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Magister Artium - MA / This mini-thesis explores the role of photography in the mainstream and dissident tradition of Afrikaner ethnology (volkekunde) from the time of its establishment at Stellenbosch University in the 1920s through to its development at Pretoria University in the 1950s to 1970s, to its period of decline in the era of dissidence from the 1970s to the 2010s. I use a biographical approach, tracing the career biographies and photographic portfolios of three volkekundiges: the German-trained government ethnologist Nicolaas J. van Warmelo; little known dissident volkekundige Frans Hendrik Boot (1939-2010) who founded the Volkekunde Department at the University of the Western Cape in 1972 and for whom fieldwork photography was an expression of his humanist digression from the racialised mainstream volkekunde tradition; and Cornelis Seakle “Kees” van der Waal (1949-) whose ‘Long Walk from Volkekunde to Anthropology’ has been textually demonstrated but also takes on visual expressions in his use of photography. My thesis seeks to demonstrate that photography and visuality was important in displaying the different traditions of volkekunde. The central argument in this thesis postulates that fieldwork photographs, read in relation to the ethnographers intellectual focus offers us insight into an individual’s orientation. Furthermore this thesis explores the degree of a photographers technicality and aesthetics skill

In recent years, healthcare has been shifting toward a people-centred vision. Within the intersection connecting service design and healthcare innovation, co-design communication tools are increasingly being used to bring the voice of patients and their families into healthcare co-creation activities. Existing documented use of such tools primarily focuses on empathy and how designers derive inspiration from participants’ materials, while little draws on the actual design process and how design attributes can effectively support patients and their families in generating and expressing their dreams. From this perspective, this thesis first analyses existing tools that aim to elicit participants’ self-expression and evoke their future-oriented thinking, which strategies for designing a tool that supports individuals in expressing their dreams are identified with a particular focus on materiality and visuality. Taking a research through design approach, this thesis enters into the extremely challenging rare disease context to design a toolkit to help family caregivers of people with ALS identify and convey their dreams for life after diagnosis. Through observations of participants’ interaction during the prototyping process, this study further demonstrates that considering both the vulnerability and intelligence of patients (families) in the design of tangible toolkits effectively breaks participants’ habitual perceptions and brings them to an imaginative space towards the future. In doing so, co-design tools commonly used in service design can be better adapted to the healthcare context. Additionally, the thesis provides family caregivers’ questions, insights, and ideas about ALS healthcare services, thereby informing the future ALS healthcare innovation.

The dissertation deals with visuality, its perception by pupils of the secondary school. The theoretical part of the work defines the concept of image, visuality, their contextual frameworks. It takes into account the discursivity of these concepts. The aim of the research is to determine students' preferences in the concept of visuality. It seeks theoretical foundation in the areas of: visual sphere - artistic production, new media; art history; spheres of humanities - philosophy, pedagogy, psychology. It also deals with communication and linguistics. It applies knowledge of a semiotic nature. Research design is applied action research of a qualitative nature. It uses the methodology of Grounded Theory and triangulation. The research part of the thesis contains evaluated questionnaire surveys, reflecting selected artifacts. Interpreted student outcomes. These are evaluated using the obtained data to answer research questions. The thesis brings a new perspective on visual information, from the perspective of the pupil. KEYWORDS Visuality, Discourse, Picture, Sign, Pupils artwork, Qualitative research

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[pt] Este trabalho observa os modos de enquadramento e de desenquadramento do corpo a partir das lentes epistemológicas e genealógicas delineadas por Foucault. O corpo ganha aqui uma dimensão controversa, na medida em que absorve dois movimentos simultâneos. No primeiro, ele é constantemente enquadrado por forças que encontra em certos solos históricos – epistemes – um local para se desenrolar. No segundo, ele é desenquadrado, rompendo com as experiências enquadrantes presentes no primeiro movimento. Nessa dinâmica são observados certos esforços que atuam quebrando, borrando e reformulando seu modo de aparição nos espaços epistêmicos. Desse modo, a tese se divide em duas partes. Na primeira parte, a partir da metáfora do Corpo-quadro, mergulhamos nas conformações históricas do corpo na época clássica e moderna, observando como são organizados modos singulares de tomá-lo. As visualidades produzidas nesses recortes históricos servem de ferramentas para observar como esses esforços se consolidam, incutindo aos corpos e aos sujeitos específicas ordens, categorias, modos de ver e de apreender o mundo. Na segunda parte, observamos visualidades que atuam rompendo com os pressupostos enquadrantes percebidos no primeiro momento da tese. Trata-se de obras de arte contemporâneas que promovem outros sentidos, medidas e narrativas para os corpos envolvidos em tais tramas históricas. Observamos, desse modo, que o corpo desenquadra o corpo na medida em que escapa, produz fissuras e resiste aos modos de enquadramento que atuam constantemente constituindo-o, definindoo, normalizando-o / [en] This research looks at the ways in which the body is framed and unframed from the epistemological and genealogical lenses outlined by Foucault. The body gains a controversial dimension here, in that it absorbs two simultaneous movements. In the first, it is constantly framed by certain forces that find in certain historical soils – epistemes – a place to unfold. In the second, it is un-framed, breaking with the framing experiences present in the first movement. In this dynamic, certain efforts are observed that act by breaking, blurring, and reformulating its mode of appearance in the epistemic spaces. In this way, the thesis is divided into two parts. In the first part, based on the metaphors of the Bodyframework, we dive into the historical conformations of the body in the classical and modern epochs, observing how singular ways of taking it are organized. The visualities produced in these historical clippings serve as tools to observe how these efforts are consolidated, instilling in the bodies and subjects specific orders, categories, ways of seeing and understanding the world. In the second part of the thesis, we set out to observe visualities that act by breaking with the framing assumptions observed in the first part of the thesis. These are contemporary artworks that promote other senses, measures, and narratives for the bodies involved in such historical plots. We observe, in this way, that the body un-frames the body, to the extent that it escapes, produces fissures and resists the modes of framing that act constantly constituting it, defining it, normalizing it.

This study provides a qualitative examination of the role of visualization through an understanding of the thought processes that occur during visualization when Grade 9 learners engage in data handling and spatial tasks. Data were gathered in a problem-centred context from learners' written responses in order to determine the students' visuality. Visuality is defined as how often learners used visualization. In addition interviews were conducted with the learners who described the thought processes that they engaged in during visualization while involved in problem solving. The role of visualization was highlighted through the processes that learners described during the interviews. The tasks which provided manipulative materials helped learners create visual images which promoted the process of visualization. Certain recommendations were made. Knowledge of the role of visualization enables the educator to encourage the use of visualization during the teaching of mathematics. / Educational Studies / M.Ed. (Mathematical Education)

Mainstream cinema is to an ever-increasing degree deploying digital imaging technologies to work with the human form; expanding on it, morphing its features, or providing new ways of presenting it. This has prompted theories of simulation and virtualisation to explore the cultural and aesthetic implications, anxieties, and possibilities of a loss of the ‘real’ – in turn often defined in terms of the photographic trace. This thesis wants to provide another perspective. Following instead some recent imperatives in art-theory, this study looks to introduce and expand on the notion of the human figure, as pertaining to processes of figuration rather than (only) representation. The notion of the figure and figuration have an extended history in the fields of hermeneutics, aesthetics, and philosophy, through which they have come to stand for particular theories and methodologies with regards to images and their communication of meaning. This objective of this study is to appropriate these for film-theory, culminating in two case-studies to demonstrate how formal parameters present and organise ideas of the body and the human. The aim is to develop a material approach to contemporary digital practices, where bodies have not ceased to matter but are framed in new ways by new technologies.

Video meetings are a regular part of work at Swedish television’s editorial for programming in Swedish Sign Language (SVT Teckenspråk). In the process of creating television programming in Swedish Sign Language, SVT employees communicate with and through technologies. This ethnographic exploration of video meetings at SVT Teckenspråk presents how deafness is reconfigured between hearing, interpreters, and video meeting technology within the context of a public service organisation. Concepts such as technology, meetings, organisations, and visuality are re-formulated from within the context of SVT Teckenspråk and interpreted using feminist and queer theory frameworks. These re-examined concepts are embedded in the history of SVT Teckenspråk and presented as part of the everyday way of holding video meetings. Technologies and people become intertwined and co-constitutive as moments of video meetings are subsequently understood not as human-technology ‘interactions’ but as intra-actions. Using empirical examples of video meetings collected during fieldwork, this thesis evinces how the materialities of video meeting technology relate to the ways in which deafness is or is not enacted, embodied, and co-constituted. Deafness is accordingly framed not as disability, but as a way of being - one that is founded on a different language, culture, and way of seeing. This emically-derived notion of being deaf impacts understandings and acts of video meetings at SVT Teckenspråk. Yet it is through people’s material intra-actions with technologies that notions of deafness emerge which run counter to ways of being deaf which SVT Teckenspråk employees’ (hearing and deaf alike) work hard to establish. Once technologies and the meanings co-created through people’s intra-actions with them are made visible, these same technologies disable rather than enable; making difference rather than making a difference. / Videomöten är en del av vardagsarbetet på SVT Teckenspråk där anställda kommunicerar via och med hjälp av teknologier i skapandet av television på teckenspråk. Denna etnografiska utforskning omkring videomöten på SVT Teckenspråk presenterar hur dövhet omkonfigureras i en sammanvävning mellan hörande, tolkar, samt videomötesteknik inom en public service organisation. Begrepp som teknologi, möten, organisationer, samt visualitet omformuleras med SVT Teckenspråk som sammanhang och tolkas sedan med hjälp av feministiska och queer teoretiska ramverk. Dessa begrepp analyseras ur ett historiskt perspektiv inom SVT Teckenspråk samt omanalyseras som en vardaglig del av videomöten. Teknologi och människa sammanvävs och omformar varandra i videomöteshändelser vilka därefter uppfattas som intra-aktioner snarare än människa-dator interaktioner. Genom empiriska uppslag på videomöten uppsamlade under fältarbete påvisar denna avhandling hur videomötesteknik och dess materialitet relaterar till de sätt som dövhet kan utövas, uttryckas, samt uppformas. Dövhet uppfattas som ett sätt att vara istället för som ett funktionshinder. Ett sätt som bygger på ett unikt språk, kultur, samt världssyn. Detta är SVT Teckenspråk anställdas sätt att förstå och vara i världen och kallas för ‘emic’. Utifrån ett emic perspektiv uppstår ett annat synsätt på dövhet och en ny förståelse av videomöten på SVT Teckenspråk. Trots detta uppstår genom materiella intra-aktioner med videomötesteknik uppfattningar omkring dövhet som strävar mot den syn som SVTs anställda (döva såsom hörande) medvetet etablerat. Istället för att införa jämställdhet och tillgänglighet framställer intra-aktioner med videomötesteknik olikheter mellan döva och hörande. De skapar skillnad istället för att göra skillnad. / <p>QC 20161209</p> / Drivers and Barriers for Mediated Meetings / Disabling Technology? Access and Inclusion in the Deaf/Hearing Workplace