This dissertation presents a holistic framework for approaching fantastic school stories: that is, narratives which feature the protagonist’s education in magic. This three-part framework attends to the ways in which the fantastic school story subgenre draws upon the characteristics and possibilities of the school story genre, fantastic literature, and representations of education – in which a hidden curriculum is always inherently present – to create unique opportunities for representing and foregrounding issues and structures within educational institutions and the relationship between education and power. Employing this lens allows for a more nuanced and complex consideration of the impact of fantastic elements in these narratives, examining the ways in which such elements exaggerate, embody, or enforce underlying ideologies and norms and offer encouragement to readers to interrogate these aspects of the text and the mundane educational experiences they encounter. This framework is then used to analyse representative texts in the subgenre and explicate the hidden curriculum of each: ideologies of immutable gender and identity in Jane Yolen’s Wizard’s Hall; the use of testing as a gatekeeping measure to reinforce Pureblood supremacy in J.K. Rowling’s Harry Potter series; the prerequisite of economic capital to access education, undermining the myth of post-secondary studies as social mobility, in Patrick Rothfuss’s Kingkiller Chronicles; the violence of imperial educational institutions in Lev Grossman’s Magicians trilogy; and the vocational habitus of witchcraft, including gendered divisions and expectations of personal sacrifice, on the Discworld in Terry Pratchett’s “Tiffany Aching” quintet. This framework and these illustrative analyses, by explicating the structures underlying the protagonists’ education and the ways in which they are thereby limited, participate in the projects of developing an emancipatory approach to children’s literature and in consciousness-raising regarding hidden curricula in education. / Dissertation / Doctor of Philosophy (PhD) / Texts in the fantastic school story subgenre – that is, narratives about a young person learning how to use magic, often at a school – are a valuable opportunity to explore the relationship between power and education. Here, I present a three-part approach for reading these texts which looks at how these narratives combine elements of the school story genre, fantasy literature, and representations of education to create a unique format. This unique format makes it easier for readers to see underlying structures and issues in education by making familiar elements feel unfamiliar through the addition of magic. I then use this three-part approach to analyse fantastic school stories by Lev Grossman, Terry Pratchett, Patrick Rothfuss, J.K. Rowling, and Jane Yolen. Reading the texts through this lens brings forward issues related to education like gate-keeping, socioeconomic status, imperialism, and gendered norms and divisions.

Le 22 juin 1994, le Conseil de sécurité de l’ONU vote la résolution 929 autorisantle déploiement d’une force multinationale humanitaire, neutre et impartiale au Rwandaayant pour mission de mettre fin aux massacres. Concrètement, c’est la France, àl’initiative de ce projet, qui va assurer le commandement de la mission dénomméeOpération Turquoise. Celle-ci se heurte à l’opposition des rebelles tutsis du FrontPatriotique Rwandais, aux réserves des organisations humanitaires mais elle reçoit lesoutien appuyé du gouvernement intérimaire rwandais hutu. L’Opération Turquoisesuscite surtout une vague d’accusations dans la presse française, le président FrançoisMitterrand et les militaires français étant accusés de « complicité de génocide », voire de« participation au génocide ». Ces accusations perdurent et reviennent régulièrementdepuis plus de vingt ans, relayées par des journalistes qui disent avoir découvert puisrévélé « l’inavouable » rôle de la France au Rwanda.Cette étude analyse les enquêtes journalistiques menées de 1994 à 2014 et lesconfronte aux documents confidentiels et secret-défense issus des archives américaines,françaises, rwandaises et onusiennes, ainsi qu’à la stratégie militaire mise en oeuvredurant l’Opération Turquoise. Elle permet ainsi d’identifier les sources sur lesquellesreposent ces accusations et d’en évaluer le bien-fondé. Ce faisant, elle met en évidence lafaçon dont la recherche s’est concentrée sur le génocide au détriment de la lutte arméeinitiée par le FPR de 1990 à juillet 1994, laissant de côté des aspects essentiels à lacompréhension de la tragédie rwandaise. / On the 22nd June 1994, the UN Security Council passes the resolution 929authorising the deployment of a multinational humanitarian, neutral and impartial force toRwanda having as its mission to put an end to the massacres. In concrete terms, it isFrance, on initiative of this project, who goes to carry out the command of the missionnamed Operation Turquoise. This comes up against the opposition of the Tutsis rebels ofthe Rwandan Patriotic Front, to the reservations of the humanitarian organisations but itreceives the backup support of the acting Rwandan Hutu government. OperationTurquoise incites above all a wave of accusations in the French press, with the PresidentFrançois Mitterand and the French military soldiers being accused of 'complicity ingenocide', even of taking part in the genocide. These accusations have endured and havebeen regularly coming back for more than twenty years, relayed by journalists who claimto have discovered then revealed the shameful role of France in RwandaThis study analyses the journalistic inquiries led from 1994 to 2014 and comparesthem with confidential secret defence documents stemming from American, French,Rwandan and UN records, as well as the military strategy put in place during OperationTurquoise. It also allows identification of the sources on which these accusations lie andevaluation of their validity. In so doing, it brings to the fore the way in which the researchhas focused on the genocide to the detriment of the armed struggle initiated by the RPFfrom 1990 to July 1994, leaving aside essential aspects in the comprehension of theRwandan tragedy.

Stories of home do more than contribute to a culture that creates multiple ways of seeing a place: they also claim that the represented people and their shared values belong in place; that is, they claim land. Narrators of post-war B.C. resource communities create narratives that support residents’ presence although their employment, which impoverishes First Nations people and destroys ecosystems, runs counter to contemporary national constructions of Canada as a tolerant and environmentalist community. As the first two chapters show, neither narratives of nomadic early workers nor those of contemporary town residents represent values that support contemporary settler communities’ claims to be at home, as such stories associate resource work with opportunism, environmental damage, race- and gender-based oppression, and social chaos. Settler residents and the (essentially liberal) values that make them the best people for the land are represented instead through three groups of alternate stories, explored in Chapters 3-5: narratives of homesteading families extending the structure of a “good” colonial project through land development and trade; narratives of contemporary farmers who reject the legacy of the colonial project by participating in a sustainable local economy in harmony with local First Nations and the land; and narratives of direct supernatural connection to place, where the land uses the settler (often an artist or writer) as a medium to guide people to meet its (the land’s) needs. All three narratives reproduce the core idea that the best “work” makes the most secure claim to home, leading resource communities to define themselves in defiance of heir industries. Authors studied include Jack Hodgins, Anne Cameron, Susan Dobbie, Patrick Lane, Gail Anderson-Dargatz,D.W. Wilson, Harold Rhenisch, M.Wylie Blanchet, Susan Juby, and Howard White. / Graduate / 2017-09-08

Au regard des restrictions à l’incarcération introduites par l’adoption de la Loi sur le système de justice pénale pour les adolescents (LSJPA), au Centre jeunesse de Montréal - Institut universitaire (CJM-IU), s’est amorcée en 2005 la mise sur pied du programme de suivis intensifs différenciés (SID) dans la communauté. Notre stage de maitrise en intervention clinique avait comme objectifs : de participer à la mise en œuvre transversale du programme SID, de contribuer à son intégrité, de supporter les intervenants y étant associés ainsi que de bonifier le processus de référence de ce programme en développant un outil d’évaluation. Suite à cette expérience, il nous semblait nécessaire d’entreprendre une réflexion sur la situation d’implantation du programme SID, plus précisément de faire une évaluation de type formatif et constructif du niveau de concordance entre son modèle théorique et son application au quotidien ainsi que des obstacles rencontrés. Une méthodologie qualitative est apparue appropriée pour produire le matériel. Deux techniques ont été utilisées, l’observation participante sur le terrain et l’analyse du contenu de documents écrits (procès-verbaux rédigés après certains comités). Pour structurer l’ensemble du présent rapport de stage, nous avons retenu le concept de plan d’action d’un programme proposé par Chen, dont les six composantes servent de grille à l’évaluation et aident à avoir une vue globale de son implantation, ainsi que le modèle de changement de programme de la TCU (pour Texas Christian University), qui inclut les principaux stades de changement et les facteurs, aux niveaux individuel, organisationnel et du programme en soi, favorisant ou entravant la mise en œuvre d’innovations avec succès. À la lumière de notre analyse, nous considérons qu’il serait possible de surmonter ce qui gêne l’application du programme SID et qu’il ne serait pas obligatoire de faire des changements majeurs à sa théorie. Nous nous sommes permis de suggérer des ajustements qui pourraient être apportés au processus d’implantation de ce programme. En conclusion, nous estimons que la mise en œuvre du programme SID pourrait être réussie seulement si les conditions propices étaient réunies. Toutefois, selon nous, il y aura toujours certaines contraintes avec lesquelles il faudra composer. / In 2005, in the wake of the adoption of the Youth Criminal Justice Act (YCJA) and its attendant restrictions on incarceration, the Centre jeunesse de Montréal - Institut universitaire (CJM-IU) [Montreal youth centre - University institute] launched a community-oriented intensive differential case management program (IDCMP). The clinical internship reported here had the following objectives: allow participation in the cross-sectional implementation of the program, improve the program’s robustness, support program specialists, and develop an assessment tool that would improve this program’s referral process. The results of this internship indicated the necessity of reviewing the IDCMP’s implementation process, specifically through constructive, pedagogical assessment of the congruence of the plan’s theoretical model and day-to-day application, as well of the obstacles encountered. A qualitative methodology appeared appropriate for these purposes. Two techniques were used: field participant observation, and content analysis of written documents (committee minutes). Chen's Program Action Model and the Texas Christian University (TCU) Program Change Model provided the conceptual framework for the internship report. The former’s six components were the basis for an assessment checklist and oriented the global overview of the implementation of the IDCMP, while the latter provided a model of the main stages of change and the individual, organizational, and program-specific factors that favour or hinder innovation. The results indicate that overcoming obstacles to the application of the IDCMP would not require any significant changes to the program’s underlying theoretical basis. Modifications of the program’s implementation process are presented. In conclusion, we consider that the successful implementation of the IDCMP is dependent on certain conditions, and will always be subject to constraints.

This thesis is an attempt to de-construct the linear way in which I describe my work. I am attempting to deal with my family’s background in the theater and identity as a Texan. In addition I am attempting to address my interest in phenomenological concerns. This document was created in Microsoft Word 2000. The video portions of the video were edited on Imovie HD and Final Cut Pro, while the audio text was recorded from TextEdit’s text to speech program.

Made available in DSpace on 2015-04-14T13:37:38Z (GMT). No. of bitstreams: 1 346561.pdf: 383141 bytes, checksum: 87b60b557c4552324d470540f6b5b815 (MD5) Previous issue date: 2006-01-11 / O presente estudo sugere uma compara??o entre obras liter?rias do Brasil e da Austr?lia em termos das suas experi?ncias coloniais e p?s-coloniais, atrav?s de um modelo das intera??es culturais que caracterizam a coloniza??o. O modelo fornece uma terminologia para comparar o hibridismo cultural em contextos diferentes, esquematizando as rela??es entre as v?rias ra?zes culturais de sociedades que surgem no processo colonial. As tr?s principais influ?ncias identificadas s?o as culturas ind?genas, as culturas dos colonizadores e as culturas dos indiv?duos transportados ? col?nia contra a sua vontade: os escravos africanos, no caso do Brasil, e os prisioneiros das Ilhas Brit?nicas, no caso australiano. Este modelo ? aplicado em uma an?lise comparativa da representa??o dessas rela??es coloniais e p?scoloniais em dois romances que tematizam a forma??o de sociedades novas nos mundos latino e brit?nico: O Continente (1949), do sul-rio-grandense Erico Verissimo, e Voss (1957), do australiano Patrick White. O estudo comprova a utilidade anal?tica do modelo e mostra um alto grau de semelhan?a morfol?gica entre as rela??es culturais representadas nos dois textos.

La théorie des genres se trouve à l’origine même de la conceptualisation par les études littéraires de leur objet. Les théoriciens des genres ont d’abord analysé les caractéristiques internes des genres comme entités réelles. Cette approche a provoqué une crise portant précisément sur la réalité — ou l’irréalité — de ces catégories, que les chercheurs ont voulu résoudre au XXe siècle grâce à une posture pragmatiste s’intéressant aux conséquences pratiques des catégorisations génériques davantage qu’aux genres littéraires en tant que tels. En s’attardant ainsi sur les conséquences pratiques de la généricité, la perspective pragmatiste, qui domine de nos jours la génologie, a mis de côté la composante imaginaire des genres. Cette dernière s’avère néanmoins centrale pour comprendre le rapport complexe des individus et des collectivités à la littérature. Aussi cette thèse argue-t-elle que les genres littéraires, loin d’être de simples catégories abstraites, sont des représentations. Après avoir revisité la notion de genre à partir de celle de représentation, la présente recherche s’engage dans une exploration de l’imaginaire des genres littéraires. Des exemples tirés de la théorie des genres, des origines à nos jours, permettent d’observer que même les génologies construisent des représentations des genres qu’elles entendent pourtant aborder de manière objective. Ensuite, la thèse se penche sur la littérature franco-canadienne contemporaine, qui constitue un formidable laboratoire pour explorer cette nouvelle théorisation du problème des genres littéraires, montrant que les catégories génériques reflètent dans ce corpus des enjeux sociaux, politiques ou existentiels. Les analyses présentées invitent en fin de compte les chercheurs à élargir leur compréhension de la généricité et à porter attention à sa dimension imaginaire, qui n’a, jusqu’ici, jamais été introduite dans une théorisation générale de la question des genres littéraires.

“Telling Otherwise: Rewriting History, Gender, and Genre in Africa and the African Diaspora” examines counter-discursive postcolonial rewritings. In my first chapter, “Re-Writing the Canon,” I examine two works that rewrite canonical texts from the European tradition, Jean Rhys’s retelling of the life of Jane Eyre’s Bertha in Wide Sargasso Sea and Maryse Condé’s relocation of Wuthering Heights to the Caribbean in La migration des coeurs. In this chapter, I contend that re-writing functions not only as a response, as a “writing back” to the canon, but as a creative appropriation of and critical engagement with the canonical text and its worldview. My second chapter, “Re-Storying the Past,” examines fictional works that rewrite events from the historical past. The works that I study in this chapter are Assia Djebar’s recuperation of Algerian women’s resistance to French colonization in L’amour, la fantasia and Edwidge Danticat’s efforts to reconstruct the 1937 massacre of Haitians under Trujillo in The Farming of Bones. In my third chapter, “Re-Voicing Slavery,” I take for my subject neo-slave narratives that build on and revise the slave narrative genre of the late eighteenth- through early twentieth- centuries. The two works that I examine in this chapter are Sherley Anne Williams’s Dessa Rose and the poem sequence Zong! by M. NourbeSe Philip, based on the 1781 murder of Africans aboard the slave ship Zong. My fourth chapter, “Re-Membering Gender,” examines texts that foreground the processes of re-writing and re-telling, both thematically and structurally, so as to draw attention to the ways in which discourses and identities are constructed. In their attempts to counter masculinist discourses, these works seek to re-inscribe gender into these discourses, a process of re-membering that engenders a radical deconstruction of fixed notions of identity. The works that I read in this chapter include Daniel Maximin’s L’Isolé soleil, which privileges the feminine and the multiple in opposition to patriarchal notions of single origins and authoritative narrative voices and Maryse Condé’s Traversée de la Mangrove, which rewrites Patrick Chamoiseau’s novel Solibo Magnifique so as to critique the exclusive nature of Caribbean identity in his notion of créolité. / text

What makes a community sustainable? Is it the effective management of local environmental resources? Or meeting the social, economic and health needs of its population? For the five UBC researchers in the following pages, the answer is unequivocally both. From tackling water scarcity to environmental health and planning, these researchers are individually working to ensure local communities are equipped with the necessary knowledge to remain sustainable for generations to come.

Au regard des restrictions à l’incarcération introduites par l’adoption de la Loi sur le système de justice pénale pour les adolescents (LSJPA), au Centre jeunesse de Montréal - Institut universitaire (CJM-IU), s’est amorcée en 2005 la mise sur pied du programme de suivis intensifs différenciés (SID) dans la communauté. Notre stage de maitrise en intervention clinique avait comme objectifs : de participer à la mise en œuvre transversale du programme SID, de contribuer à son intégrité, de supporter les intervenants y étant associés ainsi que de bonifier le processus de référence de ce programme en développant un outil d’évaluation. Suite à cette expérience, il nous semblait nécessaire d’entreprendre une réflexion sur la situation d’implantation du programme SID, plus précisément de faire une évaluation de type formatif et constructif du niveau de concordance entre son modèle théorique et son application au quotidien ainsi que des obstacles rencontrés. Une méthodologie qualitative est apparue appropriée pour produire le matériel. Deux techniques ont été utilisées, l’observation participante sur le terrain et l’analyse du contenu de documents écrits (procès-verbaux rédigés après certains comités). Pour structurer l’ensemble du présent rapport de stage, nous avons retenu le concept de plan d’action d’un programme proposé par Chen, dont les six composantes servent de grille à l’évaluation et aident à avoir une vue globale de son implantation, ainsi que le modèle de changement de programme de la TCU (pour Texas Christian University), qui inclut les principaux stades de changement et les facteurs, aux niveaux individuel, organisationnel et du programme en soi, favorisant ou entravant la mise en œuvre d’innovations avec succès. À la lumière de notre analyse, nous considérons qu’il serait possible de surmonter ce qui gêne l’application du programme SID et qu’il ne serait pas obligatoire de faire des changements majeurs à sa théorie. Nous nous sommes permis de suggérer des ajustements qui pourraient être apportés au processus d’implantation de ce programme. En conclusion, nous estimons que la mise en œuvre du programme SID pourrait être réussie seulement si les conditions propices étaient réunies. Toutefois, selon nous, il y aura toujours certaines contraintes avec lesquelles il faudra composer. / In 2005, in the wake of the adoption of the Youth Criminal Justice Act (YCJA) and its attendant restrictions on incarceration, the Centre jeunesse de Montréal - Institut universitaire (CJM-IU) [Montreal youth centre - University institute] launched a community-oriented intensive differential case management program (IDCMP). The clinical internship reported here had the following objectives: allow participation in the cross-sectional implementation of the program, improve the program’s robustness, support program specialists, and develop an assessment tool that would improve this program’s referral process. The results of this internship indicated the necessity of reviewing the IDCMP’s implementation process, specifically through constructive, pedagogical assessment of the congruence of the plan’s theoretical model and day-to-day application, as well of the obstacles encountered. A qualitative methodology appeared appropriate for these purposes. Two techniques were used: field participant observation, and content analysis of written documents (committee minutes). Chen's Program Action Model and the Texas Christian University (TCU) Program Change Model provided the conceptual framework for the internship report. The former’s six components were the basis for an assessment checklist and oriented the global overview of the implementation of the IDCMP, while the latter provided a model of the main stages of change and the individual, organizational, and program-specific factors that favour or hinder innovation. The results indicate that overcoming obstacles to the application of the IDCMP would not require any significant changes to the program’s underlying theoretical basis. Modifications of the program’s implementation process are presented. In conclusion, we consider that the successful implementation of the IDCMP is dependent on certain conditions, and will always be subject to constraints.