This thesis employs Karl Polanyi’s concept of the double-movement of capitalism to trace the trajectory of a social movement that arose in response to capitalist transformation in the fishery of Kanyakumari district, south India. Beginning in the 1980s, this counter-movement militantly asserted community control over marine resources, arguing that intensified production for new markets should be subordinated to the social imperatives of subsistence and equity. Two decades later, the ambition of “embedding” the market within the community had yielded instead to an adaptation to the market in the language of “professionalization,” self-help, and caste uplift. Polanyi is useful for identifying the constituency for a counter-movement against the market, but tells us little about the social or political complexities of constructing such a movement. To locate the reasons for the decline of the counter-movement in Kanyakumari, I turn therefore to an empirical observation of the civil society within which the counter-movement arose. In doing this, I argue against Partha Chatterjee’s influential view that civil society as a conceptual category does not apply to “popular politics in most of the world,” and is not useful for tracing non-European, post-colonial, and subaltern modernities. By contrast, my case shows the presence of civil society – as a sphere of autonomous and routinized association and publicity – among subaltern groups in rural India. I argue that it is precisely by locating the counter-movement of fishworkers within civil society that one can map the multiple negotiations that take place as subaltern classes are integrated into the market, and into liberal democracy, and explain the difficulties of extending and sustaining the counter-movement itself.

This interpretive critical inquiry was aimed at coming to understand the experiences of faculty at research universities who teach using educational technology in the present academic capitalism era, and how these experiences affect their job satisfaction. The study was carried out in the South Central region of the US at two research universities—University A and University B—of one university system. Purposive sampling was used to select 10 tenured faculty members as study participants. The data collection included ethnographic interviews, participant observations, and document analyses and occurred over an 8-month period between April and December 2007. The interviews were audio recorded, transcribed, and analyzed using Lincoln and Guba’s (1985) approach to content analysis. Based on the themes and subthemes that emerged, the experiences of teaching using educational technology seemed to yield positive end results that served as rationales. However, the participants did experience obstacles such as time constraints, steep learning curves, technical problems, and various pedagogical challenges. Those who seemed least burdened appeared to be those with the most departmental support. The participants’ experiences portrayed the professorship in the research university as an independent and autonomous position with a heavy work load and constant juggling of different tasks. The path to successful promotion and tenure appeared to be clearly marked by guidelines that require research productivity through external funds, an instance of academic capitalism. Teaching appeared to be secondary or tertiary in importance. Conflicts seemed to exist between the faculty and administrators in the utilities of teaching using educational technologies in terms of mismatched rationales or motivations, and therefore, mismatched outcome expectations. The majority of the participants appeared to be very satisfied with their jobs. Even so, all ten stated they had turnover intentions to leave University A or B at one point or another in the past, although perhaps not the professoriate. Many said teaching using educational technology was personally satisfying. The conclusion includes implications to students, faculty, research universities, and HRD; recommendations for future research; and three working hypotheses.

The goal of this thesis is to discuss the formation of Robinson Crusoe¡¦s capitalist identity in Daniel Defoe¡¦s Robinson Crusoe with the issue of dominance/submission and the concepts of capitalism. Defoe¡¦s Robinson Crusoe is regarded as the first novel in the English literary history. The novel tells how Crusoe, from exiled on an isolated island to return to English society, manipulates power of mastery with authority to undergo metamorphosis to be a colonizer and a successful capitalist. The novel deals with not only the issue of the establishment of Robinson Crusoe¡¦s identity struggling on the isolated island, but also the hegemony of Britain and the advocacy of Capitalism and Protestantism. This thesis consists of four chapters. In chapter one, I will briefly discuss the historical background and reasons, socially as well as politically, for the rise of the novel in the eighteenth century, and Daniel Defoe¡¦s background, his writing style, and his first novel Robinson Crusoe. In chapter two, I will clarify the illusion of the biblical Eden in the novel, and discuss the significance of the island for Robinson Crusoe. Moreover, how Crusoe¡¦s progression civilizes the island, resulting in the loss of the biblical Eden. Crusoe¡¦s status is reversed from God to a capitalist looking for profit. In chapter three, I will discuss the formation of Crusoe¡¦s identity with power and authority. How he establishes his identity through the process of mastery over non-humans and humans. In conclusion, I will give an overall review of the whole thesis.