Narratives of place have always been crucial to the construction of Australian identity. The obsession with identity in Australia betrays longstanding uncertainty. It is not difficult to interpret in this uncertainty a replaying of the deeper insecurities surrounding the settler community's legal and more broadly cultural claims to the land. Such insecurities are typically understood negatively. In contrast, this thesis accepts the uncertainty of identity as an activating principle, appropriate to any interpretation of the narratives and themes that inform what it means to be Australian. Fundamental to this uncertainty is a provisionality in the post-colonial experience of place that is papered over by misleadingly coherent spatial narratives that stem from the imperial inheritance of Australian mythology. Place is a model for the tension between the coherence of mythic narratives and the actual rhizomic formlessness of daily life. Place is the ???ground??? of that life, but an ambivalent ground. An Ambivalent Ground approaches postcolonial Australia as a densely woven text. In this text, stories that describe the founding of a nation are enveloped by other stories, not so well known, that work to transform those more familiar narratives. ???Re-placing Australian literature??? describes the process of this transformation. It signifies an interpretative practice which seeks to recuperate the open-ended experience of place that remains disguised by the coherent narratives of nationhood. The process of ???re-placing??? Australian literature shifts the understanding of nation towards a landscape that speaks not so much about identity as about the constitutive performances of everyday life. It also converges with the unhomely dimension that is the colonist's ambiguous sense of belonging. We can understand this process with an analogy used in this thesis, that of music ??? the colonising language, and noise ??? the ostensibly inchoate, unformed background disruptive to cultural order yet revealing the spatial realities of place. Traditionally, cultural narratives in Australia have disguised the much more complex way in which place noisily disrupts and diffracts those narratives, and in the process generates the ambivalence of Australian identity. Rather than a text or a narrative, place is a plenitude, a densely intertwined performance space, a performance that constantly renders experience ??? and its cultural function ??? transgressive. The purpose of this thesis is not to displace stereotypical narratives of nationhood with yet another narrative. Rather, it offers the more risky proposition that provisionality and uncertainty are constitutive features of Australian social being. The narrative in the thesis represents an aggregation of such an ambivalent ground, addressing the persistent tension between place and the larger drama of colonialist history and discourse.

Narratives of place have always been crucial to the construction of Australian identity. The obsession with identity in Australia betrays longstanding uncertainty. It is not difficult to interpret in this uncertainty a replaying of the deeper insecurities surrounding the settler community's legal and more broadly cultural claims to the land. Such insecurities are typically understood negatively. In contrast, this thesis accepts the uncertainty of identity as an activating principle, appropriate to any interpretation of the narratives and themes that inform what it means to be Australian. Fundamental to this uncertainty is a provisionality in the post-colonial experience of place that is papered over by misleadingly coherent spatial narratives that stem from the imperial inheritance of Australian mythology. Place is a model for the tension between the coherence of mythic narratives and the actual rhizomic formlessness of daily life. Place is the ???ground??? of that life, but an ambivalent ground. An Ambivalent Ground approaches postcolonial Australia as a densely woven text. In this text, stories that describe the founding of a nation are enveloped by other stories, not so well known, that work to transform those more familiar narratives. ???Re-placing Australian literature??? describes the process of this transformation. It signifies an interpretative practice which seeks to recuperate the open-ended experience of place that remains disguised by the coherent narratives of nationhood. The process of ???re-placing??? Australian literature shifts the understanding of nation towards a landscape that speaks not so much about identity as about the constitutive performances of everyday life. It also converges with the unhomely dimension that is the colonist's ambiguous sense of belonging. We can understand this process with an analogy used in this thesis, that of music ??? the colonising language, and noise ??? the ostensibly inchoate, unformed background disruptive to cultural order yet revealing the spatial realities of place. Traditionally, cultural narratives in Australia have disguised the much more complex way in which place noisily disrupts and diffracts those narratives, and in the process generates the ambivalence of Australian identity. Rather than a text or a narrative, place is a plenitude, a densely intertwined performance space, a performance that constantly renders experience ??? and its cultural function ??? transgressive. The purpose of this thesis is not to displace stereotypical narratives of nationhood with yet another narrative. Rather, it offers the more risky proposition that provisionality and uncertainty are constitutive features of Australian social being. The narrative in the thesis represents an aggregation of such an ambivalent ground, addressing the persistent tension between place and the larger drama of colonialist history and discourse.

This study presents an empirical, qualitative investigation of transformations as they occurred in the participants' language during a fiction reading and discussion group in a community mental health setting. Session transcripts have been analyzed from the perspective of researcher as literary critic and through the Deleuzian lens of rhizomatic assemblages (Deleuze & Guattari, 1980/2005). This nonlinear, non-hierarchical and non-referential approach re-imagins the relationship among readers, texts and authors. Three themes follow from the rhizomatic perspective on transcript data. <br>The first of these, Assemblage, details the ways that participants engage in and with fictional story-worlds. This engagement is such that text, readers, author, and other elements of context join together in chains or blocks of becoming. These becomings rely on the mimetic structure of the fictional texts that simulates 'real life' experiences for readers. This special kind of engagement leads to transformations of linguistic forms, images and concepts. <br>Transformations addressed in the next segment, De-formations, include analysis of mental health talk as it encounters the poetic story world in our sessions. One result of this encounter is the vernacularization of mental health talk. Elements of clinical, usually diagnostic, language introduced in our sessions are transformed in the direction of more colloquial and 'plain-language' use. This result suggests that fiction reading moves mental health consumers away from the problem-saturated language of mental health discourse (White & Epston, 1990) that too often reifies and reinforces illness and dis-ease rather than supporting wellness. <br>The final section, Re-narration, examines implications of transformations in participants' language for narrative identity, that is, participants' self-understanding and re-contextualization in light of their encounters with the fictional story-world (Ricoeur, 2005). It is possible to discern nascent or potential changes in narrative identity in the language of discussants and to speculate on what changes participants may carry forward into their lives beyond the reading and discussion group. <br>Finally, implications are discussed for re-understanding the therapist as literary critic and for the development of locally produced bodies of literary criticism as work appropriate to community mental health providers and clients. Also, affinities between literary therapy, bibliotherapy and narrative therapy are discussed. / McAnulty College and Graduate School of Liberal Arts / Clinical Psychology / PhD / Dissertation

Syftet med denna studie är att undersöka vilka faktorer som påverkar elevers intresse och lust till att läsa skönlitteratur och vilka strategier som används för att motivera till läsning. För att möjliggöra denna studie intervjuas femton elever i en klass fem och deras tre lärare genom en metod som kallas fokusgrupper. Fokusgrupper är en kvalitativ intervjumetod som grundar sig helt på deltagarnas personliga upplevelser och åsikter. Deltagare i fokusgrupper får i förhand information om vad som skall diskuteras vid intervjutillfället. Det är deltagarnas diskussioner och resonemang som sedan analyseras och används som data till examensarbetet. Resultatet av studien visar att deltagarnas läsning av skönlitteratur präglas av en rad olika faktorer som skall gynna läsningen. Den främsta och viktigaste faktorn för att gynna den skönlitterära läsningen är valet av skönlitterär bok, den skall helst vara tilltalande och spännande. / The aim of this study is to investigate which factors that affect students interest and desire to read fiction and what strategies are used to motivate reading. In order to enable this study, fifteen students are interviewed in class five and their three teachers through a method called focus groups. Focus groups are an interview method that takes place in the participens per- sonal experiences and opinions. Participants in focus groups receive prior information about what should be discussed before and at the interview session. It is the participants discussions and reasoning that are important and then analysed and used as data for the exam project. The results of the study show that the participants reading of fiction is characterized by a variety of factors that should benefit from reading. The primary and most important factor for favouring the literary reading is the choice of fiction literature, it should preferably be appealing and exciting.

Cette thèse se propose d'interroger l'écriture littéraire de l'esclavage dans une perspective diachronique et comparée entre la France et ses colonies et les États-Unis, et en regard de la construction de la mémoire de l'esclavage transatlantique et de sa transmission. La dimension diachronique vise à éclairer l'écriture contemporaine de l'esclavage, notamment à partir d'un constat initial : plusieurs centaines de témoignages d'esclaves – regroupés sous le terme générique "slave's narrative" – ont été publiés aux États-Unis, plus rarement en Angleterre, à partir du XVIIIe siècle ; aucun texte de ce type n'a été recensé dans la sphère francophone. Une disparité saisissante qui a semblé un signe fort à analyser, posant la question des causes ou de l'origine de cette disparité, mais aussi de ses conséquences sur la mémoire et surtout sur l'écriture de l'esclavage. En effet, la littérature africaine américaine est souvent présentée comme une héritière de ces témoignages. Sous la désignation de « neo-slave narratives », la critique américaine a même réuni et analysé nombre de romans africains-américains portant sur l'esclavage depuis la fin des années 60. Point d'aboutissement de ce travail, l'écriture caribéenne francophone de l'esclavage est ainsi appréhendée au regard de la production africaine-américaine et de sa différence notable quant à l'héritage mémoriel et discursif des slaves' narratives. Constatant leur absence dans le champ critique francophone, il s'agit également de proposer les premiers jalons d'un appareil critique et d'une analyse de l'écriture caribéenne francophone contemporaine de l'esclavage ainsi qu'une terminologie générique : récit d'esclave francophone. / This thesis proposes a two-fold examination of the literary writing of slavery in France and its former colonies, and in the United States, using both a diachronic and comparative approach. It also takes into account the perspective of the construction and transmission of the memory of transatlantic slavery. The diachronic dimension adopted in this work aims to enlighten on the contemporary writing of slavery. Indeed, several hundreds accounts of slaves– known as “slave narratives” – had been published in the United States, more rarely in England, as early as the 18th century, but there were no such narratives in the francophone world. This striking disparity turned out to be a case worth analyzing to find out about its causes, its origins and its consequences on both the memory and the writing of slavery. As a matter of fact, African American literature bears the direct influence of these testimonies. Identified as “neo-slave narratives”, African American novels dealing with slavery have been collected and analyzed by critics since the 1960's. The last part of this dissertation focuses on the Francophone Caribbean writing of slavery. It is examined in comparison with the African American production and the striking difference noted in the historic and discursive heritage of the slave narratives. This lack in the francophone critical field led us to prepare the ground for the analysis and the review of the contemporary Francophone Caribbean writing of slavery, and for a generic expression: francophone slave narratives.

Vi har valt att undersöka hur skönlitteratur används i undervisningen då vi anser att skönlitteratur kan utveckla lärandet och användas i många olika aspekter i undervisningen. Vårt gemensamma intresse av skönlitteratur skapade tanken att se hur det används i klassrummet. Målet var att få en insikt i hur skönlitteraturen används i undervisningen och få lärarnas samt elevernas tankar kring ämnet och hur de överensstämmer. För att få informationen om detta gjordes kvalitativa intervjuer med åtta lärare, en skolbibliotekarie och hundra elever. Resultaten visar hur lärarna arbetar kring skönlitteratur och även deras syn på hur den skulle kunna användas. Även elevernas tankar kring skönlitteratur i både undervisning och hemmamiljö sammanställdes. Analysen av resultaten visar att skönlitteratur används i ämnet svenska och att det då är störst fokus på högläsning. Eleverna ser till största del positivt på skönlitteratur och vill ha mer av det i undervisningen. Lärarna menar att de skulle vilja använda skönlitteratur mycket mer men att det framförallt är tidsbrist som hindrar dem. / We chose to examine how fictional literature is used in education because we believe that fictional literature can aid learning and be used in many different aspects of education. We share a mutual interest in fictional literature and wanted to see how it is being used in the classrooms. The goal was to gain insight into how teachers, as well as students, are using fictional literature, their thoughts about the subject, and if the teacher´s and student´s views correspond. To gain this information we chose to conduct qualitative interviews with eight teachers, one librarian, and one hundred students. The results show how the teachers implement fictional literature in their education, as well as their view on how it could be used further. We also compiled information from the students in regard to both using fictional literature in the classroom as well as how they use it at home. The analysis show that fictional literature is used when learning Swedish and that the focus is on reading aloud. The students mostly view fictional literature positively and would like to see more of it in their learning. The teachers reported that they would like to use it more as well, but that lack of time prevents them from doing so.

Permeia a arte do século XIX uma reflexão sobre a perspectiva, o ponto de vista como olhar do sujeito. As construções discursivas de Flaubert subvertem procedimentos convencionais de representação da fala e do pensamento, sua escritura produz ambiguidade e desestabiliza a voz narrativa. Em relatos de viagem, ele desloca a descrição do que contempla (elementos da paisagem urbana ou da natureza, objetos e pessoas) para a descrição do que imagina. Fazendo uso de procedimento semelhante em LÉducation sentimentale, ele constrói cenas a partir do que Frédéric, protagonista do romance, observa ou projeta no espaço. Ele mistura percepções, desejos, lembranças, delírio e imaginação do personagem. Ao expressar a subjetividade de Frédéric, Flaubert cria um efeito de sobreposição de espaços. Esta pesquisa abrange aspectos de gênese textual, o estudo de como imagens e descrições integram a criação literária. Planos e roteiros manuscritos mostram que muitas das ideias de Flaubert começam com uma imagem. / Nineteenth century art is permeated by a reflection on perspective, the subjective viewpoint. Flauberts discursive constructions revolutionize conventional procedures that represent speech and thought. His writing produces ambiguity and throws the narrative voice off balance. In travel journals, he shifts descriptions of what he contemplates (urban landscapes or nature, objects and people) to paint in words what he imagines. Using a similar procedure in LÉducation sentimentale, his scenes are built on what the novels protagonist, Frédéric, observes or projects in space. Flaubert mingles perceptions, desires, memories, delerium and imagination. Through Frédérics subjective eye, Flaubert creates an effect of overlapping spaces. This research encompasses textual aspects; it is a study on how images and descriptions actively participate in literary creation. Manuscripts plans and scenarios show that many of Flauberts ideas begin with images.

Permeia a arte do século XIX uma reflexão sobre a perspectiva, o ponto de vista como olhar do sujeito. As construções discursivas de Flaubert subvertem procedimentos convencionais de representação da fala e do pensamento, sua escritura produz ambiguidade e desestabiliza a voz narrativa. Em relatos de viagem, ele desloca a descrição do que contempla (elementos da paisagem urbana ou da natureza, objetos e pessoas) para a descrição do que imagina. Fazendo uso de procedimento semelhante em LÉducation sentimentale, ele constrói cenas a partir do que Frédéric, protagonista do romance, observa ou projeta no espaço. Ele mistura percepções, desejos, lembranças, delírio e imaginação do personagem. Ao expressar a subjetividade de Frédéric, Flaubert cria um efeito de sobreposição de espaços. Esta pesquisa abrange aspectos de gênese textual, o estudo de como imagens e descrições integram a criação literária. Planos e roteiros manuscritos mostram que muitas das ideias de Flaubert começam com uma imagem. / Nineteenth century art is permeated by a reflection on perspective, the subjective viewpoint. Flauberts discursive constructions revolutionize conventional procedures that represent speech and thought. His writing produces ambiguity and throws the narrative voice off balance. In travel journals, he shifts descriptions of what he contemplates (urban landscapes or nature, objects and people) to paint in words what he imagines. Using a similar procedure in LÉducation sentimentale, his scenes are built on what the novels protagonist, Frédéric, observes or projects in space. Flaubert mingles perceptions, desires, memories, delerium and imagination. Through Frédérics subjective eye, Flaubert creates an effect of overlapping spaces. This research encompasses textual aspects; it is a study on how images and descriptions actively participate in literary creation. Manuscripts plans and scenarios show that many of Flauberts ideas begin with images.