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Graduate school has been a time of travel through experimentation. The journey has almost always been a search for materials and sources that match my need for working with the self-referential narrative within the framework of a process. Repeatedly, I would venture out and turn back, only to venture out again, packed with new materials and image sources, in search of a complete process. In retrospect, there have been no dead ends, only quenched curiosities that sometimes cleanly, often clumsily, lead one to the other. What is left is a series of explorations from which I can pluck similarities, clues to my core interests and methods. In the end, I believe I have found a place of clarity, where interests and process converge.

Alexandre von Humboldt (1769-1859), dernier savant universel, membre de l’Académie des sciences française et président de la Société de géographie de Paris, est reconnu dans le monde scientifique pour son exploration du continent américain qu’il a amplement décrit dans ses écrits en français et en allemand. Dans ce travail, nous étudions les traductions en espagnol et en anglais de l’ouvrage le plus notoire d’Alexandre von Humboldt, Relation historique du Voyage aux régions équinoxiales du Nouveau Continent, (1799-1804). Dans une optique descriptive (Toury, 1995), nous menons une étude socio-culturelle (Lépinette, 1997) des traductions en espagnol et en anglais de la Relation historique. La méthodologie employée est celle développée par D’hulst (2001 et 2014). Dans cette méthode, il propose de répondre, entre autres, aux questions pourquoi, quand, qui, où, quoi traduit-on. Pour ce faire, nous nous penchons sur les paratextes (Genette, 1987) qui accompagnent tant l’original que les traductions. Notre étude a révélé qu’aucune des traductions en espagnol intègrent complètement le contenu de l’original et que les parties sélectionnées l’ont été pour des questions identitaires. / Alexandre von Humboldt (1769-1859), last universal scientist, member of the Académie des sciences française and president of the Société de géographie de Paris, was a scientist recognized worldwide for the exploration of the American continent and for the written records he produced, in French and German, about his journey. The corpus we used for this study was the abundant existing peritext and epitext (Genette, 1987) of Humboldt’s travel writings. We analyzed the Spanish and English translations of von Humboldt’s most famous book, Relation historique du Voyage aux régions équinoxiales du Nouveau Continent (1799-1804). Working within a descriptive framework (Toury, 1995), we conducted a sociocultural study (Lépinette, 1997) of the Spanish and English translations of the Relation historique. Lieven D’hulst’s (2001 and 2014) methodology aims at answering the questions what, when, where, who or why do we translate. We concentrated mainly on the analysis of the paratext (Genette, 1987) that comes with the original and the translations to answer the questions proposed by D’hulst. Our study revealed that there is no complete translation of the text in Spanish and that the selection of the sections that appear in translations are motivated by identity questions.

Navigating personal identity changes through the cancer journey can be challenging, especially for women in a culture that places emphasis on traditional gender roles and values close-knit families. Drawing on a story circule approach, this study examined the intersecting identities of female cancer survivors in southern Appalachia. Stories of 29 female Appalachian cancer survivors from Northeast Tennessee and Southwest Virginia were collected via a mixed methods approach in either a day-long story circule (N-26) or an in-depth interview (N=3). Transcripts from both phases were audio-recorded and transcribed verbatim; NVivo 8.0 facilitated qualitative content analysis of the data. Inductive analysis revealed that women in this study appeared in struggle with (1) maintaining place in the family, (2) mothering, and (3) navigating physical changes. Ideas of family versus self appeared to overlap and intertwine with how women in Appalachia navigate personal identify changes through the cancer journey.

Orientador: Heloisa André Pontes / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-17T13:04:35Z (GMT). No. of bitstreams: 1 Silva_DanielaFerreiraAraujo_D.pdf: 3618993 bytes, checksum: 6b462d863f9f233f3a22b46cd7419a9b (MD5) Previous issue date: 2011 / Resumo: Esta tese surgiu do interesse em pesquisar em maior profundidade alguns aspectos da intrincada relação entre corporificação, gênero e assujeitamento, através da análise do conjunto de perturbações denominadas "transtornos alimentares". No contexto contemporâneo em que o corpo torna-se alvo privilegiado de investimento e intervenção, assumindo centralidade nos processos de construção identitária, uma investigação antropológica destas perturbações permite pensar como a constituição de sujeitos corporificados é perpassada por múltiplas normatividades de gênero, classe, regionalidade, raça e etnicidade, presentes na socialidade cotidiana e nas práticas e discursos biomédicos. Tomando como eixo central a composição de três histórias de vida, em colaboração com mulheres que tiveram experiências pessoais com transtornos alimentares, é possível ter acesso ao processo através do qual pessoas vivenciam formas particulares de assujeitamento, compostas por distintas articulações entre múltiplas dimensões de poder, deforma inseparável, constituindo-se, assim, como sujeitos de ação em meio a conformações e resistências. Ainda que o fio condutor da tese encontre-se nas histórias de vida, escritas ao longo de quatro anos em colaboração com três interlocutoras voluntárias, sua trama é composta pelos diversos percursos teóricos e empíricos de uma etnografia multi-situada (HANNERZ, 2003), que transitou pelo universo de comunidades virtuais brasileiras sobre transtornos alimentares, um serviço ambulatorial de um hospital universitário, congressos de psiquiatria, uma vasta bibliografia e uma agência feminista de base comunitária para tratamento, educação e prevenção de transtornos alimentares na Nova Zelândia. / Abstract The aim of this thesis is to investigate in greater depth some aspects of the intricate relation between embodiment, gender and subjectification, through the analysis of the group of perturbations named "eating disorders". In the contemporary context, in which the body becomes the privileged target of investment and intervention, assuming a central role in the processes of identity construction, an anthropological investigation of these perturbations allows us to evaluate how the constitution of embodied subjects is fraught with multiple normativities of gender, class, regionality, race and ethnicity, present in daily sociality and in biomedical practices and discourses. Taking as a central axis the composition of three life-histories, in collaboration with women who had personal experiences with eating disorders, it is possible to gain access to the process by means which persons live particular forms of subjectification, composed by distinct inseparable articulations of multiple dimensions of power, becoming, thus, subjects of agency amidst conformation and resistance. If the connecting thread of the thesis is found in the life histories, written with the voluntary research collaborators along four years, its warp is the woven out of the different theoretical and empirical paths of a multi-sited ethnography (HANNERZ, 2003), along the universe of Brazilian virtual communities about eating disorders, an outpatient treatment unit at an University hospital, Psychiatry congresses, a wide bibliography and a feminist community based service for the education, prevention and counseling for eating difficulties in New Zealand. / Doutorado / Estudos de Gênero / Doutor em Ciências Sociais

M.Cur. / The purpose of this study is to establish guidelines for the utilization of narratives in popular literature in nursing education in order to facilitate reflective thinking with nursing students. The purpose of nursing education is to equip the prospective nursing practitioner to be able to function independently and effectively in a multicultural, technological and scientific nursing practice where caring is important. Quality nursing care demands critical analytical thinking (cognitive skills) and moral values (affective skills) of the nursing practitioner. This study investigates firstly the "what" of reflective thinking and concludes that reflection accommodates both thinking skills and values that should be facilitated at the prospective nursing practitioner. The facilitation of reflective thinking is demanding as it is a complex cognitive and affective thinking skill. The research focuses secondly on the way in which the narrative in popular literature can be applied to facilitate reflective thinking in nursing education. According to the constructivist learning approach meaningful learning and reflective thinking occur when coupled to previous knowledge and experience. The nursing student as adult learner has at his/her disposal certain advance knowledge and previous experience. Narratives and popular literature form part of the adult learner's advance knowledge and previous experience. The research design is a philosophical inquiry in which the following research strategies are used namely philosophical analysis as well as qualitative, exploratory, descriptive and contextual strategies. In order to meet the purpose of the research, four goals were set and which were executed in four phases. At first the term reflective thinking was subjected to the process of concept analysis in order to clarify it's specific meaning (connotations and denotations). A theoretical definition of reflective thinking was formulated for the study from the connotations whereas denotations were used as the basis of learning outcomes for the Programme of Euthanasia as an Ethical Issue in Nursing Education (the Programme).

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Asian American belongings, migration patterns, and transnational identities are largely constructed in the United States as static, unidirectional, and invisible. Asian Americans complicate these constructions through the practice of ancestral return. In this thesis, “ancestral return” is constituted through one’s participation in a university study abroad program to a specific place to where one traces her heritage. I use “return” not necessarily to account for a form of reverse migration; rather “return” here names the multiple, sometimes contradictory kinds of return, including “return” to a place that one has not yet been. This project examines how Asian American identities are constructed, disrupted, and transformed when Asian Americans traverse borders, time, and imaginaries. I use a performance ethnography and personal narrative performance methodology to center the memories and experiences of Asian American women who have practiced ancestral return. Personal narrative performances theorize Asian American belongings, migration patterns, and transnational identities within the context of complex and contradictory practices of ancestral return. This work contributes to the theorization of personal narrative performance as well as a growing literature on the return mobilities of the Asian American second-generation and beyond.

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