Orientador: Marilda do Couto Cavalcanti / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-14T09:55:29Z (GMT). No. of bitstreams: 1 Freitas_MarleneCatarinade.pdf: 878976 bytes, checksum: 0d6e1ad1cf7b4a85eb9d46b3ad957430 (MD5) Previous issue date: 2009 / Resumo: O presente trabalho, desenvolvido na área de Lingüística Aplicada, foi norteado pela pergunta de pesquisa: Como se configura o trânsito ouvinte-surdo, com foco na auto-observação desta pesquisadora ouvinte, no contexto de um curso de LIBRAS ministrado por um professor surdo? E, complementarmente, em um centro de apoio a alunos surdos onde a pesquisadora é estagiária? Dentro desse contexto, visto como sociolinguisticamente complexo, levanto as dificuldades/facilidades encontradas nesse trânsito, incluindo meu processo de entrada em contato/conflito com a Língua Brasileira de Sinais (LIBRAS). Por se tratar de uma pesquisa de cunho etnográfico (Erickson, 1984), o trabalho de campo foi realizado através de observação participante, no caso, auto-observação, registrada através de anotações de campo, depois elaboradas em forma de diários desta pesquisadora. Os registros (Erickson, 1986) gerados (Mason, 1997) constituem o corpus desta pesquisa. Diante de algumas questões que se mostraram relevantes para responder a pergunta de pesquisa, tive como base autores de diversas áreas, como os Estudos Culturais (Skliar; 1998; Hall, 1997), Sociologia (Elias e Scotson, 2000; Cuche, 2002), Antropologia (Thomaz, 1995), Lingüística Aplicada (Maher, 2008), Educação (Canen e Oliveira, 2002), dentre outros. A contribuição desses autores para a análise de dados se faz através de conceitos usados em suas teorizações tais como cultura, multiculturalismo, diferença, etnocentrismo, representações, relações de poder, identidades e identificação. À luz desses conceitos, utilizados em diferentes áreas, sob a ótica de uma leitura em uma vertente da área de Lingüística Aplicada que se abre para interfaces transdisciplinares (Ver Moita Lopes, 2006, Cavalcanti, 2006 entre outros), a análise dos dados indicou que esse trânsito ouvinte-surdo se configurou gradativamente. À medida que fui me inserindo e me envolvendo no contexto surdo-ouvinte do curso de LIBRAS, houve algumas variações em minhas ações e representações e passei a perceber tanto o meu, quanto o etnocentrismo de meus colegas do curso. Faz-se necessário destacar que essas representações passaram a ser mais flexíveis (porém, muitas vezes, também cambiantes) não somente pelo fato de eu ter sido ouvinte-aprendiz de um curso de LIBRAS, ministrado por professor surdo (falante da Língua de Sinais e oralizado), mas também pelo fato de que, ao longo da pesquisa que gerou este trabalho, passei a fazer parte de um cenário mais amplo tanto em relação ao local do campo, como em relação às posições que passei a assumir. Essa trajetória pode assim ser resumida: (a) pelo encantamento inicial com a LIBRAS, com as pessoas que tem familiaridade com a língua, em especial, os surdos que sinalizam, e com o que via como um mundo totalmente diferente daquele em que vivo (esse encantamento é comum na aprendizagem de uma LE); (b) pelas exigências decorrentes de familiarização compulsória com a LIBRAS, que podem ter agilizado a desconstrução da imagem idealizada do surdo e que me fizeram perceber tanto o meu etnocentrismo quanto de meus colegas; (c) pelas exigências decorrentes da prática necessária à "sobrevivência" do curso no momento em que passei a fazer o papel de intermediária administrativa do professor surdo, o que me auxiliou na desinibição e no maior uso da LIBRAS -visto que tais exigências fizeram com que olhasse para o professor, para o curso e para os ouvintes a minha volta, no curso de LIBRAS, de outro modo; e; (d) por meu relacionamento pré-profissional com outros surdos e ouvintes, no estágio que fiz em um centro de apoio, onde tive a oportunidade de manter contato com alunos e professores surdos, além do professor surdo do curso de LIBRAS que freqüentei. Através dessa trajetória que me serve de experiência para o mundo profissional e oportuniza relacionamentos com surdos e uvintes que trabalham na área de escolarização e surdez, neste estudo, levanto algumas implicações na tentativa de apontar a importância e a necessidade de investir na formação de professores sensíveis e comprometidos com a educação das pessoas surdas, indo além da ênfase na aprendizagem de LIBRAS e investindo na desmistificação e quebra de preconceitos que o contato com o Outro, diferente, venha gerar. Entretanto, como essa quebra de preconceitos não pode ser vista como um acontecimento único, decisivo e permanente, há necessidade dessas ações serem tratadas como pontos para reflexão continuada na formação do profissional ouvinte que atua com surdos. / Abstract: The current work, developed in the field of Applied Linguistics, was guided by the following research question: In the context of a LIBRAS (Brazilian Sign Language) course given by a deaf teacher and focusing on the self observation of this hearer researcher, how is the transit between the hearer and the deaf constructed? And in addition, what is this transit like in a support center for deaf students where the researcher is a trainee? In this context seen as sociolinguisticallly complex, I raise the difficulties/easiness found in this transit, including my process to get in contact/conflict with LIBRAS. Because this research has an ethnographic nature (Erickson, 1984), the fieldwork was accomplished through participant observation, in this case, self observation recorded through field notes which were later elaborated in the format of journals of this researcher. The data sources (Erickson, 1986) generated (Mason, 1997) constitute the corpus of this research. Based on some issues which appeared as relevant to answer the research question, several authors from different areas such as Cultural Studies (Skliar, 1998; Hall, 1997), Sociology (Elias and Scotson, 2000; Cuche, 2002), Anthropology (Thomaz, 1995), Applied Linguistics (Maher, 2008), Education (Canen and Oliveira, 2002) were chosen to compose the theoretical framework,. The contribution of these authors to the data analysis was made through concepts used in their theorizations such as culture, multiculturalism, difference, ethnocentrism, representations, power relations, identities and identification. Enlightened by these concepts used in different fields and within a reading developed in a current of Applied Linguistics which opens up to crossdisciplinary interfaces (see Moita Lopes, 2006, Cavalcanti, 2006 among others), the data analysis indicated that this transit hearer-deaf was gradually delineated. As I got inserted and involved in the hearer-deaf context of the LIBRAS course, there was some variation in my actions and representations and I started to notice my own and my colleagues' ethnocentrism. It is necessary to point out that these representations became more flexible (however, in a changeable pattern which included going back to essentialisms at times) not only because I was a hearing learner of a LIBRAS course, given by a deaf teacher (speaker of this Sign Language and also oralized), but also because during the research that generated this work, I started taking part of a wider scenario both in relation to the new deaf field (the support centre) as well as in relation to the administrative positions I had to take over in the institution where the LIBRAS course was offered. The path taken can be summed up as follows: a) at first an enchantment with LIBRAS, with people who are familiar with the language, specially the deaf who signal, and with what I saw as a totally different world from the one I live in (an enchantment which is common when learning a foreign language); b) then the resulting demands of a compulsory familiarization with LIBRAS, which might have sped up the deconstruction of the idealized image of the deaf and that made me realize both my own ethnocentrism as well as my peers'; c) also the resulting demands of the necessary linguistic practice for the "survival" of the course at the moment I started to play the role of administrative link for the deaf teacher at the institution. This helped me overcome my inhibition in the use of LIBRAS. Such demands made me look at the teacher, at the course and at the hearers around me at the LIBRAS course, in another way; and; d) finally, my pre-professional relationship with other deaf people and also hearers at the training I did in the support centre, where I had the opportunity to keep in touch with deaf students and other deaf teachers besides the deaf teacher at the LIBRAS course I had attended. The path taken worked out as an introduction to the professional world and offered me an opportunity to build relations with deaf people and also with hearers who work in the area of schooling and deafness. The implications drawn from this experience are an attempt to point out the importance and need to invest in an education for teachers who besides being compromised with deaf people's quest are also sensitized to this group and to the development of a relevant schooling for them. This means a teacher education course which goes beyond the emphasis on LIBRAS learning towards demystification of the Other (seen as different) and, when relevant, prejudice breaking. It has to be emphasized, however, that as prejudice breaking cannot be taken as a decisive and lasting action, this issue is to be seen a matter for permanent reflection in the education of the hearing professional who works/will work with deaf people. / Universidade Estadual de Campi / Multiculturalismo, Plurilinguismo e Educação Bilingue / Mestre em Linguística Aplicada

En marge du débat éthique sur le statut juridique des échanges sexuels tarifés, ce mémoire a pour but d’explorer les présupposés théoriques sous-jacents à la conceptualisation de la prostitution comme mesure de la marchandisation de la personne. Au-delà de la question de la grille de rapport de pouvoir à appliquer pour définir la prostitution, nous proposons de questionner quelques présupposés théoriques sous-jacents à la conceptualisation de la prostitution comme étant une forme de marchandisation de la personne. Dans la mesure où la prostitution est distinguée des autres activités à partir de ce statut symbolique qui lui est accordé, notre recherche consiste à questionner les bases théoriques de cette caractérisation normative. La littérature féministe sur le sujet de la prostitution est cristallisée autour de la question de sa criminalisation et de sa stigmatisation sociale, mais elle ne se réduit pas à un débat polarisé entre abolitionnistes et règlementaristes. Nous allons dans un premier temps tenter de dégager les différentes problématisations du sujet de la prostitution et les perspectives épistémiques sur la recherche et la conceptualisation des échanges sexuels tarifés. Nous allons par la suite dégager les paradigmes normatifs qui constituent historiquement la prostitution comme la mesure de l’objectification des femmes. Enfin, nous restreindrons notre analyse à la définition de Pateman de la prostitution dans The Sexual Contract. L’objectif sera de déterminer si la conceptualisation du contrat de prostitution en tant que symbole de la marchandisation de la personne induit des limites dans la compréhension des rapports de pouvoir qui lui sont sous-jacents. Plus précisément, nous étudierons les présupposées normatifs au fondement de la distinction entre le contrat de prostitution et les autres formes contractuelles d’assujettissement. / This paper aims to explore the normative assumptions underlying the conceptualization of prostitution as a measure of the commodification of the person. I propose to question some of the theoretical assumptions underlying the conceptualization of prostitution as a form of commodification of the person. Insofar as prostitution is distinguished from other activities on the basis of this symbolic status, my research consists in questioning the theoretical bases of this normative characterization. Feminist literature on the subject of prostitution focuses on the issue of the criminalization of prostitution and its social stigmatization, but it is not reduced to a polarized debate between abolitionists and regulationists. I will first identify how the subject of prostitution has been problematized from different theoretical frameworks and present epistemic perspectives on the conceptualization of the problem of prostitution. I will then identify and analyze the normative paradigms that historically constitute prostitution as the measure of women objectification. Finally, I will focus on Carole Pateman’s definition of prostitution in The Sexual Contract. My aim is to identify in which extent the conceptualization of the prostitution contract as the symbol of body commodification is relevant to understand the power dynamics underlying this type of agreement. More specifically, I will study the normative assumptions underlying the distinction between the prostitution contract and other contractual forms of subjection.

No description available.

This qualitative study of a migrant self-organisation in Bologna, Italy analyses the power relations between immigrants and supporters within the field of voluntary work in the migration sector. Based on eight semi-structured interviews it explores the perception of power relations of the members of the intercultural association Spazio per tutti. The material was analysed with the help of thematic analysis and a postcolonial and intersectional perspective. In the first part of the discussion, it is demonstrated, along the theory of “strange encounters” of Sara Ahmed (2000), how dominant norms, such as the invisible norm of whiteness, are still present in the association and immigrants are confronted with the paradigm of integration. The second part of the analysis shows instead, with the help of Homi Bhabha’s theory of the third space (1994), how the association creates a space where fixed identities and roles can be challenged and negotiated. By taking the intersectional approach into account, it gets further clear that the internal power relations are more complex for being grasped along binary categories (e.g. immigrants and non-immigrants), as they for example do not reflect the special subject position of Black women. In a nutshell, the present case study demonstrates the need to draw the attention to the political dimension of social work with immigrants and to create more awareness for intersectional justice, also within organisations that already follow an empowerment approach.

In every setting of human space there is hierarchy. At home there are parents and children while in social structures there are organisations/institutions and leaders, all of whom carry their positions with them. All these hierarchies are embedded in a web of mutual relations, but to a greater extent, power relations as others abuse their positions while some are subjugated and controlled. This study critically analyses talk exchanges in power relations within topic development. It draws its analytical viewpoint from twelve selected IsiZulu drama books with an aim of demonstrating power relations as embedded in language and literature in particular. The following are some of the elements of the discussion that highlight talk exchanges and power relations, namely, maxim of conversation, interruptions and interjections, dominance and control, power of language and turntaking, to name a few. To analyse data, written conversations are clustered based on themes as expounded by (Vaismoradi, et al, 2016:101). Themes were then analysed using the conditions of agreement (similar cases) and differences within the scope of Analytical Comparisons. As the findings, the study revealed that talk exchanges are elements of power relations in topic development. Further, the findings also contributed to the understanding that power abuse has beeninstitutionalised along the line of institutions, race, gender and age. The findings further highlight that most drama books have themes that share method of agreement and lesser of the condition of difference. The study further highlights that written texts of human engagement keep records of social cohesion and cohabitation. Furthermore, if such coexistence is discorded by power (dominance and control), resistance interjects. / African Languages / D. Litt. et Phil. (Language, Linguistics and Literature)

I investigated the experiences of teachers as co-researchers in a long-term partnership with university researchers in an asset-based intervention project known as STAR1. The goal of STAR is to investigate how teachers can promote resilience in scare-resource and high need schools. To inform participatory research methodology, I explored and described how coresearchers (teachers) experience power relations. I conducted the participatory reflection and action (PRA) study by using feminist standpoint theory as guiding epistemological paradigm, Gaventa’s power cube as theoretical framework and participatory research as methodological paradigm. I conveniently chose two cohorts (schools) in the STAR project to partner as the unit of analysis. I thus applied convenience sampling to select information-rich cohorts. The schoolcohorts included a primary school in the Eastern Cape Province and a secondary school in a remote area in the Mpumalanga Province. I then purposefully selected participating coresearchers (n=15: 14 females, 1 male) from the participating schools. Over a two year period, I employed multiple PRA data generation techniques (observation, four focus groups and two semi-structured interviews) and documentation procedures (field notes, research journal, visual data and verbatim transcriptions). I used thematic analysis and categorical aggregation for data analysis, with three themes emerging. In terms of the nature of power in participatory partnerships, co-researchers expressed factors which influenced power and partnership in a participatory project. For co-researchers, these factors enabled them to experience a sense of power-sharing. Regarding the role of agency in relation to power and partnerships, co-researchers indicated that agency resulted from power-sharing and partnerships they had established. The agency meant that they took action through leadership to empower others in school-communities. Co-researchers’ meaning-making of power and partnerships culminated in their construction of power in a participatory project as both a way in which their working environment enabled them to do what they wanted to do, and also as a personal space where they felt capable and had initiative to coordinate project activities. Findings of this study correlate with existing literature where (i) power is seen as the ability of actors to express and act on desires, (ii) power can be redistributed as action for inclusive benefits, (iii) partnerships imply balancing time, and (iv) partnerships evolve over time, are dynamic and involve issues of trust and confidence. In contrast to existing knowledge on power in participatory research, I found that teachers did not view power as dominance or as exclusively owned. I developed a framework of power sharing partnerships to extend Gaventa’s power cube theory. This framework, and its five interrelated elements (leadership as power, identifying vision and mission, synergy, interdependent role of partners, and determination), provide insight into the way co-researchers shared their experiences of participatory research methodology. I posit an evidence-based conceptualisation of power as leadership where community partners play influential roles as co-researchers. I theorise power sharing partnerships as a complimentary platform hosting partners’ shared strengths, skills and experience, creating synergy in collaborative projects. I argue that synergy in power sharing partnerships relies on recognition, appreciation and mutual respect inherent in interdependent roles of partners. Furthermore, the power sharing partnership framework explains how power and partnership depends on determination amongst partners which manifests as agency to drive social change. / Thesis (PhD)--University of Pretoria, 2012. / Educational Psychology / unrestricted

ANOTATION The theoretical thesis should point out the development and transformation of power, its mutual relationships and social control, all through discourse analysis of political practice of corporate social responsibility (CSR). Except of other theoretical thinkers, for example later Nikolas Rose, Michel Foucault mostly contributed to these phenomenons. Because power is socially constructed phenomenon and it depends on particular context, we are going to follow development and transformation of power on the concept of CSR. Concept of CSR will give us the frame for this analysis and helps us to recognize moments in CSR practices where the Foucault's model of governing, the concept of power and knowledge, discursive and disciplination practices are present. Also Rose's concepts of market texhniques and rise of new subject and subjectivity. These terms help us to cover economical and market practices on the background of firm's social and enviromental responsibility. KEY WORDS Corporate social responsibility, power relations, social control, disciplination, discoursive practice, subject of consumption, discoursive analysis

Magister Philosophiae - MPhil / Integrated Water Resources Management (IWRM) is viewed by policy makers and practitioners as facilitating the achievement of a balance between water resources use and protection, and the resolution of water-related conflicts. The IWRM approach has found particular use in the new water policies of Southern African countries such as Zimbabwe, where water scarcity, after the land question, is perceived to be a major threat to political, economic, social, military and environmental security. Ultimately, IWRM is seen as providing a framework towards ensuring broader security at the local, national, regional and global levels. However, the pilot phase implementation of the new water policy in the various regional countries has revealed that although the legal and institutional frameworks have been put in place, the implementation of the IWRM approach has tended to be problematic (Latham, 2001; GTZ, 2000; Leestemaker, 2000; Savenige & van der Zaag, 2000; Sithole, 2000). This study adopts a case study approach and empirically examines the institutional challenges of implementing the IWRM approach in the post-pilot phase of Zimbabwe's new water policy. The focus is mainly on the institutional arrangements surrounding the Pungwe-Mutare Water Supply Project located within the Save Catchment Area in Eastern Zimbabwe. The major finding of the study is that, while there are some problems associated with the traditional management approach, there have also emerged new challenges to IWRM. These mainly relate to the transaction costs of the water sector reforms, institutional resilience, stakeholder participation, and the achievement of the desired outcomes. There have also been problems emanating from unexpected political developments at the local and national levels, particularly with regard to the government's "fast track" land resettlement programme. The study also raises some questions concerning the ideological bases of IWRM and the conceptualization of the institutional problem.

The aim of the present study is to explore how children’s participation is constructed and enacted in preschool documentation and what kinds of activities evolve between teachers, children and material objects in preschool documentation practices. The study is based on videorecorded observations of teachers and children documenting different preschool activities in two preschool groups. The video observations are analysed using theoretical perspectives on power relations, governmentality, documentality and agentic realism. The results are presented in two research articles. The results show the complexity of children’s participation in preschool documentation practice. In the first article two different documentation methods, with different theoretical underpinnings, were used in the preschool: portfolio and pedagogical documentation. The results show that, regardless of documentation method, children’s participation varied from attendance to involvement and influence, which can be seen as two ends of a power relation. Power relations between teachers and children also varied between situations as well as within individual situations. The result of the second article shows that children’s participation in preschool documentation practices, as well as the documentation itself, was affected and controlled not only by the humans present, but also by different material agents, such as photos and colour-coded labels. Taking material agents into account allows for a broader understanding of documentation practices, which in turn could open up for new forms of children’s participation in preschool documentation. / Syftet med studien som utgör grunden för uppsatsen var att undersöka hur barns delaktighet i förskolans dokumentation är konstruerad och ”görs” och vilken typ av aktivitet som utvecklas mellan lärare, barn och materiella objekt inom förskolans dokumentationspraktik. Studien är baserad på videoinspelade observationer av lärare och barn som dokumenterar olika aktiviteter i förskolan på två förskoleavdelningar. Videoobservationerna analyserades med hjälp av teoretiska perspektiv på maktrelationer, governmentality, documentality och agentic realism. Resultatet presenteras i två vetenskapliga artiklar. Resultaten visar komplexiteten i barns delaktighet i förskolans dokumentationspraktik. I den första artikeln studerades användningen av två olika dokumentationsmetoder, med olika teoretiska underbyggnad, nämligen portfolio och pedagogisk dokumentation. Resultatet visar att barns delaktighet varierade från deltagande till medverkan och inflytande oavsett vilken dokumentationsmetod som användes. Detta kan ses som två ändpunkter av en maktrelation. Maktrelationer mellan lärare och barn varierade också mellan situationer och inom en situation. Resultatet av den andra artikeln visar att barns deltagande i förskolans dokumentationspraktik samt också dokumentationen i sig, påverkades och styrdes, inte enbart av de deltagande personerna, men också av olika materiella agenter, till exempel foton och färgade etiketter. Att även beakta materiella agenter innebär att förståelsen av dokumentationspraktiken kan vidgas, vilket i sin tur skulle kunna öppna upp för nya sätt för barn att vara delaktiga i förskolans dokumentationspraktik.

The Norwegian Tv-series Exit displays the lives of four rich financiers that has it all: money, careers, and families. However, they are bored and escape their family lives by the use of drugs, sex and violence. The Tv-series display badly treated women in various scenes, they are either prostitutes or housewives. Exit has been watched by 1,3 million people in Norway and been called “this year's most disgusting Tv-series” and “chock porn”. The attention and major reactions this Tv-series has been given led to this analysis of the power relations between men and women. This study examines how power is constructed in relation to gender, with a critical discourse analysis with semiotic elements. The theoretical framework includes theories concerning gender, power, master’s suppression techniques and The Male Gaze. The eight scenes that the empirical material was based upon demonstrates power relations and gender inequality: men are portrayed as powerful and women are portrayed as subordinated and/or as objects, rather than individuals. On the other hand, two of the men are portrayed as weak and passive in two of the scenes, this indicates that power is changeable. The male dominance is often exercised by the use of master suppression techniques like derision, objectification and imposition of guilt and shame. The male dominance exercised is legitimized by the gender system and by men’s financial advantage which gives them power over the women in the series. Aspects was also found which show the producers’ critique against the male characters' behavior. A risk, however, is that the critique does not reach the viewers and instead reproduces the critique that they want to communicate.