Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This thesis explores how Justin Cartwright’s perspective on Englishness, as a South Africanborn writer living and writing in England, is played out in his novels. Four of Cartwright’s novels with English settings are analysed: In Every Face I Meet (1995), The Promise of Happiness (2004), To Heaven by Water (2009) and Other People’s Money (2011). Cartwright’s position as a self-conscious observer of English life is revealed as eliciting a nuanced critique of Englishness. It is argued that Cartwright adopts something of an anthropological approach towards his English subjects, and that this troubles the traditional gaze of the Western anthropologist upon the “other”. At the same time, his protagonists are represented with humane sympathy, though this is often tempered with irony. Drawing on Paul Gilroy’s ideas about race and multiculture in England and Robert J.C. Young’s The Idea of English Ethnicity, this thesis discusses Cartwright’s presentation of Englishness as both potentially inclusive and exclusive. Cartwright also sets England against America, and more significantly, against Africa. Cartwright’s portrayal of Africa is shown to reveal his somewhat ambivalent attitude towards his birthplace. Throughout the thesis, Cartwright’s novels are discussed with an awareness of the influence that the social philosopher Isaiah Berlin has had on the author, particularly with regard to his critique of idealism and his espousal of value pluralism and liberal humanism. Yet it is also suggested that Cartwright’s liberal humanism may be intertwined with his complex and ambivalent attitude towards Africa. Moreover, the ironic tone and postmodern, metafictional elements of these novels perform Cartwright’s belief in value pluralism in interesting ways. The relationship between literature, art and national fictions is furthermore discussed, in conversation with Benedict Anderson’s ideas about nationalism. This thesis provides a close-reading of the works of this under-researched author and examines the complexity of his “estranged” position towards Englishness. / AFRIKAANSE OPSOMMING: Hierdie tesis verken hoe Justin Cartwright, Suid-Afrikaans gebore skrywer woonagtig in Engeland, se die siening van Engelsheid (Englishness) in sy romans weerspieël word. Vier van Cartwright se romans met ‘n Engelse agtergrond word ontleed: In Every Face I Meet (1995), The Promise of Happiness (2004), To Heaven by Water (2009) en Other People’s Money (2011). Dit word onthul hoe Cartwright se posisie as self-bewuste waarnemer van Engelse lewe hom staat te stel om ‘n genuanseerde critique van Engelsheid te lewer. Daar word aangevoer dat Cartwright ‘n ietwat antropologiese benadering tot sy Engelse onderwerpe inneem en dat dit die tradisionele siening van die Westerse antropoloog van die “ander” ondergrawe. Terselfdertyd bied hy sy protagoniste met menslike erbarming aan, hoewel dit dikwels met ironie getemper word. Deur gebruik te maak van Paul Gilroy se opvattings oor ras en multikultuur in Engeland en Robert J.C. Young se The Idea of English Ethnicity, bespreek hierdie tesis hoe Cartwright Engelsheid voorstel as sowel potensieel inklusief as eksklusief. Cartwright stel ook Engeland teenoor Amerika, en meer belangwekkend, ook teenoor Afrika. Daar word aangetoon dat Cartwright se uitbeelding van Afrika sy nogal ambivalente houding teenoor sy geboorteplek verraai. Regdeur die tesis word Cartwright se romans bespreek met in agneming van die invloed van die sosiale filosoof Isaiah Berlin op die skrywer, veral ten op sigte van sy critique van idealisme en sy omhelsing van waardepluralisme en liberale humanisme. Tog word daar ook gesuggereer dat Cartwright se liberale humanisme verweef mag wees met sy verwikklede en ambivalente houding ten opsigte van Afrika. Daarbenewens is die ironiese toon en postmoderne, metafiktiewe element van hierdie romans op interessante maniere ‘n bevestiging van Cartwright se onderskrywing van waardepluralisme. Vervolgens word die verhouding tussen literatuur, kuns en nasionale fiksies bespreek in samehang met Benedict Anderson se idees oor nasionalisme. Hierde tesis bied ‘n noukeurige ondersoek van die werke van hierdie onderverkende skrywer en ondersoek die kompleksiteit van sy “vervreemde” houding teenoor Engelsheid.

English Studies / M.A. (English)

Orientador: Gabbi Junior, Osmyr Faria / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-13T15:15:40Z (GMT). No. of bitstreams: 1 Marques_BeatrizSorrentino_M.pdf: 793198 bytes, checksum: f5135824464f5b2dac819b554ce05c8d (MD5) Previous issue date: 2009 / Resumo: A distinção entre pessoas e coisas materiais, para P. F. Strawson em seu livro Individuals, guia a discussão sobre o que são pessoas e como as identificamos e nos referimos a elas. No entanto, a tentativa de fazer esta distinção chama a atenção para a necessidade da reflexibilidade do si mesmo, capaz de identificar si mesmo e outros como sendo pessoas. Paul Ricoeur explicita em seu livro Soi-même comme un autre como a designação de si desenvolve a compreensão da noção de si mesmo. A referência aos particulares de base que auxiliaria em sua distinção de coisas ocorre na linguagem, entretanto, ao levar em consideração atos de fala, que remetem à capacidade de designar a si na interlocução, surge a necessidade de considerar a ação como o principal aspecto que diferencia pessoas de coisas, como Strawson aponta em sua teoria. A ação expõe a distinção entre a espontaneidade com a qual o agente interfere no mundo, por meio de seu corpo, e a ocorrência de eventos de acordo com leis da natureza. Assim, a ação traz a dimensão da ética para o agente ao apontar o seu poder de agir. Por fim, a narrativa ajuda a designar uma ação ao seu agente, pois a ação faz parte da trama que o agente constrói, e contar algo é contar quem fez o que numa história em que o personagem apresenta uma constância. Dadas estas considerações, o presente estudo avalia dois casos de narrativas literárias para constatar se os seres não humanos que as compõem são pessoas ou não / Abstract: For P. F. Strawson, in his book Individuals, the distinction between persons and material things guides the argument over what persons are and how we identify and refer to them. However, tryning to point out the distinction calls atention to the need of the self's reflectivity, capable of identifying onself and another as persons. Paul Ricoeur elucidates in his book Soi-même Comme un Autre how self ascription develops our understanding of the self. The reference to basic particulars that should help distinguishing things happens through language, though, when we consider speech acts, which refere to the self designation capacity in interlocution, we realise the need to consider action as the key aspect which distinguishes persons from things, as Strawson poits out in his theory. Action exposes the distinction between the agente's spontaneous interference in the world, through his body, and the ocurrence of events in acordance with laws of nature. By way of his power to act, action brings to the agent a ethical dimension. Narrative helps ascribing an action to it's agent, since the action is a part of the plot the agent constructs, and to tell something is to tell who did what in a narrative where the character presents constancy. Based on these considerations, the present essay studies two literary cases to decide if the non-human beings preset on these narratives are persons or not. Key Words: Basic Particulars, Oneself, Intentional Action, Self-ascription, Own Body / Mestrado / Filosofia / Mestre em Filosofia

This dissertation discusses and analyses Mikhail Mikhailovich Bakhtin's conscious strategy of self-fashioning and reinvention, which is realised in his life and supported by the theoretical constructs contained in his Collected Works. It addresses the ambiguities and uncertainties in Bakhtin's life and work and uses two aspects of his philosophical approach and constructs to explicate these inconsistencies: his theory of identity and his theory of language. The analytical tools used to arrive at this conclusion include the notion of reflexivity (using Bakhtin's own theoretical constructs to analyse incidents in his life, and in turn, using those incidents to illustrate the concepts he developed). Theoretical support for Bakhtin's self-fashioning is provided by Fitzpatrick's theory of reinvention through impersonation and imposture in Revolutionary Russia. Bakhtin's theory of identity (expressed in his Nietzsche-influenced concept of the mask and its associated concept of travesty) supports this reinvention. Bakhtin's notion of double-voicedness, supported by his linguistic theories of interdiscursivity, heteroglossia and the utterance reinforce these two lines of thought. Bakhtin's two figures of speech: the word with a 'backward glance' and the word with a 'loophole' encapsulate this convergence of theory and life. These two constructs are brought into sharp relief when illuminated by Wittgenstein's theory of language-games, Austin's concept of performativity and Benveniste's formulation of deixis. The overarching metaphor for this dissertation is the Classical Greek concept of metis, or 'cunning intelligence', a concept that is instantiated in the way in which Bakhtin framed the narrative of his life and the manner in which he performed his work. The dissertation concludes that Bakhtin evolved a multi-threaded philosophy which was self-consistent in the way in which it addressed the creation of identity, the expression of language and the performance of life and work through the metaphor of metis.

With this dissertation I propose to investigate critical theories dealing with memory and its role in photography. The function of memory is a well discussed and analysed topic within the ambit of historical research. Drawing from theoretical texts by critical theorists, namely, Roland Barthes, Annette Kuhn and Marianne Hirsch, I will critically address the function of memory in the understanding of photography; particularly how photographs have the ability to construct our identity in terms of history and narrative. I will study the content of memory in relation to visual images, focusing on what is remembered, what is suppressed, and finally, what is transformed when viewing an image. By doing so, I will consider whether or not still photographs have the ability to construct the past in a narrative form that is intrinsic to its medium. This consideration will be undertaken with specific reference to the works of contemporary South African artist Lien Botha. Special attention will be directed to her series of work entitled Amendment (2006), a series which permits me in turn, to deal with issues pertaining to memory and “visual narrative” which I have explored in my own professional art practice namely, Memory Boxes, Back Stories, Faces of You and Me, Memories Re-layered and Ghostly Remnants.

The philosophy of pharmaceutical care, which defines a patient-centred approach to practice, has been embraced and upheld by national and international pharmaceutical organisations for two decades. However, pharmacists have been slow to change their practice and implement a pharmaceutical care approach. It has been suggested that amongst other factors, short-comings in pharmaceutical education have contributed to this reluctance of the profession to transform practice. Efforts to address these short-comings in pharmaceutical education have focused on the curriculum and pedagogic practices, and not on the pharmacy educators themselves. Palmer (1998) asserts that “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher”. In essence, "we teach who we are" and good teachers have one common trait: “a strong sense of personal identity that infuses their work”. This study identified, described and analysed the self-perceived professional identities of pharmacy educators within the South African context. This included ascertaining factors and contexts which contributed to participants’ self-perception of their professional identity. In an effort to understand the influence the educators have on practice and on changing practice and vice-versa, the attitudes, beliefs and behaviours of participants regarding the philosophy and practice of pharmaceutical care, and pharmaceutical education were also explored. Situated within a constructivist-interpretive, qualitative paradigm and making use of methodological triangulation, this study was conducted in three phases, each employing a different qualitative method to collect data. The first phase made use of narrative analysis to gain an in-depth understanding of pharmacy educators’ perceived professional identities and to explore how their experiences, across various contexts, have formed their professional identities. In-depth individual narrative interviews were used to provide a forum in which the participants could reflect upon and tell their professional life-story. This phase of the study also made use of the exploration of metaphors to further investigate the participants’ professional identity and, more particularly, their images of themselves as “teacher” and role model for students. A maximum variation, purposeful sampling approach was used to recruit eight pharmacy academics - one from each school or faculty of pharmacy in South Africa, as participants in this phase of the study. The second and third phases explored more widely, the insights gained from the first phase and the formation of professional identity, attitudes, beliefs and practices of pharmacy educators in South Africa. Two focus groups were employed during the second phase and the study sample was broadened to include a further ten pharmacy educators. In the third phase, a purpose-designed, qualitative questionnaire was used to extend the study sample to all pharmacy educators in South Africa. A convenience sampling approach was used in both the second and third phases of the study. Thematic analysis and interpretation of the narrative interview and focus group transcripts and the questionnaire responses were conducted using qualitative data analysis software – Atlas.ti®. A multiplicity of self-perceived professional identities was described. However, all of these were multi-faceted and could be situated on a continuum between pharmacist identity on one end and academic identity on the other. In addition, six key determinants were recognised as underpinning the participants’ self-perception of their professional identity. These included three structural determinants: expected role; knowledge base; and practice, and three determinants relating to the emotional dimensions and agency of professional identity: professional status; passions; and satisfiers. The professional identity of the participants had been formed through membership of multiple pharmacy-related communities of practice and continued to be sustained through a nexus of multi-membership. There was extensive support by the participants for the concept of pharmaceutical care; however, it did not impact extensively on their role as pharmacy educators. Furthermore, many expressed concern around the use of the term ‘pharmaceutical care’: its definition; its lack of penetration into, and implementation within the practice environment; and even its relevance to the South African healthcare context. Many of the participants perceived the professional development of future pharmacists to be integral to their role as educators, and was often their source of greatest professional satisfaction. However, concern was also expressed at the dissonance that students were perceived to experience, sometimes, because of the incongruities that they are taught and what they experience in practice. This study has afforded pharmacy educators in South Africa an opportunity to understand better “who” they are as professionals, and to reflect on their role as educators and as role models for future pharmacist. Moreover, the findings contribute to a collective understanding of the professional identity of pharmacy educators and socialisation of pharmacy students into the profession. The insights and recommendations emerging from the study have the potential to make academic pharmacy a more attractive career choice which may have positive implications for the future attraction and retention of pharmacists to academic posts within universities.

In this work, I introduce the concept of identity, outline its importance, and argue in favour of a post-modem conception of identity, underpinned by the principles of contestation, anti-essentialism and hybridity. This notion of identity, which is supported by both theoretical and case evidence, is in tension with the practices of the courts, which are often asked to make determinations that impact identities. The court's conventions and practices privilege a modernist notion of identity; given these restrictions, how are post-modern identities, such as the Metis, to be recognized? Using the case ofK v. Powley, / explore the possibilities and openings for a post-modern concept of identity to be realized in the courts. While there are conflicts and restrictions, judges, courts and the law demonstrate sufficient flexibility to allow for post-modern principles to be realized. I conclude by arguing that the courts should go further in developing a post-modern conception of identity in their work, and explore the issues and implications of doing so. I also reflect on the broader question this work presents, namely the role of the law and the possibilities for change therein. / Arts, Faculty of / Political Science, Department of / Graduate

How should we understand the lived experiences of students in an English language program at a community college? This study seeks to explore and discuss the experiences of international students as they discover and constitute cultural identities in places between languages and cultures. It suggests a link between the vibrancy of these lived experiences and an English language education program which understands the value of the lived curriculum. The text includes the narratives of three international students and the interpreting of those conversations by the researcher. Also participating in the study are the voices of teachers and the voices of writers of theory, with the researcher working in the middle, experiencing at the same time a discovering and constituting of his own cultural identity. Building on the work of postcolonial scholars of cultural theory and anthropology, the study suggests a different kind of inter-national classroom and community, one which has implications for teachers as inter-national educators. In doing so, the thesis attempts to respond to "calls for attention to international dimensions of curriculum study" (Pinar 1995) and suggests an approach to creating a different kind of theoretical and conceptual frame for language education. It is hoped that the research will open doors to new questions and avenues of study and will help in furthering our understanding of curriculum. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This qualitative study examined Japanese students' study abroad experiences in Vancouver. I conceptually framed study abroad as contested space where global and local (national) discourses converge and shape these students' experience. Based on this conceptual understanding of study abroad, I reviewed three global and local (national) discourses that were relevant to Japanese students' study abroad experiences: neocolonialism, "internationalization," and nihonjinron (discussions of Japanese uniqueness). These three discourses were monitored throughout Japanese students' study abroad experiences to examine how they would shape these students' experiences and how these students would negotiate to construct their experiences in the midst of these discourses. Furthermore, as the sub-theme of the study, I examined Japanese students' study abroad experiences in terms of Edward Said's (1995) hope for the creation of non-essentialist, nondominative, and non-coercive form of knowledge. I examined the possibility of study abroad experience as a transformative educational experience that helps students decipher the hegemonic and ideological limitations on their knowledge of "race" and nation. From May to November 1999,1 conducted participatory observations and semi-structured interviews with seventeen Japanese male students who had resided in Vancouver for more than six months. The data suggested that the three discourses of necolonialism, "internationalization," and nihonjinron (discussions of Japanese uniqueness) were manifested to shape the Japanese students' experiences. I argued that as a consequence of the manifestation of these three discourses, the Japanese students rendered "Canadians" into the "Other." Furthermore, this bi-polar and essentialist understanding of "Self and "Others" led to their objectification and commodification of "Canadians" as a medium for "internationalizing" themselves. I conclude that study abroad experiences in Vancouver was not effective in helping the Japanese students go beyond the global (neocolonial) and local (national) ideological discourses. Rather, the study suggested that the Japanese students' study abroad experiences reinforced their preconceived sense of human difference, leading them to view "Canadians" as discontinuous from "us," which enabled them to commodity them merely as a medium for "internationalizing" themselves. Given the findings of the study, I suggest for employing a postcolonial perspective in the examination of foreign students' study abroad experience. I also call for critical re-evaluation of study abroad experiences of foreign students, in particular, Japanese students and for the attempt to turn study abroad into a transformative learning opportunity that helps students move beyond hegemonic imperial discourses of "race" and nation. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This dissertation examines a moment of unprecedented crisis in Japan's modern history - the crisis of defeat - and the impact it had on the Japanese self-image. Defeat unleashed a wide range of responses, from profound despair (kyodatsu) to a sense of new life (shinsei). Just as the material destruction of defeat defined the landscape of Japan's cities, so too did the coexistence of these two emotions create the psychological ground from which public discussion about Japan's past, present, and future emerged. From these discussions arose two interrelated debates, one concerning who was responsible for war and defeat, and the other focusing on the defects in the national character. In both cases, many Japanese believed that the resolution of these debates was a necessary first step in constructing a peace-loving, democratic nation. The deconstruction of the national character was akin to the process of negation through which many Japanese people believed they could discard the "sins of the past" and move smoothly forward into the new postwar world order. It is in this context that Tanabe Hajime's "philosophy of repentance" (zangedd) is relevant, both as a model and a metaphor for the Japanese attempt to overcome the past. Ultimately, however, Tanabe's road to salvation was not taken by many, partly due to the intellectual difficulty of his message, but also due to the re-emergence of the Emperor whose reconstruction as a symbol of new life circumscribed the public debates over war responsibility and the deconstruction of the national character, leaving unresolved fundamental questions concerning the Japanese peoples' relationship with their own past. Drawing on a broad variety of primary sources, this study explores these debates and the Emperor's resurrection in a brief but intense four-year period after Japan's defeat. Any appreciation of later postwar history must begin from this era. Through the experiences and memories of the "generation of the scorched earth" (yakeato jidai) we can gain new insights into Japan's re-emergence as an economic power, the preoccupation with "new," and the enduring sense of particularism that predominates in Japan today. / Arts, Faculty of / History, Department of / Graduate