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A critical task in the formation of any political group is the determination and articulation of group identity, purpose and goals. In holding that identity is impervious to capture, much poststructuralist thought has little to contribute to an understanding of the precise processes and ongoing tensions involved in such drives for representation. The essentialism debate in feminist theory, for instance, has been primarily concerned with determining which conceptualisation of women's subjectivity will best facilitate feminism's political goals. However, under the influential feminist deconstructive perspective, a dilemma emerges regarding how an anti-essentialist notion of femininity might be reconciled with the essentialism required for a distinctly feminist voice. Alternatively, post-Lacanian psychoanalysis views subjectivity as an effect of fundamentally irresolvable antagonisms in language, allowing the emphasis to shift from the (attempted) reconciliation of irresolvable tensions to the identification of mechanisms that work to conceal those tensions, thereby permitting a sense of subjectivity to be articulated. This thesis explores the methodological implications of these theoretical debates, examining how the psychoanalytic line of questioning might be used to analyse feminist identity in an empirical setting. Research was conducted with the Women's Resource Centre (WRC) based in Auckland, New Zealand, an organisation originally established to provide feminist theology resources to women undergoing theological education. Using a conversational methodology and the observation of material expressions of identity, the research attempts to view the Centre's identity 'askew.' In doing so, it considers the creative yet eventually regressive impact of the postmodern privileging of difference and multiplicity on the feminist identity of the Centre. Referring specifically to the changing expression of the Centre's identity (in promotional material, funding applications and the WRC Story), the thesis traces the effects of ideological tension (in incorporating more inclusive notions of justice with feminist politics) and organisational change (dispersion of the original community, high staff turnover, shift in organisational culture, funding difficulties). Wider implications of the research for voluntary and feminist organisations are indicated, along with an evaluation of post-Lacanian psychoanalysis for the empirical study of identity and for the overarching theoretical concerns of the thesis.

This study identifies informal networks as the most accepted method of sharing information. Enhancing service delivery is shown as being a key trigger of coordination while rigid funding approaches are perceived to be a major inhibitor. Organisational type, position, practice approaches and location are shown to influence people's perception of coordination.

This study identifies informal networks as the most accepted method of sharing information. Enhancing service delivery is shown as being a key trigger of coordination while rigid funding approaches are perceived to be a major inhibitor. Organisational type, position, practice approaches and location are shown to influence people's perception of coordination.

This study of newspaper content from ten papers in four countries with substantial Muslim minorities uses discourse and sentiment analysis to identify general attitudes toward Muslims. / Masters by research Thesis

The substantive task of the thesis is to explore a dimension of social change - the emergence of social science research within New Zealand by 1984. The thesis begins by asking questions about the status of any account - as description, understanding, or explanation. In the first instance, these questions are discussed within positivist and anti-positivist traditions. Following on from these, the work examines a series of post-positivist approaches that focus on method, general theory, and methatheorising. Many accounts of social science development emphasise the role of a rational social science idea, others stress contextual considerations. In finding these wanting, the thesis argues for the incorporation of culture, structure and agency, and discusses attempts at resolving these within the work of Anthony Giddens and Andrew Abbott. The final part of the theoretical discussion explores the potential of Critical Realism for causal analysis. Within this tradition, Margaret Archer's work is particularly useful with its commitment to robust notions of agency, culture and structure, and emphasising their interplay through time. With some modest revision to attune her position to the demands of practice, the thesis suggests 'Retroductive Narrative Realism' that incorporates ontological insights and the two practical moves of analysis and narrative. The thesis argues that these moves must be explicit, using the analytic to create hypothesis that are then tested via narratives that link emerging structural and cultural forms. The thesis uses this approach for the substantive task of writing a theoretically informed account of social science research. It works within the spheres of State, University and broader social spaces, centring interests and the role of conditioned interaction. The account is presented within four phases: the inheritance - research by the State for the purposes of the State; in search of independent means - research by the State of broader social forms; alternative benefactors - research of social issues by broader social and University interests; on the brink of bankruptcy - a questioning of the State and social forms by social and University interests. Over these four periods it is possible to trace the emergence of social research, then social science, and then specific disciplines.

Problem-based learning (PBL) is a popular curricular approach in medical education. This thesis asks the question: How does PBL teach medical students about what matters in medicine using qualitative methods. The research demonstrates that PBL contributes to the on-going marginalisation of social issues in medical education.

<p>  </p> <p>Science by its very nature is a networked discipline. Experiments and research build off of past experiments and research. Labs are collaborative spaces where many individuals work together with an array of technologies and other infrastructural elements. Much of the work of network building in science is done online as scientists communicate with each other and with the public on platforms like Twitter. But how do science communicators work in these online, digital spaces to build their networks and communicate? What kinds of rhetorical choices do science communicators make when they share research or reach out to connect with others? How do social media, networking, and other technologies influence those choices? What kinds of networks are created in these online, public discussions? In this study, I draw from actor-network theory and assemblage theory methodologies to begin answering these questions. Using snowball sampling, I recruited 12 climate science communicators from three network clusters: Purdue scientists, scientists whose work was highlighted by the nonprofit Black in Environment, and science writers for NASA. Drawing from choices I observed in the Twitter writing of participants, I then spoke with each participant in a discourse-based interview, inviting them to reflect on the choices they made as they wrote online. </p> <p><br></p> <p>The resulting conversation indicated the nonhuman (such as technologies) and human influences on their online discourse. Our discussions also revealed how participants used rhetorical strategies around identification and emotion to better appeal to their specific audiences. With identification, they not only asked themselves how an audience might react to their writing, but also engaged in internal dialogue with their imagined audiences and used conversational language. With emotion, participants emphasized the importance of humor and positivity as strategies by which to make online spaces more appealing and welcoming. This study offers four takeaways from the data: (1) science communicators should be aware of and take control of the networks that surround them; (2) public science communication should still be specific and directed at smaller audiences; (3) science communication—especially in online public spheres like Twitter—should not shy away from engaging with emotion; and (4) those of us who teach writing can (and should) teach writing as a networked process. </p>