Esta pesquisa tem como objeto central de investigação a relação entre estudos de gênero e o ensino de artes visuais em escolas. A partir de um mergulho nas teorizações de Michel Foucault, especialmente em suas asserções quanto à dinâmica poder e resistência, bem como nas teorizações feministas de vertente pós-estruturalista (Guacira Louro, Judith Butler, Beatriz Preciado, Margareth Rago, Joan Scott), pergunta-se: como as abordagens feministas em relação às artes visuais podem alimentar práticas de resistência aos discursos hegemônicos envolvendo gênero que incidem sobre o ensino de arte? Para problematizar esta questão, a pesquisa realiza dois movimentos. O primeiro movimento consiste em um processo de contextualização em torno de alguns discursos e representações de gênero cristalizados no âmbito das artes visuais, na recente urdidura política que envolve gênero e educação e no ensino de arte. Neste sentido, lança mão de materialidades diversas: trabalhos artísticos, memes, documentários, relatos de cenas escolares, imagens e ditos variados. Estas materialidades dão a ver algumas das urgências na interface gênero e ensino de arte, mas também fazem despontar inúmeras práticas de resistência, enfrentamentos e recusas aos discursos hegemônicos. O segundo movimento, deu-se a partir de um levantamento de artigos que tratam de gênero e ensino de arte nos anais de dois eventos da área de arte e educação, o CONFAEB (Congresso Nacional da Federação de Arte-Educadores do Brasil) e os Encontros Nacionais da ANPAP (Associação Nacional de Pesquisadores em Artes Plásticas) Perante os estudos pinçados de cada um dos eventos, foram feitas interrogações e análises que conjugam as considerações teórico-metodológicas extraídas da dinâmica poder/resistência do pensamento foucaultiano e a paisagem feminista pós-estruturalista, construída no percurso da pesquisa. Com isso, foi possível constatar, de um lado, as potencialidades das práticas descritas pelos/as autores/as, as estratégias diversas que podem ser empregadas na discussão do tema e, por outro lado, algumas armadilhas e riscos oriundos de certas abordagens. Por fim, tendo no horizonte todas as movimentações e análises realizadas na pesquisa, esboçam-se algumas possíveis intervenções feministas para o ensino de arte. Sugere-se que as discussões de gênero, não se limitem à inserção de artistas mulheres, ainda que esta seja uma demanda contínua. Propõe-se que se assuma uma postura de problematização em relação às abordagens e às narrativas criadas em todas as práticas docentes, às questões de gênero trazidas pelos/as próprios/as alunos/as, aos discursos do senso comum que ecoam pela escola. São pequenas e modestas intervenções cotidianas que, comprometidas com as relações de poder em que estão imersas, podem fazer vacilar discursos discriminatórios, racistas, misóginos e excludentes presentes na escola. / This research has, as a central research object, the relationship between gender studies and the teaching of visual arts in schools. From a dip in Michel Foucault's theorizations, especially in his assertions about dynamic power and resistance, as well as in post-structuralist feminist theorizations (Guacira Louro, Judith Butler, Beatriz Preciado, Margareth Rago, Joan Scott), we ask: How feminist approaches, in relation to the visual arts, can foster practices of resistance to the hegemonic discourses that affect the teaching of art? In order to problematize this question, the research makes two movements. The first movement consists of a process of contextualization around some crystallized discourses and representations of the visual arts, the recent political warfare that involves gender and education and the teaching of art. In this sense, it makes use of diverse materialities: artistic works, memes, documentaries, reports of school scenes, images and various sayings. These materialities show some of the urgencies in the interface genre and art teaching, but also bring out innumerable practices of resistance, confrontations and refusals to hegemonic discourses. The second movement occurred from a selection of articles dealing with gender and art education in the annals of two events in the area of art and education, the CONFAEB (National Congress of the Art-Educators Federation of Brazil) and the National Meetings of ANPAP (National Association of Researchers in Arts Plastic). Given the pinched studies of each of the events, interviews and analyzes were carried out combining the theoretical-methodological considerations drawn from the power / resistance dynamics of Foucaultian thought and the post-structuralist feminist landscape, built in the course of research. With this, it was possible to observe, on the one hand, the potentialities of the practices described by the authors, the different strategies that can be used in the discussion of the subject and, on the other hand, some pitfalls and risks arising from certain approaches. Finally, considering all the movements and analyzes carried out in the research, some possible feminist interventions for the teaching of art are outlined. It is suggested that gender discussions should not be limited to the inclusion of female artists, even if this is a continuous demand. It is proposed that a problematizing posture be adopted in relation to the approaches and narratives created in all teaching practices, the gender issues brought by the students themselves, the common-sense discourses that resonate with the school. They are small, modest daily interventions that, compromised by the power relations in which they are immersed, can wipe out discriminatory, racist, misogynist, and exclusionary discourses present in the school.

Magister Theologiae - MTh / A number of biblical scholars have observed that the Bible has been used by dominant groups in certain societies to justify and condone discrimination and oppression. Slavery, colonialism and apartheid are often cited as examples of racial oppression based on particular understandings of the Bible. Some biblical scholars have pointed to the fact that theologians who work in contexts of racially liberated societies, such as South Africa, are slow in recognizing the injustices caused by gender discrimination. Instead, male privilege continues to be upheld particularly through the Biblical justification of male headship. The popularity of the 'Mighty Men' Conference is a case in point as it encourages men to take their supposedly rightful, "God-given" place as prophet, priest and king in marriage and family relationships. The emerging popularity of male-headship theology thwarts whatever gains have been made in the areas of gender justice and equality in various spheres of society, including the church. Headship theology often goes unquestioned because it is supported by particular interpretation/understanding of biblical texts which are quoted out of context to support and justify male dominance. For example, Luke 7: 36-50 is often interpreted in showing the "sinful" woman as one who needs forgiveness.

Esta dissertação se propõe a problematizar as representações de tabu da sociedade brasileira, apresentadas na série de documentários Tabu Brasil, produzidos sob o viés do olhar da National Geographic Society. A hipótese que norteia este estudo é de que as representações de tabu na série focal, para além da mera exposição de casos, acabam marginalizando outros saberes e culturas, a partir de uma perspectiva situada e defendida por grupos hegemônicos no ocidente. A fundamentação teórica para esta análise apresenta como suporte principal os estudos discursivos de teóricos como Pechêux (1975, 1988, 1999), Foucault (1971, 1984, 1977) e Deleuze (1992), cujos conceitos de formação discursiva, sociedade disciplinar, relações entre poder, saber e verdade e de sociedade de controle serviram de base para a discussão. A análise versa sobre o imaginário construído em torno da questão de tabu, relativo à sociedade brasileira, a partir do ponto de vista dos produtores dos documentários, vislumbrando uma possível estereotipização e/ou um silenciamento para questões mais fundamentais na sociedade ocidental. O trabalho está organizado em três capítulos que investigam a construção dos documentários feitos para a TV, sua importância e condições de produção. Por meio das imagens, dos dizeres do narrador em off, e dos sujeitos representados, cujas identidades supostamente constituem um tabu, observa-se que as representações oferecem ao público uma visão parcial de um outro subalterno, sob o ponto de vista do grupo hegemônico. Ao mesmo tempo, imagens e texto fortalecem a representação de tabu, sugerindo a existência de uma sociedade ideal, diferente da retratada, revelando, a partir de nossa discussão, uma preocupação com possíveis abalos à gestão da sociedade de controle. / This dissertation aims to discuss the representations of taboo in the Brazilian society. Originally presented in the documentary TV series Tabu Brasil, it was produced by the National Geographic Society. The hypothesis postulates that representations of taboo in the target series, apart from mere case exposures, end up marginalizing other knowledges and cultures, from a perspective situated and advocated by Western hegemonic groups. The theoretical basis for this analysis is mainly grounded in discursive studies of theoreticians such as Pechêux (1975, 1988, 1999), Foucault (1971, 1984, 1977) and Deleuze (1992), whose concepts of discursive formation, disciplinary society, relations of knowledge, power and truth, and of society of control were the basis of the discussion. The analysis problematizes the constructed imaginary of taboo, as it relates to Brazilian social issues, based on the documentary producers point of view. The perception is of the stereotyping and/or silencing of more fundamental matters in Western society. The work is divided into three chapters that examine the production of TV documentaries, their relevance and conditions of production. Through the images, the speech of the narrator and the subjects whose identities are supposedly considered as a taboo, we can observe that the representations offer the public a partial view of a subaltern other, through the point of view of the hegemonic group. At the same time, images and text reinforce the representations of taboo, suggesting the existence of an ideal society, different from the depicted one, revealing, from our discussion, a concern with possible disruptions to the management of the society of control.

Esta pesquisa coloca em evidência as decisões tomadas pelos conselheiros do Conselho Nacional de Autorregulação Publicitária, o conar (OARP), no ano de 2015. Através de um arcabouço teórico e de uma abordagem discursiva, nosso objetivo é problematizar as relações de poder e mecanismos que influenciam nas decisões alcançadas pelos conselheiros da entidade, as quais são sempre justificadas com base em uma aplicação do Código de Ética Publicitário. Problematizamos os conceitos de língua e de seu uso como sistema fixo, transparente e objetivo que envolve produtores e receptores de significados, o qual é o ponto de partida de outros trabalhos que falam sobre o papel do Conar na publicidade, para dar espaço a uma visão de construção de significados por sujeitos envolvidos em uma interação discursiva, e que sofrem sempre influência da posição de onde suas falas partem e de suas subjetividades. Discutimos o OARP em dois momentos históricos distintos e a partir de uma visão de campo, refletindo sobre como seus discursos se inserem nas condições de produção de cada momento respectivo, contextualizando seu aparecimento, no final da década de 70 e início da década de 80, e depois, em um período já recente, onde o OARP trabalha ativamente a partir de sua posição no campo para sua manutenção em relação aos outros atores sociais. Analisamos como os mecanismos de exclusão e validação da voz que são criados tanto discursivamente quanto pela estruturação específica das interações do campo publicitário garantem um espaço ao consumidor, mas em uma posição de existência sem direito à voz, situação discutida em algumas decisões analisadas, dialogando com o conceito de subjetividade. Por último analisamos decisões que pertencem a duas indústrias específicas e diferentes: na primeira há intensa atividade com denúncias empresa-empresa, onde essas podem se provar úteis para a obtenção de lucros, alimentando a disputa entre atores sociais que competem no mesmo segmento de negócios. Na segunda analisamos decisões relacionadas a uma indústria onde não há quaisquer denúncias empresa-empresa, e onde há participação intensa de consumidores, de quem partem todas as denúncias contra as empresas. / This research highlights the decisions made by the counselors of the Conselho Nacional de Autorregulação Publicitária, or National Council for Self-Regulating Advertising, also known as Conar (and which we shall call hereinafter OARP), in the year 2015. Through a theoretical framework and a discursive approach, our objective is to problematize the power relations and mechanisms that influence the decisions made by the counselors of the entity, which are always justified on the basis of compliance to the Code of Publicity Ethics. We problematize the concepts of language and its use as a fixed, transparent and objective system that involves producers and recipients of meanings, which is the starting point of other works discussing the role of Conar in Advertising, so instead, we make room for a vision of constructing meanings by subjects involved in a discursive interaction, and who are always subject to the influence of the position wherein their speech is built as well as to their subjectivity. We discuss the OARP at two distinct historical moments and from a specific perspective of the concept of \"field\", by Bourdieu, drawing reflections on how the OARPs discourses fit into the conditions of production in each respective moment, contextualizing the agencys foundation in the late 1970s and early 1980s, and then, looking at a recent period when the OARP works actively in the \"field\" for the maintenance of its position always in relation to the other social actors present in the same field. We analyze how the mechanisms for exclusion and validation of the voice of social actors are created through both, discourse and by means of specific structuring of the interactions in the publicity field, guaranteeing consumers with a position, however without right to having voice, as we discuss in some decisions which were analyzed, and that dialogues with the concept of subjectivity. Finally, we analyze decisions belonging to two specific and different industries: in the first industry we see intense activity with company-company denunciations, where these can prove useful for obtaining \'profits\', fueling the dispute between social actors competing in the same business segments. In the second industry, we analyze decisions where there are no \'business-to-business\' denunciations, and where there is intense participation from consumers, from which all denunciations against companies originate.

Diante do boom discursivo sobre juventude e participação, esta pesquisa propõe-se a problematizar e conhecer os sentidos atribuídos às conferências, ao ser jovem/juventude e à participação juvenil a partir das conferências de juventude em Santa Bárbara d\'Oeste. O referencial teórico utilizado são estudos sobre juventude, conferência e participação, e obras de autores que dialogam com a perspectiva pós-estruturalistas como Michel Foucault e Deleuze Guattari. Utilizando da cartografia como método de pesquisa, adotou-se três procedimentos metodológicos: entrevistas, transcritas e analisadas a partir de mapas dialógicos; registro da experiência do pesquisador como participante e revisita aos relatórios finais das conferências de juventude. A partir daí são feitos voos e pousos tendo como territórios as conferências de juventude, a participação e o jovem/juventude o que possibilitou observar as capturas presentes nestes espaços de participação, onde as tecnologias do eu atuam em processos de subjetivação, responsáveis por produzir discursos sobre jovem, juventude e participação. Por fim, as considerações finais ofertam a possibilidade de compreender, que em meio à captura e às relações de poder nelas engendradas, os jovens, partindo da rebeldia e participação, produzem resistências e encontram novas formas de subjetivar a juventude, rejeitando o rótulo de juventude problema, ressignificam o espaço estriado das conferências e lançam novas perspectivas e possibilidades de participação rizomática / Before the boom discourse on youth and participation, this study proposes to discuss and know the meanings attributed to conferences, to be young / youth and youth participation from the youth conference in Santa Barbara d\'Oeste. The theoretical framework used are studies on youth, and conference participation, and works of authors that dialogue with post structuralist perspective as Michel Foucault and Deleuze Guattari. Using the mapping as a research method, adopted three methodological procedures: interviews, transcribed and analyzed from dialogical maps; record of the researcher\'s experience as participants and revisits the final reports of the youth conference. From then on are made flights and landings having as youth conferences territories, participation and youth / youth which made it possible to observe the present catches in these spaces of participation where the technologies I work in subjective processes, responsible for producing speeches about youth, youth and participation. Finally, the concluding remarks proffer the possibility of understanding that through the capture and power relations in them engendered, young people, starting from the rebellion and participation produce resistance, and find new ways to subjectively youth, rejecting the label of youth problem, resignify the striated space of conferences and launched new perspectives and possibilities of rizomatic participation

O presente estudo insere-se na linha de pesquisa Currículos, ensino e aprendizagem em Matemática, do Grupo de Estudos e Pesquisa em Educação Matemática e Educação (GEPEME), da área de Ensino de Matemática e Ciências do Programa de Estudos Pós-Graduados em Educação da Faculdade de Educação da Universidade de São Paulo (USP) e tem como objetivo investigar em que medida o conhecimento matemático é usado na sociedade contemporânea e como se manifesta nas relações de poder; e compreender sobre e como as práticas de significação interferem na organização e construção do currículo da Matemática da Educação Básica. Metodologicamente, inclui-se numa abordagem qualitativa de pesquisa, na modalidade ensaio teórico e articula práticas discursivas que têm sido pouco confrontadas com a Educação Matemática, mais precisamente, com o currículo da Matemática escolar, ao longo dos últimos anos. Teoricamente, fundamenta-se em estudos sobre as diferentes teorias de currículo procurando analisar o papel que as disciplinas escolares ocupam em cada uma dessas teorias; em estudos sobre a centralidade da cultura para discutir as questões da contemporaneidade; e em estudos na área de Educação Matemática, tais como Etnomatemática, Enculturação Matemática, Educação Matemática Crítica e Modelagem Matemática por serem estudos que articulam-se, sobremaneira, com o cultural, o político e o social da Educação Matemática. Ao tratar-se das disciplinas escolares, recuperando os conceitos de conhecimento poderoso, legítimo, de status elevado e não elevado, da relação mútua entre saber e poder, do currículo como prática de significação, conceitos esses que dão sentido às ações e permitem interpretar ações alheias e que quando tomadas em seu conjunto formam as culturas, pensou-se na Matemática escolar, nos saberes matemáticos institucionalizados ou não. Matemática escolar essa que como prática social, cultural e política deveria privilegiar e dar mais atenção aos menos favorecidos, fazendo ecoar as suas vozes. É por essa Matemática escolar, mais igualitária e menos representante do pensamento hegemônico que se construiu uma proposta alicerçada em conceitos-chaves estruturados em teorias curriculares e educacionais em consonância com a Etnomatemática, que auxilia no fortalecimento da ideia de que o conhecimento matemático é hibridizado e fundamenta-se, sobretudo, na reestruturação e fortalecimento das raízes das vozes silenciadas; com a Educação Matemática Crítica, que preocupa-se sobremaneira com os aspectos políticos da Educação Matemática, isto é, com as questões relacionadas à temática do poder; com a Modelagem Matemática, que é uma importante peça constituinte das discussões envolvendo a Matemática escolar e as relações de poder; e com a Enculturação Matemática, que apresenta uma proposta de currículo da Matemática escolar com a centralidade na dimensão cultural. / This study is part of the research line \"Curriculum, teaching and learning in mathematics\", developed by the Group of Studies and Research in Education and Mathematics Education (GEPEME) from the Teaching of Mathematics and Science area in the Post-Graduation in Education Program of the Faculty of Education - University of São Paulo (USP) and aims to investigate the extent to which mathematical knowledge is used in the contemporary society and how it manifests itself throughout power relations; and also to understand how practices of meaning interfere in the organization and construction of the mathematics curriculum of basic education. Methodologically, this study is a theoretical essay and has adopted a qualitative approach to research. It articulates discursive practices that have rarely been confronted with mathematics education, more precisely, with the curriculum of school mathematics. Theoretically, it is based on studies on different curriculum theories seeking to analyze the role that school subjects play in each of these theories: in studies on the centrality of culture to discuss contemporary issues; and, in studies in the area of mathematics education such as ethnomathematics, mathematical enculturation, critical mathematics education and mathematical modeling, because they are articulated, above all, with the cultural, political and social aspects of mathematics education. When we dealt with school subjects, recovering the concepts of legitimate, powerful knowledge, high and not-high status, the mutual relationship between knowledge and power, the curriculum as a practice of meaning; concepts that give meaning to actions and allow us to interpret others actions and that when understood as a whole, form cultures; we thought about school mathematics and mathematical knowledge whether institutionalized or not. As a social, cultural and political practice, school mathematics should give priority and more attention to the less privileged ones, echoing their voices. It was for such school mathematics, more egalitarian and less representative of the hegemonic thinking, that a proposal was built based on key concepts grounded in educational and curriculum theories in line with: Ethnomathematics, which helps to strengthen the idea that mathematical knowledge is hybridized and is based mainly on restructuring and strengthening the voices that were silenced; with the Critical Mathematics Education, which is largely concerned with the political aspects of mathematics education, that is, issues related to power; with Mathematical Modeling, which is an important part of the discussions involving school mathematics and power relations, and with the Mathematical Enculturation, which proposes a school mathematics curriculum centered on the cultural dimension.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-12-23T11:54:11Z No. of bitstreams: 1 Marcos César Cadore_.pdf: 313083 bytes, checksum: 2e3242aeccfb2ce5d42c43308f0fd891 (MD5) / Made available in DSpace on 2016-12-23T11:54:11Z (GMT). No. of bitstreams: 1 Marcos César Cadore_.pdf: 313083 bytes, checksum: 2e3242aeccfb2ce5d42c43308f0fd891 (MD5) Previous issue date: 2016-08-19 / CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico / Essa dissertação tem como objetivo compreender as relações coronelistas de poder nas colônias de Estrela, Lajeado e Encantado no âmbito do sistema castilhista-borgista e do Partido Republicano Rio-Grandense (PRR) durante os anos de 1903/1928. Período em que o Rio Grande do Sul foi governado por Borges de Medeiros. Além disso, visa contribuir para uma melhor percepção na formação política dos municípios da região do Alto Taquari – atual Vale do Taquari - buscando entender a constituição dos poderes locais e sua relação com o governo de Borges de Medeiros. Pretende também contextualizar e apreender os ajustes entre os grupos políticos locais e a rede de compromissos articulados pelo Presidente do Estado durante todo o seu longo período de hegemonia política. Uma das peculiaridades foi a presença de descendentes de imigrantes alemães e italianos nos locais analisados, estabelecendo uma dinâmica constante de cooptação, barganha e resistência, tendo como problemática central avaliar a adaptação do sistema coronelista a uma realidade em que a economia foi marcada pela predominância de pequenas propriedades. Com o intuito de analisar os documentos encontrados sobre as colônias mencionadas, pretende-se conceber melhor a vida política intendencial, comparando-a com as demais referências bibliográficas estudadas atualmente. As principais fontes de pesquisa são as cartas recebidas por Borges de Medeiros das lideranças locais, encontradas no ABM/IHGRGS. Por meio desses documentos podemos compreender como ocorreu a formação da rede de compromisso que deu suporte para as sucessivas reeleições dos chefes políticos e como uma elite colonial conseguiu o necessário para essa manutenção e perpetuação de poder. / This thesis aim to understand the coronelista power relations in the colonies of Estrela, Lajeado and Encantado under the castilhista - borgista system and Riograndense Republican Party (PRR) for the years 1903/1928. Period in which the Rio Grande do Sul was ruled by Borges de Medeiros. It also seeks to contribute to a better perception in the political formation of these municipalities of the Vale do Taquari region, seeking to understand the constitution of local government and its relationship with the government from Borges de Medeiros. It also aims to contextualize and seize the adjustments between local political groups and the network articulated commitments by the State President throughout his long political hegemony. One of the peculiarities is the presence of descendants of German and Italian immigrants in the analyzed sites, establishing a constant dynamic of cooptation, bargaining and resistance, with the central issue to evaluate the adaptation of the landowner system to a reality in which the economy is marked by the predominance of smallholdings. In order to analyze the documents found on the aforementioned settlements, we intend to better design the intendencial political life, compared to the other references currently studied. The main source of research are the letters received by Borges de Medeiros local leaders, found in the ABM/IHGRGS. Through these documents we can understand how occurred the formation of the network of commitments that gave support to the successive re-elections of political leaders and as a colonial elite gave the necessary support for such maintenance and perpetuation of power.

This is a study of "workplace diversity" from a social constructionist perspective. The perspective holds that while human meaning is socially created, it is the social order which gives us resources for making this meaning. There is much literature about workplace diversity from objectivist standpoints that takes for granted the term "diversity." What is missing is a comprehensive understanding of diversity: what does this term mean? What does it conceal? I attempt to contribute to a better understanding of diversity by interrogating its construction in popular culture. I analyze the content of an advertising supplement called "Diversity Works," published in the New York Times Sunday Magazine, with a literal read to learn how diversity is manifestly constructed on the surface as well as how it is typified through formula stories. Diversity is ideally defined as programs for creating a "culture of inclusion," but practical efforts imply normative attempts to assimilate persons designated as diverse to the standards imposed by the dominant group. I argue that claims about diversity act to construct collective identity for certain types of people thereby reinforcing their subordinate positions among the social hierarchy. As constructed, the social goodness of diversity is taken for granted, yet by its narrow typification reproduces race and gender divisions and accompanying inequalities. In practice, diversity is an alternate term for the other, the type of person who is not a member of the highly valued and socially privileged dominant group of white (Anglo) men. I suggest that diversity is linked to larger structures of domination evidenced by its construction as agents of social engineering existing to help certain types of people -- women and minorities. My analysis offers potential contributions to diversity scholarship by attending to issues of power and dominance as they are constructed and interpreted in popular culture. Further, I contribute to a dialogue about power and dominance relations between identity groups. Finally, this study contributes to empirical work on the issues of socialization in the workplace. As constructed, diversity programs invoke the ideal of respecting difference in persons while coordinating sameness in behavior for the benefit of capitalist expansion.

Focusing on "The Yellow Wallpaper" (1892) by Charlotte Perkins Gilman and The Singing Detective (1986) by Dennis Potter in dialogue with theories from Freud, Szasz, Foucault and Butler, my thesis considers the role of medicine in encouraging a patient toward a normative subjectivity. The protagonists of each text have become ill as a result of their inability to accept the social contradictions and lies upon which gendered subjectivity is reliant; the unnamed narrator of "The Yellow Wallpaper" comprehends femininity as servitude to male demands, while Marlow of The Singing Detective desires the power patriarchy offers him as a male, but his loss of belief and faith prevent his ascension to masculine status.Both the narrator of "The Yellow Wallpaper" and Marlow resist the imposition of normative gender by practitioners of mainstream medicine. Therefore, a more complex and subtle method of treatment, the psychoanalysis developed by Freud, is employed in The Singing Detective, thereby encouraging the patient to identify illness and discontent as personal, not societal, responsibility.I commence the thesis with an overview of the unequal power relations presupposed and encouraged by medical discourse. Through a process of 'hystericisation' the patient is infantilised and made dependent upon medical care. Linguistic control is central to manipulating patient behaviour within the hospital, and correspondingly the narrator of "The Yellow Wallpaper" and Marlow both seek a new subjectivity through their writing. Difficulties in appropriating language leads to internal incoherency for the protagonists, met by a split subjectivity - a defence mechanism which allows the protagonists to deviate from, at the same time as preserving, their 'good self'.The refusal of "The Yellow Wallpaper's" narrator to relinquish her defiant self and assume femininity is contained by patriarchy - embodied by her husband, John - as insanity. The strict limitation upon a nineteenth-century woman's expression prevents her from positively escaping her physician/husband's script leading to her mental demise. By contrast, Marlow successfully resocialises himself by modifying the hypermasculine persona he idealises, and is finally situated to confront and reform the social contradictions that precipitated his ill-health. However, subdued by having been led to identify discontent as a personal problem, Marlow is unlikely to challenge the power relations which have made his subjectivity possible. His capitulation to normalisation demonstrates a fundamental point linking the otherwise divergent theories of Freud and Foucault, that the creation of agency first requires the subject's subordination.

The literature concerning work identities within universities is limited and focussed upon the ways academic staff construct their identities and the impacts these have upon their approaches to change. Similar studies for the range of differentiated roles that characterise the newly managerialised university are not available. The first stage of the research, therefore, was to develop a categorisation of the ways in which senior managers, line managers, support staff and academic staff construct their identities at work. This categorisation was created by bringing together the experiences of change of fifty three staff from five similar Australian universities, reported in interviews, with a review of the discourses widely available within the university sector (Deetz 1992; du Gay 1996a; Knights & Morgan 1991; Marginson 2000; Readings 1996) to produce thirteen different classifications associated with different roles. These categories described as case study one provide an initial framework for making sense of the different viewpoints expressed by staff in interviews and a language for understanding w hat particular actions might mean to the organisational members making them. As such it provides a starting point or tool for analysis and makes an original contribution to understanding change within universities. The second stage of this research examined the dynamics of a teaching change project and the interactions between differently constructed work identities it entailed. This was undertaken through an ethnographic study of a change project in process. The ethnography was supplemented by interviews with participants at the conclusion of the project. The analysis of the ethnography combined the first theoretical focus on constructed identity with concepts of power and their forms within organisations (Foucault 1998; Clegg 1989a; Callon 1986) to take account of the hierarchical organisation of the university and the differentiated organisational roles of participants in the change project.