• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 246
  • 24
  • 13
  • 7
  • 6
  • 4
  • 3
  • 2
  • 1
  • 1
  • 1
  • Tagged with
  • 475
  • 114
  • 110
  • 75
  • 75
  • 73
  • 59
  • 55
  • 54
  • 49
  • 48
  • 44
  • 43
  • 41
  • 39
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
31

Arts festival as a global cultural product

Bernardi, Donatella January 2017 (has links)
In this thesis, I address ephemeras - namely temporary displays in the form of festivals and exhibitions belonging to the field of contemporary art. The most appropriate criterion with which to select and discuss the ephemera, i.e., the data in which I analyse in this thesis, is the notion of the 'event'. 'Event' is a philosophical concept, and therefore does not belong to artistic or aesthetic categories. However, two main characteristics are particularly relevant in considering it, and these are also pertinent to the field of art. Firstly, the tandem contingency and necessity. Secondly, the fact that no one can control the reach and impact of an event, which is also the case with an artwork and its interpretation. In this thesis, I am creating a confrontation between what is usually described as abstract thought (a work of philosophy for example) and the production of contemporary art, which is so often culturally and economically dependent on the art market and hegemonic power structures such as institutions, as well as the apparatus of historians and experts to evaluate and legitimise it. Furthermore, it is also necessary to state my understanding of art. This latter has strong propinquities with that defined by Kant when he coined the term 'fine art', namely a cultivated, context-aware and sensitive art, one's reflection on which provides pleasure exceeding the pure enjoyment or satisfaction produced by erudition or technical virtuosity. Secondly, the artistic manifestations that I discuss are always produced by a collective, group or organisation of which I am part. Consequently, what unfolds is an organisational discourse originating in my praxis of art. Finally, the very fact that I am a member of the group of people whose activities are discussed leads logically to autoethnography, a field of inquiry that I am also contributing to.
32

Unexpected journey : from autoethnography to a Bourdieusian analysis of engineering education

Moffat, Kenneth Alexander January 2018 (has links)
Who am I? I am a factory worker, who became a motor mechanic, an electronics technician, chartered engineer, project manager, university course director, associate dean and more recently a PhD student in education. I have a story to tell about lifelong learning from the perspective of the student, and a perspective on engineering education that is very different from many of my colleagues in academia. As my original research aim was to bring a different perspective to education, I also needed to take a different approach to research, and so I began my PhD with a grounded theory style approach, and a reflexive autoethnography of lifelong learning. Through my attempt to explore and justify my arguments for the autoethnographic method, I entered an epistemological rabbit hole that took me far away from the objective, quantitative world of engineering academia. However, through the autoethnographic process, I started to realise that my earlier experience of actually being a practising engineer was often qualitative and subjective, and seemed at odds with the quantitative, objective and theoretical world of engineering academia. I began to question why there was such an apparent disconnect between engineering education and practice, and this became the focus of part 2 of this thesis. This PhD thesis is in two distinct parts. Part 1 contains the autoethnographic elements described above, that led unexpectedly to the focus on engineering education through a Bourdieusian lens, via a number of other possible themes including motivation, social class, and distance learning. I begin part 2 by connecting my autoethnographic description of the disconnect between engineering education and practice, to similar accounts in academic, industrial and institutional literature. My main contribution to knowledge is the application of Bourdieu's theories of social reproduction to an exploration of how this disconnect has been maintained. As Bourdieu has positioned habitus as embodied history, I explore how the historic development of engineering has led to the separation of education and practice into distinct fields, which have in turn influenced the habitus of the agents within those fields. My main argument is that the habitus of the engineering academic is formed within a field where the valued forms of capital are based on scientific research and academic reputation, and this predisposes the academic to doxic beliefs about the nature of engineering that are not reflective of professional practice. However, I also contend that the engineering profession, in response to perceptions of societal attitudes to occupations and professions, also contributes to social reproduction through the cultural capital associated with academia and science.
33

Resistance and engagement in the critical classroom: a psychoanalytic reading of critical pedagogy

Maybaum, Lenore DeBok 01 May 2014 (has links)
This research takes up psychoanalysis as an analytical lens to examine participants' literacy narratives, particularly how critical discourses are engaged and resisted, in order to generate multiple and competing definitions of what it means to be critical in the composition classroom. Using autoethnography as research method, participants narrated their literacy histories by anchoring personal stories in the broader cultural and social contexts of their lives. The researcher lays out competing definitions of criticality as refracted through each participant's narrative arc, ultimately suggesting how teachers of composition might use autoethnography as a way of doing critical work.
34

The Volunteering Self: Ethnographic Reflections on “The Field”

O'Farrell, Juliet January 2010 (has links)
This thesis explores the author’s experience of fieldwork in Western Ghana while volunteering to promote gender equality at an elementary school. Analyzing the stages of preparation for fieldwork, situating the self in the field, conducting fieldwork, and returning from the field, illustrate some of the strengths and weaknesses of NGO and volunteer involvement for the combined purposes of conducting ethnographic fieldwork. Reflecting on these processes and the presence of the researcher allows for a critical understanding of issues in the field; such as children’s responsibility and ethnic discrimination. The complex of the researcher’s multiple identities in the field, including volunteer, researcher, and white woman, affect the experience and results of the fieldwork; the significance of which is reflected upon through autoethnography.
35

The Volunteering Self: Ethnographic Reflections on “The Field”

O'Farrell, Juliet January 2010 (has links)
This thesis explores the author’s experience of fieldwork in Western Ghana while volunteering to promote gender equality at an elementary school. Analyzing the stages of preparation for fieldwork, situating the self in the field, conducting fieldwork, and returning from the field, illustrate some of the strengths and weaknesses of NGO and volunteer involvement for the combined purposes of conducting ethnographic fieldwork. Reflecting on these processes and the presence of the researcher allows for a critical understanding of issues in the field; such as children’s responsibility and ethnic discrimination. The complex of the researcher’s multiple identities in the field, including volunteer, researcher, and white woman, affect the experience and results of the fieldwork; the significance of which is reflected upon through autoethnography.
36

A Narrative Approach to the Philosophical Interpretation of Dreams, Memories, and Reflections of the Unconscious Through the Use of Autoethnography/Biography

Rivera Rosado, Antonio 2011 May 1900 (has links)
The purpose of the present study aimed to develop a comprehensive model that measures the autoethnographic/biographic relevance of dreams, memories, and reflections as they relate to understanding the self and others. A dream, memory, and reflection (DMR) ten item questionnaire was constructed using aspects of Freudian, Jungian, and Lacanian Theory of Dream Interpretation. Fifteen dreams, five memories, and five reflections were collected from the participant at the waking episode or during a moment of deep thought. The DMR analysis was used as the prime matter for creating a narrative document that uses autoethnography and autobiography to deliver a philosophical story about the unconscious reality of the participant. The results of the dissertation study produced a ten section narrative document titled The Shadow of Joaquin that portrayed the benchmarks of the life of the participant that led him to the completion of a doctoral degree in curriculum and instruction. At the final section of the narrative document the postmodern philosophical theory of Labor Percolation is proposed by the researcher as a direct result of the DMR analysis.
37

Feeling at Home with Grief: An Ethnography of Continuing Bonds and Re-membering the Deceased

Paxton, Blake 01 January 2015 (has links)
Bereavement scholars Silverman, Nickman, and Klass (1996) have argued that rituals to continue a relationship with the deceased do not have to be considered pathological in nature. Since their work, scholars have offered specific strategies for the bereaved to actively construct a bond after death, including telling stories about those who have died, having imagined conversations with the deceased, celebrating their birthdays and anniversaries, and reviewing artifacts that represent or once belonged to them (among other strategies). Hedtke and Winslade (2004) call these “re-membering” processes by which the deceased can regain active membership in their loved ones lives. This dissertation is an answer to Root and Exline’s (2014) call for researchers to produce work that explores the bereaved individual’s everyday subjective experience of continuing a relationship with the deceased. Constructed from six weeks of ethnographic fieldwork and interactive interviewing in his hometown, the author has created a case study of continuing bonds with a specific individual (his mother) and community of grievers 10 years after her death. This dissertation investigates how continuing a bond with the deceased is a relational, communicative, and communal phenomenon as well as an individual, internal, and psychological process. It expands the perspective on continuing bonds as a coping strategy to a narrative blueprint for living one’s life.
38

Radical possibilities : anti-racist performance / practice in 900 Gallons

Gurgel, Nicole Leigh 28 June 2012 (has links)
This thesis centers around my autoethnographic performance 900 Gallons; it explores the importance of re-membering oppressive family histories and white supremacist legacies in particular. First, I explore the theoretical frame that whiteness studies offers this project, considering the ways in which performance can disrupt hegemonic whiteness, with specific attention to white invisibility, cultural appropriation and supremacy. Next, I discuss the project’s primary methodologies: performance autoethnography and queer genealogy. Performance autoethnography, I argue, illuminates the discursive potential of privileging both critical distance and critical intimacy. Queer genealogy foregrounds the importance of historiographical descent as well as dissent. Together, these methods reveal the resistant possibilities of embodied scholarship. Finally, I investigate the risks and possibilities of re-performing oppressive histories, arguing that when these narratives are performed with a critical difference, they can create radical possibilities. The Appendix includes the complete 900 Gallons script, as it was performed at the University of Texas on November 3 and 4, 2011. / text
39

Navigating a Moratorium of Identities: An Autoethnography Analyzing Cultural Capital in the Mathematics Classroom

Williams, Candace 18 December 2014 (has links)
Mathematics teacher identity has emerged as a topic of discussion amongst contemporary researchers in the effort to enlighten, impact, and reform professional practice. There has been little examination, from a personal point-of-view, of how competent mathematics teachers are and how they may use a combination of educational resources, skills, intellect, and practice to gain classroom success. The purpose of this dissertation was to take a critical look at my identities as an African American, female mathematics teacher and investigate what drives me to possess high expectations, motivate learning and foster positive learning environments, support parents, and encourage peers to illuminate success in the classroom. The research questions guiding this dissertation were: 1) How do I, a female African American mathematics educator, use autoethnography as a reflexive process to investigate cultural capital? 2) How do these factors contribute to my evolving identity? As the researcher and subject of this qualitative body of work, identity was investigated using autoethnography as a research methodology that functioned as an approach to research and writing that sought to describe and systematically analyze personal experience in order to understand cultural experience. This dissertation uses the tenets of cultural capital (Bourdieu, 1986; Yosso, 2005) as a framework, along with intersectionality (Crenshaw, 1989; Collins, 2000; Banks, 2009) as a critical lens through which to understand the multiple identities that are central to this dissertation . I utilized personal narrative through storytelling as the chief method of data collection. I also utilized external data sources like the literature review, conversations, documents, journals entries and dialogue to inform my search of self. The results indicated that I am directly affected by the cultural capital that I employ to navigate educational spaces. The findings from this research revealed four major themes that contributed to how being reflexive through autoethnography helped to investigate cultural capital: a) teacher empowerment vs. authority, b) teacher identity as cultural capital, c) teacher resiliency, and d) teaching for social justice. A major implication in the research is that the transformative nature of autoethnography allows opportunities to scrutinize and critique teacher interactions that are important to educator growth.
40

Managing disruption :an autoethnography of a middle-manager.

Parker, Dennis January 2015 (has links)
The thesis describes and reflects on a middle-manager’s experience of a market-led economic based restructuring project in a New Zealand public sector organisation. The thesis takes the form of an autoethnography, a reflexive account of the writer’s personal experience while acting in a professional capacity. The use of autoethnography as a research social science methodology has been subject to criticisms relating validity and relevance. However, the value of this methodology is the potential to ‘situate’ the reader inside the events, providing a rich understanding of the lived experience of the emergence of a restructured organisation. The thesis shows how a hierarchical organisation, celebrating the primacy of management and the financialization of all transactions, required middle-managers to put aside their professional / vocational commitments to work and enter into and endorse fealty / loyalty relationships with senior executives. It shows how both the language and silences of organisational change served to rationalise a new ‘ordering’ of the ‘moral mazes’ of the organisation that not only demanded commitment be demonstrated through loyalty, but also positioned middle-managers, who were rendered as insecure as their colleagues / team members, as the mediators / controllers of the restructure project. The thesis argues that the negative affect exhibited by team members involved in the restructuring project was a direct consequence of the intervention methodology and communication style deployed by senior management.

Page generated in 0.0637 seconds