Thesis (M.A.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-09T12:26:47Z No. of bitstreams: 1 Maria Geralda Aguiar.pdf: 729561 bytes, checksum: 1e00870565cef44e511844b7d87e009c (MD5) / Approved for entry into archive by NELIJANE MENEZES(rubi2276@gmail.com) on 2013-06-05T23:49:03Z (GMT) No. of bitstreams: 1 Maria Geralda Aguiar.pdf: 729561 bytes, checksum: 1e00870565cef44e511844b7d87e009c (MD5) / Made available in DSpace on 2013-06-05T23:49:03Z (GMT). No. of bitstreams: 1 Maria Geralda Aguiar.pdf: 729561 bytes, checksum: 1e00870565cef44e511844b7d87e009c (MD5) Previous issue date: 2005 / Esta pesquisa pergunta pelos nexos entre a prática de pesquisa e a produção de subjetividades na formação em enfermagem; assim, busca chamar a atenção para o caráter produtivo que o currículo assume na invenção da aluna de Enfermagem e nos processos de subjetivação e de identificação. Para tal fim, descreve algumas situações da vida cotidiana nos espaços sociais nos quais as alunas de Enfermagem da UEFS se comunicam, interagem e atuam, situações que as tocam e são discutidas no corpus constituído por nove monografias produzidas no período de 1996.1 a 2000.2. Aborda as noções de experiência, de sujeito, de subjetividade, de identidade e descreve alguns dos valores presentes no processo de institucionalização da enfermagem que atravessam a formação da enfermeira na contemporaneidade, detendo-se nos problemas relativos à construção do objeto em relação a aspectos da teorização foucaultiana acerca do poder disciplinar e dos modos de subjetivação. Apresenta elementos da arqueologia foucaultiana com os quais se buscou fazer uma ponte para a investigação das representações das alunas acerca dos saberes concernentes à formação em enfermagem que atravessa o corpus, passando, em seguida, pela análise dos enunciados que possibilitou estabelecer relações entre o que efetivamente é dito e o não dito. Após isso, toma um atalho por um breve histórico sobre os mecanismos pelos quais se deu a inserção das disciplinas de pesquisa no currículo de Enfermagem da UEFS. Descreve e analisa as experiências de formação discutidas pelas alunas e, por essa via, convertidas em problemas de pesquisa em nove monografias, tomando os significados que as alunas atribuem às experiências privadas como produtos de certos sistemas comuns de significação na enfermagem, constituindo os resultados da pesquisa empírica como o ponto de chegada de um saber que se produziu em trânsito. Desembarca com uma reflexão sobre o alcance desta pesquisa, no que tange à teorização do problema investigado e aos objetivos propostos, conformando-os como novas experiências no ensinar e no aprender, apresentando uma leitura das representações nas quais se enraízam as experiências de formação das alunas das disciplinas de pesquisa. / Salvador

Title from second page of PDF document. Includes bibliographical references (p. 130-140).

<p>From Labov's (1963) finding that the centralization of the /ay/ and /aw/ diphthongs in Martha's Vineyard was emblematic of resistance to local economic and social change, to Mendoza-Denton's (2008) finding that variation in the realization of the /I/ vowel corresponds to gang affiliation among Latina girls in a Northern California high school, identity has been at the center of sociolinguistic analysis and theory for nearly a half century. Despite the centrality of this construct, sociolinguists have rarely stopped to ask about the epistemological, theoretical, and even political implications of identity. This dissertation offers a sustained, interdisciplinary critique of identity, both in linguistics and more generally in contemporary social theory. Through engagements with cultural anthropology, feminist theory, cultural studies, and linguistics, this critique calls attention to identity's epistemological baggage (e.g. collusion with neo-liberalism and Englightenment-era humanism) and theoretical tendencies (e.g. overestimation of agency) and suggests a turn to poststructuralist theory of subject formation. The dissertation is organized around three sections: historiography, theory, and empiricism, as follows.</p><p> The study begins with historiography, tracing the relationship between language and social analysis in a limited archive that includes the work of 19th and 20th Century language scholars, including William Dwight Whitney, Leonard Bloomfield, and Noam Chomsky. Focusing specifically on the relationship between Labov's variationist sociolinguistics and Chomsky's generative program, the historiography analyzes the conditions that led sociolinguistics to a form of social theory scaffolded around identity. </p><p>Poststructuralist theory of subject formation is introduced, with an emphasis on the work of Judith Butler (1990, 1997, 2004) and Michel Foucault (1975, 1976, 1981). A set of terms that animate this framework are introduced, including interpellation, subjectivization, discourse, subjectivity, subject position, subject type, power, and identity.</p><p>Two empirical studies of adolescent language are introduced and the findings are considered in light of the constellation of terms introduced in the prior section. The first is a case study focusing on the speech of one adolescent Mexican American female, "María," whose language use underwent reorganization over a three-year period coinciding with a change in community and school. Segmental and suprasegmental variables were analyzed from data collected from two time periods, T1 and T2. In order to account for modifications in "María's" vocalic production, two vowel variables were selected for acoustic analysis: pre-nasal and non-pre-nasal allophones of /æ/. These variables were selected because of their saliency in both Latino varieties of English (Thomas, Carter, & Coggshall 2006; Fought 2003; Thomas 2001). Midpoint measurements were taken for F1, F2, and F3 for a minimum of 25 tokens of each variable from T1 and T2 using PRAAT phonetics software (Boersma & Weenink 2009). Maria's production of prosodic rhythm was also analyzed using the Pairwise Variability Index (Lowe & Grabe 1995). Changes in F1 and F2 for both vocalic variables were statistically significant--both allophones of /æ/ were lowered and backed from T1 to T2. Conversely, no statistically significant difference was found in prosodic rhythm. These findings are analyzed in the context of the poststructuralist framework already set forth.</p><p>The second study is an intensive ethnographic investigation of a `majority minority' middle school in North Carolina that took place over a five-month period. Detailed ethnographic fieldnotes and unscripted interviews with 50 African American, white, and Latino speakers in social groups identified during observation constitute the data for this study. The analysis focuses on the subjectivizing effects of the institution, particularly the institutional discourses of `choice' and `value,' on the cultural and linguistic practices of its students. Using discourse analytic methods, the analysis shows that talk by students across all major social divisions (grade level, popularity status, gender, and ethnicity) is inflected by institutional discourses. </p><p>A complementary analysis considers the subjectivizing function of language ideology in the middle school context. Analysis of interview and ethnographic field data show three distinct discursive formations about language: `proper talk,' `ghetto talk,' and Spanish.</p> / Dissertation

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Arts, 2000 / This thesis explores in empirical fashion the contribution made by St Peter's Secondary School to South African literary history. It takes as its starting point the phenomenon of the first black autobiographies having been published within a ten-year period from 1954 to 1963, with all but one of the male writers receiving at least part of their post-primary schooling at St Peter's School in Johannesburg. Among the texts, repositioned here within their educational context, are Tell Freedom by Peter Abrahams, Down Second Avenue by Es'kia Mphahlele, Road to Ghana by Alfred Hutchinson, and Chocolates for My Wife by Todd Matshikiza. The thesis examines the educational milieu of the inter-war years in the Transvaal over and against education in the other provinces of the Union, the Anglo-Catholic ethos of the Community of the Resurrection who established and ran the school, the pedagogical environment of St Peter's School, and the autobiographical texts themselves, in order to plot the course which the autobiographers' subsequent lives took as they wrote back to the education which had both liberated and shackled them. It equipped them far in advance of the opportunities available to them under the colour bar, necessitating exile, even as it colonised their minds in a way perhaps spared those who never attended school, requiring a continual reassessment of their identity over time. The thesis argues that their Western education was crucial in the development of their hybrid identity, what Es'kia Mphahlele has termed `the dialogue of two selves', which was in each case worked out through an autobiography. The typical, if simplified, trajectory is an enthusiastic espousal of the culture of the West encountered in their schooling at St Peter's, and then a rejection out of a sense of betrayal in favour of Africa, eventually leading to a synthesis of the two. The thesis concludes that it was the emphasis on all-round education and character formation, in the British boarding school tradition, with its thrust of sacrifice and service, which helped to fashion the strong belief systems of Abrahams and Mphahlele's later years, namely Christian socialism and African humanism, which inform their mature writings.

Identity always presupposes a sense of location and a relationship with others and the representation of identity most often occurs precisely at the point when there has been a displacement (Bhabha cited in Papastergiadis 1995:17, emphasis added). In this study I focus on the condition of displacement, placing emphasis on the disjunctures of identity arising from temporal and physical dislocations and relocations in historical and postapartheid South African contexts. Displacement, and the attendant senses of dislocation and alienation it may evoke, is explored with reference to three selected female personae. For each persona, displacement is shown to provoke transmutations in subjectivity and identity, resulting in disjunctive identities and relationships with place. Their individual narratives raise questions around the consequences of displacement for a sense of (un)belonging and the (re)making of identities across geographical, cultural, temporal, ethnic and environmental borders. The pivotal role displacement plays in the processes of formation and transformation of subjectivity and identity is foregrounded. Familial histories of diasporic displacement, together with colonial legacies that have shaped my subject position as a white, middle-class, female South African woman, are interlaced with a recounting of personal experience of displacement in postapartheid South Africa. This personal sense of displacement, experienced between the years 2000 to 2006, is extended to a discussion on what is argued to be collective forms of white, English-speaking South Africans’ dislocation during the same time period. I suggest that their sense of displacement was experienced in relation to the uncertainty of their subject positions in postapartheid South Africa. In the practical and theoretical components of the degree, I consider how the three personae’s subjectivities are practiced and lived from their different space-time continuums. This exploration prompts further questions around how the effects of displacement on subjectivity and new identity formations are contingent upon each persona’s relation to the Other of colonial discourse, or the other-strangerforeigner within. Although there are marked differences between their colonial, diasporic and postcolonial contexts, a central theme that underpins the study is that the three conditions of displacement are linked by disjunctures arising from processes of dislocation, alienation, relocation and adaptation. Each persona’s epistemological reality is shown to comprise multiple ambivalences and ambiguities, and is marked by processes of cultural contestation and inner conflict. Their ambivalences and ambiguities encompass slippages between positions of inclusion and exclusion; insider and outsider; inhabitant and immigrant; alienation and belonging; placelessness and locatedness; homely and unhomely that the experience of uprooting and relocating foregrounds. While displacement is understood in terms of trauma and conflict, this condition is also regarded as a generative space of possibility for the emergence of new identity formations. Using my experiences of self-transformation and renegotiation of my identity through processes of cultural contact and exchange as a departure point, I consider ways in which collective white, English-speaking South Africans’ cultural identities are being reformulated, renegotiated or ‘hybridised’ in postapartheid South Africa as a transforming, postcolonial society. / Thesis (DPhil)--University of Pretoria, 2012. / Visual Arts / unrestricted