The main problem addressed by this thesis is the question of how to assess the politics and the cultural effects and implications of 'Queer Theory' during the period of the 1990s. 'Queer' was invoked in numerous institutions, spaces, and cultural practices over this period, and yet queer-identified theorists – and many of their critics – have often assumed that this term refers to a relatively unified object. I ask if it is appropriate to treat these 'queer' occasions in this manner, and whether this 'dispersed' object requires a different approach: one that sets out to describe means and routes by which it became possible and desirable to pose 'queer' problems across so many diverse sites and practices. In addition, if there are discernible patterns to these distributed cultural capacities and inclinations, what political significance do they have? These questions inform my account of the career of 'Queer Theory' during the 1990s. A post-humanist approach to these matters is not premised on an essential or a socially constituted general category of 'subjectivity'. Instead, it addresses 'Queer Theory' as a problem, without automatically critiquing it; it is sceptical of the perfectionist pulsion that has treated this critical practice as either a good or a bad object: dual roles that are mandated by the logic of dialectical criticism. These roles are exemplified by the frequent relegation of 'queer' in the relevant literature to the 'innately political' or the 'merely aesthetic'. In this thesis I identify ethical, cultural, and political yields of these conventional choices and the modes of problematisation in which they operate; I positively redescribe them as aesthetico-political practices. My approach therefore not only deviates from the 'good' or 'bad' critical options, but also from a third option: the equally rationalist response of assuming that 'Queer Theory' is fundamentally a problem of under-theorisation.

Social work struggles between the dichotomy of “individual” and “society” as it is characterized as enhancing both individual well-being and social justice. As these are not always easily balanced and social work has limited autonomy, social workers must develop their capacity for making moral judgments and defend these within their various roles and responsibilities. Studies which explore the role of ethics in social work practice enhance the potential for maintaining a common identity. This exploration permits a deeper understanding of social work ethics and reinforces a common framework inclusive of purpose and standards for the profession. These studies also capture the contextual factors impacting on the moral agency of social workers, and thus substantiate the role for social work in a world with structured oppression. The purpose of this study was to obtain an in-depth understanding of social work ethics in the practice context of public hospitals in Greece. Using a case study design, data was gathered to explore and understand the role of social work ethics in daily practice and the formation of what is perceived as “good” practice. The analysis followed Yin‟s (1993) descriptive strategy. Data collection included fifteen in-depth interviews with hospital social workers, a group interview with social work academics, and a thematic analysis of the social work journal of the Hellenic Association of Social Workers (HASW). The meaning of ethical dilemmas and problems appeared to be constructed by personally held values, a lack of attention in social work education and the HASW on social work ethics, a professional emphasis on individualism rather than collectivism, and insufficient social protection in Greece. Importantly, these factors led to a fairly consistent response to ethical problems. “Having a clear conscience”, character traits such as bravery and imaginativeness, as well as the use of psychotherapy emerged as characteristics of “good” social work practice. These findings are of value to those who try to restore the values and ethics as central in social work. Values and ethics as key elements of social work expertise can lead social workers to a more competent and effective practice in terms of their ethical engagements.

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Stephanie A. Rolley / “Toward a Critical Practice: Tracing Theory Through Design” is an exploration of Elizabeth Meyer’s idea of critical inquiry as a mode and process for professional practice as a landscape architect. Critical practice involves the application of ideas embodied in critical theory as a creative endeavor that is both self-critical and self-renewing. Critical theory is essential in bringing a deeper level of understanding to the design of landscape architecture. Critical practice is the application of critical theory to the understanding of built work and the process of design. Using Meyer’s stated intentions for this design process Noonan develops a personal framework for that process. As the framework develops it rapidly becomes multiple, overlapping, mutually supportive frameworks. Multiple perspectives are gained from using multiple viewpoints represented in theory. The frameworks serve to include the dynamics of change and provide access to a deeper understanding of the interrelatedness of forms and processes inherent to any site or project. Issues of representation become more clear and strategies are identified although this aspect of practice deserves much more attention in the future. Theories, frameworks and sources of knowledge are identified and used to question assumptions and biases, challenge orthodoxies of practice, test ideas, develop written and formal vocabulary and inspire, motivate and guide design work. Ideas and theories used in the framework are related to the formal and textual work of other designers past and present. The framework is tested through application to a design project, which is used as the case study for this paper.

This report provides an understanding of the complexities involved in communicating through imagery. I've asserted in my research that the dissemination of images has changed significantly because of recent digital technologies. Social networking, in particular, has allowed for an intertextual web of communication to be created by exponentially increasing the visibility of images. By bringing these recent developments into my work, my design practice has focused on advancing social and political equality by exploiting digital reproduction. As part of my toolbox in image communication, the report focuses intently on two general methods of production: image-text relationships and visual tropes. By using these methods, I have been able to establish a critical practice that highlights the most recent possibilities in advancing social and political equality in the age of digital reproduction. / text

This PhD provides insight into designing. It offers a view on the nature and structures of design research proposing that design research occurs within the activity of designing. As a case study, the PhD provides an internal view of the emergent design process of a collaborative architecture design practice terroir. It proposes a way, (the 'design-place'), in which design by collaboration operates within complex and often contradictory contexts. The thesis deals with questions of design in a contemporary, cosmopolitan condition and proposes that within such a condition design is an ethical endeavour. A key underlying proposition of the thesis is that architecture is fundamentally a critical activity. The PhD concludes by demonstrating through design projects how terroir has explored these questions in producing designs that operate at the level of personal and subjective experience in opening up a public, cosmopolitan realm.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-05-28T12:50:39Z No. of bitstreams: 1 Bruno Augusto Lorenz_.pdf: 11301208 bytes, checksum: 8c50f8de2f0ed9b207ee727c647fc2ee (MD5) / Made available in DSpace on 2018-05-28T12:50:39Z (GMT). No. of bitstreams: 1 Bruno Augusto Lorenz_.pdf: 11301208 bytes, checksum: 8c50f8de2f0ed9b207ee727c647fc2ee (MD5) Previous issue date: 2018-03-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Nos últimos anos, o design também passou a ser considerado como uma abordagem de pesquisa acadêmica que se apropria da prática projetual como meio de construção de objetos a fim de alcançar novos conhecimentos – a pesquisa através do design (RtD). Levando e consideração que o processo de desenvolvimento de um trabalho de pesquisa acadêmico passa por uma etapa de identificação e construção do problema a ser investigado, o presente trabalho discute o impacto do desenvolvimento de artefatos críticos na construção de problemas de pesquisa acadêmicos. Artefatos críticos são aqueles criados a partir da prática crítica, uma abordagem de RtD que propõe a reflexão e o debate a partir de estratégias provocativas. Desenvolveu-se um método compreende três workshops, nas quais oito mestrandos exploraram seus próprios problemas de pesquisa através do desenvolvimento de artefatos críticos. Os 25 artefatos criados foram analisados a partir das ferramentas Matriz Crítica e Portfólio Annotations. Grupos focais foram realizados com os designers-pesquisadores e posteriormente analisados com a ferramenta Análise de Conteúdo. A partir dos resultados, concluiu-se que (i) artefatos críticos permitem aos pesquisadores que estes alcancem novas percepções sobre seus próprios temas de pesquisa, a partir de atitudes Exploratórias e Solucionadoras; (ii) o exercício da prática crítica pode ser localizado em três diferentes momentos de uma pesquisa acadêmica, com benefícios variados; (iii) artefatos críticos incorporam conhecimentos sobre as pesquisas que exploram, o que permite que eles funcionem como meios não usuais de popularização de conhecimento acadêmico. Por fim, diretrizes projetuais são propostas visando beneficiar futuros exercícios em contextos semelhantes. / In recent years, design has also come to be regarded as an academic research approach that appropriates design practice as a means of building objects in order to achieve new knowledge - known as research through design (RtD). Taking into consideration that the process of developing an academic research work goes through a stage of identification and construction of the problem to be investigated, this dissertation discusses the impact of the development of critical artifacts in the construction of academic research problems. Critical artifacts are those created from critical practice, an RtD approach that proposes reflection through provocative strategies. A method has been developed comprising three workshops, in which eight master students explored their own research problems through the development of critical artifacts. The 25 artifacts created were analyzed using the Matrix of Common Argument Types and the Portfolio Annotations methods. Focus groups were carried out with the designers-researchers and later analyzed through the Content Analysis tool. It was concluded that (i) critical artifacts allow researchers to reach new insights about their own research themes, through Exploratory and Solving Attitudes; (ii) the practice of the critical practice can be located in three different moments of an academic research, with varied benefits; (iii) critical artifacts incorporate knowledge about the research they explore, which allows them to function as unusual means of popularizing academic knowledge. Finally, design guidelines are proposed to benefit future exercises in similar contexts.

Syftet med denna studie är att bidra med kunskap om svenskundervisning ur ett hbtq-perspektiv i fyra olika grundskolor, varav två är hbtq-certifierade, samt att dessutom närmare undersöka lärares kunskaper om och upplevelse av att arbeta med hbtq-perspektiv i svenskundervisning. Jag har studerat hur lärarna arbetade, vilka som representerades i läromedlen och i klassrumsmiljöerna, hur klassrummen var möblerade samt hur eleverna var grupperade. Fyra skolor, varav två genomgått RFSL:s hbtq-certifiering, ingår i undersökningen. Studien visar att det råder brist på kunskap om hbtq hos två av de fyra lärarna. Normkritiskt arbetssätt är inte något som praktiseras kontinuerligt förutom av en lärare som ibland hade inslag av normkritiskt arbete. Ingen av de fyra lärarna hade berört hbtq under sina lärarutbildningar. Slutsatsen av mitt arbete är att det krävs en kompetenshöjning när det gäller hbtq-relaterade frågor hos personal som jobbar i skolan. Att hbtq-certifiera verksamheten verkar inte ge bestående effekt; det krävs uppföljning och kontinuerligt arbete för att ändra på de starka normer som råder i samhället. Då styrdokumenten tydligt förespråkar en inkludering av alla elever oavsett kön, könsöverskridande identitet eller uttryck, etnisk tillhörighet, religion eller annan trosuppfattning, funktionsnedsättning, sexuell läggning eller ålder borde kraven på kompetenshöjning i ett normkritiskt arbetssätt komma via styrning uppifrån för att nå ett snabbare resultat. / The purpose of this article is to study four primary school teachers and how they work with LGBTQ-perspectives. Four schools, of which two are LGBTQ-certified by RFSL, are included in this study. The study reveals a lack of knowledge regarding LBTQ issues in three out of the four teachers. Norm critical practices are not continuously applied by the teachers in their work, with the exception of one who does apply them. None of the teachers had come in to contact with LGBTQ through their own education. The conclusion I have drawn from my work on this article is that an improvement of competence concerning LGBTQ related issues among personnel working in school environments is required. LGBTQ-certification does not seem to come with a lasting effect; follow-ups and continuous work are required to change the strong norms that are currently present in society. As Skolverket clearly advocates for the inclusion of all students, regardless of gender, cross-gender identity or expression, ethnic background, religion or other faith, disability, sexual orientation, or age, the requirements of competency improvement regarding the application of norm critical practices should come through guidance from above to assure quick results.

Syftet med uppsatsen var göra en jämförelse mellan två kommunala insatser mot hemlöshet, Bostad Först och Boendetrappan. Studien genomfördes i form av en allmän litteraturstudie. Litteratursökningen genomfördes i databasen EBSCO och resulterade i nio utvalda artiklar. All empiri analyserades utifrån Fribergs analysmodell. Två teorier användes för att analysera resultatet, empowerment och kritisk praktikteori. Resultatet visade fler fördelar än nackdelar med Bostad Först och fler nackdelar än fördelar med Boendetrappan. Resultatet visade också att det fanns både likheter och olikheter mellan insatserna där likheterna speglade organisatoriska förutsättningar och hinder medan olikheterna visade på olika arbetssätt med klienterna. Slutsatsen i denna studie var att Bostad Först bedömdes vara mer effektivt för långsiktig lösning av hemlöshet. / The aim of this study was to make a comparison between two municipal social services efforts against homelessness, Housing First and the Traditional Housing Staircase Model. The study was conducted in the form of a general literature study. The literature search was performed in the EBSCO database and resulted in nine selected articles. All empirical data was analyzed using Fribergs analytical model. Two theories were used to analyze the result, empowerment, and critical practice theory. The result showed more advantages than disadvantages with Housing First, and more disadvantages than advantages with the Traditional Housing Staircase Model. The result also showed that there were both similarities and differences between the two social service efforts where the similarities reflected organizational conditions and obstacles, while the similarities showed different methods of working with the clients. The conclusion of this study was that Housing First was assessed to be more effective for a long-term solution of homelessness.

Contemporary Italian philosopher, Gianni Vattimo (1991), has described ‘the end of history’ as a motif of our times. While neo-liberal conservatives such as Francis Fukuyama (1992) celebrated triumphantly, and perhaps rather prematurely after the fall of the Berlin Wall, ‘the end of history’ in the ‘inevitable’ global acceptance of the ideologies of free market capitalism and liberal democracy, methodological postmodernists (including Barthes, Derrida, Baudrillard, Lyotard, and Foucault), mobilised ‘the end of history’ throughout the later half of the twentieth century as a symbol of a crisis of confidence in the discourse of modernity, and its realist epistemologies. This loss of faith in the adequacy of representation has been seen by many positivist and empiricist historians as a threat to the discipline of history, with its desire to recover and reconstruct ����the truth���� of the past. It is argued by defenders of ‘traditional’ history (from Appleby, Hunt, & Jacob, 1994; R. J. Evans, 1997; Marwick, 2001; and Windschuttle, 1996; to Zagorin, 1999), and some postmodernists (most notably, Jenkins, 1999), that if we accept postmodern social theory, historical research and writing will become untenable. This study re-examines the nature of the alleged ‘threat’ to history posed by postmodernism, and explores the implications of postmodern social theory for History as curriculum. Situated within a broadly-conceived critical-reconceptualist trend in curriculum inquiry, and deploying a form of historically and philosophically oriented ‘deconstructive hermeneutics’, the study explores past attempts to mount, and future possibilities for, a curricular response to the problem of historical representation. The analysis begins with an investigation of ‘end of history’ discourse in contemporary theory. It then proceeds through a critical exploration of the social meliorist changes to, and cultural politics surrounding, the History curriculum in New South Wales (NSW), Australia, from the Bicentennial to the Millennium (1988-2000), a period that marked curriculum as a site of contestation in a series of highly public ‘history wars’ over representations of the nation’s past (Macintyre & Clark, 2003). It concludes with a discussion of the missed opportunities for ‘critical practice’ within the NSW History curriculum. Synthesising insights into the ‘nature of history’ derived from contemporary academic debate, it is argued that what has remained uncontested in the struggle for ‘critical histories’ during the period under study, are the representational practices of history itself. The study closes with an assessment of the (im)possibility of History curriculum after ‘the end of history’. I argue that if History curriculum is to be a critical/transformative enterprise, then it must attend to the problem of historical representation. / PhD Doctorate