Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2017-04-27T19:34:27Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese Anelise Zimmermann 2016 C.pdf: 6249954 bytes, checksum: 655a6b7c96f05daf92167aab3c3a3a4f (MD5) / Made available in DSpace on 2017-04-27T19:34:27Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Tese Anelise Zimmermann 2016 C.pdf: 6249954 bytes, checksum: 655a6b7c96f05daf92167aab3c3a3a4f (MD5) Previous issue date: 2016-07-06 / CNPQ / Esta pesquisa parte de questionamentos de sala de aula referentes às aplicações práticas do desenho nas atividades projetivas e, consequentemente, à importância de seu ensino em um curso de Design Gráfico. Essas questões levaram ao objetivo geral deste estudo, de elaboração de uma proposta de ensino de desenho na formação em design gráfico a partir do processo projetual e de uma abordagem interdisciplinar. Para tanto, foi definida a investigação de pesquisas contemporâneas em desenho referentes a definições, funções, taxonomias, pedagogias e práticas que abarcam a participação do desenho no percurso criativo, somadas a um estudo exploratório de ensino do desenho no curso de Design da Universidade Federal de Pernambuco. Essa investigação forneceu as bases teóricas e subsídios para o estudo e análise comparativa entre dois contextos de ensino do desenho: a Universidade do Estado de Santa Catarina, no Brasil, e a University of the Arts London, no Reino Unido. Para tanto, optou-se por métodos de pesquisa que permitissem a investigação teórica e prática do tema, incluindo situações de docência e observação discente. Desse modo, esta pesquisa foi definida como de natureza qualitativa, do tipo exploratório, com abordagem indutiva, incluindo o estudo de campo e o método comparativo. Para a coleta dos dados foram utilizados instrumentos variados, como a pesquisa bibliográfica e a pesquisa documental, a observação, entrevistas e diário de campo. As informações foram analisadas por meio do método da análise de conteúdo, com a categorização dos dados a partir do Modelo Sistêmico da Atividade (ENGESTRÖM, 1987) e do Modelo de Aprendizagem Expansiva (ENGESTRÖM, 1999). Essa análise forneceu as bases para a elaboração de uma proposta de ensino de desenho na formação em design gráfico, a qual é direcionada às variadas funções do desenho em design, estabelecendo relações entre disciplinas e o meio profissional na área. Por fim, as reflexões geradas indicaram a possibilidade de expansão das pesquisas em desenho aplicadas ao ensino do design gráfico no Brasil, bem como a importância dos estudos interdisciplinares. / This research involves issues raised while teaching drawing at a Bachelor Graphic Design Course, regarding its roles at the design activities and, therefore, its importance at the design education. Theses issues led to the aim of this study, the elaboration of the basis for a proposal of drawing foundation for Graphic Design courses in Brazil, considering the design process and a cross-disciplinary approach. Firstly, to achieve this goal, contemporary studies concerning drawing education were reviewed. They included definitions, roles, taxonomies, pedagogies and practices that comprise drawing as part of the creative process. The literature review was carried in parallel to an exploratory study at the Design Course of the Federal University of Pernambuco. This investigation provided theoretical and practical foundations for a comparative study between two drawing teaching contexts: the University of State of Santa Catarina, in Brazil, and the University of the Arts London, in the United Kingdom. Therefore, the research methods had the criteria of allowing a theoretical and practical study on the subject, including analysis of teaching experiences and observation of classes. Thus, this study has a qualitative, exploratory and inductive approach, wit a study field and a comparative study. The collection of data combined diverse instruments, such as bibliographical and documentary research, observation, interviews, and field diary. The analysis of the information was performed through the method of content analysis, with the categorization of data by the Activity System Model (ENGESTRÖM, 1987) and the Expansive Learning Model (ENGESTRÖM, 1999). This analysis established the basis for the development of the proposal of a drawing foundation, which considers the diverse roles of drawing through the design process and builds relationships between disciplines and professional fields. Finally, all these aspects indicated the possibility of the expansion of the research into drawing related to Bachelor Graphic Design Courses in Brazil, likewise the importance of the cross-disciplinary studies in this field.

Thesis advisor: Jon M. Wargo / Recent critical literature on science and art education highlights a shift from engagement with disciplinary canons toward expansive, equity-oriented disciplinarity. Efforts to integrate the science and art disciplines, especially under the acronym STEAM (Science, Technology, Engineering, Art and Math), have not sufficiently engaged with such within-discipline critique. Left unchallenged, proposals for disciplinary integration cannot meet the transformative potential to which they aspire. Therefore, this 3-paper dissertation adopts an anti-colonial lens to explore conceptualizations of art and science inter- and transdisciplinarity as a collection of interconnected stories of disciplinary reimaginings. Drawing from multiple theories and methods, this dissertation aims to demonstrate the possibilities of transdisciplinarity conceptually, methodologically, practically, and personally. The first paper critically examines current discourse trends that mention transdisciplinarity efforts in K-12 schools, specifically in curricular activity that seeks to expand science learning through the arts. It offers a critique against flattened ways of being and knowing present in schooling and aims to put forward considerations for critical and creative transdisciplinary curriculum development. The second paper presents a vertical case study that investigates how the purposes of art and science transdisciplinarity are defined by multi-level actors: from the macro national and city policy level to that at the microlevel of an art and science museum. Using critical discourse analysis alongside Bakhtin’s concepts of centrifugal and centripetal forces, this study identifies how the purpose of transdisciplinary learning is reproduced and reimagined through discourse at multiple scales. Tensions arose in the pull of how transdisciplinarity was conceptualized, particularly between board members and staff who felt different responsibilities for aligning with national discourse. Finally, the third paper is an autoethnographic study weaving together personal narrative, theory in the arts and cultural studies, and student work from one summer art and science program. Grappling with the art/science disciplinary dichotomy, this last paper troubles framings of the human-nature divide through material inquiry into place. In the discourse of critique and iterative making, the class community follows one student’s movement in a relational encounter with an ant as a disruption of enduring dualisms that signify Cartesian logic. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

No description available.

No description available.

Este estudo tem como objetivo analisar o ambiente contemporâneo de relações públicas e as relações públicas como disciplina, por meio de uma cosmovisão ampliada. A noção de \"ambiente contemporâneo de relações públicas\" proposta é o pano de fundo para a contextualização do campo; esse ambiente se constitui por meio de complexas interconexões que abrangem as dimensões histórica, políticoeconômica, sociocultural, digital-midiática, narrativo-discursiva e promocional, e tem interfaces com diferentes disciplinas da comunicação, das ciências sociais e das ciências humanas. O argumento central deste estudo é de que as relações públicas, pela ampliação de seus objetos e interesses, se revelam como campo em transição para uma era pós-disciplinar, apontando para a emergência do conceito de relações públicas como construção de sentido e significado. Por meio de ampla revisão da literatura disponível em artigos e periódicos científicos das ciências sociais e de relações públicas, tanto no cenário brasileiro quanto no internacional, e segundo uma abordagem crítico-interpretativa, o estudo identifica de que forma se estabelece, entre o início do século XX e o início do século XXI, o debate disciplinar na área. Destaca, ainda, a pujante emergência da perspectiva crítica no cenário internacional, nas últimas três décadas, e indica a presença de perspectivas críticas na constituição disciplinar de relações públicas na escola brasileira, trazendo uma reflexão sobre a relevância da configuração de diferentes escolas de pensamento em/e sobre relações públicas como mola propulsora e força transformadora do campo. O estudo assinala a existência de três cosmovisões abrangentes da disciplina de relações públicas: a primeira cosmovisão disciplinar de relações públicas é representada pelo binômio informação-persuasão e surge na fase embrionária de surgimento da profissão; a segunda cosmovisão disciplinar de relações públicas é representada pelo binômio relacionamento-simetria, cuja mola propulsora foi a proposição do modelo simétrico de comunicação de mão dupla. A terceira cosmovisão disciplinar de relações públicas é representada pelo binômio sentido-identidade e é identificada na literatura como virada sociocultural. A representação conjunta dessas cosmovisões pode ser entendida como uma cosmovisão ampliada da disciplina de relações públicas. Apresenta-se, por fim, uma síntese das abordagens de estudo em relações públicas, notadamente a abordagem mesossocial, vinculada aos estudos organizacionais e às definições profissionais da área, e a sociocrítica, voltada para a compreensão da forma como novos significados e identidades surgem entre os atores sociais pela influência das manifestações discursivas de relações públicas. / This study aims to analyze the contemporary environment of public relations and public relations as a discipline, through an expanded worldview. The proposed notion of a \"contemporary public relations setting\" works as a backdrop to contextualize the field; this environment is constituted by complex interconnections that comprise the historical, political-economic, sociocultural, digital-mediatic, narrative-discursive and promotional dimensions, besides its existing interfaces with different communication disciplines, as well as disciplines in social sciences and humanities. The main argument is that public relations, by expanding its objects and interests, are a field in transition to a post-disciplinary condition, pointing to the emergence of the concept of public relations as construction of meaning and significance as a major focus of the discipline. Through comprehensive review of the literature available in scientific papers and journals both in the field of public relations and social sciences, in the Brazilian and the international scenario, and according to a critical and interpretative approach, the study identifies ways through which the discipline is developed between the beginning of the twentieth century and the early twenty-first century. The study also highlights the powerful emergence of critical perspective on the international scene in the last three decades, and points out the existence of critical perspectives in the disciplinary constitution of public relations in the Brazilian scholarship, reflecting on the importance of multiple schools of thought in and about public relations as a driving force and transforming power in the field. The study identifies three main worldviews of the discipline of public relations: the first disciplinary worldview public relations is represented by the information-persuasion binomial and arises with the emergence of the profession; in the second disciplinary worldview public relations is represented by the relationship-symmetry binomial, whose driving force was the proposition of the symmetric two-way communication model. The third disciplinary worldview is represented by the meaning-identity binomial, and is identified in the literature as the sociocultural turn. The representation of these worldviews can be understood as an expanded worldview of the discipline of public relations. Finally, a synthesis of public relations study approaches is presented, notably the mesossocial approach, linked to the organizational studies and the professional definitions of the area, and the sociocritical one, focused on understanding how new meanings and identities arise among social actors by the influence of the discursive manifestations of public relations.

In this thesis I argue that technical communication as an academic curricular entity has struggled to define itself as either a humanities or scientific discipline. I argue that this crisis of identity is due to a larger, institutional flaw first identified by the science studies scholar Bruno Latour as the problem of the "modern constitution." Latour's argument, often referred to as Actor-Network Theory (ANT), suggests that the epistemological arguments about scientific certainty are built on a contradiction. In viewing the problem of technical communication's disciplinarity through the lens of ANT, I argue that technical communication can never be productive if it seeks to locate itself within any of the institutional camps of the modern university. Rather, I contend that technical communication is a strong example of a nonmodern discipline, and that its identity crisis can be utilized to take one step towards rewriting the institutional debate over scientific certainty.

Submitted by Ângelo Sérgio Santos da Silva (anges@terra.com.br) on 2016-09-30T15:00:27Z No. of bitstreams: 1 PRONTA IMPRESSA PDF.pdf: 1017298 bytes, checksum: a887cf2d7342be7c3aca986c05e3f23f (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-10-04T16:31:54Z (GMT) No. of bitstreams: 1 PRONTA IMPRESSA PDF.pdf: 1017298 bytes, checksum: a887cf2d7342be7c3aca986c05e3f23f (MD5) / Made available in DSpace on 2016-10-04T16:31:54Z (GMT). No. of bitstreams: 1 PRONTA IMPRESSA PDF.pdf: 1017298 bytes, checksum: a887cf2d7342be7c3aca986c05e3f23f (MD5) / O trabalho consiste num estudo de caso sobre a disciplinaridade como condição básica da estrutura do currículo de licenciatura em geografia. A investigação buscou responder se as concepções, os valores e as motivações dominantes, no conjunto das práticas curriculares, potencializam a ação instituinte ou apenas se relacionam em conformidade com as instituições que sustentam as divisões do currículo. Este é visto como um espaço de prática cultural onde se disputam as visões de mundo e os valores de base da formação a ser promovida, em vista de determinados fins sociais. Tal conceito permite considerar que o caráter científico, cultural e humanístico da formação que a universidade promove possa materializar-se no cumprimento do seu papel ante os problemas sociais da região onde se insere, cabendo pensar um projeto de formação que permita ao professor promover a educação geográfica, atuando profissionalmente como um intelectual crítico. Utilizando basicamente as entrevistas semi-estruturadas e a análise documental como fontes de informação, a pesquisa se conduziu por uma metodologia qualitativa, articulando uma visão compreensiva quanto aos sujeitos e uma perspectiva dialética, que os situa a partir de relações sociais marcadas por desigualdades e hierarquias. Revelou-se consensual a consideração de que a hiper-segmentação do conhecimento, tal como ocorre na situação investigada, é um obstáculo à promoção da autonomia intelectual porque impede o estudo aprofundado e a pesquisa, como atividades pelas quais os educandos podem protagonizar a sua formação, reforçando a noção do currículo como conhecimento a ser transmitido, em descompasso com as necessidades formativas trazidas pelas transformações sócio-espaciais. A tradição epistemológica positivista do pensamento geográfico, além de não possibilitar a construção de uma visão relacional e integradora do espaço, potencializando a criticidade e a capacidade analítica dos educandos, legitima cientificamente práticas curriculares mais conformadas do que transgressivas em relação à ordem estabelecida. Do lado dos professores, a autonomização das disciplinas e a atuação isolada não favorecem o aprofundamento da reflexão coletiva, visando conceber e implementar forma alternativa de dispor as atividades curriculares coerentes com aquele projeto, sendo decrescente o interesse pelo ensino de graduação, em especial na licenciatura, desde a expansão da pesquisa e da criação dos programas de pós-graduação. Possíveis alterações curriculares com o objetivo de melhorar a qualidade do ensino dependem de rearranjos nas relações de poder que decorrem e sustentam as cisões curriculares, já que os valores e interesses individuais ou corporativos, associados aos territórios disciplinares, revelaram-se mais decisivos para a estruturação do currículo do que o compartilhamento em torno dos atributos da formação a ser promovida. / ABSTRACT The paper is a case study of disciplinarity as a basic condition of the structure of the curriculum in undergraduate geography. The research sought to answer the conceptions, values and motivations dominant in all the curricular practices, potentiate the action or instituting relate only in accordance with the institutions that sustain the divisions of the curriculum. This is seen as an area of cultural practice where you dispute the worldviews and values of basic training to be promoted in view of certain social ends. This concept allows us to consider the scientific, cultural and humanistic nature of training that the university promotes can materialize in fulfilling its role against the social problems of the region where it operates, being thought a training initiative that allows the teacher to promote education geographical, working professionally as a critical intellectual. Basically using semi-structured interviews and documentary analysis as sources of information, research was conducted by a qualitative methodology, articulating a comprehensive vision about the subject and a dialectical perspective, which places them from social relations marked by inequalities and hierarchies. Proved consensual consideration of the hyper - segmentation of knowledge, such as occurs in the situation investigated, is an obstacle to the promotion of intellectual autonomy because it prevents the further study and research, as activities through which learners can star in their training, reinforcing the notion of the curriculum as knowledge to be transmitted in step with the training needs brought about by socio-spatial transformations. The positivist epistemological tradition of geographical thought, and not permit the construction of a relational and integrative space, enhancing the critical and analytical skills of the students, scientifically legitimate conformed more than transgressive in relation to the order established curriculum practices. The side of the teachers, the empowerment of disciplines and performance alone does not favor the deepening of collective reflection, aiming to design and implement alternative way to dispose curricular activities are consistent with that project, with declining interest in undergraduate teaching, especially in undergraduate, since the expansion of research and the creation of graduate programs. Possible curriculum changes aimed at improving the quality of education depends on rearrangements in power relations that arise and sustain curricular divisions, since the values and individual or corporate, interests associated with disciplinary territories, proved more decisive for structuring curriculum than sharing around the attributes of training to be promoted.

Made available in DSpace on 2014-12-17T14:35:48Z (GMT). No. of bitstreams: 1 HugoMF.pdf: 2957229 bytes, checksum: fe1ccf234bada28e48da0e9259b2d2ec (MD5) Previous issue date: 2008-06-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present thesis studies the appropriate education of the literary gender based in an approach of trans-disciplinary teaching. The main objectives will be to survey the degree of trans-disciplinarity of the literary reading in classrooms and to propose the literary reading as an alternative of trans-disciplinary teaching. The theoretical contributions, which sustain the lines of central argument of this thesis, are related to the critical theories on the epistemological and methodological crisis in the speech of the modernity; the emergency of an emerging paradigm under the optics of the speech of the post-modernity; the theories concerned to curriculums and their interrelations with the school teaching; the theories of the complexity and of the inter and trans-disciplinarity; theories of the reading and of the literature, more precisely the literary semiology and the aesthetics of the acceptance; theories about the pedagogic mediation starting from presupposed and trans-disciplinary principles. The methodological foundations, of the type inter and trans-disciplinary, which anchor the approach of the study is related to a line of qualitative analyses applied the teaching-learning situation accomplished during the data collection during the empiric stage of the research. The analyzed corpus is composed of episodes originated from the classes with literary texts accomplished in the months of June and December of 2005, under the orientation of a complex and trans-disciplinary didacticism. The involved subjects are students in the age group of 9 and 13 years of age from a public school in the county of Cabo de Santo Agostinho, in the State of Pernambuco. Starting from the discoveries found during the research, so much bibliographical, as that of the field, it is possible to conclude, among other things, that the literary reading, when mediated accordingly in the classroom, is a trans-disciplinary object of high degree, because the literary reading can allow and make it possible to the real reader, through a necessary process of speculation on life and its unfolding, solid reflection around the individual and collective occurrences so much in simpler instances as in more complex ones / Esta tese estuda a escolariza??o adequada do g?nero liter?rio baseada em uma abordagem de ensino transdisciplinar. Os principais objetivos s?o investigar o grau de transdisciplinaridade da leitura liter?ria em sala de aula e propor a leitura liter?ria como sendo uma alternativa de ensino transdisciplinar. Os aportes te?ricos, os quais sustentam as linhas de argumenta??o central desta tese, t?m rela??o com as teorias cr?ticas sobre a crise epistemol?gica e metodol?gica no discurso da modernidade; a emerg?ncia de um paradigma emergente sob a ?tica do discurso da p?s-modernidade; as teorias curriculares e suas inter-rela??es com o ensino escolar; as teorias da complexidade e da inter e transdisciplinaridade; teorias da leitura e da literatura, mais precisamente a semiologia liter?ria e a est?tica da recep??o; teorias sobre a media??o pedag?gica a partir de pressupostos e princ?pios transdisciplinares. Os fundamentos metodol?gicos, do tipo inter e transdisciplinar, os quais ancoram a abordagem do estudo t?m rela??o com uma linha de analise qualitativa aplicada a uma situa??o de ensino-aprendizagem realizada durante coleta de dados na etapa emp?rica da pesquisa. O corpus analisado comp?e-se de epis?dios oriundos das aulas com textos liter?rios realizadas entre os meses de junho a dezembro do ano de 2005, sob a orienta??o de uma did?tica complexa e transdisciplinar. Os sujeitos envolvidos s?o estudantes na faixa et?ria entre 9 e 13 anos de idade, de uma escola p?blica, no munic?pio do Cabo de Santos Agostinho, estado de Pernambuco. A partir dos achados encontrados durante a pesquisa, tanto bibliogr?fica quanto de campo, ? poss?vel concluir, dentre outras coisas, que a leitura liter?ria, quando mediada adequadamente em sala de aula, ? um objeto transdisciplinar de alto grau, posto que a leitura liter?ria pode permitir e possibilitar ao leitor real, atrav?s de um necess?rio processo de especula??o sobre a vida e seus desdobramentos, consistente reflex?o em torno das ocorr?ncias individuais e coletivas tanto em inst?ncias mais simples como em inst?ncias mais complexas

Este estudo tem como objetivo analisar o ambiente contemporâneo de relações públicas e as relações públicas como disciplina, por meio de uma cosmovisão ampliada. A noção de \"ambiente contemporâneo de relações públicas\" proposta é o pano de fundo para a contextualização do campo; esse ambiente se constitui por meio de complexas interconexões que abrangem as dimensões histórica, políticoeconômica, sociocultural, digital-midiática, narrativo-discursiva e promocional, e tem interfaces com diferentes disciplinas da comunicação, das ciências sociais e das ciências humanas. O argumento central deste estudo é de que as relações públicas, pela ampliação de seus objetos e interesses, se revelam como campo em transição para uma era pós-disciplinar, apontando para a emergência do conceito de relações públicas como construção de sentido e significado. Por meio de ampla revisão da literatura disponível em artigos e periódicos científicos das ciências sociais e de relações públicas, tanto no cenário brasileiro quanto no internacional, e segundo uma abordagem crítico-interpretativa, o estudo identifica de que forma se estabelece, entre o início do século XX e o início do século XXI, o debate disciplinar na área. Destaca, ainda, a pujante emergência da perspectiva crítica no cenário internacional, nas últimas três décadas, e indica a presença de perspectivas críticas na constituição disciplinar de relações públicas na escola brasileira, trazendo uma reflexão sobre a relevância da configuração de diferentes escolas de pensamento em/e sobre relações públicas como mola propulsora e força transformadora do campo. O estudo assinala a existência de três cosmovisões abrangentes da disciplina de relações públicas: a primeira cosmovisão disciplinar de relações públicas é representada pelo binômio informação-persuasão e surge na fase embrionária de surgimento da profissão; a segunda cosmovisão disciplinar de relações públicas é representada pelo binômio relacionamento-simetria, cuja mola propulsora foi a proposição do modelo simétrico de comunicação de mão dupla. A terceira cosmovisão disciplinar de relações públicas é representada pelo binômio sentido-identidade e é identificada na literatura como virada sociocultural. A representação conjunta dessas cosmovisões pode ser entendida como uma cosmovisão ampliada da disciplina de relações públicas. Apresenta-se, por fim, uma síntese das abordagens de estudo em relações públicas, notadamente a abordagem mesossocial, vinculada aos estudos organizacionais e às definições profissionais da área, e a sociocrítica, voltada para a compreensão da forma como novos significados e identidades surgem entre os atores sociais pela influência das manifestações discursivas de relações públicas. / This study aims to analyze the contemporary environment of public relations and public relations as a discipline, through an expanded worldview. The proposed notion of a \"contemporary public relations setting\" works as a backdrop to contextualize the field; this environment is constituted by complex interconnections that comprise the historical, political-economic, sociocultural, digital-mediatic, narrative-discursive and promotional dimensions, besides its existing interfaces with different communication disciplines, as well as disciplines in social sciences and humanities. The main argument is that public relations, by expanding its objects and interests, are a field in transition to a post-disciplinary condition, pointing to the emergence of the concept of public relations as construction of meaning and significance as a major focus of the discipline. Through comprehensive review of the literature available in scientific papers and journals both in the field of public relations and social sciences, in the Brazilian and the international scenario, and according to a critical and interpretative approach, the study identifies ways through which the discipline is developed between the beginning of the twentieth century and the early twenty-first century. The study also highlights the powerful emergence of critical perspective on the international scene in the last three decades, and points out the existence of critical perspectives in the disciplinary constitution of public relations in the Brazilian scholarship, reflecting on the importance of multiple schools of thought in and about public relations as a driving force and transforming power in the field. The study identifies three main worldviews of the discipline of public relations: the first disciplinary worldview public relations is represented by the information-persuasion binomial and arises with the emergence of the profession; in the second disciplinary worldview public relations is represented by the relationship-symmetry binomial, whose driving force was the proposition of the symmetric two-way communication model. The third disciplinary worldview is represented by the meaning-identity binomial, and is identified in the literature as the sociocultural turn. The representation of these worldviews can be understood as an expanded worldview of the discipline of public relations. Finally, a synthesis of public relations study approaches is presented, notably the mesossocial approach, linked to the organizational studies and the professional definitions of the area, and the sociocritical one, focused on understanding how new meanings and identities arise among social actors by the influence of the discursive manifestations of public relations.

abstract: This project emphasizes a complex, holistic, and additive view of content knowledge in the Discipline of Writing, advocating for balanced and affirming scholarship and pedagogy rather than a competitive approach that leads to an epistemology of erasure. As a composite project, the introduction contextualizes three articles linked by their articulation of holistically and additively thinking for students and scholars in the discipline of writing, preparing the reader to see the rhetorical steps that I attempt to take in each article along these lines. Article 1, “The Collaborative Work of Composition,” uses Marxian language of production to highlight the complexities of collaborative writing in a social microcosm drawing focus to the difficulties some students have collaborating, particularly those of linguistic and cultural minority groups, because they or their collaborators struggle to adopt an additive valuing system to position themselves and one another as part of a team with varying strengths. In Article 2, “An Integrative Translingual Pedagogy of Affirmation,” I build on this valuing of writers by advocating for an affirming pedagogy that allows teachers to help students see the complexity and value of their shared languages and their individual (L)anguage as well as the identity connected to these. Article 3, “Familia Académica: Translingual History and the Epistemology of Erasure,” draws on a deep and overlooked history that provides a more complex holistic lens for the current socio-politics of the discipline of Writing’s interaction with the translingual approach, re-orienting to a more additive blend of the extreme perspectives that key scholars have taken between second language writing and translingual writing. Finally, the last section of the dissertation acts as a metaconstruction of the discipline of Writing, pointing to moments within the previous three articles that indicate a sustained effort to complicate binaries and then provide an alternate symbiosis of scholarly perspectives for disciplinary discourse and identity in Writing. Most importantly though, the final section of the dissertation synthesizes the partial approaches introduced in the previous three articles which inform my understanding of disciplinarity. Further, this final section attempts to find equity in the variety of partial approaches developed in the previous articles and which I have since matured into what I call the 8 Aspects of Writing. The 8 aspects and their components move beyond individual issues presented in each article and synthesize a more holistic, additive, and systematic model of defining the content knowledge for the discipline of Writing. / Dissertation/Thesis / Doctoral Dissertation English 2019