Thesis (Ph.D.)--Liberty University, 2009. / Includes bibliographical references.

Thesis (Ph.D.)--Zhongguo ren min da xue, 1988. / Includes bibliographical references (p. 276-280).

Thesis (Ph. D.)--University of California, Santa Cruz. / Typescript. Includes bibliographical references (leaves 272-291).

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 212-216).

Thesis (MA(Philosophy)--University of Pretoria, 2003. / Includes bibliographical references.

No description available.

Through Foucault’s genealogy and ethics of the self, I examine the experiences of Asian teacher candidates in the K-12 Canadian school system and how those experiences influence what teaching means for them. I look at the connections between race, the body and education and ask, how do the embodied experiences of racialized students inform the formation of the racialized teacher candidate? In my study I reveal that discourses of racism and discrimination are embodied and constitute racialized subjectivity. Through using individual interviews and a focus group, I listen to the narratives of my participants as they recount experiences in education. These stories and my analysis have important implications for educators, scholars, researchers and policy-makers interested in race, the body and education as well as concerns of diversifying the teaching personnel and transforming curriculum.

Through Foucault’s genealogy and ethics of the self, I examine the experiences of Asian teacher candidates in the K-12 Canadian school system and how those experiences influence what teaching means for them. I look at the connections between race, the body and education and ask, how do the embodied experiences of racialized students inform the formation of the racialized teacher candidate? In my study I reveal that discourses of racism and discrimination are embodied and constitute racialized subjectivity. Through using individual interviews and a focus group, I listen to the narratives of my participants as they recount experiences in education. These stories and my analysis have important implications for educators, scholars, researchers and policy-makers interested in race, the body and education as well as concerns of diversifying the teaching personnel and transforming curriculum.

Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 1995. / Includes bibliographical references (leaves 150-152).

Depuis sa création, en 2004, le réseau social Facebook a reçu une attention médiatique dont l’ampleur est phénoménale. Avec des millions d’utilisateurs à son actif, le site est aussi devenu, dans certains milieux, presqu’incontournable. Malgré les appels à la prudence et à la vigilance dans l’utilisation de Facebook qui se multiplient – notamment concernant des enjeux de surveillance et de protection de la vie privée – nombre d’utilisateurs continuent d’y archiver des contenus, dont les photographies personnelles constituent une part importante. Ce mémoire propose d’explorer dans quelle mesure les pratiques associées à la photographie personnelle pourraient être comprises dans les processus de formation d’« éthiques de l’existence » (Foucault, 1984a; 1984b). Ces éthiques proposent aux individus des codes de conduite et des ensembles de valeurs à partir desquels le sujet s’adonne à un travail sur lui-même et se constitue en être « éthique » menant une existence « esthétique » (idem). Le terrain a pris la forme de séries de rencontres effectuées auprès de trois participantes. À la lumière de leurs pratiques photographiques, je suggère d’envisager la photographie personnelle comme un lieu où s’effectue la mise en oeuvre de techniques de soi. J’avance que de tels procédés favorisent la production d’un sujet se comprenant comme unifié et cohérent, tout comme ils participent à l’esthétisation de ce sujet et de son existence. / Since Facebook was first launched, in 2004, the social network has received a tremendous amount of media coverage. Today, as users are counted by millions, Facebook now seems to have become, in certain circles, totally ubiquitous. Despite growing numbers of warnings for caution in the uses of Facebook – which are frequently associated to privacy or surveillance issues – many users keep uploading content, such as personal photographs, on the social network. This thesis aims to explore the extent to which practices of personal photography may be involved in the formations of what Michel Foucault termed "ethics of the self" (Foucault, 1984a; 1984b). These ethics provide individuals with values, guidelines and codes of conduct from which the subject can engage in the production of his self as an "ethic" being, living an "aesthetic" life (idem). Research was supported with a series of interviews conducted with three volunteers. In the light of their photographic practices, I assert that it is possible to understand personal photography as a fertile site where techniques of the self can be made and elaborated. I suggest that through personal photography, these processes encourage the production of a united and consistent subject, and that these practices also contribute to the aestheticisation of the subject as well as its existence.