Thesis (MA) -- University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study examines data from account-giving in Sesotho. Am account-making process according to Warren (1989), is more like a "life in motion" in which individual characters are portrayed as moving through their experiences, dealing with some problem in their lives and at the same time diligently searching for a resolution. It is then this quest to understand the major stresses in each individual's mind that is at the core of this study. The reasons that lead to the result of the daily experiences of destitution, depression, death, disability etc, are also addressed here. Narrative accounts form the basis of moral and social events and as such, stories have two elements through which they are explored. They are explored firstly in the way in which they are told and secondly, in the way they are lived in the social context. These stories follow a historically or culturally based format, and to this effect, Gergen (1994) posited narrative criteria that constitute a historically contingent narrative form. Narrative forms are linguistic tools that have important social functions to satisfactorily fulfil such needs as stability narrative, progressive narrative and regressive narrative. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek data oor verslagdoening in Sesotho. 'n Verslagdoeningsproses is volgens Warren (1989) soos 'lewe in beweging', waarin individuele karakters voorgestel word as dat hulle beweeg deur ervarings, en een of ander probleem in hulle lewe aanspreek, en terselfdertyd soek na 'n oplossing. Dit is hierdie soeke om die spanninge te verstaan in die denke van elke individu wat aan die kern van hierdie studie lê. Die redes wat lei tot die resultaat van die daaglikse ondervindings van eensaamheid, depressie, dood, gestremdheid, ens. word ook beklemtoon in hierdie studie met verwysing na Sesotho verslagdoenings. Narratiewe verslagdoening vorm die basis van morele en sosiale gebeure, en as sulks, vorm dit die twee elemente waardeur hulle ondersoek word. Dit word ondersoek, eerstens deur die wyse waarop dit vertel word en tweedens, deur die wyse waarop dit beleef word in die sosiale konteks. Hierdie stories volg 'n histories of kultureel-gebaseerde formaat en, tot hierdie effek, het Gergen (1994) narratiewe kriteria gepostuleer wat 'n histories afhanklike narratief vorm. Narratiewe vorme is linguistiese gereedskap wat belangrike sosiale funksies het om behoeftes te vervul aan stabiliteit narratiewe, progressiewe narratiewe, en regressiewe narratiewe.

Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study explores patterns of separation and/or connection in the narratives of the respondent, a female farm worker living and working in the Western Cape, South Africa. The major objective of this qualitative case study is to examine the possible construction, co-existence and interaction of separation-connection themes in the reality of the respondent. Founded within the social constructivist tradition, an approach that assumes reality to be constructed through language and within relationships, a window on the respondent's narrative construction of her reality, relationships and separation-connection processes was obtained. To compliment the explorative nature and social constructionist approach of the study, Grounded Theory and Narrative Analysis were administrated. Through the analysis the two central themes, separation and connection, manifested on two different levels - firstly on a content level (what the participant has to say regarding the themes) and secondly on a process level (what is happening between participant and researcher). Findings provided a preliminary understanding of the techniques the respondent implores to construe a sense of separation and connection. Results confirmed the co-existence of separation-connection themes and indicated a possible interaction between the two constructs. Findings also provided a glimpse on the experiences and impact of the separation-connection process in the idiom of the respondent. / AFRIKAANSE OPSOMMING: Die studie belig patrone van binding en/of skeiding in die narratiewe van die respondent, In vroulike plaaswerker in die Wes-Kaap, Suid-Afrika. Dié kwalitatiewe gevallestudie is gerig op In ondersoek van die potensiële konstruksie, naasbestaan en interaksie van binding- en/of skeidingstemas soos wat die respondent dit beleef en verwoord. Deur die fundering van die navorsing in die sosiaal-konstruktivistiese tradisie, In benadering wat glo dat die realiteit in verhoudings via taal gekonstrueer word, is toegang tot die respondent se narratiewe konstruksie van haar realiteit, verhoudings en binding- en/of skeidingstemas verkry. In ooreenstemming met sosiaal-konstruktivistiese aannames, het die data-analise Narratiewe Analise en Grounded Theory metodiek behels. Met behulp van die ontleding het die twee sentrale konsepte, binding en skeiding, op twee vlakke gemanifesteer - eerstens op In inhoudsvlak (dit wat die respondent daaroor vertel) en tweedens op In prosesvlak (dit wat tussen die respondent en die onderhoudvoerder gebeur). Die resultate bied In voorlopige verstaan van die wyses waarop die respondent binding en/of skeiding konstrueer. Bevindings bevestig die naasbestaan van binding- en skeidingstemas en dui op In moontlike interaksie tussen dié twee konstrukte. Die studie verskaf ook In blik op die respondent se ervaring van die konstrukte in haar eie idioom.

published_or_final_version / abstract / Speech and Hearing Sciences / Doctoral / Doctor of Philosophy

This thesis examined to what extent a particular class of highly mobile professionals has internalized the contemporary discourse of corporate global nomadism, proposed by the researcher as an example of the kind of corporate discourses that are emerging to encompass the ideology of neoliberalism and which are inscribed in a particular genre of popular managerial and globalization literature through prescription of ideal attitudes and forms of behaviour. The researcher selected a representative sample of corporate texts that comprises books by management gurus and popular writers on globalization and corporate websites by consultancy firms, and collected personal narratives or life stories from a sample of professionals who in the pursuit of work have relocated internationally more than once. These texts were cross-analysed to identify how the discourse of corporate global nomadism is manifested, whether in similar or contradictory ways. This analysis combined the methodological framework of critical discourse analysis with narrative analysis, with a particular emphasis on deconstruction and intertextuality. A characteristic feature of this study is the use of online communication technologies to encompass research participants who are geographically dispersed. The principal original contribution to knowledge of this dissertation is the relationship made between the contemporary discourse of corporate global nomadism and the ideology of neoliberalism. The methodologies and methods used in the elaboration of this research are also important contributions. The most prominent finding of this study is that the attitudes of the research participants towards their own mobility are contradictory as their self-representation from the standpoints of the context of work and the private sphere are discursively confronted. This dissonance in the narratives represents struggles in the life of the research participants as they attempt to meet corporate demands for continuous global mobility. The findings of this study show that despite the persuasive power of certain corporate discourses they are not passively assumed by individuals, meaning that the hegemony of neoliberal capitalism as a dominant ideology underlying modern organizations is not absolute, because individuals consciously or subconsciously resist and challenge the messages it conveys.

A report submitted to the University of Witwatersrand in partial fulfilment of the requirements for the Degree of Master of Arts in Sociology by Coursework and Research Report The Department of Sociology The Faculty of Humanities March 2016 / Rape is an important topic of enquiry in South Africa due to the high incidences of rape and the underreporting of the crime to legal authorities. This research is exploratory in nature and is concerned with how the four women interviewed employ specific narratives to aid or inhibit their ability to speak about their experience of being raped, and the ways in which rape survivors position themselves within their own stories and societal discourses of rape. A detailed analysis was done of the research available on hegemonic masculine power, societal discourses and myths about rape, silencing and personal and public narratives. Through this analysis rape is placed within a framework of patriarchy and control. Four female rape survivors living in Johannesburg were found using targeted sampling, and were interviewed using a recording devise and unstructured, one-on-one interviews. These interviews were transcribed and coded, and then analysed using Thematic Narrative Analysis. Great care was taken throughout the research process to ensure that it is ethical and that no harm was done to any of the interviewees or anyone else. It was found that each of the interviewees came to represent three distinct narratives, namely the stranger rape narrative, the date/acquaintance rape narrative and the child rape narrative. These narratives appear to sometimes be in tension and conflict with one another, creating confusion in the positionality and believability of the rape survivor. It was also found that narratives are often employed as ways of defining the experience of rape and challenging rape myths and public narratives of rape. The women interviewed for the purposes of this paper drew attention to various themes within their narratives, such as tensions between their own experience of rape and societal discourses of rape, empowerment, safe spaces to talk about trauma, education, consent and control. Further research could be conducted to explore this topic in greater detail and expand upon the knowledge that was gathered and investigated in this research report. / MT2017

Research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Masters of Art (Journalism and Media Studies), Johannesburg, 2016 / Rape is a predominant crime and a social issue in South Africa today. South Africa’s incidence of rape is among the highest in the world. Identifying and understanding the dominant rape narratives in news media is useful in pinpointing how the media represents the crime of rape. It is understood through agenda-setting theory that news media plays an important role in how topics come onto the national agenda, giving news media a particular influence in society. Further, through discourse analysis and narrative theories, research has shown how what people read and hear can influence their understanding of those matters, and can drive social change or maintain the stability of social structures. Some theorists take this further, arguing that narrative fundamentally informs how humans make sense of the world, that reality is discursively constructed. The research below attempts to access, reveal and unpack these dominant narratives as they pertain to rape, using a combination of corpusbased analysis and critical discourse analysis techniques on two corpora of South African newspaper text from the first quarter of 2013, and tied to a specific case study, the rape and murder of Anene Booysen. The resultant findings also provide a snapshot of the dominant ideology and social practices in South Africa over the time period studied, as discourse and narrative are implicitly tied to power in society / GR2017

Orientador: Alvaro L. Hattnher / Banca: Márcio Scheel / Banca: Fábio Fernandes / Resumo: O presente trabalho é uma reflexão sobre estrutura narrativa, narrador e foco narrativo em jogos eletrônicos do gênero JRPG. Partindo da ideia de que os jogos desse gênero combinam elementos narrativos com elementos lúdicos de forma harmônica, são analisados três títulos, Chrono Trigger (2008), Tales of Symphonia (2004), Eternal Sonata (2009), nos quais não só se verifica uma influência mútua entre narrativa e regras, mas que também desenvolvem essa união a ponto de apresentarem diferentes percursos narrativos que são ativados e escolhidos de acordo com o jogador. Dessa maneira, busca-se na ludologia as definições de jogos eletrônicos apresentadas por Galloway (2006), Juul (2005) e Aarseth (2004), que são postas a dialogar com conceitos da narratologia propostos por Chatman (1978) e Bal (2007), proporcionando o entendimento da estrutura de um jogo eletrônico em função da organização dos elementos narrativos em comunhão com os elementos lúdicos, do narrador presente neste tipo de texto, do foco narrativo pelo qual os eventos são narrados e da presença do jogador como um participante efetivo no desenvolvimento do jogo. Na convergência dessas duas vertentes teóricas, elabora-se uma proposta de ludonarrativa, espécie textual em que histórias são contadas por um narrador atuante, que vive e age de acordo com as regras do jogo, respeitando-as e dando sentido para elas dentro da narrativa, de modo a incluir significativamente o jogador não somente como um interagente, mas também como um participante no texto / Abstract: This paper is a consideration about narrative structure, narrator and narrative perspective in video games from a genre called JRPG. Starting from the idea that the games within this genre harmoniously combine narrative elements with ludic instances three games are analyzed, Chrono Trigger (2008), Tales of Symphonia (2004), Eternal Sonata (2009), which not only present mutual influence between narrative and rules, but also develop this combination to the point of providing different narrative pathways which can be activated and chosen according to the player. Hence, this thesis works with concepts from ludologists that searched for a definition of video games, such as Galloway (2006), Juul (2005) and Aarseth (2004); these concepts are discussed with ideas of narrative analysis, proposed by the narratologists Chatman (1978) and Bal (2007). The discussion then provides an understanding of the structure of a video game focusing on the organization of narrative elements along with with the ludic instances, the narrator present on this type of text, the narrative perspective by which events are narrated and the presence of the player as an effective participant in the development of the game. Supported by the convergence of those theoretical aspects, we shall draw up a proposal for a ludonarrative, a type of text in which stories are told by a narrator who lives and acts in accordance with the rules of the game, respecting them and giving meaning to them within the narrative, in order to significantly include the player not only as an interactor, but also as a participant in the text / Mestre

Apresentamos resultados de pesquisa em que investigamos se os sujeitos-estudantes dos anos iniciais, mais especificamente do 5º ano do ensino fundamental, utilizam o discurso narrativo escrito para falarem de si, de seus sentimentos, de emoções, frustrações e desejos, utilizando-o para tecer a subjetividade. O discurso narrativo escrito é comum nas práticas pedagógicas escolares que, na maioria das vezes, é empregado para cumprir um currículo ou proposta que não contemplam quem escreve e o que se escreve, mas como escreve, no sentido do assujeitamento às estreitas malhas das normas ortográficas e gramaticais. Para compreendermos, então, o funcionamento do discurso narrativo escrito dos/nos sujeitos estudantes, tomamos o discurso enquanto efeito de sentidos, considerando as condições de produção no momento em que reverberaram. O arcabouço teórico que sustenta nossos estudos está centrado na Análise de Discurso pêcheuxtiana, na Psicanálise freudo-lacaniana e nas Ciências da Educação. Apresentamos nos capítulos iniciais alguns conceitos fundamentais às três áreas do conhecimento, no intuito de compreendermos o movimento do sujeito em relação à escrita, e de modo específico, a escrita de si. Para a realização da pesquisa, elaboramos uma atividade didático-pedagógica tendo como finalidade a coleta de narrativas escritas por 43 sujeitos-estudantes do 5º ano do ensino fundamental de uma escola pública situada em uma pequena cidade do interior paulista. Após a atividade supracitada, as narrativas foram lidas e transcritas, culminando na seleção de três narrativas que constituem nosso corpus de análise. As análises das narrativas escritas reverberaram marcas e indícios de a) que em condições favoráveis de produção em que as atividades propostas sejam coerentes, criativas e desafiadoras, os estudantes são levados a se deslocarem e a se posicionarem como intérpretes-historicizados, ou seja, atribuem e produzem sentidos a partir da memória discursiva e, a partir desse deslocamento, reverberam marcas de autoria nas produções; b) atividades linguísticas, fundamentadas teoricamente e baseadas em portadores de textos diferenciados proporcionam aos sujeitos-estudantes a aprendizagem de diferentes gêneros discursivos, instigando-os a perguntas, relatos de experiências, exposição de suas dúvidas a respeito dos mais diversos assuntos e temas tratados em sala de aula e outras formulações, o que lhes permite ocupar o lugar de sujeitos que se relacionam prazerosamente com o processo polissêmico de linguagem, contribuindo para que entendam a língua em seu funcionamento; c) o discurso narrativo é uma alternativa para que os sujeitos-estudantes falem de si, de fantasias, angústias, medo e desejos, expressando assim a subjetividade, condições basilares para que tenham vez e se façam ouvir em sala de aula, no contexto escolar e na sociedade. / This study presents results of an investigation on whether subject-students from lower elementary school 5th graders use written narrative discourse to speak about themselves, their feelings, emotions and frustrations, using it to build up their subjectivity. Written narrative discourse is a common teaching practice, mostly used to follow a syllabus or lesson plan which do not fulfil those who write, nor the theme. Rather, those activities focus on how the text is written, subjected to the constraints of grammar and spelling rules. In order to understand how written narrative discourse works in/from the subject-students, discourse is analyzed as effect of meanings, considering the conditions at the moment it has been produced. Thus, the order of discourse effect of meanings between interlocutors is materialized in the text, correspondent to the discourse, but not closed in on itself. It remains as a symbolic object open to different readings and meanings. We agree with Orlandi (2012) to a conception of text as support to the historicity in which subjects leave their traces through displacement of meanings, paraphrasing and articulating within ploys of opposing discursive formations, the presence of necessary absence, inevitable bond with alterity. Ideology is defined within this displacement of meanings, so as the work of interpreting and analyzing. This work is grounded on the theory of discourse analysis, by the French Philosopher Michel Pêcheux, on Freuds and Lacans psychoanalysis, and on the social-historical approach of literacy in the Science of Education. Those three areas of knowledge provide us with means to grasp the subjects relationship with writing, especially self-writing. The corpus was formed from three written narratives selected from one activity with 5th graders of a school in the state of São Paulo, Brazil. The analysis of the written narratives indicates three factors: a) favorable conditions within coherent, creative and challenging activities lead students to positioning themselves as historicized interpreters, that is, they assign and attribute meaning based on discursive memory. From that displacement of meaning they reverberate signs of authorship in their production; b) language-focused activities, theory-grounded and goodquality text provide subject-students with opportunities to learn about different discursive genres. Such texts lead students to questions, self-expression and discussions about the most various topics. Language and its polysemy are rediscovered with pleasure by those subject students, who explore and understand it better; c) the narrative discourse for subject-students speak about themselves, their feelings and thoughts, expressing their subjectivity. Those are basic conditions for them to voice their opinion in the classroom and in society.

The practice of evaluating situations with the Riverside Situational Q-Sort (RSQ:Wagerman & Funder, 2009) is relatively new. The present study aimed to investigate the theoretical framework supporting the RSQ with regards to the potential confounds of emotional state and the use of Likert-type ratings. Data were collected from a sample of Florida Atlantic University students (N = 206). Participants were primed for either a positive or negative mood state and asked to evaluate a situation with the RSQ in either the Q-Sort or Likert-type response format. Results suggested that response format has a significant influence on RSQ evaluations, but mood and the interaction between mood and response format do not. Exploratory analyses were conducted to determine the underlying mechanisms responsible. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Apresentamos resultados de pesquisa em que investigamos se os sujeitos-estudantes dos anos iniciais, mais especificamente do 5º ano do ensino fundamental, utilizam o discurso narrativo escrito para falarem de si, de seus sentimentos, de emoções, frustrações e desejos, utilizando-o para tecer a subjetividade. O discurso narrativo escrito é comum nas práticas pedagógicas escolares que, na maioria das vezes, é empregado para cumprir um currículo ou proposta que não contemplam quem escreve e o que se escreve, mas como escreve, no sentido do assujeitamento às estreitas malhas das normas ortográficas e gramaticais. Para compreendermos, então, o funcionamento do discurso narrativo escrito dos/nos sujeitos estudantes, tomamos o discurso enquanto efeito de sentidos, considerando as condições de produção no momento em que reverberaram. O arcabouço teórico que sustenta nossos estudos está centrado na Análise de Discurso pêcheuxtiana, na Psicanálise freudo-lacaniana e nas Ciências da Educação. Apresentamos nos capítulos iniciais alguns conceitos fundamentais às três áreas do conhecimento, no intuito de compreendermos o movimento do sujeito em relação à escrita, e de modo específico, a escrita de si. Para a realização da pesquisa, elaboramos uma atividade didático-pedagógica tendo como finalidade a coleta de narrativas escritas por 43 sujeitos-estudantes do 5º ano do ensino fundamental de uma escola pública situada em uma pequena cidade do interior paulista. Após a atividade supracitada, as narrativas foram lidas e transcritas, culminando na seleção de três narrativas que constituem nosso corpus de análise. As análises das narrativas escritas reverberaram marcas e indícios de a) que em condições favoráveis de produção em que as atividades propostas sejam coerentes, criativas e desafiadoras, os estudantes são levados a se deslocarem e a se posicionarem como intérpretes-historicizados, ou seja, atribuem e produzem sentidos a partir da memória discursiva e, a partir desse deslocamento, reverberam marcas de autoria nas produções; b) atividades linguísticas, fundamentadas teoricamente e baseadas em portadores de textos diferenciados proporcionam aos sujeitos-estudantes a aprendizagem de diferentes gêneros discursivos, instigando-os a perguntas, relatos de experiências, exposição de suas dúvidas a respeito dos mais diversos assuntos e temas tratados em sala de aula e outras formulações, o que lhes permite ocupar o lugar de sujeitos que se relacionam prazerosamente com o processo polissêmico de linguagem, contribuindo para que entendam a língua em seu funcionamento; c) o discurso narrativo é uma alternativa para que os sujeitos-estudantes falem de si, de fantasias, angústias, medo e desejos, expressando assim a subjetividade, condições basilares para que tenham vez e se façam ouvir em sala de aula, no contexto escolar e na sociedade. / This study presents results of an investigation on whether subject-students from lower elementary school 5th graders use written narrative discourse to speak about themselves, their feelings, emotions and frustrations, using it to build up their subjectivity. Written narrative discourse is a common teaching practice, mostly used to follow a syllabus or lesson plan which do not fulfil those who write, nor the theme. Rather, those activities focus on how the text is written, subjected to the constraints of grammar and spelling rules. In order to understand how written narrative discourse works in/from the subject-students, discourse is analyzed as effect of meanings, considering the conditions at the moment it has been produced. Thus, the order of discourse effect of meanings between interlocutors is materialized in the text, correspondent to the discourse, but not closed in on itself. It remains as a symbolic object open to different readings and meanings. We agree with Orlandi (2012) to a conception of text as support to the historicity in which subjects leave their traces through displacement of meanings, paraphrasing and articulating within ploys of opposing discursive formations, the presence of necessary absence, inevitable bond with alterity. Ideology is defined within this displacement of meanings, so as the work of interpreting and analyzing. This work is grounded on the theory of discourse analysis, by the French Philosopher Michel Pêcheux, on Freuds and Lacans psychoanalysis, and on the social-historical approach of literacy in the Science of Education. Those three areas of knowledge provide us with means to grasp the subjects relationship with writing, especially self-writing. The corpus was formed from three written narratives selected from one activity with 5th graders of a school in the state of São Paulo, Brazil. The analysis of the written narratives indicates three factors: a) favorable conditions within coherent, creative and challenging activities lead students to positioning themselves as historicized interpreters, that is, they assign and attribute meaning based on discursive memory. From that displacement of meaning they reverberate signs of authorship in their production; b) language-focused activities, theory-grounded and goodquality text provide subject-students with opportunities to learn about different discursive genres. Such texts lead students to questions, self-expression and discussions about the most various topics. Language and its polysemy are rediscovered with pleasure by those subject students, who explore and understand it better; c) the narrative discourse for subject-students speak about themselves, their feelings and thoughts, expressing their subjectivity. Those are basic conditions for them to voice their opinion in the classroom and in society.