With this dissertation I propose to investigate critical theories dealing with memory and its role in photography. The function of memory is a well discussed and analysed topic within the ambit of historical research. Drawing from theoretical texts by critical theorists, namely, Roland Barthes, Annette Kuhn and Marianne Hirsch, I will critically address the function of memory in the understanding of photography; particularly how photographs have the ability to construct our identity in terms of history and narrative. I will study the content of memory in relation to visual images, focusing on what is remembered, what is suppressed, and finally, what is transformed when viewing an image. By doing so, I will consider whether or not still photographs have the ability to construct the past in a narrative form that is intrinsic to its medium. This consideration will be undertaken with specific reference to the works of contemporary South African artist Lien Botha. Special attention will be directed to her series of work entitled Amendment (2006), a series which permits me in turn, to deal with issues pertaining to memory and “visual narrative” which I have explored in my own professional art practice namely, Memory Boxes, Back Stories, Faces of You and Me, Memories Re-layered and Ghostly Remnants.

The philosophy of pharmaceutical care, which defines a patient-centred approach to practice, has been embraced and upheld by national and international pharmaceutical organisations for two decades. However, pharmacists have been slow to change their practice and implement a pharmaceutical care approach. It has been suggested that amongst other factors, short-comings in pharmaceutical education have contributed to this reluctance of the profession to transform practice. Efforts to address these short-comings in pharmaceutical education have focused on the curriculum and pedagogic practices, and not on the pharmacy educators themselves. Palmer (1998) asserts that “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher”. In essence, "we teach who we are" and good teachers have one common trait: “a strong sense of personal identity that infuses their work”. This study identified, described and analysed the self-perceived professional identities of pharmacy educators within the South African context. This included ascertaining factors and contexts which contributed to participants’ self-perception of their professional identity. In an effort to understand the influence the educators have on practice and on changing practice and vice-versa, the attitudes, beliefs and behaviours of participants regarding the philosophy and practice of pharmaceutical care, and pharmaceutical education were also explored. Situated within a constructivist-interpretive, qualitative paradigm and making use of methodological triangulation, this study was conducted in three phases, each employing a different qualitative method to collect data. The first phase made use of narrative analysis to gain an in-depth understanding of pharmacy educators’ perceived professional identities and to explore how their experiences, across various contexts, have formed their professional identities. In-depth individual narrative interviews were used to provide a forum in which the participants could reflect upon and tell their professional life-story. This phase of the study also made use of the exploration of metaphors to further investigate the participants’ professional identity and, more particularly, their images of themselves as “teacher” and role model for students. A maximum variation, purposeful sampling approach was used to recruit eight pharmacy academics - one from each school or faculty of pharmacy in South Africa, as participants in this phase of the study. The second and third phases explored more widely, the insights gained from the first phase and the formation of professional identity, attitudes, beliefs and practices of pharmacy educators in South Africa. Two focus groups were employed during the second phase and the study sample was broadened to include a further ten pharmacy educators. In the third phase, a purpose-designed, qualitative questionnaire was used to extend the study sample to all pharmacy educators in South Africa. A convenience sampling approach was used in both the second and third phases of the study. Thematic analysis and interpretation of the narrative interview and focus group transcripts and the questionnaire responses were conducted using qualitative data analysis software – Atlas.ti®. A multiplicity of self-perceived professional identities was described. However, all of these were multi-faceted and could be situated on a continuum between pharmacist identity on one end and academic identity on the other. In addition, six key determinants were recognised as underpinning the participants’ self-perception of their professional identity. These included three structural determinants: expected role; knowledge base; and practice, and three determinants relating to the emotional dimensions and agency of professional identity: professional status; passions; and satisfiers. The professional identity of the participants had been formed through membership of multiple pharmacy-related communities of practice and continued to be sustained through a nexus of multi-membership. There was extensive support by the participants for the concept of pharmaceutical care; however, it did not impact extensively on their role as pharmacy educators. Furthermore, many expressed concern around the use of the term ‘pharmaceutical care’: its definition; its lack of penetration into, and implementation within the practice environment; and even its relevance to the South African healthcare context. Many of the participants perceived the professional development of future pharmacists to be integral to their role as educators, and was often their source of greatest professional satisfaction. However, concern was also expressed at the dissonance that students were perceived to experience, sometimes, because of the incongruities that they are taught and what they experience in practice. This study has afforded pharmacy educators in South Africa an opportunity to understand better “who” they are as professionals, and to reflect on their role as educators and as role models for future pharmacist. Moreover, the findings contribute to a collective understanding of the professional identity of pharmacy educators and socialisation of pharmacy students into the profession. The insights and recommendations emerging from the study have the potential to make academic pharmacy a more attractive career choice which may have positive implications for the future attraction and retention of pharmacists to academic posts within universities.

L'enseignement de la philosophie, dans les lycées chiliens et français a su défendre sa place au sein de l'enseignement secondaire malgré l'intervention des politiques libérales et néolibérales qui ont envahi l'éducation. Cela a été un succès, mais la question devient: quelle philosophie a-t-on voulu défendre? Pourquoi faire? Ce sont aussi ces questions que s'est posé Jacques Derrida dans les années soixante-dix aux fin de mettre en pratique et systématiser le travail théorique qu'il avait fait à partir de la publication de: De la Grammatologie en 1967. Dans cette recherche nous essayerons de répondre à ces questions à partir du travail réalisé par Derrida dans les années 1967 et 1978. Nous considérons que cette période  propédeutique  nous permet de démontrer que la déconstruction aurait comme base stratégique l'enseignement philosophique. C'est à partir de cette prémisse que nous espérons pouvoir établir quelques idées régulatrices déconstructives qui justifient la présence de la philosophie dans le secondaire. Elles seraient nécessaires et fondamentales pour construire un cadre philosophique référentiel et de cette façon, créer des stratégies d'enseignement propres aux conditions historiques, géographiques et culturelles des jeunes. Ces fondements seraient la base principale de la possibilité de déconstruction – la lutte et la résistance – de l'institution de la philosophie. / Although secundary education, both Chilean and French education, has not been unaware to the risk that philosophy has run with the intervention of the liberal and neoliberal policies in education, the multiple edges that build its institutional framework have been able to defend and, therefore, maintain the teaching to adolescents. This has certainly been an achievement, but, what philosofy has defended itself? For what? These interrogatives are also some of which Jaques Derrida contemplated in the seventies, with the idea of putting into practice and systematize the theoretical work that he had been doing since the publication of Of Grammatology in 1967.In this research, we attempt to answer these interrogatives from Derrida’s work, done between 1967 and 1968. We consider that this period – which is institutive– allows us to demonstrate that deconstruction would have the philosophical basis as strategic teaching. From the deconstructive premise, we intend to establish certain guidelines to justify the presence of philosophy in high school, needed to generate a referential philosophical framework and create future strategies of teaching philosophy, distinctive of historical, geographical and cultural conditions of the adolescents and which are the fundamental basis of the possibility of deconstruction -resistance and struggle- of the philosophical institution. / A pesar que la enseñanza secundaria, tanto la chilena como la francesa, no ha estado ajena al riesgo que ha corrido la filosofía con la intervención de políticas liberales y neoliberales en la educación, las múltiples aristas que constituyen su entramado institucional, han sabido defender y, por lo tanto, mantener la enseñanza de la filosofía para los jóvenes. Sin duda que esto ha sido un logro, pero ¿qué filosofía se ha defendido? ¿Para qué? Estas preguntas son también algunas de las cuales se planteó Jacques Derrida en los años setenta con la idea de poner en práctica y de sistematizar el trabajo teórico que venía haciendo desde la publicación de De la gramatología en 1967. En esta investigación intentamos responder estas interrogantes a partir del trabajo realizado por Derrida entre los años 1967 y 1978. Consideramos queeste período −que es instituyente− nos permite demostrar que la deconstrucción tendría como base estratégica la enseñanza filosófica. A partir de esta premisa pretendemos establecer ciertos lineamientos deconstructivos que justifiquen la presencia de la filosofía en secundaria, necesarios para generar un marco filosófico referencial y para crear futuras estrategias de enseñanza de la filosofía que sean propias a las condiciones históricas, geográficas y culturalesde los jóvenes, base fundamental de la posibilidad de deconstrucción −resistencia y lucha− de la institución filosófica.

In this work, I introduce the concept of identity, outline its importance, and argue in favour of a post-modem conception of identity, underpinned by the principles of contestation, anti-essentialism and hybridity. This notion of identity, which is supported by both theoretical and case evidence, is in tension with the practices of the courts, which are often asked to make determinations that impact identities. The court's conventions and practices privilege a modernist notion of identity; given these restrictions, how are post-modern identities, such as the Metis, to be recognized? Using the case ofK v. Powley, / explore the possibilities and openings for a post-modern concept of identity to be realized in the courts. While there are conflicts and restrictions, judges, courts and the law demonstrate sufficient flexibility to allow for post-modern principles to be realized. I conclude by arguing that the courts should go further in developing a post-modern conception of identity in their work, and explore the issues and implications of doing so. I also reflect on the broader question this work presents, namely the role of the law and the possibilities for change therein. / Arts, Faculty of / Political Science, Department of / Graduate

How should we understand the lived experiences of students in an English language program at a community college? This study seeks to explore and discuss the experiences of international students as they discover and constitute cultural identities in places between languages and cultures. It suggests a link between the vibrancy of these lived experiences and an English language education program which understands the value of the lived curriculum. The text includes the narratives of three international students and the interpreting of those conversations by the researcher. Also participating in the study are the voices of teachers and the voices of writers of theory, with the researcher working in the middle, experiencing at the same time a discovering and constituting of his own cultural identity. Building on the work of postcolonial scholars of cultural theory and anthropology, the study suggests a different kind of inter-national classroom and community, one which has implications for teachers as inter-national educators. In doing so, the thesis attempts to respond to "calls for attention to international dimensions of curriculum study" (Pinar 1995) and suggests an approach to creating a different kind of theoretical and conceptual frame for language education. It is hoped that the research will open doors to new questions and avenues of study and will help in furthering our understanding of curriculum. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This qualitative study examined Japanese students' study abroad experiences in Vancouver. I conceptually framed study abroad as contested space where global and local (national) discourses converge and shape these students' experience. Based on this conceptual understanding of study abroad, I reviewed three global and local (national) discourses that were relevant to Japanese students' study abroad experiences: neocolonialism, "internationalization," and nihonjinron (discussions of Japanese uniqueness). These three discourses were monitored throughout Japanese students' study abroad experiences to examine how they would shape these students' experiences and how these students would negotiate to construct their experiences in the midst of these discourses. Furthermore, as the sub-theme of the study, I examined Japanese students' study abroad experiences in terms of Edward Said's (1995) hope for the creation of non-essentialist, nondominative, and non-coercive form of knowledge. I examined the possibility of study abroad experience as a transformative educational experience that helps students decipher the hegemonic and ideological limitations on their knowledge of "race" and nation. From May to November 1999,1 conducted participatory observations and semi-structured interviews with seventeen Japanese male students who had resided in Vancouver for more than six months. The data suggested that the three discourses of necolonialism, "internationalization," and nihonjinron (discussions of Japanese uniqueness) were manifested to shape the Japanese students' experiences. I argued that as a consequence of the manifestation of these three discourses, the Japanese students rendered "Canadians" into the "Other." Furthermore, this bi-polar and essentialist understanding of "Self and "Others" led to their objectification and commodification of "Canadians" as a medium for "internationalizing" themselves. I conclude that study abroad experiences in Vancouver was not effective in helping the Japanese students go beyond the global (neocolonial) and local (national) ideological discourses. Rather, the study suggested that the Japanese students' study abroad experiences reinforced their preconceived sense of human difference, leading them to view "Canadians" as discontinuous from "us," which enabled them to commodity them merely as a medium for "internationalizing" themselves. Given the findings of the study, I suggest for employing a postcolonial perspective in the examination of foreign students' study abroad experience. I also call for critical re-evaluation of study abroad experiences of foreign students, in particular, Japanese students and for the attempt to turn study abroad into a transformative learning opportunity that helps students move beyond hegemonic imperial discourses of "race" and nation. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This dissertation examines a moment of unprecedented crisis in Japan's modern history - the crisis of defeat - and the impact it had on the Japanese self-image. Defeat unleashed a wide range of responses, from profound despair (kyodatsu) to a sense of new life (shinsei). Just as the material destruction of defeat defined the landscape of Japan's cities, so too did the coexistence of these two emotions create the psychological ground from which public discussion about Japan's past, present, and future emerged. From these discussions arose two interrelated debates, one concerning who was responsible for war and defeat, and the other focusing on the defects in the national character. In both cases, many Japanese believed that the resolution of these debates was a necessary first step in constructing a peace-loving, democratic nation. The deconstruction of the national character was akin to the process of negation through which many Japanese people believed they could discard the "sins of the past" and move smoothly forward into the new postwar world order. It is in this context that Tanabe Hajime's "philosophy of repentance" (zangedd) is relevant, both as a model and a metaphor for the Japanese attempt to overcome the past. Ultimately, however, Tanabe's road to salvation was not taken by many, partly due to the intellectual difficulty of his message, but also due to the re-emergence of the Emperor whose reconstruction as a symbol of new life circumscribed the public debates over war responsibility and the deconstruction of the national character, leaving unresolved fundamental questions concerning the Japanese peoples' relationship with their own past. Drawing on a broad variety of primary sources, this study explores these debates and the Emperor's resurrection in a brief but intense four-year period after Japan's defeat. Any appreciation of later postwar history must begin from this era. Through the experiences and memories of the "generation of the scorched earth" (yakeato jidai) we can gain new insights into Japan's re-emergence as an economic power, the preoccupation with "new," and the enduring sense of particularism that predominates in Japan today. / Arts, Faculty of / History, Department of / Graduate

M.A. / A specific identity is not an inherent quality of human nature. Yet all humans have identities. The question then arises as to how identities are formed and what influences their formation. In this study it is asserted that identities are constructions and that, as such, they occur within a space and time. The particular interrelations and meanings that occur in a space and time result in the formation of a place. Place, then, influences the constructions of the identity. In this study the Tablīgh Jamā̉at (TJ), a movement that seeks to improve the practice of Islam amongst Muslims, was investigated to assess what influenced the construction of an identity amongst its members in Johannesburg. The Tablīgh Jamā̉at, which is the single largest Islamic movement in the world, originated in India in 1927 and was established in South Africa in the early 1960s. The movement has a large presence in the Muslim community of Johannesburg. The execution of activities related to the movement, the promotion and manipulation of the message and activities of the movement, as well as physical and material capabilities independent of the movement were found to influence the construction of the identity. These, together, have shaped the meaning, in a place, due to the manipulation of shared experience. However, there are also physical and material constraints that limit the further construction of identities. The reliance of the identity on factors that are not inherent to it poses a challenge for the development of theory regarding social identities. / Prof. Peter Alexander

Esse trabalho dissertativo apresenta as contribuições da hermenêutica filosófica de Hans Georg Gadamer (1900-2002) no entendimento do modo como se dá a compreensão e as implicações teóricas para a educação. Como fio condutor da argumentação, assim como reforça Gadamer, a linguagem adquire o sentido de meio de onde parte a compreensão, superando a ideia de linguagem como instrumento. Com base nesses conceitos, a educação se mostra como um fenômeno humano de entrada na linguagem e ao mesmo tempo de mudança na articulação dos elementos constituidores de sentido. Para o movimento da compreensão, assim como para a educação, a abertura para o outro e para a pergunta, como ocorre no diálogo, torna-se o critério de mobilização dos preconceitos e do limite da compreensão. O texto está dividido em quatro capítulos, na primeira parte serão apresentadas algumas bases teóricas da hermenêutica filosófica, bem como uma trajetória conceitual do círculo hermenêutico em Schleiermacher, Dilthey e Heidegger. No segundo capítulo a proposta é mapear os conceitos que dão sustentação à teoria de Gadamer acerca da compreensão. O terceiro capítulo tem como foco a linguagem e pretende dar visibilidade ao seu aspecto fundante como condição de possibilidade da compreensão e da entrada no mundo. Por fim, no quarto capítulo serão retomados os conceitos-chave da hermenêutica filosófica na tentativa de aproximação com a educação. / This work presents the contributions of dissertational philosophical hermeneutics of Hans Georg Gadamer (1900-2002) to understand the way it gives understanding and theoretical implications for education. As a thread of the argument, as well as reinforces Gadamer, language acquires a sense of where the middle part of the understanding, overcoming the idea of language as a tool. Based on these concepts, shows how education is a human phenomenon in language input and at the same time change in the articulation of the elements constitutor sense. For understanding the movement as well as for education and openness to the other to the question, as in dialogue, becomes the criterion for the mobilization of bias and the limits of understanding. The text is divided into four chapters, the first part will present some theoretical bases of philosophical hermeneutics, as well as a conceptual trajectory of the hermeneutical circle in Schleiermacher, Dilthey and Heidegger. In the second chapter the proposal is to map the concepts that support the theory about understanding Gadamer. The third chapter focuses on language and wants to project its foundational aspect as a condition of possibility of understanding and entrance into the world. Finally, the fourth chapter will resume the key concepts of philosophical hermeneutics in an attempt to approach the education.

Orientador: Marcos Severino Nobre / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-27T12:43:57Z (GMT). No. of bitstreams: 1 Yamawake_Paulo_M.pdf: 1119334 bytes, checksum: d74d38e916d874c809c796c8d78ac6be (MD5) Previous issue date: 2015 / Resumo: Na década de 1930, Max Horkheimer (1895-1973), como diretor do Institut für Sozialforschung de Frankfurt, organiza um programa coletivo interdisciplinar sobre fundamentos materialistas, no sentido empregado por Marx. Dentre as disciplinas, é notável o papel que Horkheimer dá à psicanálise para a investigação de fenômenos como a ideologia, as transformações sociais e seus bloqueios, bem como a ascensão do nazismo. Reunindo esforços da história, da teoria social e da psicanálise, Horkheimer elabora, no texto "Egoísmo e Movimento de Libertação" (1936), um diagnóstico de tempo baseado na antropologia da época burguesa, que revela qual a "essência" histórica do ser humano produzida pelo capitalismo. Esta pesquisa investiga como Horkheimer realiza esse diagnóstico e como ele fundamenta sua antropologia filosófica. Mas se o materialismo o impede de recorrer a noções idealistas como a de "natureza humana", Horkheimer busca, em conjunto com Erich Fromm (1900-1980), um fundamento para sua antropologia em um conjunto de conceitos da psicanálise que permita abrigar as transformações históricas. A hipótese apresentada pela pesquisa é a de que Horkheimer encontra no conceito de caráter a chave para compreender os traços de comportamento sobre uma perspectiva materialista. Em suma, é este conceito que permite observar a influência da economia na formação da estrutura psíquica individual e que permitirá diagnosticar o caráter típico da época burguesa: um caráter cruel, que exerce violência contra o próprio indivíduo e contra o outro, o que resulta em obediência à autoridade e em ódio contra o estranho (Fremd). Em termos psicanalíticos, é um caráter sadomasoquista, que interioriza a autoridade externa, fortalece o super-Eu, impedindo um desenvolvimento autônomo do Eu / Abstract: In the 1930s, Max Horkheimer (1895-1973), as director of Institut für Sozialforschung of Frankfurt, organizes a collective interdisciplinary program of research on materialist foundations, in the Marx¿s sense. Among the disciplines it is notable the role that Horkheimer gives to psychoanalysis in order to investigate phenomena such as the ideology, the social transformations and its obstacles, as well as the rise of Nazism. By gathering scientific efforts from history, social theory and psychoanalysis, Horkheimer formulates in the essay "Egoism and Freedom Movements" (1936) his time diagnosis based on the concept of anthropology of bourgeois era that reveals the historical "essence" of human being produced by capitalism. In this research we investigate how Horkheimer carries this diagnosis out and how he grounds his philosophical anthropology. If materialism prevents Horkheimer to call on idealistic notions such as "human nature", then he searches in collaboration with Erich Fromm (1900-1980) a basis for his anthropology in the Freudian psychoanalytical concepts. Our research presents the hypothesis that Horkheimer finds in the concept of character the key to understand the human traits in a materialistic sense. In short, the character allows understanding how the economic processes influence the formation of individual psychic structure. Furthermore, it allows seeing the typical character of the bourgeois era: the individual has a cruel character that uses violence against itself and against the other, which results historically in the obedience to authority and hatred against the strange (Fremd). In psychoanalytical terms, it is a sadomasochist character that internalizes the external authority, strengthens the superego, and precludes an autonomous development of the ego / Mestrado / Filosofia / Mestre em Filosofia