Sex and sexuality are embodied experiences that are highly constructed by society. Sexual acts are subject to varied historical meanings, both dominant and subversive, which change over time and space. This dissertation explores how embodied heterosexual married sexual experiences were constructed for, and by, women in the immediate postwar era (1946-1966) and how that sexuality interacted with related social paradigms such as gender roles, motherhood, and femininity within English Canada. Using the body as a lens, this dissertation explores how three main sites of authoritative discourse attempted to police postwar sexual bodies through the creation of ideal, or Leviathan, bodies and associated systems of encoded knowledges and mores called “body politics.” The first case study examines the medicalized body, using the Canadian Medical Association Journal demonstrating how mothers were constructed as the keystones of their families; it reveals the intimate ties between familial gender and sexual role deviance and reproductive illnesses in women’s bodies. The second case study examines how the Anglican, United and Roman Catholic Churches reframed sex as sacramental for English Canadian married couples encouraging them to engage in sexual coitus to both strengthen their marriages and renew their spiritual connection to God. The third case study uses I Love Lucy to interrogate how mass media created and reflected postwar sexual and gender norms while simultaneously subverting them, generating a carnivalesque situation of tightly contained deviance. This dissertation then moves on to examine how the discourses of the previous three chapters affected actual women as demonstrated by a series of eighteen interviews with women who married between 1939 and 1966. The oral histories establish that actual corporeal bodies were at best distorted, or “fun house,” mirrors that only ever reflected imperfect copies of the ideal bodies they were supposed to emulate. In addition to making significant contributions to the historiographies of each of the case studies contained therein, this dissertation adds new knowledges about the ways that “normal” bodies work throughout history, creating simultaneous continuity and change, as well as how sexuality and gender norms are intimately connected within the realm of the body.

This dissertation examines the ways in which military personnel interacted with religion during World War II. It argues that the challenges of wartime service provided the impetus and the opportunity to improvise religious practices, refine religious beliefs amid new challenges, and broaden religious understanding through interaction with those from other traditions. Methodologically, this dissertation moves beyond existing analyses that focus primarily on institutions and their representatives such as military chaplains. Instead, it explores first-person accounts left by men and women who were not part of the chaplain corps and analyzes ways in which non-chaplains engaged religion. The exigencies of war contributed to religious innovation as soldiers and sailors improvised religious practices. Lay leaders sometimes filled in to lead services as chaplains were often not available. Soldiers and sailors also modified individual religious practices such as diet, fasting, and prayer to fit the context of military service. The challenges of wartime service also led troops to refine previously held religious beliefs as well as to adopt new interpretations based on personal experiences. Soldiers and sailors often clung to whatever religious beliefs or practices they saw as potentially beneficial. Finally, religious mixing combined with social dislocation and stress to create an atmosphere in which troops questioned and reformulated their religious identities. As soldiers and sailors formed bonds with those from other traditions, it became more difficult to maintain previous assumptions rooted in suspicion and rumor about other faiths. Understanding how soldiers and sailors interacted with religion in World War II anticipates significant aspects of what many scholars have described as a religious revival in the two decades following the war. It suggests that many veterans returned to civilian life with more confidence in their own religious agency and with sharpened conceptions of what they considered religious essentials.

This interior design practicum investigates how narratives linked to the St-Boniface Fire Hall No.1, located in Winnipeg, can inform its adaptive reuse. Its oral history gathered in part through interviewing past users is spacialized into a physical realm. Narratives are translated into design elements by utilizing the creative process and analytical framework of the concept of mise en scène. Stories are analyzed and given structure through narratology as a theoretical approach. Post-Museum theory joined the concept of mise en scène by encouraging the visitors to become part of a living museum through sharing stories, thus becoming performers themselves. By utilizing narratives as a foundation, the interior weaves the existing heritage structure with new design interventions, therefore preserving the unique character of the building and incorporating its neighboring francophone community. The resulting design solution manifests itself as a mixed typology including a brewpub, an artist in residence studio and, a living museum.

The focus of this creative six-hour non-fiction project has been the documentation of personal narratives (i.e., oral histories) of Huntington County pilots and aviatrixes who flew during the early to mid-twentieth century. Twenty profiles have been chronicled in alphabetical order. Types of flight experiences range from leisure, to military and private instruction, to cross-country trips, to wartime flight, and finally, to the work of an aerial photographer. From a local standpoint, regional aviation history has been documented. On a national scale, Huntington County aviation represents an era of flight occurring nationwide. By the inclusion of photographs, logbook entries, letters, journals, and poems a pictorial history reveals a depth of story that words alone can not convey. Each story in this project was read numerous times to the interviewee to ensure that names, quotes, dates, and facts were correct. Defining Flight documents a time period of aviation when men and women were adventurous, curious, daring, and willing to test the winds with kite-like machines. / Department of English

This interior design practicum investigates how narratives linked to the St-Boniface Fire Hall No.1, located in Winnipeg, can inform its adaptive reuse. Its oral history gathered in part through interviewing past users is spacialized into a physical realm. Narratives are translated into design elements by utilizing the creative process and analytical framework of the concept of mise en scène. Stories are analyzed and given structure through narratology as a theoretical approach. Post-Museum theory joined the concept of mise en scène by encouraging the visitors to become part of a living museum through sharing stories, thus becoming performers themselves. By utilizing narratives as a foundation, the interior weaves the existing heritage structure with new design interventions, therefore preserving the unique character of the building and incorporating its neighboring francophone community. The resulting design solution manifests itself as a mixed typology including a brewpub, an artist in residence studio and, a living museum.

This thesis represents a transdisciplinary study based on qualitative research and critical analysis of oral history interviews and the personal narratives of sixty-seven Australian-born Chinese. It uses cultural studies approaches to investigate the diverse ways Chineseness becomes inscribed into the lives of Australian-born Chinese. It investigates diverse ways Chineseness becomes inscribed into the lives of Australian-born Chinese within three social and cultural spaces Australian-born Chinese inhabit. These are the family, mainstream Australian society and Chinese diasporic spaces located in China and Australia. In examining these three social and cultural spaces, this study seeks to demonstrate that Chineseness represents an inescapable ‘reality’ Australian-born Chinese are compelled to confront in their everyday lives. This ‘reality’ exists despite rights of birth, generational longevity, and strong national and cultural identities and identifications grounded in Australia, and whether or not Australian-born Chinese willingly choose to identify as ‘Chinese’. Nevertheless, despite the limits of Chineseness Australian-born Chinese experience in their lives, this study demonstrates that Australian-born Chinese are individual agents who devise a range of strategies and tactics which empower them to negotiate Chineseness in relevant and meaningful ways of their own choosing.

This thesis represents a transdisciplinary study based on qualitative research and critical analysis of oral history interviews and the personal narratives of sixty-seven Australian-born Chinese. It uses cultural studies approaches to investigate the diverse ways Chineseness becomes inscribed into the lives of Australian-born Chinese. It investigates diverse ways Chineseness becomes inscribed into the lives of Australian-born Chinese within three social and cultural spaces Australian-born Chinese inhabit. These are the family, mainstream Australian society and Chinese diasporic spaces located in China and Australia. In examining these three social and cultural spaces, this study seeks to demonstrate that Chineseness represents an inescapable ‘reality’ Australian-born Chinese are compelled to confront in their everyday lives. This ‘reality’ exists despite rights of birth, generational longevity, and strong national and cultural identities and identifications grounded in Australia, and whether or not Australian-born Chinese willingly choose to identify as ‘Chinese’. Nevertheless, despite the limits of Chineseness Australian-born Chinese experience in their lives, this study demonstrates that Australian-born Chinese are individual agents who devise a range of strategies and tactics which empower them to negotiate Chineseness in relevant and meaningful ways of their own choosing.

Zugl.: München, Univ., Diss., 2006

Orientador: Antonio Carlos Carrera de Souza / Banca: Antonio Miguel / Banca: Álvaro Tenca / Banca: Marcelo Carbone Carneiro / Banca: Maria Ângela Miorim / Resumo: As práticas de si, as táticas dos sujeitos, nos levam à autonomia. Somos conduzidos por Atena e Baco em direção à Autonomia. A necessidade dos exercícios sobre os quais nos fala Foucault, leva-nos à necessidade de tomar a vida como prova, como obra de arte. Ao realizar cada tarefa, por mais simples que seja, como se fosse a última, como se fosse necessário pintá-la como Caravaggio ou Da Vinci. Devemos nos apropriar dos discursos, nos apropriar de verdades. Esta investigação objetivou conhecer e explicitar práticas, táticas e estratégias para o cuidado de si, utilizadas por atores sociais, entre os anos de 1925 e 1945, na região da cidade de Jaú (SP). O método utilizado para registrar as vozes de 11 depoentes, com idades entre 79 a 93 anos, foi a História Oral, através de entrevistas semi-estruturadas, individualizadas, realizadas nas residências dos depoentes. Após transcrição, textualização e reorganização cronológica dos depoimentos, estes foram levados para obtenção da carta de cessão. Como resultado, foram extraídos desses depoimentos as práticas, táticas e estratégias do cuidado de si, empregadas por essas pessoas. A partir delas foram organizados e elaborados três caminhos de análise: Atenas, Baco e Em Busca da Autonomia. Estes fazem alusão aos pares: autonomia-submissão, felicidade-tristeza, sabedoria-ignorância. O referencial teórico para tanto foi a Hermenêutica do Sujeito de Michel Foucault. Essas análises buscam contribuir com o mapeamento da formação do professor de Matemática no Brasil e ainda, fomentar discussões sobre a utilização de novos métodos e abordagens nos domínios da produção científica em Educação Matemática. / Abstract: The practices of the self, the tactics of the others, lead us to the autonomy. We are conducted by Athena and Baco towards Autonomy. The necessity of the exercises in which Foucault tell us, take to the necessity to take life as proof, as a master piece. In realizing each task, as simpler as it can be, like if was the last, like if was necessary paint it like Caravaggio or Da Vinci. We must appropriate ourselves of the speeches, appropriate ourselves of the truth. This investigation objected itself to know and explicit the practices, tactics and strategies for the care of the self, used by social actors, between the years 1925 and 1945, in the region of Jau (SP). The method utilized to register the voices of this 11 statements, with ages varying from 79 to 93 years, was the oral history, through semi structured interviews, individualized, done at the speakers house. After the transcription, putting it to text and organizing the chronological statements, this were taken to obtain the authorization of writings . As a result, were extracted from these statements the practices, tactics and strategies of the care of the self employed by these persons. From them were organized and elaborated three ways of analysis: Athena, Baco and Socrates. These make an allusion to their pairs: autonomy submission, happiness- sadness, wisdom-ignorance. The theoretical reference for such was the hermeneutic of the subject by Michael Foucault. These analysis search to contribute with the mapping of the formation of the mathematics teacher in Brazil, like there are no specific formation in the period, and still, foment discussions about the utilization of new methods and approaches in the domain of scientific production in Brazil in Mathematical education. / Doutor

This research, developed in a master degree, had as mail proposed to examine narratives of teachersof music and students of the second to fifth year of fundamental school about use of corporal practices and musical education as elements involved of the teaching-learning process of children's education and analyze the body and its use throughout the narratives of employees during the interviews; describe the type of interest, manifest in a interview, that music teachers and students have in music education combined with corporal practices; typify the difference between the teaching practices of two teachers interviewed; understanding how the body practices allied to music described by the teachers interviewed are associated with a total and integralizing education and the main contributions of teaching of this content to children in several areas of their lives. The data collection was realized in two private school at the city of Ribeirão Preto-SP, Brazil, which are: Instituto de Educação Infantil e Ensino Fundamental Liceu Albert Sabin e Instituto Santa Úrsula de Ribeirão Preto. For this research the use of the methodology Oral History became the most appropriate. Within the Oral History, was used as a resource the Thematic Oral History and Hybrid. The use of Oral History Hybrid is justified by the fact that can use the observations of the classes of teachers, film of these classes, field notes, whatever material provided by teachers, beyond the interviews semi-structured (resource of Thematic Oral History). This thesis is divided into six moments. The first theme were examined the historical moment of postmodernity. In the second are describe a brief history of interdisciplinarity, and the main features of an interdisciplinary teaching. The third moment was intended for the body and practices related to it, emphasize that the release of the body was in the times narcissism can be provided through the culture of caring for oneself and automatically another. In the fourth describes the methodologies and resources that were thought to be appropriate for the collection and analysis of data. The fifth presents the main themes and ideas raised during the data collection with two music teachers, eight learners, and classes and events observed. And in the sixth moment are describe more relevant considerations about the perceived importance of teaching based on physical practices and musical education as tools for the educational process for children. At the end of this dissertation analyzes the corporal practices coupled with the music, used for the teachers interviewed, regarding their possible features related to a total education as a whole. / A presente pesquisa, em nível de mestrado, teve como objetivos principais analisar narrativas de professores de música e educandos de 2º a 5º anos acerca da utilização de práticas corporais e educação musical como elementos participantes do processo de ensino-aprendizagem da educação infantil, bem como analisar as práticas corporais e sua utilização ao longo das narrativas dos colaboradores durante as entrevistas; descrever o tipo de interesse, manifesto em entrevista, que os professores de música e educandos têm na educação musical aliada às práticas corporais; tipificar as práticas pedagógicas dos dois professores colaboradores que foram entrevistados; compreender como as práticas corporais aliadas à música descritas pelos professores entrevistados se associam a uma educação total integralizadora e as principais contribuições do ensino destes conteúdos para as crianças, em diversos âmbitos de suas vidas. A coleta de dados foi realizada em duas escolas da rede particular de ensino, na cidade de Ribeirão Preto-SP, sendo as mesmas: Instituto de Educação Infantil e Ensino Fundamental Liceu Albert Sabin e Instituto Santa Úrsula de Ribeirão Preto. Por se tratar de uma pesquisa qualitativa, o uso do método História Oral tornou-se o mais adequado no que diz respeito a esta pesquisa. Dentro da História Oral, foram utilizados como recurso a História Oral Temática e Híbrida. O uso da História Oral Híbrida justifica-se pelo fato de poderem ser consideradas observações das aulas dos professores colaboradores, filmagens das mesmas, diários de campo, todo material cedido pelos mesmos, além das entrevistas semi-estruturadas (recurso da História Oral Temática). Esta dissertação está dividida em seis momentos. No primeiro contextualiza-se a temática ao momento histórico de pós-modernidade. No segundo são descritos um breve histórico da interdisciplinaridade, bem como as principais características de um ensino interdisciplinar. O terceiro momento foi destinado ao corpo e às práticas relacionadas a ele, salientando que a libertação do corpo na era narcisista pode se dar através da cultura do cuidar de si e automaticamente do outro. No quarto são descritas as metodologias e recursos que foram julgados como apropriados para a coleta e análise dos dados. O quinto apresenta os principais temas e reflexões abordados durante a coleta de dados com os dois professores de música, os oito educandos, e nas aulas e eventos observados. E no sexto e último momento são descritas as considerações finais mais relevantes acerca da importância percebida em um ensino baseado nas práticas corporais e educação musical como ferramentas para o processo educativo infantil. Ao final da dissertação são analisadas as práticas corporais aliadas à música, utilizadas pelos professores entrevistados, em relação às suas possíveis características relacionadas a uma educação total integralizadora.