide-ranging ramifications. The 1994 democratic elections in South Africa heralded the advent of a very different political, social and economic system to what had gone before. The focus of this research is SADF conscripts’ narrations of identity in the contested narrative terrain of post-apartheid South Africa. The thesis begins with a contextual framing of the historical, social and political systems of which conscription was a part. Drawing on narrative psychology as a theoretical framework, the thesis explores discursive resources of whiteness, masculinities and perceptions of threat in conscripts’ narrations of identity, the construction of memory fields in narrating memories of war and possible trauma, and the notions of moral injury and moral repair in dealing with legacies of war. Using a narrative discursive approach, the thesis then reflects on historical temporal threads, and narrative patterns that emerge when analysing a range of texts about the psychosocial legacies of conscription, including interviews, research, memoirs, plays, media reports, video documentaries, blogs and photographic exhibitions. Throughout the thesis, conscripts’ and others’ accounts of conscription and its legacies are regarded as cultural texts. This serves as a means to highlight both contextual narrative negotiations and the narrative-discursive patterns of conscripts’ personal accounts of their identities in the post-apartheid narrative terrain. The original contribution of this research is the development of conceptual and theoretical framings of the post-apartheid legacies of conscription. Key to this has been the use of narrative-based approaches to highlight the narrative-discursive patterns, memory fields and negotiations of narrative terrains at work in texts that focus on various aspects of conscription and its ongoing aftereffects. The concept of temporal threads has been developed to account for the emergence and shifts in these patterns over time. Existing narrative-discursive theory has formed the basis for conscripts’ negotiations of identity being identified as acts of narrative reinforcement and narrative repair. The thesis concludes with reflections on the future possibilities for articulating and supporting narrative repair that enables a shift away from historical discursive laagers and a reconfiguration of the narrative terrain within which conscripts narrate their identities. / Also known as: Edlmann, Theresa