Philosophiae Doctor - PhD / In recent years, many long held assumptions about language and literacy have come to be questioned by so-called "critical" discourses. The result of this questioning at a theoretical level has resulted in a concomitant interrogation of the practices and methodologies intended to develop both phenomena. Situated against the background of this critical questioning, this thesis examines the appropriacy of interventions designed to develop students' academic literacy at the University of Zululand, a historically black South African University. It does this by asking two questions about students' literacy-related experiences. The first question, "How does the University of Zululand construct students' literacy-related experiences?", is answered using an analysis of Senate and Faculty documents, extant study and course guides and archived examination papers. In answering the question, the focus is on the identification and exploration of the ideologies which underpin dominant understandings of students' literacy-related experiences. The answer to the second question, "Is there a way to construct students' literacy-related experiences which is different to dominant understandings at the University of Zululand?", uses ethnographic research to support an analysis of students' written texts produced in a first year Systematic Philosophy class to "talk back" to the dominant understanding of students' literacy-related experiences identified as a response to the first research question. The analysis of students' writing is conducted using a systemic functional linguistic framework (Halliday, 1973, 1978, 1994). A systemic framework relates three different kinds of meanings evident in texts (experiential, interpersonal and textual meanings) to the contexts in which those texts are produced. The framework was used because of its potential to account for the form of students' texts by referring to a mismatch between the expectations of the dominant contexts of culture and situation (the university and the Systematic Philosophy class in which the research was conducted respectively) and the contexts which students themselves use as a reference point.

The purpose of this essay is to examine how racialized workers are represented in the magazine Kommunalarbetaren which is a part of the Swedish trade union Kommunal. The covers from twenty issues of this magazine published in 2017 were analyzed to study if the representation of these workers was affected by discourses of white normativity. The study is based on theories of intersectionality by Kimberlé Crenshaw and representations and stereotypification by Stuart Hall. My result shows how work is exposed as something white people do and with dichotomies where one is represented as either white, Swedish worker or as a refugee, the latter having vague subject position and as someone who recently arrived in Sweden. The presence, participation and labour of people of color seem to be missing and be a blind spot for the magazine.

Motherhood has been set up as an institution of control over women by the patriarchy. Dominant ideas of motherhood and what constitutes being a good mother are steeped in patriarchal ideals and conceptual thoughts. What is absent from ideas of motherhood is the female lived experiences of mothering. Mothering, by contrast, is the conceptual understanding of what it means to be a mother from a women-centered perspective. Under the dominant discourse of motherhood, mothers are self-sacrificing, generous, calm, patient, and loving. Those mothers who do not meet these standards are constructed as "bad mothers," reinforcing a binary understanding of mothers. This paper challenges the good/bad mother binary by drawing on the lived experience of one mother who uses substances to demonstrate the judgmental road mothers are forced to walk. This thesis takes a feminist-based approach to explore Ruth's story: a mother who engages in substance use. This research is produced through a feminist ontology to add to a body of scholarship that works to create a counter-discourse for mothers from mothers against dominating patriarchal norms of motherhood. A Narrative case study methodology is applied to Ruth's story to extrapolate the complex realities Ruth faces as she attempts to make sense of her mothering identity within the patriarchal definition of the "good mother." While engaging in substance use, Ruth's mothering story produced four themes that facilitate understanding mothering from a holistic, women-centric lens. First, this research emphasizes the barriers Ruth experiences in building, understanding and maintaining her sense of self. Second, Ruth's story illuminates the impact of the dominant "good" motherhood discourse on how women like Ruth conceptualize themselves as a mother. Third, Ruth's story enables the exploration of the intersectional identities of mothering and substance use in a way that creates space for both identities to work together rather than in opposition. Lastly, reflecting on the surveillance Ruth has endured in relation to her family and interactions with child welfare, her story reveals how discourses of risk are connected to and associated with substance use. Through the exploration of Ruth's mothering experiences, a narrative is produced to challenge and disrupt the oppressive institution of motherhood. / Thesis / Master of Social Work (MSW)

Philosophiae Doctor - PhD / It has been noted by Lin (2013) that studies on multilingual talk, as illustrated by code switching in the classroom, have been repetitive and descriptive, and have for a while not been underpinned by substantially new or different questions (Lin, 2013:15). First, many of the studies in the literature have, for instance, concluded that there is a functional allocation of languages (FAL) in multilingual classroom teacher talk (e.g. Baker, 2012; Martin, 1996; Probyn, 2006, 2014; Jegede, 2012; Modupeola, 2013; Salami, 2008), such that language „a‟ is used for presentational knowledge, and language „b‟ is used for explanatory knowledge, and these claims have not been subjected to sustained scrutiny. Secondly, codeswtiching and translanguaging increasingly have been the dominant and exclusive frameworks used, and this has limited the kinds of insights that can be obtained or the kinds of questions that can be posed. / 2024

This thesis consists of an analysis of the canonical notion of the pedagogical relation, as introduced by Hermann Nohl in the 1930’s following the tradition of pedagogy and education in Germany. This notion, which has both been central in current debates on educational theory, for example in the work of Norm Friesen and Tone Sævi, has certain implications and political consequences. With an aim to expanding the notion and exploring its shortcomings, I identify certain central pillars, and focus on two of them, namely autonomy and the unified subject. The essay explores these and proposes other theoretical readings in order to contrast and broaden the landscape of thought regarding pedagogy and relations, and thereby the notion of the pedagogical relation. To this end, I first discuss the notions of relational autonomy and transindividualism, in order to put in evidence the liberal, often unnamed, roots of the (hegemonic) notion of autonomy and to open up to other ways of conceiving it. Then, I delve into a psychoanalytic reading of Jacques Lacan’s thought on education and his four discourses, through the work of Anna Pagès and Anna Herbert. In so doing, the notion of the unified subject is problematized, exploring the instability of the subject as a departure. This uncertainty, together with the notion of transindividuality, are presented as some possible ways of thinking about pedagogy, opening up to future discussions such as pedagogical relations, the philosophy of the teacher, and educational aims.

Our understanding of leaders and the role they play in organizations and society is changing. Four broad discourses of leadership have been identified as occurring during the past 100 years: controller, therapist, messiah, and eco-leader. The most recent, eco-leader discourse, is characterized by collective decision-making, collaboration, shared leadership, and grassroots organization. Eco-leadership is believed to be beneficial for organizations operating in a 21st century, knowledge-driven economy. A quintessential example of an ecological organization is the Extension Service's 4-H program, the organization which this study examines. However, in 4-H, as in many organizations, a majority of leadership development efforts focus on the individual, positional leader. Further, the vast majority of the literature devoted to eco-leadership is conceptual in nature; empirical studies linking leadership approaches to organizational outcomes are rare. This study uses an explanatory sequential mixed methods design to examine: (a) the nature of the relationship between county 4-H agents' leadership discourse preferences and programmatic success; (b) county 4-H association members' levels of systemic and hierarchical thinking and programmatic success; (c) the way in which county 4-H association members' perceive their leadership within their counties; and (d) the relationship between these volunteers' perceptions of their leadership and other variables associated with programmatic success. Findings indicate that the therapist discourse was the most preferred discourse among county 4-H agents, but that agents' discourse scores were unrelated to county 4-H program success. Associations' levels of hierarchical and systemic thinking were also not related to county 4-H program success. Additionally, county 4-H association members reported that: (a) agents play a central role in decision making and communication within the association; (b) association members rarely make decisions on programmatic matters; (c) associations are often not structured in accordance with 4-H's policy for associations; and (d) members are not provided opportunities for development in their roles as association members. / Ph. D. / The one thing we know about leadership is that it changes. Who we recognize as a leader changes over time. What we recognize as leadership also changes over time. In the last 100 years, there have been four eras of leadership, which one researcher dubbed: controller, therapist, messiah, and ecoleader. The latter, eco-leader era, is a 21st century society’s response to the technological and social changes taking place. As the world and its problems become more complex, so too have our ways of addressing them — and that requires a new kind of leader and a new kind of leadership. But no one knows if this new form of leadership is more effective than any other. There is no scientific evidence, in other words. Rather, most claims are theoretical — it <i>should</i> be better, in theory. This study sought to link the eco-leader era’s approach to actual programmatic success and verify that it is effective. I studied county 4-H programs, which, it is generally believed, subscribe to the eco-leader approach. I surveyed two groups involved in 4-H, categorized the counties as high or low scoring based on their program’s success, and then followed up with small-group discussions in six counties. What I found is that one group, agents, actually preferred an older era of leadership: therapist. The other group, volunteers, had a variety of views. Regardless of either group’s views, neither seemed to be related to program success. It seems any type of leadership could lead to success or failure. When we met for small-group discussions, however, the three high-scoring counties did tend to describe a more eco-leader style organization, while the low-scoring counties tended to favor older approaches to leadership in which the person in charge makes most of the decisions and the rest carry them out. This is important to investigate because leadership is, at its root, the way in which people accomplish things in groups. Understanding how we as humans change those ways to meet the demands of our time and determining if they are effective, and, if so, how can we share those strategies with others, is important work to help people grapple with the challenges of an ever-more-complex world.

This research investigates the formation of visual as discursive practice. Discourses that celebrate, denigrate and omit visual are examined with a particular focus on discourses of the child and technology in art education. This thesis applies poststructural methodologies of discourse analysis to disrupt traditional accounts of discipline configurations determined in histories of art education. With a particular focus on Michel Foucault???s methods of history, archaeology and genealogy, art education as discipline is mapped through an investigation of visual as concept and practice. This research contends that the emergence of current practices in visual culture, as configured within the constraints of art education amplifies the conditions of visual to define art education as a field. It examines the mobilisation of discourse, verified by discipline formations in art education, and the way in which such formations distribute and categorise knowledge that is sequenced within power structures. Therefore, visual, as a discursive practice is one way through which to trace the conditions of the field, including the structure of discipline as knowledge and subject in art education.

Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-06-15T17:59:13Z No. of bitstreams: 2 DISSERTAÇÃO RAO - PDF ATUALIZADO (1).pdf: 1916744 bytes, checksum: 965ddbb3e90918a1416dc134c8c0b200 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-15T17:59:13Z (GMT). No. of bitstreams: 2 DISSERTAÇÃO RAO - PDF ATUALIZADO (1).pdf: 1916744 bytes, checksum: 965ddbb3e90918a1416dc134c8c0b200 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-05-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The research investigates the cisgender lesbians (the it), through the discourses and no-discourses of eight Birdteachers (teachers) of a school of the field of the municipality of Francisco Beltrão / PR. There are six high school birdteachers, one of the fundamental and one birdteachers that works with a project in the school researched more than 20 years. The work is qualitative, through the method: case study, with Foucaultian theoretical contribution. The text has a non-binary writing with words and concepts created or metaphorized. Visits were carried out at the school, questionnaire, open interviews with birdteachers and coexistence with birdemployees (employees), birdstudents (students) and birdprincipal (school principal). The dissertation also had influence of the anthropologist Geertz, then, the culture is emphasized, next to its symbols expressed like means that initiated the research and that helped in the investigations. It was perceived that researching sexuality in the reality of a rural school requires sensitivity and deconstruction of a colonial thought, especially on the parameters of the urban school. We also consider that this is lived as the community manages to negotiate with its neighbors and the school. All of these birdteachers have reported that they might not know and would not be able to deal with lesbian issues in the classroom, we take into account that projections of future possibilities can modify the present and fertilize (give importance, value) a previously unadvised opposite of fertilizing). They also portrayed a scarcity of the subject at undergraduate level, continuing education, as well as knowing only one case of an alleged lesbian kiss among elementary school girls, but that there was no deepening. The discomfort was not clear when being questioned of something that never approached in the formation, nor in the classroom, however, do we perceive interest and curiosity of its parts. Above all, the perceptions were provoked when we talked about the subject and when we discourse about it, which is the speech by the non-speech too. We will hope that the interpretations allow good fertilization to minimize the real difficulties of the birds, as well as to promote resistance against lesbophobia in the rural schools, given their values and specificities on land, means of production, religion, schooling and community. / Investigamos as lesbianidades cisgêneros (o isso), por meio dos discursos dos não-discursos de oito passarofes (professores) de uma Escola do Campo do município de Francisco Beltrão/PR. São seis passarofes do ensino médio, uma do fundamental e uma passarofe que atua com um projeto na escola pesquisada a mais de 20 anos. O trabalho é qualitativo, por intermédio do método: estudo de caso, com aporte teórico foucaultiano. O texto tem uma escrita não-binária com palavras e conceitos criados ou metaforizados. Foram realizadas visitas na escola, questionário, entrevistas abertas com passarofes e convivências com es passanáres (funcionários), passarunes (alunos) e o passadire (diretor). A dissertação também teve influência do antropólogo Geertz, então, a cultura é ressaltada, junto a seus símbolos expressos como meio que iniciou a pesquisa e que ajudaram nas investigações. Foi percebido que pesquisar sexualidade na realidade de uma Escola do Campo, requer sensibilidade e desconstrução de um pensamento colonial, principalmente sobre os parâmetros da escola urbana. Consideramos também, que o isso é vivido conforme a comunidade consegue negociar junto aos seus vizinhos e a escola. Todes es passarofes relataram que possivelmente não saberiam e não conseguiriam lidar em sala de aula com o tema lesbianidades, levamos em conta que as projeções de possibilidades futuras, podem modificar o presente e adubar (dar importância, valorizar) um pensamento que antes era inadubado (oposto de adubar). Também retrataram escassez do tema na graduação, formações continuadas, assim como, souberam de apenas de um caso de um suposto beijo lesbierótico entre meninas do Ensino Fundamental, mas que não houve aprofundamento. Foi nítido o desconforto ao serem questionados de algo que nunca abordaram nem na formação, nem em sala de aula, entretanto, percebemos interesse e curiosidade de suas partes. Sobretudo, as percepções foram provocadas ao falarmos do assunto e ao discursarmos sobre o isso, que também é o discurso pelo não-discurso. Esperarnos-emos que as interpretações possibilitem boas adubações para minimizar as dificuldades reais des passarofes, assim como favorecer a resistência contra a lesbofobia nas Escolas do Campo diante de seus valores e especificidades sobre a terra, meios de produção, religião, escolarização e comunidade.

A presente tese foi desenvolvida na Linha de Pesquisa “O sujeito da Educação: conhecimento, linguagem e contextos”, na temática Sociologia e Educação, vinculada ao Projeto de Pesquisa “Perspectivas de Ensino na Educação Básica: prática pedagógica e formação de professores”, coordenado pela professora doutora Maria Helena Degani Veit. Na tese é examinada a prática pedagógica de 30 estagiários matriculados na disciplina de Prática de Ensino em Biologia do curso de Licenciatura em Ciências Biológicas da Universidade Federal do Rio Grande do Sul no ano de 2005. O estudo desenvolveu os seguintes tópicos: 1) interpretação dos significados de conflitos de papéis que perpassam o ingresso dos licenciandos na carreira docente; 2) caracterização das práticas pedagógicas dos estagiários planejadas com o objetivo de favorecer a aprendizagem de conhecimentos biológicos pelos alunos do Ensino Médio;2.1) análise de discursos e de modalidades de conhecimentos que constituem a Licenciatura em Ciências Biológicas e que são mobilizados quando da recontextualização dos conteúdos biológicos para o Nível Médio e2.2) caracterização do discurso regulador empregado pelos estagiários no contexto de escolas da rede pública de Porto Alegre, Rio Grande do Sul. A pesquisa participante, em uma abordagem quali-quantitativa, foi realizada pela professora da disciplina de Prática de Ensino em Biologia, utilizando, como referencial teórico-metodológico, a perspectiva sociológica de Basil Bernstein, complementada por conceituação da Fenomenologia Social e do Interacionismo Simbólico. Os resultados do estudo confirmaram os achados de Morais (2002a, 2002b) e de pesquisadoras associadas que, apoiadas em Bernstein, caracterizaram as modalidades de práticas pedagógicas mais produtivas em contextos de formação de professores e de ensino de alunos da Educação Básica pertencentes a famílias de baixa renda. As autoras designaram tais práticas como pedagogias mistas, as quais apresentam enquadramentos fortes nas dimensões seleção e seqüência de conteúdos, em nível macro, e avaliação, e apresentam enquadramentos fracos nas dimensões seleção e seqüência de conteúdos, em nível micro, ritmagem e regras hierárquicas. A tese complementa a caracterização das pedagogias mistas e descreve as formas da prática pedagógica que tornam disponíveis aos adquirentes regras de reconhecimento e de realização de textos, isto é, práticas legítimas no contexto educacional.A investigação também possibilitou a interpretação dos significados das interações entre transmissores e adquirentes, enfocando estratégias e discursos que buscam resgatar valores nucleares da sociedade ocidental. / This doctoral dissertation was developed within the Research Line “The Subject of Education: Knowledge, Language and Contexts” and the theme of Sociology and Education, which is connected to the Research Project, “Teaching Perspectives in Basic Education: Pedagogical Practice and Teacher Training”, coordinated by Prof. Dr. Maria Helena Degani Veit. The dissertation discusses the pedagogical practice of 30 student teachers enrolled in 2005 in a course on Teaching Practice in Biology, which is part of the Teacher Training Program in Biological Science at the Federal University of Rio Grande do Sul. The study developed the following topics: 1) interpretation of the meanings of the role-related conflicts involved in the students’ entry into the teaching career; 2) characterization of the student teachers’ pedagogical practices designed to foster the learning of biology by high school students; 2.1) analysis of discourses and modes of knowledge that constitute the Teacher Training Program in Biological Science and are mobilized duringthe “recontextualization” of the contents of Biology for the level of secondary education, as well as 2.2) characterization of the “regulative discourse” employed by the student teachers in the context of public schools in Porto Alegre, the capital of the state of Rio Grande do Sul. The participatory research, which adopted a qualitative-quantitative approach, was conducted by the professor of the course on Teaching Practice in Biology. It used Basil Bernstein’s sociological perspective as its theoretical-methodological frame of reference, supplementing it with concepts taken from Social Phenomenology and Symbolic Interactionism. The results of the study confirmed the findings by Morais et al. (2002, 2003), who, based on Bernstein, characterized the most productive modes of pedagogical practice in the contexts of teacher training and of teaching to basic education students who come from low income families. Morais et al. called such practices “mixed pedagogies,” as they exhibit “strong framings” in the dimensions of “selection” and “sequence” of contents at the macro level, as well as “evaluation,” and “weak framings” in the dimensions of “selection” and “sequence” of contents at the micro level, besides “pacing” and “hierarchical rules.”The dissertation supplements the characterization of the “mixed pedagogies” and describes the forms of “pedagogical practice” that makeavailable to the acquirers “rules of recognition” and “rules of realization” of texts, that is, legitimate practices in the context of education. The investigation also made it possible to interpret the meanings of the interactions between transmitters and acquirers, focusing on strategies and discourses that try to retrieve core values of Western society.

A presente tese foi desenvolvida na Linha de Pesquisa “O sujeito da Educação: conhecimento, linguagem e contextos”, na temática Sociologia e Educação, vinculada ao Projeto de Pesquisa “Perspectivas de Ensino na Educação Básica: prática pedagógica e formação de professores”, coordenado pela professora doutora Maria Helena Degani Veit. Na tese é examinada a prática pedagógica de 30 estagiários matriculados na disciplina de Prática de Ensino em Biologia do curso de Licenciatura em Ciências Biológicas da Universidade Federal do Rio Grande do Sul no ano de 2005. O estudo desenvolveu os seguintes tópicos: 1) interpretação dos significados de conflitos de papéis que perpassam o ingresso dos licenciandos na carreira docente; 2) caracterização das práticas pedagógicas dos estagiários planejadas com o objetivo de favorecer a aprendizagem de conhecimentos biológicos pelos alunos do Ensino Médio;2.1) análise de discursos e de modalidades de conhecimentos que constituem a Licenciatura em Ciências Biológicas e que são mobilizados quando da recontextualização dos conteúdos biológicos para o Nível Médio e2.2) caracterização do discurso regulador empregado pelos estagiários no contexto de escolas da rede pública de Porto Alegre, Rio Grande do Sul. A pesquisa participante, em uma abordagem quali-quantitativa, foi realizada pela professora da disciplina de Prática de Ensino em Biologia, utilizando, como referencial teórico-metodológico, a perspectiva sociológica de Basil Bernstein, complementada por conceituação da Fenomenologia Social e do Interacionismo Simbólico. Os resultados do estudo confirmaram os achados de Morais (2002a, 2002b) e de pesquisadoras associadas que, apoiadas em Bernstein, caracterizaram as modalidades de práticas pedagógicas mais produtivas em contextos de formação de professores e de ensino de alunos da Educação Básica pertencentes a famílias de baixa renda. As autoras designaram tais práticas como pedagogias mistas, as quais apresentam enquadramentos fortes nas dimensões seleção e seqüência de conteúdos, em nível macro, e avaliação, e apresentam enquadramentos fracos nas dimensões seleção e seqüência de conteúdos, em nível micro, ritmagem e regras hierárquicas. A tese complementa a caracterização das pedagogias mistas e descreve as formas da prática pedagógica que tornam disponíveis aos adquirentes regras de reconhecimento e de realização de textos, isto é, práticas legítimas no contexto educacional.A investigação também possibilitou a interpretação dos significados das interações entre transmissores e adquirentes, enfocando estratégias e discursos que buscam resgatar valores nucleares da sociedade ocidental. / This doctoral dissertation was developed within the Research Line “The Subject of Education: Knowledge, Language and Contexts” and the theme of Sociology and Education, which is connected to the Research Project, “Teaching Perspectives in Basic Education: Pedagogical Practice and Teacher Training”, coordinated by Prof. Dr. Maria Helena Degani Veit. The dissertation discusses the pedagogical practice of 30 student teachers enrolled in 2005 in a course on Teaching Practice in Biology, which is part of the Teacher Training Program in Biological Science at the Federal University of Rio Grande do Sul. The study developed the following topics: 1) interpretation of the meanings of the role-related conflicts involved in the students’ entry into the teaching career; 2) characterization of the student teachers’ pedagogical practices designed to foster the learning of biology by high school students; 2.1) analysis of discourses and modes of knowledge that constitute the Teacher Training Program in Biological Science and are mobilized duringthe “recontextualization” of the contents of Biology for the level of secondary education, as well as 2.2) characterization of the “regulative discourse” employed by the student teachers in the context of public schools in Porto Alegre, the capital of the state of Rio Grande do Sul. The participatory research, which adopted a qualitative-quantitative approach, was conducted by the professor of the course on Teaching Practice in Biology. It used Basil Bernstein’s sociological perspective as its theoretical-methodological frame of reference, supplementing it with concepts taken from Social Phenomenology and Symbolic Interactionism. The results of the study confirmed the findings by Morais et al. (2002, 2003), who, based on Bernstein, characterized the most productive modes of pedagogical practice in the contexts of teacher training and of teaching to basic education students who come from low income families. Morais et al. called such practices “mixed pedagogies,” as they exhibit “strong framings” in the dimensions of “selection” and “sequence” of contents at the macro level, as well as “evaluation,” and “weak framings” in the dimensions of “selection” and “sequence” of contents at the micro level, besides “pacing” and “hierarchical rules.”The dissertation supplements the characterization of the “mixed pedagogies” and describes the forms of “pedagogical practice” that makeavailable to the acquirers “rules of recognition” and “rules of realization” of texts, that is, legitimate practices in the context of education. The investigation also made it possible to interpret the meanings of the interactions between transmitters and acquirers, focusing on strategies and discourses that try to retrieve core values of Western society.