As entertainment reflects a culture's ideology, it is important for researchers to study its messages and subsequently its potential meanings. Entertainment has the power to inform and persuade, creating models for behavior with which the public interacts. The entertainment texts for the purpose of this study are the Castle television series and the Nikki Heat novels. Together, they create a unique multi-layer fictional world. By using postmodern, feminist, communication, and entertainment theories, the results of this study provide a tightly focused lens which views a narrow aspect of entertainment media. Each text was thoroughly examined using textual analysis, Feminist Poststructuralist Discourse Analysis, and conversation analysis. Contrary to expectations, the results indicated that the Castle and Nikki Heat texts support hegemonic ideology, particularly through the use of exaggerated stereotypes, strict gender roles, imagery, and narrative choices that help perpetuate rape culture. The discussion outlines how these results can be interpreted through the dominant messages presented in the texts. This research is intended to serve as a foundation for future research regarding entertainment media.

[pt] A presente pesquisa tem como objetivo principal contribuir com entendimentos sobre a prática da enfermagem durante o período reconhecido como o de pandemia da COVID-19 no município do Rio de Janeiro. Através da análise de narrativas emergentes na entrevista, objetivo elucubrar sobre as emoções que afloram no discurso (LE BRETON, 2009), as interações sócio discursivas nas quais identidades emergem e interagem entre si (MOITA LOPES, 2001; 2006) e evidências da ação de correntes hegemônicas (FAIRCLOUGH, 2001a; 2001b). A fim de subsidiar tal investigação, amparo-me no Sistema de Avaliatividade (MARTIN; ROSE, 2007) em diálogo com a Linguística Sistêmico-Funcional (HALLIDAY; MATHIESSEN, 2014) para augurar uma análise micro situada e na Linguística Aplicada Contemporânea (MOITA LOPES, 2006) e a Análise do Discurso Crítica (CHOULIARAKI; FAIRCLOUGH, 1999; VAN DJIK, 2005) para conjecturar uma análise macro. Assim, alinhando-me aos conceitos promulgados pela pesquisa qualitativa (DENZIN; LINCOLN, 2006), analiso as narrativas de sofrimento de enfermeiros e técnicos em enfermagem que vivenciaram a situação pandêmica desde o seu início, observando de que forma situam a si mesmos e os outros, se posicionam axiologicamente perante a sociedade e as correntes hegemônicas e os atravessamentos de suas experiências. Através das entrevistas, foram estruturados quatro blocos de análise sendo estes: O Início da Pandemia, Politica(gem), A Linha de Frente e O Pós (?) pandemia. Os resultados sugerem que estes profissionais suportaram uma fastidiosa carga emocional e física exigida no exercício da profissão no período em questão e evidenciam a interferência de interesses hegemônicos nas práticas discursivas e profissionais desses indivíduos. / [en] The main objective of this research is to contribute to understandings about nursing practice during the period recognized as the COVID-19 pandemic in the city of Rio de Janeiro. Through the analysis of emerging narratives in the nondirective interview, I aim to elucidate about what emotions emerge in discourse (LE BRETON, 2009), the socio-discursive interactions in which identities emerge and interact with each other (MOITA LOPES, 2001; 2006) and evidence of hegemonic currents in the action (FAIRCLOUGH, 2001a; 2001b). In order to support this investigation, I rely on the Evaluation System (MARTIN; ROSE, 2007) in dialogue with Systemic-Functional Linguistics (HALLIDAY; MATHIESSEN, 2014) to inaugurate a micro-situated analysis and on Contemporary Applied Linguistics (MOITA LOPES, 2006) and Critical Discourse Analysis (CHOULIARAKI; FAIRCLOUGH, 1999; VAN DJIK, 2005) to conjecture a macro analysis. Aligning myself with the concepts promulgated by qualitative research (DENZIN; LINCOLN, 2006), I analyze the suffering narratives of nurses and nursing technicians who have experienced the pandemic situation since its beginning. Thus, observing how they situate themselves and the others, position themselves axiologically before society and the hegemonic currents and the crossings of their experiences. Through the interviews, four blocks of analysis were structured: O Início da Pandemia, Politica(gem), A Linha de Frente and O Pós (?) Pandemia. Results suggest that these professionals bore a lumbering emotional and physical load required in the exercise of the profession at that time and evidence interference of hegemonic interests in the discursive and professional practices of these individuals.

No description available.

This paper sets out to evaluate the influence of Russia’s increasing levels of hegemonic masculinity upon the erosion of the nuclear taboo in relation to increased threatening rhetoric, military preparedness, targeting of nuclear facilities, and withdrawal from existing arms control legislation which indicates potential first-use employment of nuclear weapons against Ukraine. Utilizing a dual research methodology of comparative process tracing and critical discourse analysis, gender theory is applied to assess various critical junctures and political focal points that contributed to a dual-partite path dependency of increasing hegemonic masculinity, coupled with the feminized securitization of Ukraine, and retaliatory masculinity as performed via state-sponsored employment of conflict-related sexual violence and nuclear posturing against Ukraine. The alternative explanation of “Escalate to De-escalate” is critically investigated; however, the empirical analysis provided by this paper suggests that the lack of gender-sensitive evaluation within this explanation fails to adequately account for the effect of increasing domestic hegemonic masculinity within Russia. Increased perception of an existential threat against Russian masculinity was found to contribute to an increased dependency on nuclear weapons. Ultimately, this paper forwards a novel explanatory causal mechanism, providing one of the first analyses of the nuclear taboo in relation to a gender-sensitive lens.

In theory, the South African government advocates additive bilingual education over subtractive bilingual education. However, this study shows that subtractive bilingual education supersedes additive bilingual education mainly because the official African languages of South Africa are being marginalised and not utilised as languages of teaching and learning in schools. The majority of isiZulu speaking learners in KwaZulu-Natal are underperforming academically under a subtractive bilingual educational system. The findings of this study acknowledge that there are numerous contributing factors to this problem, but the most obvious is that isiZulu speaking learners are compelled to write their examinations in English. This study employed a triangulation approach where various literary sources were consulted to illustrate how English has emerged as a dominant language on the local and global stage, and how this has affected the status and use of minority languages. Qualitative approaches were used to gather data from Grade 10 to 12 isiZulu speaking learners who attend the so-called 'Black schools' in the district of Pinetown, in KwaZulu-Natal. Questionnaires and experimental tests were used as the main instruments for gathering data from learners. One-on-one interviews were conducted with educators and other relevant stakeholders. The observation technique was also utilised to monitor the behaviour of isiZulu speaking learners in both affluent and previously disadvantaged schools. By examining Cummins’ interdependency hypothesis (1979, 1996 and 2000) as a theoretical framework, this research study has proven that the continued use of English as the only language of teaching and learning in South African ‘Black schools’ has a negative impact on the academic achievements of the KwaZulu-Natal isiZulu speaking learners. The study, therefore, calls for the introduction of a language policy that will promote dual bilingual education where both isiZulu and English are used as the languages of teaching and learning throughout the KwaZulu-Natal isiZulu speaking learners’ scholastic years. The study has proven that this approach to education will facilitate better understanding of the subject matter and thus curb the high failure rate, especially in the so called 'Black schools'. / African Languages / D. Litt. et Phil. (African Languages)

In theory, the South African government advocates additive bilingual education over subtractive bilingual education. However, this study shows that subtractive bilingual education supersedes additive bilingual education mainly because the official African languages of South Africa are being marginalised and not utilised as languages of teaching and learning in schools. The majority of isiZulu speaking learners in KwaZulu-Natal are underperforming academically under a subtractive bilingual educational system. The findings of this study acknowledge that there are numerous contributing factors to this problem, but the most obvious is that isiZulu speaking learners are compelled to write their examinations in English. This study employed a triangulation approach where various literary sources were consulted to illustrate how English has emerged as a dominant language on the local and global stage, and how this has affected the status and use of minority languages. Qualitative approaches were used to gather data from Grade 10 to 12 isiZulu speaking learners who attend the so-called 'Black schools' in the district of Pinetown, in KwaZulu-Natal. Questionnaires and experimental tests were used as the main instruments for gathering data from learners. One-on-one interviews were conducted with educators and other relevant stakeholders. The observation technique was also utilised to monitor the behaviour of isiZulu speaking learners in both affluent and previously disadvantaged schools. By examining Cummins’ interdependency hypothesis (1979, 1996 and 2000) as a theoretical framework, this research study has proven that the continued use of English as the only language of teaching and learning in South African ‘Black schools’ has a negative impact on the academic achievements of the KwaZulu-Natal isiZulu speaking learners. The study, therefore, calls for the introduction of a language policy that will promote dual bilingual education where both isiZulu and English are used as the languages of teaching and learning throughout the KwaZulu-Natal isiZulu speaking learners’ scholastic years. The study has proven that this approach to education will facilitate better understanding of the subject matter and thus curb the high failure rate, especially in the so called 'Black schools'. / African Languages / D. Litt. et Phil. (African Languages)

This thesis examines the relationships between different nations and cultures in Ivanhoe, The Talisman, Quentin Durward, Anne of Geierstein and Count Robert of Paris using Post-colonial theory. An analysis of Scott’s conception of society in general shows that 18th century Scottish historiography is fundamental to his vision of the world because it forms the basis of his systematization of history, social development and interaction between communities. It also profoundly influences his imagery and descriptions, as well as providing him with a range of stereotypes that he manipulates so skilfully that his great dependence upon them is occulted. Contemporary ideas and his own attitude to the Union of Scotland and England lead him to conceive of nation formation in terms of descent and hybridity. In part, he sees the nation as a community of blood. Yet, his acceptance of the Union means that he also considers it to be a body of different ethnic elements that live together. His use of the 18th century metaphor of family to figure the nation allows him to incorporate heredity and miscegenation into his analysis of national development through father-daughter couples. The father represents traditional culture, and the daughter, the nation’s present and future; her marriage to a foreigner signifying that people of differing descent can cross the nation’s porous borders. Religion is the final frontier: Christian nations cannot absorb non-Christians. Scott sees dominance and subordination as a complex part of human relationships. Apparently-subordinate subjects possess occulted power because their support of the hegemonic is often essential if the latter is to maintain its superiority. While his conception of society in patriarchal terms means that his female characters cannot offer violence to men, he shows that passive resistance is very effective. Through mimicry, the subordinate threatens the power and identity of the dominant. Power is not only conceived of in political terms. In Ivanhoe, Scott reveals the importance of moral stature which allows Rebecca to dominate the work although she is at the bottom of the political and racial hierarchy that structures English society. Scott’s conception of time is fundamental to the manner in which he conceives of the nation. Historical cultural forms are physicalised through chronotopes. Politically subordinate cultures base their actions in the present on pedagogic time, while the dominant ignore their past and live only in the present and the future. He also expresses dominant-subordinate relationships through speed, with time moving quickly for the powerful and slowly for the weak. Time, whether in the form of history, the characters’ perception of it or speed amalgamates all the various elements of Scott’s conception of nationhood into a seamless whole.<p><p>Cette thèse analyse par le biais la théorie post-coloniale les relations internationales dans Ivanhoe, Quentin Durward, Anne of Geierstein et Count Robert of Paris. Les théories historiques élaborées en Écosse au XVIIIème siècle sont fondamentales dans la vision scottienne parce qu’elles forment la base de la systematisation de l’histoire, du développement sociale et, par conséquent, des relations entre les différentes communités. Ces théories influencent profondement les images qu’il utilise et la façon dont il décrit les caractères et les scènes. De plus, elles lui fournissent une gamme de stéréotypes qu’il manipule très adroitement. Sa conception de la manière dont se forment les nations vient des idées contemporaines et de sa propre expérience de l’union politique de l’Angleterre et de l’Écosse. Il considère la nation comme une communauté fondée sur l’ascendance par le sang mais aussi comme un groupe d’ethnies différentes qui vivent ensemble. Sa description de la nation emprunte à la métaphore de la famille courante au XVIIIième. Celle-ci lui permet d’inclure dans son analyse l’héridité et la mixité au moyen des couples formés par un père et sa fille. Le père représente la culture traditionelle, et la fille, le présent et le futur national. Son marriage avec un étranger signifie que les gens d’ascendance différente peuvent traverser les frontières perméables d’une nation. La religion est la frontière ultime: les nations chrétiennes ne peuvent absorber de non-chrétiens. Scott considère que la domination et la sujetion forment une partie complexe des relations humaines. Les sujets qui paraissent subordonnés possèdent en fait un pouvoir occulte, le dominant ayant besoin de leur soutien pour maintenir sa position. Bien que sa conception patriarcale de la société fasse que les caractères feminins ne manifestent pas d’agression envers les hommes, il montre que la résistance passive est très efficace. En imitant le sujet dominant, le sujet subordonné menace le pouvoir et l’identité de ce dernier. Le pouvoir ne s’exprime pas seulement dans la politique. Rebecca dans Ivanhoe revèle l’importance que revêtent le caractère et la moralité. Bien qu’elle soit au bas de la hiérarchie structurante de la société anglaise, elle domine le roman. <p>La conception que Scott se fait du temps est fondamentale à celle de la nation et de la culture. Au moyen du chronotope, les cultures historiques prennent des formes physiques. Les cultures qui sont subordonnées politiquement basent leur action au présent sur le “temps pédagogique”. Au contraire, le dominant rejette son passé et ne vit qu’au présent et au futur. Les relations entre le pouvoir dominant et le subordonné s’expriment aussi par la vitesse: le temps passe vite pour les puissants, mais lentement pour les faibles. En définitive, tous les éléments de la conception scottienne de la nation sont liés au temps, qu’il s’agisse de l’histoire, de perception par les caractères, ou de la vitesse.<p> / Doctorat en philosophie et lettres, Orientation langue et littérature / info:eu-repo/semantics/nonPublished

This study discusses the evolutionist approach to African history as an action plan for challenging the hegemony of English in university education and in the teaching and writing of literature in post-independence Africa. The researcher selected Zimbabwe’s university education and literary practice as the microcosm case studies whilst Africa’s university education and literary practice in general, were used as macrocosmic case studies for the study. Some two universities: the Midlands State University and the Great Zimbabwe State University and some six academic departments from the two universities were on target. The researcher used questionnaires to access data from university students and lecturers and he used interviews to gather data from university departmental Chairpersons, scholars, fiction writers and stakeholders in organizations that deal with language growth and development in Zimbabwe. Data from questionnaires was analysed on the basis of numerical scores and percentage of responses. By virtue of its not being easily quantified, data from interviews was presented through capturing what each of the thirteen key informants said and was then analysed on the basis of the hegemonic theory that is proposed in this study. The research findings were discussed using: the evolutionist approach to the history of Africa; data from document analysis; information gathered through the use of the participant and observer technique and using examples from what happened and/or is still happening in the different African countries. The study established that the approaches which have so far been used to challenge the hegemony of English in post-independence Africa are not effective. The approaches are six in total. They are the essentialist, the assimilationist, the developmentalist, the code-switch, the multilingualist and the syncretic. They are ineffective since they are used in a wrong era: That era, is the era of Neocolonialism (Americanization of the world). Therefore, the researcher has recommended the use of the evolutionist approach to African history as a strategy for challenging the hegemony in question. The approach lobbies that, for Africa to successfully challenge that hegemony, she should first of all move her history from the era of Neocolonialism as she enters the era of Nationalism. / African Languages / D. Lit. et Phil. (African Languages)