The re-creation of a holistic narrative that integrates the pre- and post-injury self is integral to recovery following acquired brain injury (ABI). However, individuals may struggle with deficits in linguistic skills required for narrative, along with reduced functioning, feelings of grief, difficulties with cognition, and other communicative challenges. This mixed-methods study analyzed data gathered from six non-aphasic adult participants with ABI during semi-structured interviews and through assessments. Thematic analyses showed that individuals experience a change in their sense of self prevs. post-injury, reflected in their self-narratives, and that even clinically undiagnosed changes in speech, language, and communication are impactful. Results from linguistic analysis and assessments suggest a relationship among a person’s cognitive capacity, his/her sense of loss, and pre- vs. post-injury narrative of self speech rates. Participants spoke comparatively slower about their post-injury self, with those participants with higher feelings of loss showing a reduction in their speech rates comparatively more. / Graduate / 0290 / 0460 / 0382 / bje@uvic.ca

My thesis is an attempt to approach Anna¡¦s predicament in Doris Lessing¡¦s The Golden Notebook from the angle of identity crisis. Charles Taylor maintains that in configuring the picture of self-identity, we actually answer the questions of existence. Identity crisis thus expresses the feeling of disorientation and uncertainty about the meaning of life. In The Golden Notebook, Anna is strained under her identity crisis which culminates in the mental collapse. In order to recover from the breakdown, Anna must re-answer the questions of her existence. In the introductory chapter, I give a brief sketch on the concept of the self, focusing on its transition from the Romanticism to the postmodernism. In the postmodern world, the romantic vocabulary of wholeness and personal significance gives way to the postmodern expressions of fragmentation and meaninglessness. Against these two poles, I try to analyze Lessing¡¦s attitudes. This chapter aims to offer the background against which the heroine¡¦s struggle and solution can be better realized. In Chapter One, I survey the concept of self as narrative and elucidate the three dimensions¡Xtemporal, moral, and social¡Xof the self. The main point is that the self is produced in the narrative, and in daily routines the textual identity is confirmed and reinforced. Thus the daily performance serves as the most solid prop to uphold the picture of self-identity. In Chapter Two, I trace the sources of Anna¡¦ identity crisis in light of the collapse of the practical involvements and highlight her syndrome of identity crisis with the aids of the theoretical discussion of the three dimensions. Chapter Tree deals with Anna¡¦s search for the true self, the presence of which presumably can solve her identity problem. The quest for the true self takes the route of her sessions with the therapist Mrs. Marks and the scribbling in the four notebooks. Both fail to produce the true self-narrative. If the self is created in the narrative as the concept of self as narrative suggests, the failure to produce the true self-narrative announces the absence of the true self. In Chapter Four, I examine Saul Green¡¦s features and Anna¡¦s intercourse with him to bring out the hazards of her situation and her reconciliation with the inaccessibility of the true self. By invoking the figure of the boulder-pusher, Anna substitutes the responsible self for the true self. She finally breaks out of the shackle of despair and recovers from her mental breakdown. In conclusion, I emphasize that Lessing is a strongly committed writer. Therefore, Anna¡¦s salvation can be considered as Lessing¡¦s suggestion for those who suffer out of a similar cause how to maintain themselves in the postmodern fragmentary world.

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Given the continuing imbalances and current crisis with regard to gender-based violence in South Africa, the education of learners with regard to gender-based issues has been identified as critical. The South African school curriculum includes the compulsory subject, Life Orientation, which explicitly includes human rights issues such as gender equality. While official education policy documents promote gender equality in accordance with South Africa‟s Constitution and Bill of Rights, the teaching-learning thereof is not adequately articulated in classroom practice. This study seeks to explore this discrepancy. The study is located within a feminist paradigm, the common aim of which is to challenge gender inequalities in society and contribute to the transformation of the lives of women. Literature was reviewed and provides clarification of the concept of gender equality, and in particular, in the context of education and schooling, and subsequent classroom practices. Sociological theories underpinning the construction of identity, together with a psychological approach, namely the Dialogical Self Theory, complemented by the concept of „identity capital‟, construct the theoretical framework and the lens through which to analyse the data. In keeping with the feminist research paradigm, narrative inquiry is the preferred research methodology. Methods for data collection include self-administered questionnaires, written narratives and semi-structured, individual, face-to-face interviews. Nine female teachers of Life Orientation, teaching in six different schools, in four provinces in South Africa, voluntarily participated in this study. Employing narrative analysis, the crystallised data are presented in nine individual portraits. Each of these is analysed and discussed according to the concepts of the theoretical sociological and psychological framework. The data analysis gives insight into the selected teachers‟ understanding of gender equality, the position in general of women in their religious and cultural discourses, and their own positioning in their personal, social and professional domains. The findings of this study show that the strength of a teacher‟s „identity capital‟ informs her gender identity transformation. Increased extent and strength of „identity capital‟, enabling the articulation of gender identity transformation in every domain of their lives, has the potential of developing teachers‟ classroom practice into classroom praxis. Effective teaching-learning about gender equality has the potential of informing the development of their female and male learners and to be transformative for South African society. This study contributes to research on teacher identity, the development of their normative professionalism, and teaching-learning in classroom practice. The findings also inform a broader international SANPAD1 research project, (2010 – 2012). Recommendations for further research include issues relating to professional teacher education programmes, focusing on extending and strengthening teachers‟ „identity capital‟ as the core stimulus for the development of teachers‟ normative professionalism. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

Given the continuing imbalances and current crisis with regard to gender-based violence in South Africa, the education of learners with regard to gender-based issues has been identified as critical. The South African school curriculum includes the compulsory subject, Life Orientation, which explicitly includes human rights issues such as gender equality. While official education policy documents promote gender equality in accordance with South Africa‟s Constitution and Bill of Rights, the teaching-learning thereof is not adequately articulated in classroom practice. This study seeks to explore this discrepancy. The study is located within a feminist paradigm, the common aim of which is to challenge gender inequalities in society and contribute to the transformation of the lives of women. Literature was reviewed and provides clarification of the concept of gender equality, and in particular, in the context of education and schooling, and subsequent classroom practices. Sociological theories underpinning the construction of identity, together with a psychological approach, namely the Dialogical Self Theory, complemented by the concept of „identity capital‟, construct the theoretical framework and the lens through which to analyse the data. In keeping with the feminist research paradigm, narrative inquiry is the preferred research methodology. Methods for data collection include self-administered questionnaires, written narratives and semi-structured, individual, face-to-face interviews. Nine female teachers of Life Orientation, teaching in six different schools, in four provinces in South Africa, voluntarily participated in this study. Employing narrative analysis, the crystallised data are presented in nine individual portraits. Each of these is analysed and discussed according to the concepts of the theoretical sociological and psychological framework. The data analysis gives insight into the selected teachers‟ understanding of gender equality, the position in general of women in their religious and cultural discourses, and their own positioning in their personal, social and professional domains. The findings of this study show that the strength of a teacher‟s „identity capital‟ informs her gender identity transformation. Increased extent and strength of „identity capital‟, enabling the articulation of gender identity transformation in every domain of their lives, has the potential of developing teachers‟ classroom practice into classroom praxis. Effective teaching-learning about gender equality has the potential of informing the development of their female and male learners and to be transformative for South African society. This study contributes to research on teacher identity, the development of their normative professionalism, and teaching-learning in classroom practice. The findings also inform a broader international SANPAD1 research project, (2010 – 2012). Recommendations for further research include issues relating to professional teacher education programmes, focusing on extending and strengthening teachers‟ „identity capital‟ as the core stimulus for the development of teachers‟ normative professionalism. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

在選填幼教系的那刻起，我就知道未來要承接母親所經營的兒童教育事業，但 內心卻常有個聲音是「好希望我是願意承接母親經營的事業，但為何我始終沒辦法 也不願意做出這個選擇？」。母親在我童年時期忙碌的景象，使我一直擔憂承接後， 我的孩子也會像我童年時期一樣孤單，但若不選擇承接，母親還會愛我嗎？ 這進退兩難的處境在遇見兩位幼兒園接班人後，開啟了我的探尋之旅。無論是 透過訪談準幼兒園接班人、訪談家人以及接受心理諮商，甚至一年代理經營等等的 探尋行動，我看見過去的自己是依附在母親的期待中與一昧想像他人一樣。藉由自 身不斷行動、敘說與反思，促動原先對他者與自己既定且僵化信念的改變，透過說 也看見自身的生命起伏與演變的意義脈絡，當人能看見此意義脈絡的同時也就能看 見人自身經歷存在的價值，使過往在認回自我的過程中得以平靜安穩的存在，進而 拾回生命的主權為自己做決定，有力量思考承接與否的挑戰。而承接家業對我而 言，成了可以實踐自我理想的選擇。 / In the election of the pediatric system, I know that the future to undertake the mother's children's education business, but the heart is often a voice is "I hope I am willing to undertake the cause of the mother's business, but why I have no way do not want to make this choice? " My mother in my childhood busy scene, so I have been worried about undertaking, my child will be as lonely as my childhood, but if you do not choose to undertake, the mother will love me? This dilemma in the situation after meeting the two kindergarten successors, opened my search trip. Whether it is through the interview kindergarten successors, interviews with family members and to accept psychological counseling, and even one year agency operations and so on the search action, I saw the past is attached to the mother's expectations and ignorant imagine others. By their own action, narrative and reflection, to promote the original and their own established and rigid beliefs of the change, through that also see their own ups and downs of life and evolution of the meaning of the context, when people can see this sense of context at the same time also can see the value of the existence of their own experience, so that in the past to recover the self in the process of calm and stable existence, and then retrieve the sovereignty of life for their own decisions, have the power to think about whether to undertake or not. And to undertake the family business for me, has become a self-ideal choice.

À partir d’un corpus constitué de neuf romans mexicains publiés entre 2000 et 2010 par Guillermo Arreola, Mario Bellatin, Patricia Laurent Kullick, Guadalupe Nettel, Cristina Rivera Garza et Jorge Volpi, ce travail explore les spécificités et les convergences de l’écriture fictionnelle à la première personne à l’aube du XXIe siècle. Qu’il s’agisse de récits ouvertement romanesques, prétendument autobiographiques ou autofictionnels, ils s’éloignent tous du modèle canonique de l’autobiographie et transgressent la frontière entre le référentiel et la fiction. Cette thèse cherche à mettre en évidence les caractéristiques les plus significatives de ces écritures qui accordent une large place à l’introspection, que le je narrateur se livre à l’exercice mémoriel de la convocation de souvenirs d’enfance ou qu’il s’interroge sur son identité et sa relation au monde et à l’altérité. Dans quelle mesure ces romans reflètent-ils les questionnements et les inquiétudes contemporaines sur l’écriture du je ? Quels regards, concordants ou divergents, posent-ils sur le sujet lorsque celui-ci est au centre de l’énonciation et de l’univers narratif ?Dans un premier temps, ce travail propose une partie rétrospective qui s’attache à rappeler les écueils et les principales évolutions qu’ont connus les écritures du je depuis l’avènement de l’autobiographie traditionnelle basée sur le modèle rousseauiste. L’époque contemporaine s’emploie à trouver des alternatives à ce modèle canonique, au point d’abandonner bien souvent l’exigence d’authenticité référentielle.La seconde partie s’attache en effet à observer les nombreuses failles de la mémoire des différents narrateurs. Il en résulte une absence de pacte autobiographique au profit de textes qui revendiquent la place capitale de l’invention dans l’écriture de soi. L’opposition entre fiction et authenticité se fissure : l’activité mémorielle passe en partie par une (ré)invention de soi et, ce faisant, n’en est que plus « authentique ».Il apparaît également une récurrence du thème du double en tant qu’alter ego intérieur, lorsque les narrateurs subissent métamorphoses ou dédoublements. Ce devenir autre est parfois synonyme de dissolution menaçante du sujet ou signe, au contraire, d’une revendication de sa nature changeante, évolutive et inconstante, essentiellement schizo.Enfin, ce travail s’intéresse au rôle déterminant de l’altérité à la fois dans le processus de construction identitaire subjective et dans sa mise en récit. Le je se configure à travers les rapports qu’il tisse avec l’autre. Cela vaut tant pour les protagonistes que pour les romans, qui étendent les pratiques introspectives et autoréflexives au texte lui-même, faisant la part belle à la métatextualité et à la transtextualité.À travers l’étude de la thématique introspective, cette thèse s’interroge en somme sur le regard que posent ces représentants de la jeune génération de la littérature mexicaine sur la place du sujet dans un monde désenchanté ou désarticulé, et sur les possibilités de renouveau de l’écriture créative. / Based on a corpus that includes nine Mexican novels, published between 2000 and 2010 by Guillermo Arreola, Mario Bellatin, Patricia Laurent Kullick, Guadalupe Nettel, Cristina Rivera Garza and Jorge Volpi, this work investigates the specificities and convergences of fictional writing in first person at the beginning of the 21st century. Whether the tales happen to be frankly fictional, supposedly autobiographical or autofictional, they all get away from the canonical example of autobiography and they infringe the border between authenticity and fiction. This thesis seeks to evidence the most significant characteristics of these writings which grant much importance to introspection, when the first-person narrator seeks into childhood memories or wonders about the own identity and relationship towards the around world and alterity. How do these novels reflect the contemporary concerns about the writing of the self? Which converging or diverging looks do they take at the self, as it is the main figure of narrative enunciation and universe?This work opens with a retrospective chapter about the main changes and pitfalls that the self-narratives have encountered since the success of traditional autobiography, based on Rousseau’s example. The past decades have been looking for alternatives to this canonical example and many writers often get away from the absolute requirement of authenticity.The second part endeavours to observe the many breaches in the narrators’ memory. In result, the autobiographical pact disappears in favour of texts which claim the prime importance of invention in the self-writing. Opposition between fiction and authenticity seems to be cracking apart: memorial activity includes a process of self-(re)invention which does not make it less “real”, quite the opposite.It is also clear that the topic of the double as an inside alter ego is recurrent, when the narrators go through metamorphosis and split personalities. This becoming other may be a synonym of a threatening dissolution of the self or, on the contrary, a sign of a claim of its changing, inconstant and essentially schizo nature.Finally, this work focuses on the determining role of alterity both in the process of identity and subjective construction, and in the story of it. The self gets to build itself up through the relationships with otherness. This stands both for the characters and for the novels, in which the introspective and auto-reflexive practices extend to the text itself, meaning a solid presence of metatextuality and transtextuality.By studying the introspective topic, this thesis actually wonders about the look these young Mexican writers take at the place of the self in a disillusioned or dislocated world, and at the possibilities of a renewal for the creative writing.

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隨著「無名小站」的關閉與微網誌服務的興起，人與書寫場域的「承諾」開始出現了改變，一個人可能同時擁有好幾個部落格，或是出走之後卻又在某個時間點將其重新啟動。過往研究總將網路空間與人視為一固著關係而忽略此般現象，於是，本研究欲透過個體於部落格的流轉、荒廢、多重存在等特質，試圖理解部落格黃昏時代中的自我敘事，並重新概念化其身分、場域和網路實踐之中的個人生命意義。 　　本研究從「旅行者隱喻」概念出發，以「人與地方的互動關係」和「流轉足跡」兩大面向切入，探究當今個體頻繁的遷徙現象與流動的自我生成。研究方法則使用「深度訪談」與「流轉地圖繪製」相輔相成，從使用者所提供的各種象徵圖像和日常生活經驗中，將抽象的網路世界實體化和時序化，進而轉換為可操作的概念文本。 　　最後，本研究發現，個體藉由流轉實踐，將原本屬於自體傳播的過程外部化，宣示自身存在，並成就了存於網路原生世代中的漂泊心靈。對個人而言，流轉敘事不完整且不確定，但也因此讓個體能繼續拓展流轉網絡，使自我有成長的可能；對科技而言，部落格以承載個體不同時期的生命情境為特殊的「網路地方」，讓自我有更多重構和回溯的自由。 / With the service termination of "Wretch" and the development of the microblog, the "commitment" between the individual and the writing place turn to other ways. For instance, a person may have many blogs in the same time, he may also start over with blogging after leaving that blog. Researchers ignored this situation easily because that studies in the past always view the relationship between the cybersphere and the living as a fixed thing. Therefore, this study try to figure out the self-narratives and conceptualize the life meaning in identification, cyberplace, and practice by the discussion of hyper-jump, abandon, and simultaneous existence in the internet. The major concept is "Traveler Metaphor" with "Self/Place Interactions" and "Trajectories of Hyper-Jump" in the study. The researcher take "In-Depth Interviews " and "Map Guide Drawing" approach to transform the individual's graphic symbols and daily experience into a practical text to reify and sequentialize the Web life. In conclusion, individuals make intrapersonal communication visible to establish the sense of self. This is what the unique drifting spirit is in the internet generation. For the individual, the narrative of hyper-jump is incomplete and unstable. However, that's the reason why individuals can widen the flowing map and develop a grow-up story. For the technology, blogs can be thought of as special "cyberplace" which is contextualized with the different life situations. It make individuals easier to self-reconstruct and introspect.

No description available.