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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

"Inside our own skins" : representations of estrangement in four plays by Tennessee Williams

Tufenkjian, Viken January 2006 (has links)
No description available.
2

The Subjectification of English Adjectives, and the Effect of Subjectivity on Prenominal Adjective Order

January 2013 (has links)
abstract: Linguistic subjectivity and subjectification are fields of research that are relatively new to those working in English linguistics. After a discussion of linguistic subjectivity and subjectification as they relate to English, I investigate the subjectification of a specific English adjective, and how its usage has changed over time. Subjectivity is held by many linguists of today to be the major governing factor behind the ordering of English prenominal adjectives. Through the use of a questionnaire, I investigate the effect of subjectivity on English prenominal adjective order from the perspective of the native English speaker. I then discuss the results of the questionnaire, what they mean in relation to how subjectivity affects that order, and a few of the patterns that emerged as I analyzed the data. / Dissertation/Thesis / M.A. English 2013
3

Performing meditation : Vipassana and Zen as technologies of the self

Carvalho, Antonio Manuel Simoes Lopes Paiva de January 2013 (has links)
The aim of this dissertation is to reflect on technologies of the self, a term coined by Michel Foucault to study western practices of self-formation. Influenced by his work on subjectivity and by Science and Technology Studies (STS), I explore two forms of meditation – Vipassana meditation in the tradition of S.N. Goenka and Thich Nhat Hanh’s practices of mindfulness – in order to analyze the entanglements between technologies, associations and subjectivity. Two research questions guided this study. First, how do Vipassana and Zen assemblages bring forth subjective transformations? Second, what are the politics of meditation practice, considering that Vipassana and Zen perform particular paradigms of subjectivity and aim at transforming the “social”? In order to address these questions, I relied on qualitative research methods, developing a multifaceted methodology that included participant observation at four meditation retreats, semi-structured interviews with meditators, the analysis of relevant literature and my own personal experiences as a beginner. I argue that the mechanisms of subjectification employed by meditation rely on two main devices: the transformation of habitual webs of associations, including couplings between selves, other humans, nonhumans and spaces and the installation of new automatisms. Vipassana and Zen technologies invite subjects to become aware of particular automatisms – regular ways of eating, sitting, walking and breathing - and to direct their attention towards them in novel ways, installing specific ways of managing their selves (stopping and breathing whenever they hear the sounds of bells; developing an attitude of equanimity when they are looking for sensations in their bodies). Vipassana and Zen are mediators that generate new experiences and ways of being informed by meditation, as well as a number of social applications that rely on the paradigmatic changes enacted by these practices. Informed by the dualism between modern and nonmodern, I argue that Zen and Vipassana can be understood as technologies of the nonmodern self (Pickering, 3 2010), suspending the dualism between body and mind, self and others, humans and nonhumans, contributing towards the establishment of nondual paradigms of selfhood and innovative forms of social organization that include new ways of performing human reformation, social action and humanenvironment couplings. The theoretical contributions of this dissertation are threefold. First, I want to extend current STS scholarly work on the self. Second, I want to contribute towards a post-humanist understanding of meditation assemblages. Finally, I am informed by Michel Foucault’s insights on technologies of the self to study meditation, but instead of focusing on the history or genealogy of the western self, I analyze a number of devices of subjectification mobilized to operate subjective changes and to transform the social.
4

The Unwanted: negotiating the refugeehood in Sweden : A qualitative discourse analysis of individual narratives of denied asylum seekers.

Vertiachykh, Maryna, Lindroth, Malin January 2016 (has links)
By using critical discourse analysis this study aims to understand the asylum process in Sweden through the experiences of the denied asylum seekers as they are expressed in their narratives published online. The study also aims to explore how the applicants influence the asylum process and if the applicants perform any resistance. By adopting the power perspective and presenting the denied applicants‟ experiences of the asylum process through the perspective of discipline power, sovereign power and biopower, the study shows that applicants experience positioning which is imposed on them by Swedish Migration Agency. This research supports findings of the previous studies yet it presents the asylum seekers in a contrasting way, namely as acting subjects who resist and negotiate their position during the asylum process. The denied applicants do not just accept the assigned positions, namely the subject who can be denied, be deported and the unwanted subject, rather negotiate them in various ways including attempt to mobilization through the social medias and digital technologies. The study also shows how the family unit is used as a resource in this negotiation both by the applicants and the Migration Agency.
5

Skolans domäner -En undersökning av gymnasieskolans uttryck för kvalifikation, socialisation och subjektifikation

Larsson, Maths January 2019 (has links)
This study has sought to investigate the expressions of content and purpose of the swedish upper secondary school based on three distinct categories. These being Qualification, Socialisation and Subjectification. The questions asked are What expressions do these three categories take as well as What consequences do these expressions have for civics teachers? Critical discourse analysis was leveraged to study the curriculum of 2011 and commentary thereof, as well as the syllabi for the Civics subject and the relevant commentary material thereof. The results show that a great deal of the studied material centers around qualification as an aspect, although the other two are still very much present. In addition to this the presentation of students as individuals in the larger society, as part of these expressions belonging to the categories, overall took on a particularly passive tone, where students were urged to be flexible and adaptable to outside influences rather than become sources of influence themselves. These findings resulted in several questions being raised to civics teachers about how to approach teaching their subject in regards to these particular trends, if they ought to encourage students to the passive mentality, for example.
6

\'Ser ou não ser\': questões sobre subjetividade e o ensino de inglês na escola pública / To be or not to be: questions around subjectivity and the teaching of English in a Brazilian public school

Fortes, Lívia 05 October 2017 (has links)
Esse trabalho tem como objetivo maior a defesa pelo ensino de língua inglesa crítico e subjetificador, entendendo a subjetificação como dimensão da educação formal ainda carente de entendimentos e aplicações práticas uma vez que, tradicionalmente, as dimensões da qualificação e da socialização costumam ser mais enfatizadas em contextos formais de escolarização. Nesse sentido, a educação subjetificadora foi defendida como possibilidade de ruptura a ordens e funcionamentos sociais já existentes e previstos, bem como possibilidade de ressignificação e emancipação de sentidos e conteúdos habitualmente trabalhados na escola básica, que, por meio da crítica, promovam a agência, o exercício de cidadania participativa e a emergência de subjetividades mais condizentes com a natureza complexa dos sujeitos na contemporaneidade. Os horizontes aqui perseguidos foram idealizados e defendidos por meio de pesquisa bibliográfica em torno de questões associadas ao campo da educação crítica, dos múltiplos letramentos necessários e presentes na sociedade globalizada e tecnologizada, e do Letramento Crítico como epistemologia fundante do trabalho com linguagens, textos, e portanto, subjetividades e identidades presentes no cotidiano escolar. Os dados apresentados e debatidos ao longo dos capítulos originaram-se de um período de observação de aulas de inglês e conversas com alunos de uma turma de Ensino Médio de uma escola pública da Grande Vitória (ES), cujas interações aqui expostas se estabeleceram por meio de uma pesquisa-ação crítico-colaborativa culminando no desenvolvimento de uma proposta didática baseada nos princípios teóricos aqui defendidos. Tal proposta, desenvolvida junto ao docente colaborador desse estudo, visava um maior engajamento dos aprendizes daquele contexto diante da constatação de seu pouco envolvimento com as práticas de sala de aula, especialmente traduzido por atitudes indiferentes e pelo pouco investimento por parte dos mesmos na aprendizagem de língua inglesa, atitudes essas possivelmente influenciadas pelo discurso do fracasso ou da deficiência do ensino público, bem como pelo fenômeno da neoliberalização e suas subjetividades opressoras. A partir de noções Pós-modernas de sujeito e da linguagem, as questões aqui levantadas mostraram que a subjetificação pode ser um caminho para que aprendizes de língua inglesa se tornem mais conscientes dos lugares que ocupam na sociedade, bem como daqueles que desejam ocupar pelo investimento que fazem ou ao qual estão assujeitados pelas práticas escolares às quais estão expostos, e que, por vezes, não os representam. O debate aqui empreendido se inicia no Capítulo I discutindo a constituição do sujeito pela linguagem. O Capítulo II trata de noções relacionadas ao engajamento discente, enquanto que, no Capítulo III a proposta de intervenção baseada no Letramento Crítico é apresentada e discutida. No Capítulo IV, o processo subjetificador emergente da práxis científico-pedagógica é debatido, e por fim, reflexões sobre coletividade e responsabilidade emergentes da complexidade das relações e dos processos subjetificadores vivenciados pelos sujeitos aqui expostos concluem o estudo. / This work has as its main objective the case for a critical English education based on the notion of subjectification, discussed here as a dimension of formal education still lacking understanding and practical applications once, traditionally, the dimensions of qualification and socialization have usually been more emphasized in formal schooling contexts. In this sense, subjectification is defended as a possibility of rupture from already existing and predicted social orders and functionings, as well as the possibility of emancipation through the re-design of meanings and contents usually transmitted in basic school practices, which, through critique, should promote agency, the exercise of active citizenship and the emergence of subjectivities more consistent with the complex nature of subjects in contemporary times. The horizons pursued here are idealized and defended by means of bibliographical research around issues related to the field of critical education; the multiple literacies needed and present in the global and technological society we live in, and, Critical Literacy as a foundation epistemology for working with languages, and therefore, the subjectivities and identities present in school routines. The data presented and discussed throughout the chapters originated from a period of observation of English lessons and conversations with students of a public high school class in Grande Vitória (ES, Brazil), with whom interactions were established through a critical-collaborative action research project culminating in the development of lesson plans based on the theoretical principles defended here. This intervention, developed with the collaborator teacher of this study, aimed at increasing students engagement in the face of their lack of involvement with the classroom routines, indifferent attitudes and little investment in the learning of English; which, were possibly influenced by the discourse of failure or deficiency of public Brazilian education, as well as by the phenomenon of neoliberalization and its oppressive subjectivities. Stemming from Postmodern notions of the subject and language, the issues raised here have shown that subjectification can be an orientation for English-speaking learners to become more aware of the places they occupy in society as well as those they wish to occupy through the investment they make or which they are subject to by the school practices they are exposed to, which, many times, unfortunately, do not represent them. The debate carried out here begins, thus, in Chapter I, with a discussion on the constitution of the subject through language. Chapter II deals with notions related to student engagement, while in Chapter III the intervention plan based on Critical Literacy assumptions is presented and discussed. In Chapter IV the subjectification process emerging from the scientific-pedagogical praxis is debated, and finally, reflections on collectivity and responsibility emerging from the complexity of the relations and subjective processes experienced by the subjects here exposed conclude the study.
7

\'Ser ou não ser\': questões sobre subjetividade e o ensino de inglês na escola pública / To be or not to be: questions around subjectivity and the teaching of English in a Brazilian public school

Lívia Fortes 05 October 2017 (has links)
Esse trabalho tem como objetivo maior a defesa pelo ensino de língua inglesa crítico e subjetificador, entendendo a subjetificação como dimensão da educação formal ainda carente de entendimentos e aplicações práticas uma vez que, tradicionalmente, as dimensões da qualificação e da socialização costumam ser mais enfatizadas em contextos formais de escolarização. Nesse sentido, a educação subjetificadora foi defendida como possibilidade de ruptura a ordens e funcionamentos sociais já existentes e previstos, bem como possibilidade de ressignificação e emancipação de sentidos e conteúdos habitualmente trabalhados na escola básica, que, por meio da crítica, promovam a agência, o exercício de cidadania participativa e a emergência de subjetividades mais condizentes com a natureza complexa dos sujeitos na contemporaneidade. Os horizontes aqui perseguidos foram idealizados e defendidos por meio de pesquisa bibliográfica em torno de questões associadas ao campo da educação crítica, dos múltiplos letramentos necessários e presentes na sociedade globalizada e tecnologizada, e do Letramento Crítico como epistemologia fundante do trabalho com linguagens, textos, e portanto, subjetividades e identidades presentes no cotidiano escolar. Os dados apresentados e debatidos ao longo dos capítulos originaram-se de um período de observação de aulas de inglês e conversas com alunos de uma turma de Ensino Médio de uma escola pública da Grande Vitória (ES), cujas interações aqui expostas se estabeleceram por meio de uma pesquisa-ação crítico-colaborativa culminando no desenvolvimento de uma proposta didática baseada nos princípios teóricos aqui defendidos. Tal proposta, desenvolvida junto ao docente colaborador desse estudo, visava um maior engajamento dos aprendizes daquele contexto diante da constatação de seu pouco envolvimento com as práticas de sala de aula, especialmente traduzido por atitudes indiferentes e pelo pouco investimento por parte dos mesmos na aprendizagem de língua inglesa, atitudes essas possivelmente influenciadas pelo discurso do fracasso ou da deficiência do ensino público, bem como pelo fenômeno da neoliberalização e suas subjetividades opressoras. A partir de noções Pós-modernas de sujeito e da linguagem, as questões aqui levantadas mostraram que a subjetificação pode ser um caminho para que aprendizes de língua inglesa se tornem mais conscientes dos lugares que ocupam na sociedade, bem como daqueles que desejam ocupar pelo investimento que fazem ou ao qual estão assujeitados pelas práticas escolares às quais estão expostos, e que, por vezes, não os representam. O debate aqui empreendido se inicia no Capítulo I discutindo a constituição do sujeito pela linguagem. O Capítulo II trata de noções relacionadas ao engajamento discente, enquanto que, no Capítulo III a proposta de intervenção baseada no Letramento Crítico é apresentada e discutida. No Capítulo IV, o processo subjetificador emergente da práxis científico-pedagógica é debatido, e por fim, reflexões sobre coletividade e responsabilidade emergentes da complexidade das relações e dos processos subjetificadores vivenciados pelos sujeitos aqui expostos concluem o estudo. / This work has as its main objective the case for a critical English education based on the notion of subjectification, discussed here as a dimension of formal education still lacking understanding and practical applications once, traditionally, the dimensions of qualification and socialization have usually been more emphasized in formal schooling contexts. In this sense, subjectification is defended as a possibility of rupture from already existing and predicted social orders and functionings, as well as the possibility of emancipation through the re-design of meanings and contents usually transmitted in basic school practices, which, through critique, should promote agency, the exercise of active citizenship and the emergence of subjectivities more consistent with the complex nature of subjects in contemporary times. The horizons pursued here are idealized and defended by means of bibliographical research around issues related to the field of critical education; the multiple literacies needed and present in the global and technological society we live in, and, Critical Literacy as a foundation epistemology for working with languages, and therefore, the subjectivities and identities present in school routines. The data presented and discussed throughout the chapters originated from a period of observation of English lessons and conversations with students of a public high school class in Grande Vitória (ES, Brazil), with whom interactions were established through a critical-collaborative action research project culminating in the development of lesson plans based on the theoretical principles defended here. This intervention, developed with the collaborator teacher of this study, aimed at increasing students engagement in the face of their lack of involvement with the classroom routines, indifferent attitudes and little investment in the learning of English; which, were possibly influenced by the discourse of failure or deficiency of public Brazilian education, as well as by the phenomenon of neoliberalization and its oppressive subjectivities. Stemming from Postmodern notions of the subject and language, the issues raised here have shown that subjectification can be an orientation for English-speaking learners to become more aware of the places they occupy in society as well as those they wish to occupy through the investment they make or which they are subject to by the school practices they are exposed to, which, many times, unfortunately, do not represent them. The debate carried out here begins, thus, in Chapter I, with a discussion on the constitution of the subject through language. Chapter II deals with notions related to student engagement, while in Chapter III the intervention plan based on Critical Literacy assumptions is presented and discussed. In Chapter IV the subjectification process emerging from the scientific-pedagogical praxis is debated, and finally, reflections on collectivity and responsibility emerging from the complexity of the relations and subjective processes experienced by the subjects here exposed conclude the study.
8

Entre a qualidade de vida e uma vida com qualidades

Gimenes, Gabriel de Freitas January 2015 (has links)
Esta dissertação se caracteriza como uma problematização da qualidade de vida enquanto uma importante questão que atravessa de diversos modos nossa atualidade. Essa questão é trabalhada no texto em três momentos distintos e complementares, em cada qual se busca compor e decompor uma pergunta que atue como chave de acesso a um nível de complexidade específico e possibilite saltos de compreensão de um momento ao outro. No primeiro momento a qualidade de vida é apresentada como uma expressão de uso comum e generalizado, de modo que o texto se movimenta em um percurso descritivo dos distintos usos e significados dessa expressão. No segundo momento essa falação sobre qualidade de vida é tensionada para que se tornem visíveis alguns enunciados que circulam, se repetem e se transformam num campo aberto de disputas, em função do qual essa qualidade de vida é produzida como uma questão que importa. No terceiro momento essa produção da qualidade de vida como uma questão que importa e que precisa ser gerida é pensada a partir do conceito de dispositivo, e o texto caminha assim como um percurso analítico por entre as distintas linhas que compõem esse dispositivo de qualidade de vida até alcançar as linhas de subjetivação, como limite do dispositivo, como resistência e criação. Após esses três momentos, o texto salta para um interstício poético-filosófico composto por fragmentos de aforismos nietzscheanos que tocam o tema da grande saúde, na busca por uma perspectiva que explore linhas de fuga e de criação pelas quais seja possível pensar e experimentar outros lugares e outros modos para uma vida com qualidades. Ao fim do percurso o texto é apresentado em um pequeno ensaio, que pode ser lido tanto no fim quanto no início da dissertação, no qual é esboçado um contraste entre a qualidade de vida e uma vida com qualidades. / This dissertation is characterized as a problematization of the quality of life as an important issue that permeates in many ways our actuality. This issue is analyzed in the text in three different moments, in each the effort is to build up and down a question that works as an access key to specific complexity levels and that allows jumps in understanding from one moment to another. At the first moment the quality of life is presented as a widely used expression, and the text goes as a description of different uses and meanings of this expression. At the second moment this discourses about quality of life are tensioned to render visible some statements that circulates, are repeated and transformed within an open field of disputes, in relation to which this quality of life is produced as an issue that matters. At the third moment this production of quality of life as an issue that matters and that needs to be managed is thought through the concept of dispositif, and the text goes as an analytical route through the distinct lines that composes this dispositif until it reaches the lines of subjectification, as the limit of the dispositif, as resistance and creation. After this discussion in three moments, the text jumps to a poetic-philosophic interstice made of fragments of some nietzschean aphorisms that touches the theme of great health, in a search for some perspective that explores some possible lines of escape and creation by which it is possible to experiment another places and modes for a life with qualities. At the end of this track the text is presented through a little essay, that can be read both at the end or at the beginning of the text, in which it is sketched a contrast between the quality of life and a life with qualities.
9

Consumption, Class Struggle, and Subjectification: Rethinking the Reproduction of Capital

Mulcahy, Niamh A. G. Unknown Date
No description available.
10

Todo mundo se quebra de vez em quando : um estudo sobre os processos de subjetivação em idosas hospitalizadas por fratura de fêmur

Cachapuz, Daniela Rosa January 2010 (has links)
Este estudo teve como objetivo estudar o processo de subjetivação em mulheres com sessenta anos ou mais hospitalizadas na Linha de Cuidado do Trauma do Idoso no Hospital Cristo Redentor na cidade de Porto Alegre/RS. O campo conceitual abordou os temas envelhecimento, trauma físico e hospitalização, buscando problematizá-los a partir da noção de subjetivação em Foucault e do conceito de dobra em Deleuze: fios condutores para pensar os processos de subjetivação ao longo do estudo. Para compreender o impacto do trauma físico na subjetivação dessas mulheres e entender a produção de efeitos da hospitalização na subjetivação, foi realizada uma pesquisa qualitativa, de caráter exploratório que contou com a participação de quatro mulheres com idade igual ou superior a 60 anos, hospitalizadas por fratura de fêmur na Linha Cuidado do Trauma do Idoso. Como estratégia metodológica, foi construído um diário de campo e realizadas entrevistas com as participantes durante o período de internação hospitalar e entrevistas domiciliares após a saída do hospital. O material produzido foi organizado a partir dos diferentes momentos vividos pelas participantes ao longo da pesquisa, analisado em função das questões e dos objetivos da pesquisa. Os resultados foram apresentados em dois momentos: a) um breve apanhado sobre as histórias de vida de cada participante e b) o conteúdo trazido pelas mesmas analisado a partir dos conceitos de subjetivação, dobra e acontecimento e relacionados à questão do envelhecimento e hospitalização. Pôde-se inferir que os discursos prévios quanto à velhice, doença e hospitalização já produziam efeitos na subjetivação das participantes antes do acidente. O trauma físico, a hospitalização e o rompimento com o cotidiano anterior serviram como dispositivo para problematizar uma série de questões. A submissão à disciplina hospitalar, a dor e o cansaço questionaram a potência de resistência das participantes, mas também abriram portas para a criação diante de situações de sofrimento. O trauma físico trouxe consigo a falência de normas antigas e a necessidade de invenção de novas normas. Mesmo diante das alternativas singulares criadas, as participantes enfatizaram o desejo do retorno à condição anterior e a retomada de suas atividades. / This paper aimed to study the process of subjectification in 60 year-old women or more, hospitalized in the section of trauma care program for the elderly inside Cristo Redentor hospital in Porto Alegre/RS. The conceptual field approached the topics aging, physical trauma and hospitalization, trying to problematize them from the subjectification notion in Foucault and from the concept of folding in Deleuze: wires to think the process during the study. To understand the impact of the physical trauma in the subjectification of these women and to understand the production of effects in the hospitalization it was performed a qualitative research with the participation of 4 women that were around 60 years old or more, hospitalized by femur fracture. As a methodological strategy, it was created a field diary, and interviews were conducted with the participants during the hospitalization period and home interviews were conducted after they left the hospital. The material was organized from the different moments lived by the participants during the research, and analyzed depending on the issues and objectives of the research. The results were presented in two moments: a) a brief overview about the life story of each participant and b) the content of the stories analyzed from the concepts of subjectification, folding and event related to the aging and hospitalization issue. It could be inferred that the previous speeches about aging, illness and hospitalization already produced effects in the subjectification of the patients before the accident. The physical trauma, the hospitalization and the break with the previous daily routine acted as a device to problematize several issues. The submission to the hospital discipline, the pain and the fatigue questioned the power of resistance of the participants, but they also gave the opportunity to the creation under situations of suffering. The physical trauma brought the ruin of old rules and the necessity to create new rules. Even before the created alternatives the participants emphasized the desire to return to the previous condition and to start to do their normal activities again.

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