published_or_final_version / Chinese / Master / Master of Arts

Th. doct.--Lett.--Montréal--Univ., 1993. / Bibliogr. p. 269-277. Notes bibliogr.

The Gamer Who Destroyed the World and Other Stories from my Life is the framework of a memoir about the extrapolation of utopic ideology upon bodies. It chronicles the author's life and lineage, examining themes of family, gaming, technology, gender, domestic violence, and economics. The memoir is divided into a prologue, three chapters, and an epilogue. The prologue is a scene depicting the teenaged author at a Live Action Role Play ("larp") game. The first chapter focuses upon the author's family history and her childhood experience of growing up in low-income housing in the 1990s, during which she creates meaning by working for money, until her childhood is disrupted by two expulsions: the expulsion of meaning from the "franchise" workplaces of her teens, and an abrupt expulsion from her childhood home. The second chapter flips between two realities: the author's anxiety as she struggles with homelessness while pushing herself through the American university system, and her adventures in the nerd subculture of the 2000s, focusing on her transition from cosplay (pretending to be fictional characters at genre conventions) to larp (pretending to be part of a fictional universe with others at a campground, dance club, or other physical location). The third chapter jumps forward to the authors' life in a Bay Area cooperative house during the Occupy Movement in 2011. The epilogue jumps back in time to 2006 to describe the author's final experiences larping, and the text concludes with her reflections on the concepts of consent and utopia.

Nous étudions, dans le cadre de cette thèse de doctorat, les récits de voyage français aux Indes orientales durant les XVIIe et XVIIIe siècles. Nous analyserons ainsi les œuvres du Père Pierre Du Jarric, de François Pyrard de Laval, de Jean-Baptiste Tavernier, de François Bernier, de Jean Thévenot, du comte de Modave et d’Anquetil-Duperron. Notre étude porte en particulier sur l’insertion des anecdotes personnelles, des récits brefs et digressifs qui rompent avec le discours général du voyage. Cette pratique d’écriture n’a jamais été traitée de manière approfondie surtout pour les récits de voyage aux Indes orientales. Notre thèse propose aussi d’examiner l’existence des topoï ou leitmotive parmi ces anecdotes (le « sati » ou le sacrifice des veuves, les dieux monstrueux du panthéon hindou, les curiosités, le prêtre lascif) où convergent souvent les notions d’altérité. En d’autres mots, nous analyserons l’image discursive de l’Inde et de l’Indien qui se construit à partir de ces anecdotes.

Nous étudions, dans le cadre de cette thèse de doctorat, les récits de voyage français aux Indes orientales durant les XVIIe et XVIIIe siècles. Nous analyserons ainsi les œuvres du Père Pierre Du Jarric, de François Pyrard de Laval, de Jean-Baptiste Tavernier, de François Bernier, de Jean Thévenot, du comte de Modave et d’Anquetil-Duperron. Notre étude porte en particulier sur l’insertion des anecdotes personnelles, des récits brefs et digressifs qui rompent avec le discours général du voyage. Cette pratique d’écriture n’a jamais été traitée de manière approfondie surtout pour les récits de voyage aux Indes orientales. Notre thèse propose aussi d’examiner l’existence des topoï ou leitmotive parmi ces anecdotes (le « sati » ou le sacrifice des veuves, les dieux monstrueux du panthéon hindou, les curiosités, le prêtre lascif) où convergent souvent les notions d’altérité. En d’autres mots, nous analyserons l’image discursive de l’Inde et de l’Indien qui se construit à partir de ces anecdotes.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 255-273). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--University of Hong Kong, 1968. / Also available in print.

Tony is a car thief reliant on loyalty so that he may flourish. Allegiances, on Tony's map, are not fixed sites. He believes that schisms within the everyday occur mainly by design and are imposed on him. As these breaches are not necessarily within Tony's control, he adjusts their details according to his (perverse perception of ) need; to maintain/establish a semblance of identity/ control. To accomodate Tony's rhizomatic movements, his dependence on memory wavers between a reliable recalling of past anecdotes and his awesome and playful fulfillment within the moment. But his 'wonders' are manifested at the expense of those within his borders. Actions which, ultimately, contribute to Tony's entombment within an aspect of his physical identity / Master of Arts (Hons) Writing

This qualitative study provides entrance into the everyday experiences of a team of teachers working in an alternate program. The teachers' personal narratives of the daily, intimate and complex interactions between teachers and students are presented and probed for possible interpretations. Their anecdotes reveal that these teachers do not experience students' risk, in the usual negative sense of the word, but instead as hope for that which is not yet, and for that which might be possible. This hope is shown, for example, through teacher care and commitment to individual students, as well as through high teacher expectations and clearly articulated standards which the students must work hard to achieve. This study suggests that understanding what it is to teach well in a so-called "at-risk" setting is to increase our understanding of the greater question of what it is to teach.

This qualitative study provides entrance into the everyday experiences of a team of teachers working in an alternate program. The teachers' personal narratives of the daily, intimate and complex interactions between teachers and students are presented and probed for possible interpretations. Their anecdotes reveal that these teachers do not experience students' risk, in the usual negative sense of the word, but instead as hope for that which is not yet, and for that which might be possible. This hope is shown, for example, through teacher care and commitment to individual students, as well as through high teacher expectations and clearly articulated standards which the students must work hard to achieve. This study suggests that understanding what it is to teach well in a so-called "at-risk" setting is to increase our understanding of the greater question of what it is to teach. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate