Magister Artium - MA / This study sought to investigate the alleged problem of ‘academic dependency’, on the part of South African sociologists, on western scholarship. The stated problem is said to undermine South African sociologists’ ability to set their own intellectual and epistemological agenda. Sociology in South Africa is characterised by two issues: ‘negations’ and theoretical ‘extraversion’. In the light of the foregoing claim, the study sought to investigate the underlying epistemological features of sociology curriculum in one of the South African universities. In investigating these issues, the thesis relies on the notion of ‘authentic interlocutors’ put forward by Archie Mafeje. Literature on transformation of the social sciences in (South) Africa was reviewed. Methodologically, the study assumes a qualitative approach. In order comprehensively to understand the problem under investigation, in-depth interviews were conducted along with a review of course outlines of the selected department of sociology; these, in turn, were subjected to content analysis. Interviewees included, respectively, academic members of staff and postgraduate students. The study concludes by highlighting the ‘ontological disconnect’, on the part of South African sociologists, not only with their immediate environment but the rest of the African continent. In maintaining this view, it argues that their ontological and epistemological standpoints only succeed in highlighting their cultural affinity with Euro-American perspectives. The said ontological disconnect and cultural affinity, it is argued, lead to extraverted curricula

Depuis le Pageant du tricentenaire de la ville de Québec, qui a eu lieu en 1908, plusieurs spectacles historiques à grand déploiement ont été créés au Canada français, et particulièrement au Québec, et ce, jusqu’aux années 1960. Ces spectacles populaires et amateurs, souvent créés dans le cadre de festivités célébrant des anniversaires de fondation de localités ou d’établissements scolaires ou religieux, connurent ensuite un déclin, pour revenir en force à partir de la fin des années 1980. Présenté de 2004 à 2008 dans la ville de Casselman, en Ontario, le spectacle L'écho d'un peuple est l’un des plus importants représentants contemporains de ce genre théâtral et s’avère, par sa forme et son contenu, différent des autres productions de ce genre. Ce mémoire vise à démontrer que L’écho d’un peuple véhicule un discours identitaire fondé sur la grandeur des origines par le biais d'une forme spectaculaire particulièrement apte à la transmission d’un discours épique. Le premier chapitre présente l’historique du spectacle, de sa création jusqu’à sa dissolution, alors que le deuxième chapitre démontre son appartenance au genre du « pageant scénique », une forme théâtrale très utilisée dans les spectacles historiques à grand déploiement produits durant la première moitié du XXe siècle. Les troisième et quatrième chapitres, qui proposent une analyse des composantes temporelles et spatiales du spectacle, démontrent que les événements historiques privilégiés par la trame narrative contribuent à construire un discours historique fondé sur la grandeur des origines de l’Ontario français, ponctué d’exploits accomplis par des héros évoluant sur un territoire spécifiquement franco-ontarien.

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Denna uppsats handlar om dramapedagogik med personer inom äldreomsorgen. Syftet med arbetet är att ta reda på vilka känslor som upplevs och ges uttryck för när personer inom äldreomsorgen får arbeta med drama. Frågeställningarna har varit följande: Vilka känslor konkretiseras i mötet med drama? Hur kan drama uppmuntra deltagarna att våga uttrycka sina känslor? Hur påverkar deltagarna varandra när de arbetar med olika dramaövningar? Vilka upplevelser och tankar tar deltagarna med sig efter fem dramaträffar? / This paper is about drama with people in the elderly care. The purpose of this study is to see what feelings/emotions these persons experience and express when they encounter drama. The research questions are the following: What emotions are made concrete when encountering drama? How can drama encourage the participants to be able to express their feelings? How do the participants affect one another when working with different drama tasks? What experiences and thoughts do the participants take with them after five drama events.

Most recent research on gender affirmation/reassignment surgery focuses on discrimination and health disparities faced by the transgender community, and on perspectives and identity constructions of patients transitioning from one gender presentation to another. However, few studies address perspectives and experiences of the surgeons performing these operations. This exploratory study examines narratives of some of these surgeons in order to understand how they entered this particular practice, and how they perceive and classify these procedures. This study also aims to show the affect these procedures have on these surgeons and their discipline, and how these surgeons navigate the complex relationships between patients, healthcare providers, and surgeons, in the context of social values and popular media perspectives in the United States.

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This dissertation explores strategies for addressing identity-related barriers to environmental problem-solving through the lens of two social-psychological theories: self-affirmation theory and moral foundations theory. Through one theoretical review, two online experiments and one in-lab experiment I explore, integrate and test theoretically grounded strategies for reducing the defensive information processing that can exacerbate intergroup divisions in multi-stakeholder settings. The specific objectives of this dissertation are to 1) integrate self-affirmation theory and moral foundations theory into the current knowledge about collaborative conservation (Chapter 2), 2) evaluate ways of tailoring environmental communication to better reach socially and politically diverse audiences (Chapter 3), and 3) experimentally test the effectiveness of an approach, based on self-affirmation theory, to facilitate productive discussion of complex, value-laden issues in group settings. Before presenting the results of this work, I provide a broad overview of the problem of group-based divisions in environmental conflict and the theoretical underpinnings of the dissertation (Chapter 1). Finally, I summarize the results and discuss the broader implications of the research (Chapter 5). The results of this research offer initial insights into how tools grounded in these theories can most effectively be applied to help alleviate identity-based barriers to environmental problem-solving. / Doctor of Philosophy / This dissertation explores strategies for addressing identity-related barriers to environmental problem-solving through the lens of two social-psychological theories: self-affirmation theory and moral foundations theory. Through one theoretical review, two online experiments and one in-lab experiment I explore, integrate and test theoretically grounded strategies for reducing the defensive information processing that can exacerbate intergroup divisions in multi-stakeholder settings. The specific objectives of this dissertation are to 1) integrate self-affirmation theory and moral foundations theory into the current knowledge about collaborative conservation (Chapter 2), 2) evaluate ways of tailoring environmental communication to better reach socially and politically diverse audiences (Chapter 3), and 3) experimentally test the effectiveness of an approach, based on self-affirmation theory, to facilitate productive discussion of complex, value-laden issues in group settings. Before presenting the results of this work, I provide a broad overview of the problem of group-based divisions in environmental conflict and the theoretical underpinnings of the dissertation (Chapter 1). Finally, I summarize the results and discuss the broader implications of the research (Chapter 5). The results of this research offer initial insights into how tools grounded in these theories can most effectively be applied to help alleviate identity-based barriers to environmental problem-solving.