[Abstract]:Community is one of those ‘slippery terms’, something that is ‘nice to have’ as Zygmunt Baumann (2001) notes, but something that we don’t often stop to think about- it is just there. The significance of community can’t be overstated however, and the ways that human interactions and connections to space are mediated have much to do with how we understand and interact with our communities. The project that underpinned this dissertation sought toexplore how ideas of community were constructed, represented and consumed by residents of a new ‘edge city’ located in south- east Queensland, Australia. Applying a cultural studies approach and drawing on Anthony Cohen’s (2004) ideas of the boundary of community, thisdissertation suggests that mediations of community in the late-capitalist, postmodern world have taken on new meanings resulting in a shift in the way that individuals experience each other and the places they inhabit. In particular, the operation of public pedagogies deployedin consumer oriented mass communication artefacts including billboards, sales brochures and magazines, carry significant influence in determining how community is expressed and lived. Following an exploration of how various image and text-rich public pedagogical artefactsdeploy ideas of community and a survey of discussions with residents of this new urban space, ideas on what community means in the current era are proffered.

As online K-12 education becomes more prevalent, there arises a need to examine caring as it is experienced in technology-mediated contexts. The first article in this dissertation examines the definition of the term "caring pedagogies" and synthesizes relevant research helpful to understanding its application in a variety of contexts, including the technology-mediated context. The literature review is organized in the following categories: understanding caring pedagogy (defining and measuring), developing caring characteristics in individuals, developing caring communities, and developing caring in unique contexts. This article concludes that more research related to care is necessary in contexts other than the early childhood education context. The technology-mediated context would greatly benefit from such research. The second article in this dissertation investigates the experience of two teachers and four students in the Open High School of Utah and how they engaged in technology-mediated caring. Findings indicated that teachers care for students in this context by gaining a deep understanding of the student through shared perspective, continuous dialogue, and vigilant observation. Based on this understanding, teachers execute caring actions with the purpose of structuring the learning environment, attending to students' individual academic needs, and attending to students' well-being. Students completed the caring relationship by reacting to teachers' caring actions and acknowledging the care they received. The third article in this dissertation investigates technology choices conducive to creating and nurturing caring relationships in technology-mediated contexts. This article is based on the experience of the two teachers and four students in the Open High School of Utah. This study provides guidelines to help educators make technology choices that are effective in knowing the student, executing acts in the student's best interest, and receiving student reactions. Although research related to information and communication technologies has produced various useful frameworks for online education related to presence and immediacy, investigating technology-mediated caring has the potential to greatly enrich this scholarly discourse.

This research report explores the ways in which English as a Foreign Language (EFL) students and an EFL teacher position themselves in relation to the themes of ‘local’ materials as well as to the ‘global’ EFL pedagogy in a local South African classroom. This research was undertaken to investigate the relevance of local constructions of culture and identity within broader global EFL discourses and classroom practices. The research was conducted at International House Johannesburg, an affiliate member school of a British-based EFL organisation, and focused on a group of ‘foreign’ adult students from non-English speaking African countries. The 16 page module of materials entitled Customs in our Time, was designed by the researcher, and attempted to create a space for the local by incorporating texts about customs and rituals practised in certain African countries. The overall design of the study is qualitative and draws on aspects of an ethnographic methodology. Spoken interaction in the classroom, as well as transcripts of interviews with the twelve participants involved, are the focus of this analysis. I draw on the work of Canagarajah (2005) and Pennycook (1994) in situating this research in broader sociohistorical context. I also utilise post-structuralist theory to conceptualise the key constructs of this research: language, culture and identity (Weedon, 1987). Of particular relevance to this study is the post-structuralist notion of positioning in understanding the subjectivities of the research participants (Davies & Harré, 1990). In analysing the data, I demonstrate that there are multiple, diverse and contradictory identity positions circulating in the local classroom space. I argue that the dominant EFL pedagogy works to negate the hybridity of this space and in doing so strips the communicative context of it authenticity. The research thus argues that an acknowledgment of the multiple voices and positions of the students and teacher in the local classroom space is essential for the creation of a more ethical and productive pedagogy: a localized pedagogy.

This thesis comprises an analysis of ways to approach developing feminist pedagogies. Its main premise is that given the ideological, political and problematic nature of teaching and learning within educational institutions, it is not possible to define and prescribe a certain set of teaching behaviours that would constitute 'successful feminist pedagogy' in all circumstances. Instead, the thesis explores the changing nature of feminist theories, particularly the shift from essentialist feminism to feminisms of difference. It also considers a range of other influences on feminist teachers as they develop their approaches to teaching. These influences include critical and radical pedagogical theories; the impact of women on the teaching profession; postmodernism; using critique and reflection within the classroom; the nature of relationships in classrooms; the role of teacher education; and developments within English education. Since I am a feminist English teacher, I draw on my own classroom experiences, both at secondary and pre-service teacher education levels. I use these experiences not as models of feminist teaching practice, but as material to reflect on ways in which a feminist teacher might move towards creating intellectual imaginings for changing her classroom work so that it contributes to an ever-evolving vision of a different feminist future. The thesis is also concerned with the processes involved in intellectual work and in becoming a feminist teacher. Within the text I have used both journal writing, and personal reflection on classroom events, to disrupt the otherwise authoritative tendencies of thesis statements. This is why, rather than coming to conclusions about the specific attributes of feminist classrooms, I suggest ways in which feminist teachers can work on their own transition towards reflective, critical and feminist classroom practices.

Includes bibliographical references / This study is set against the background of a continued lack of social engagement across difference in South African classrooms. It set out to explore the potential of a specific pedagogical intervention - digital storytelling - as a post-conflict pedagogy in a diverse pre-service teacher education classroom. Personal storytelling has long been used to unearth lived experiences of differently positioned students in the classroom. More recently, the use of digital technologies has made it easier to transform these personal stories into publishable, screenable and sharable digital resources. In general, digital storytelling is lauded in the literature for its potential to facilitate an understanding across difference, allowing empathy and compassion for the 'Other'. In this study, I question this potentially naive take on digital storytelling in the context of post-conflict pedagogies. I was interested in the emotions emerging - particularly in what I termed a potential sentimentality - in both the digital storytelling process and product. I looked at sentimentality in a specific way: as the tension between the centrality of emotions to establish an affective engagement between a storyteller and the audience, and digital stories' exaggerated pull on these emotions. This is seen, for example, in the difficulty that we have when telling stories in stepping out of normative, sentimental discourses to trouble the way we perform gender, race, class and sexuality, all of which are found in the actual stories we tell and the images we use. It is also found in the audience response to digital storytelling. Adopting a performative narrative inquiry research methodology, framed by theorists such as Butler, Ahmed, and Young, all three feminist authors interested in the politics of difference, working at the intersection of queer, cultural, critical race and political theory, I adopted three different analytical approaches to a narrative inquiry of emotions. I used these approaches to analyse stories told in a five-day digital storytelling train-the-trainer workshop with nine pre-service teacher-education students. Major findings of this study are: In everyday life stories, students positioned themselves along racial identities, constructing narratives of group belonging based primarily on their racialized identities. However, in some students' stories - particularly those that offer a more complex view of privilege, acknowledging the intersectionality of class, gender, age, sexuality and race - these conversations are broken up in interesting ways, creating connections between students beyond a racial divide. Looking at the digital story as a multimodal text with its complex orchestration of meaning-making through its different modes, it became clear to me that conveying authorial intent is difficult and that the message of a digital story can be compromised in various ways. The two storytellers I looked at in more detail drew from different semiotic histories and had access to different semiotic resources, such as different levels of critical media literacy, with this compromising their authorial intent to tell counterstories. Finally, the genre storytellers chose, the context into which their stories were told, along with their positioning within this context in terms of their privilege, affected the extent to which they could make themselves vulnerable. This consequently shaped the audience response, which was characterised by passive empathy, a sentimental attempt to connect to what makes us the 'same', rather than recognising systemic and structural injustices that characterise our engagements across difference.

Yes / This chapter aims to be both an exploration and an example of (or an experiment with) a ‘pedagogy of vulnerability’. It reports and reflects on efforts to create spaces for co-inquiry with students, as attempts to both escape the limits of traditional pedagogic relationships and to create spaces and opportunities for deeper learning. We consider how or whether the central premise of a ‘pedagogy of vulnerability’ – that purposeful and selective acts self-disclosure by teachers can help build the conditions of trust and care needed for dialogue around emotionally and politically challenging topics – is borne out in our experience.

A partir da noção de que o conceito de pedagogia é histórico e mutável, produzido e reproduzido nas contingências de cada tempo-espaço, nesta tese problematizo as novas formas e ênfases que a pedagogia vem adquirindo. O objetivo central é investigar as transformações no conceito de pedagogia, especificando suas articulações com as transformações culturais, vendo e procurando mostrar, por outro lado, o quanto essas tem sido elementos importantes nas flexões, formas e ênfases da pedagogia, fazendo com que seja pluralizada em sua denominação e em seus espaços de atuação. Devido a isso, a tese trabalha sobre a tensão da pedagogia às pedagogias, procurando mostrar, a partir dos Estudos Culturais pós-estruturalistas e da fecunda discussão sobre as pedagogias culturais, que há múltiplas pedagogias em funcionamento na sociedade contemporânea. Pedagogias tão díspares quanto forem as intencionalidades que as movimentem. Há a preocupação em circundar o conceito de pedagogia principalmente a partir das produtivas transformações no estado da cultura e nas relações com os saberes que tem sido perceptíveis a partir de meados da metade do século XX – abordando um espectro temporal que engloba discussões do que tem sido chamado de pós-moderno. O suporte teórico foi buscado em autores e autoras que problematizam questões referentes à condição pós-moderna, à pedagogia, às pedagogias culturais e à produção de sujeitos, especialmente, como Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, Costa, dentre outros. O corpus de análise consiste em um conjunto de documentos, tais como excertos de livros da literatura pedagógica, de livros tipo best seller, uma matéria em revista e uma dissertação que analisa uma pedagogia cultural. Os achados da pesquisa mostram que é sobre a vida das pessoas como um todo que a pedagogia procura atuar. Para isso, tem se tornado uma necessidade e uma exigência que a pedagogia se prolifere, tornando possível que haja pedagogias em funcionamento na sociedade, atravessando os espaços e artefatos direcionados à condução das pessoas. De uma vontade de legislar tem havido um progressivo deslocamento para englobar, principalmente, as formas de interpretar, com as pedagogias, uma pluralidade que não cessa de se transmutar. Outro achado se deu em relação ao fato de ter identificado, a partir do conjunto de transformações que circundam a pedagogia, o funcionamento de uma vontade de pedagogia que torna possível as pedagogias – sobretudo frente as dificuldades de educar em um mundo cambiante. Em meio às condições analisadas, as pedagogias parecem atuar sobre as condições do presente para forjar, justamente, os sujeitos do presente. Um outro achado refere-se ao fato de que no cerne da pedagogia e das pedagogias está a pretensão de dar forma aos sujeitos ao atuar sobre eles, proporcionando um deslocamento, no contemporâneo, de uma pedagogia que operava com um mestre dando forma a um “outro” para, muito mais, um processo em que cada um passou a atuar sobre si mesmo, elaborando e reelaborando a si através de técnicas e práticas aprendidas com as pedagogias. / From the notion that the meaning of pedagogy is historical and changeable, produced and reproduced under contingencies of every piece of time-space, in this thesis I problematise new forms and emphases that pedagogy has owned. The main aim is to investigate changes in pedagogy meaning, showing its articulations with cultural changes, on the other hand, seeing and trying to show to what degree these have been important elements for changes, forms and emphases, so that its name and sites of action are pluralised. Therefore, from poststructuralist Cultural Studies and the fertile discussion about cultural pedagogies, this thesis works with the tension between pedagogy and pedagogies, seeking to show there are multiple pedagogies working in contemporary society: pedagogies that are as different as intentions moving them. I seek to come around the pedagogy meaning, particularly from useful changes in the culture state and relationships with pieces of knowledge noted found in the mid-20th century ― addressing a temporal space encompassing discussions about what has been called as the postmodern. The theoretical notion is based on male and female writers problematising issues about the postmodern condition, pedagogy, cultural pedagogies, and subject production, especially Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, and Costa. The analysis corpus consists of a set of documents, such as pedagogical literature excerpts, best-selling books, an issue in a magazine and a dissertation analysing a cultural pedagogy. Research findings showed that the pedagogy seeks to act upon the people as a whole. For this, it is necessary and urgent pedagogy to spread out so that there are several pedagogies operating in society, cutting across spaces and artefacts meant to guide people. From a will to legislate, there has been a progressive change to encompass chiefly the ways of interpreting the plurality that does not stop transmuting. From the set of changes surrounding the pedagogy, another finding is about the fact of having identified the working of a pedagogical will enabling pedagogies, especially in the face of difficulties to educate in an interchangeable world. Under these conditions, pedagogies seem to act upon present conditions to forge exactly present subjects. Still another finding refers to the fact that in the core of pedagogy and pedagogies is the intention to shape subjects when acting upon them, providing displacement of a piece of pedagogy that was working with one teacher and forming „another one‟, towards a process in which everyone starts to act upon oneself, constructing and reconstructing oneself by techniques and practices pedagogies teach.

A partir da noção de que o conceito de pedagogia é histórico e mutável, produzido e reproduzido nas contingências de cada tempo-espaço, nesta tese problematizo as novas formas e ênfases que a pedagogia vem adquirindo. O objetivo central é investigar as transformações no conceito de pedagogia, especificando suas articulações com as transformações culturais, vendo e procurando mostrar, por outro lado, o quanto essas tem sido elementos importantes nas flexões, formas e ênfases da pedagogia, fazendo com que seja pluralizada em sua denominação e em seus espaços de atuação. Devido a isso, a tese trabalha sobre a tensão da pedagogia às pedagogias, procurando mostrar, a partir dos Estudos Culturais pós-estruturalistas e da fecunda discussão sobre as pedagogias culturais, que há múltiplas pedagogias em funcionamento na sociedade contemporânea. Pedagogias tão díspares quanto forem as intencionalidades que as movimentem. Há a preocupação em circundar o conceito de pedagogia principalmente a partir das produtivas transformações no estado da cultura e nas relações com os saberes que tem sido perceptíveis a partir de meados da metade do século XX – abordando um espectro temporal que engloba discussões do que tem sido chamado de pós-moderno. O suporte teórico foi buscado em autores e autoras que problematizam questões referentes à condição pós-moderna, à pedagogia, às pedagogias culturais e à produção de sujeitos, especialmente, como Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, Costa, dentre outros. O corpus de análise consiste em um conjunto de documentos, tais como excertos de livros da literatura pedagógica, de livros tipo best seller, uma matéria em revista e uma dissertação que analisa uma pedagogia cultural. Os achados da pesquisa mostram que é sobre a vida das pessoas como um todo que a pedagogia procura atuar. Para isso, tem se tornado uma necessidade e uma exigência que a pedagogia se prolifere, tornando possível que haja pedagogias em funcionamento na sociedade, atravessando os espaços e artefatos direcionados à condução das pessoas. De uma vontade de legislar tem havido um progressivo deslocamento para englobar, principalmente, as formas de interpretar, com as pedagogias, uma pluralidade que não cessa de se transmutar. Outro achado se deu em relação ao fato de ter identificado, a partir do conjunto de transformações que circundam a pedagogia, o funcionamento de uma vontade de pedagogia que torna possível as pedagogias – sobretudo frente as dificuldades de educar em um mundo cambiante. Em meio às condições analisadas, as pedagogias parecem atuar sobre as condições do presente para forjar, justamente, os sujeitos do presente. Um outro achado refere-se ao fato de que no cerne da pedagogia e das pedagogias está a pretensão de dar forma aos sujeitos ao atuar sobre eles, proporcionando um deslocamento, no contemporâneo, de uma pedagogia que operava com um mestre dando forma a um “outro” para, muito mais, um processo em que cada um passou a atuar sobre si mesmo, elaborando e reelaborando a si através de técnicas e práticas aprendidas com as pedagogias. / From the notion that the meaning of pedagogy is historical and changeable, produced and reproduced under contingencies of every piece of time-space, in this thesis I problematise new forms and emphases that pedagogy has owned. The main aim is to investigate changes in pedagogy meaning, showing its articulations with cultural changes, on the other hand, seeing and trying to show to what degree these have been important elements for changes, forms and emphases, so that its name and sites of action are pluralised. Therefore, from poststructuralist Cultural Studies and the fertile discussion about cultural pedagogies, this thesis works with the tension between pedagogy and pedagogies, seeking to show there are multiple pedagogies working in contemporary society: pedagogies that are as different as intentions moving them. I seek to come around the pedagogy meaning, particularly from useful changes in the culture state and relationships with pieces of knowledge noted found in the mid-20th century ― addressing a temporal space encompassing discussions about what has been called as the postmodern. The theoretical notion is based on male and female writers problematising issues about the postmodern condition, pedagogy, cultural pedagogies, and subject production, especially Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, and Costa. The analysis corpus consists of a set of documents, such as pedagogical literature excerpts, best-selling books, an issue in a magazine and a dissertation analysing a cultural pedagogy. Research findings showed that the pedagogy seeks to act upon the people as a whole. For this, it is necessary and urgent pedagogy to spread out so that there are several pedagogies operating in society, cutting across spaces and artefacts meant to guide people. From a will to legislate, there has been a progressive change to encompass chiefly the ways of interpreting the plurality that does not stop transmuting. From the set of changes surrounding the pedagogy, another finding is about the fact of having identified the working of a pedagogical will enabling pedagogies, especially in the face of difficulties to educate in an interchangeable world. Under these conditions, pedagogies seem to act upon present conditions to forge exactly present subjects. Still another finding refers to the fact that in the core of pedagogy and pedagogies is the intention to shape subjects when acting upon them, providing displacement of a piece of pedagogy that was working with one teacher and forming „another one‟, towards a process in which everyone starts to act upon oneself, constructing and reconstructing oneself by techniques and practices pedagogies teach.

A partir da noção de que o conceito de pedagogia é histórico e mutável, produzido e reproduzido nas contingências de cada tempo-espaço, nesta tese problematizo as novas formas e ênfases que a pedagogia vem adquirindo. O objetivo central é investigar as transformações no conceito de pedagogia, especificando suas articulações com as transformações culturais, vendo e procurando mostrar, por outro lado, o quanto essas tem sido elementos importantes nas flexões, formas e ênfases da pedagogia, fazendo com que seja pluralizada em sua denominação e em seus espaços de atuação. Devido a isso, a tese trabalha sobre a tensão da pedagogia às pedagogias, procurando mostrar, a partir dos Estudos Culturais pós-estruturalistas e da fecunda discussão sobre as pedagogias culturais, que há múltiplas pedagogias em funcionamento na sociedade contemporânea. Pedagogias tão díspares quanto forem as intencionalidades que as movimentem. Há a preocupação em circundar o conceito de pedagogia principalmente a partir das produtivas transformações no estado da cultura e nas relações com os saberes que tem sido perceptíveis a partir de meados da metade do século XX – abordando um espectro temporal que engloba discussões do que tem sido chamado de pós-moderno. O suporte teórico foi buscado em autores e autoras que problematizam questões referentes à condição pós-moderna, à pedagogia, às pedagogias culturais e à produção de sujeitos, especialmente, como Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, Costa, dentre outros. O corpus de análise consiste em um conjunto de documentos, tais como excertos de livros da literatura pedagógica, de livros tipo best seller, uma matéria em revista e uma dissertação que analisa uma pedagogia cultural. Os achados da pesquisa mostram que é sobre a vida das pessoas como um todo que a pedagogia procura atuar. Para isso, tem se tornado uma necessidade e uma exigência que a pedagogia se prolifere, tornando possível que haja pedagogias em funcionamento na sociedade, atravessando os espaços e artefatos direcionados à condução das pessoas. De uma vontade de legislar tem havido um progressivo deslocamento para englobar, principalmente, as formas de interpretar, com as pedagogias, uma pluralidade que não cessa de se transmutar. Outro achado se deu em relação ao fato de ter identificado, a partir do conjunto de transformações que circundam a pedagogia, o funcionamento de uma vontade de pedagogia que torna possível as pedagogias – sobretudo frente as dificuldades de educar em um mundo cambiante. Em meio às condições analisadas, as pedagogias parecem atuar sobre as condições do presente para forjar, justamente, os sujeitos do presente. Um outro achado refere-se ao fato de que no cerne da pedagogia e das pedagogias está a pretensão de dar forma aos sujeitos ao atuar sobre eles, proporcionando um deslocamento, no contemporâneo, de uma pedagogia que operava com um mestre dando forma a um “outro” para, muito mais, um processo em que cada um passou a atuar sobre si mesmo, elaborando e reelaborando a si através de técnicas e práticas aprendidas com as pedagogias. / From the notion that the meaning of pedagogy is historical and changeable, produced and reproduced under contingencies of every piece of time-space, in this thesis I problematise new forms and emphases that pedagogy has owned. The main aim is to investigate changes in pedagogy meaning, showing its articulations with cultural changes, on the other hand, seeing and trying to show to what degree these have been important elements for changes, forms and emphases, so that its name and sites of action are pluralised. Therefore, from poststructuralist Cultural Studies and the fertile discussion about cultural pedagogies, this thesis works with the tension between pedagogy and pedagogies, seeking to show there are multiple pedagogies working in contemporary society: pedagogies that are as different as intentions moving them. I seek to come around the pedagogy meaning, particularly from useful changes in the culture state and relationships with pieces of knowledge noted found in the mid-20th century ― addressing a temporal space encompassing discussions about what has been called as the postmodern. The theoretical notion is based on male and female writers problematising issues about the postmodern condition, pedagogy, cultural pedagogies, and subject production, especially Arendt, Bauman, Foucault, Lyotard, Ramos do Ó, Larrosa, Wortmann, Silva, and Costa. The analysis corpus consists of a set of documents, such as pedagogical literature excerpts, best-selling books, an issue in a magazine and a dissertation analysing a cultural pedagogy. Research findings showed that the pedagogy seeks to act upon the people as a whole. For this, it is necessary and urgent pedagogy to spread out so that there are several pedagogies operating in society, cutting across spaces and artefacts meant to guide people. From a will to legislate, there has been a progressive change to encompass chiefly the ways of interpreting the plurality that does not stop transmuting. From the set of changes surrounding the pedagogy, another finding is about the fact of having identified the working of a pedagogical will enabling pedagogies, especially in the face of difficulties to educate in an interchangeable world. Under these conditions, pedagogies seem to act upon present conditions to forge exactly present subjects. Still another finding refers to the fact that in the core of pedagogy and pedagogies is the intention to shape subjects when acting upon them, providing displacement of a piece of pedagogy that was working with one teacher and forming „another one‟, towards a process in which everyone starts to act upon oneself, constructing and reconstructing oneself by techniques and practices pedagogies teach.

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