Cette thèse explore les connections entre la littérature canadienne contemporaine féminine et le féminisme transnational. Le « transnational » est une catégorie qui est de plus en plus importante dans la critique littéraire canadienne, mais elle n’est pas souvent evoquée en lien avec le féminisme. À travers cette thèse, je développe une méthodologie de lecture féministe basée sur le féminisme transnational. Cette méthodologie est appliquée à la littérature canadienne féminine; parallèlement, cette littérature participe à la définition et à l’élaboration des concepts féministes transnationaux tels que la complicité, la collaboration, le silence, et la différence. De plus, ma méthodologie participe à la recontextualisation de certains textes et moments dans l’histoire de la littérature canadienne, ce qui permet la conceptualisation d’une généalogie de l’expression féministe anti-essentialiste dans la littérature canadienne. J’étudie donc des textes de Daphne Marlatt, Dionne Brand, et Suzette Mayr, ainsi que le périodique Tessera et les actes du colloque intitulé Telling It, une conférence qui a eu lieu en 1988. Ces textes parlent de la critique du colonialisme et du nationalisme, des identités post-coloniales et diasporiques, et des possibilités de la collaboration féministe de traverser des frontières de toutes sortes. Dans le premier chapitre, j’explique ma méthodologie en démontrant que le périodique féministe bilingue Tessera peut être lu en lien avec le féminisme transnational. Le deuxième chapitre s’attarde à la publication editée par le collectif qui a été formé à la suite de la conférence Telling It. Je situe Telling It dans le contexte des discussions sur les différences qui ont eu lieu dans le féminisme nord-américan des dernières décennies. Notamment, mes recherches sur Telling It sont fondées sur des documents d’archives peu consultés qui permettent une réflexion sur les silences qui peuvent se cacher au centre du travail collaboratif. Le trosième chapitre est constitué d’une lecture proche du texte multi-genre « In the Month of Hungry Ghosts, » écrit par Daphne Marlatt en 1979. Ce texte explore les connexions complexes entre le colonialisme, le postcolonialisme, la complicité et la mondialisation. Le suject du quatrième chapitre est le film Listening for Something… (1994) qui découle d’une collaboration féministe transnationale entre Dionne Brand et Adrienne Rich. Pour terminer, le cinquième chapitre explore les liens entre le transnational et le national, la région – et le monstrueux, dans le contexte du roman Venous Hum (2004) de Suzette Mayr. Ces lectures textuelles critiques se penchent toutes sur la question de la représentation de la collaboration féministe à travers les différences – question essentielle à l’action féministe transnationale. Mes recherche se trouvent donc aux intersections de la littérature canadienne, la théorie féministe contemporaine, les études postcoloniales et la mondialisation. Les discussions fascinantes qui se passent au sein de la théorie transnationale féministe sont pertinentes à ces intersections et de plus, la littérature contemporaine féminine au Canada offre des interventions importantes permettant d’imaginer la collaboration féministe transnationale. / This dissertation explores connections between contemporary Canadian women’s writing and transnational feminism. The category of the transnational is increasingly important within Canadian literary criticism, but it is infrequently evoked in relation to feminism. Throughout this thesis, I develop a transnational feminist reading methodology that can be brought to bear on Canadian women’s writing, even as the literature itself participates in and nuances transnational feminist mobilizations of concepts such as complicity, collaboration, silence, and difference. Furthermore, my transnational feminist reading strategy provides a method for the rehistoricization of certain texts and moments in Canadian women’s writing that further allows scholars to trace a genealogy of anti-essentialist feminist expression in Canadian literature. To this end, I read texts by Daphne Marlatt, Dionne Brand, and Suzette Mayr, alongside Tessera, a collectively-edited journal, and conference proceedings from the 1988 Telling It conference; these texts speak to national and colonial critique, post-colonial and diasporic identities, and the potentials of feminist collaboration across various borders. In the first chapter, I situate my reading methodology by arguing for a transnational feminist understanding of Tessera, a bilingual feminist journal that began publishing in 1984. My second chapter examines the collectively-edited publication that emerged from Telling It in the context of North American feminist evocations of difference in recent decades. Notably, my research on Telling It benefits from rarely-accessed archival material that grounds my discussion of the gaps and silences of collective work. In my third chapter, I perform a close reading of Daphne Marlatt’s 1979 multi-genre text “In the Month of Hungry Ghosts” as it explores the complex connections between colonialism, post-colonialism, complicity and globalization. The subject of my fourth chapter is the 1994 film Listening for Something…, a transnational feminist collaboration between Dionne Brand and Adrienne Rich. Finally, my fifth chapter discusses the place of the transnational in relation to the regional, the national – and the monstrous in the context of Suzette Mayr’s Venous Hum. In all of these close textual readings, my dissertation asks how Canadian women writers represent, theorize, and critique the kinds of collaboration across differences that lie at the heart of transnational feminist action. My research is therefore located at the crossroads of Canadian literature, contemporary feminist theory, and postcolonial and globalization studies. The vibrant field of transnational feminist theory is relevant to this disciplinary intersection and, furthermore, contemporary Canadian women’s writing provides important interventions from which to imagine transnational feminist collaboration.

This thesis is an autoethnography based on a two week Trans-Siberian railway journey from Moscow to Vladivostok in October 2011. It explores the role of memory in our spatial surroundings, the effect remembering has on the way we move through and interpret the present and ourselves. In the chapters about community, rhythms, memory/imagination, and landscape the journey becomes a backbone for the personal narratives and the stories of others, which intertwining unveil the complex relationship between the self and the world, the present and the absent, and the imagined. Thesis explores the inevitable mobility of the mind, which sees us losing the ability to stay fastened to physical spaces, images and our own being, and opening the possibility to travel in time, space and memory. The physical landscape, landscape of Siberia gradually becomes almost invisible, disappears and re-emerges as a series of personal images and stories, feelings and dreams, suggesting that even moving through the vastest landscapes in the world we are always travelling inward, towards an understanding of ourselves and the world around us.

Este estudo propõe uma investigação sobre a importância e a necessidade da presença de um narrador de estórias tradicionais no cotidiano escolar, por meio da apresentação de um relato de experiência, desenvolvida em duas escolas públicas na favela da Maré, no Rio de Janeiro, em 2007. A partir de uma abordagem teórica e estética, a pesquisa trata das estórias tradicionais como obras de arte de tempos muito antigos, que podem redimensionar o desejo e o autoconhecimento de alunos e professores, promovendo situações no cotidiano escolar que propiciam a aprendizagem significativa. A utilização de uma visão sistêmica, em que os diversos elementos de estudo formam um sistema de sistemas, foi a base da construção do trabalho de observação e reflexão sobre as experiências empreendidas e os diversos conceitos articulados a elas, propiciando um olhar cíclico, circular, onde cada elemento é pensado em si e em relação aos outros sistemas. Esses elementos, além das estórias, são o narrador, as escolas, os professores, os alunos, a sala de aula e a Maré. Outros elementos que entram na construção do trabalho são o próprio conceito de aprendizagem significativa, a caracterização das estórias tradicionais e de experiência estética, este último, um conceito fundamental para o entendimento e proposição do trabalho com arte, dentro ou fora da escola. / This study aims to investigate the importance and necessity of a narrator in traditional stories in the school routine. It is going to be presented reports of real experiences developed in two public schools located in Favela da Maré, Rio de Janeiro. From the theoretical and aesthetic approach, the research relates traditional stories, such as works of art dated from ancient times which may draw the wish and self knowing of students and teachers, promoting daily school experiences that provide a significant learning. The use of a systemic vision in which the different elements of studies form a system of systems was the base of construction of the observation and reflection work of the undertaken experiences and the distinct concepts articulated to it, providing a cyclical look, where each element is interpreted related to the others. These elements, beyond the stories, are the narrator, the schools, the teachers, the classrooms and Favela da Maré itself. Other elements present in quest are the concept of significantly learning, the characterization of traditional stories and experience aesthetics, the latter, a key concept for understanding and proposition of working with art, inside or outside the school.

Made available in DSpace on 2015-03-04T20:06:52Z (GMT). No. of bitstreams: 0 Previous issue date: 29 / Nenhuma / O presente estudo, fundamentado na abordagem da investigação qualitativa, tem como objetivo central analisar, a partir da compreensão das acadêmicas do 7º semestre do Curso de Pedagogia, como o Projeto Contação de Histórias: uma interlocução com o imaginário infantil, direcionado à dimensão estética, contribui na sua formação como futuras professoras. Foram selecionadas seis professoras em formação, que vivenciaram o Projeto e se dispuseram a participar do estudo. A entrevista semi-estruturada serviu como instrumento principal da coleta de dados. Autores como Tardif (2006), Freire (1987, 2000), Nóvoa (1995), Pimenta (2005), Zeichner (1993), Rios (2006), Pimenta (2005), Cunha (1998) Assmann (1998), Brandão (2003),Veiga (2008), Duarte Jr. (1988), Bettelheim (1976), Ostrower (1986), Trevisan ( 2000) deram a principal sustentação teórica ao estudo e auxiliaram na interpretação dos dados, realizada com os princípios da Análise de Conteúdo. Os resultados apontaram para a significação da experiência proposta pelo P / This research, based on a qualitative- investigative approach, aims to analyze how far the Project Story Telling : a mixing with children’s imagination, based on an esthetic emphasis , has contributed in the educational development of teachers. The research has been developed with students of the 7th academic semester of Pedagogy. The six students who took part in the research have had teaching experience. A semi-structured interview has been used as a main tool for the samples. Authors like Tardif(2006),Freire (1987,2000), Nóvoa (1995), Pimenta (2005), Zeichner(1993), Rios (2006), Pimenta (2005), Cunha (1998), Assmann(1998) , Brandão (2003), Veiga (2008), Duarte Jr. (1998), Bettelheim ( 1976), Ostrower (1986), Trevisan (2000), provided the theoretic structure and helped in the interpretation of the data. The results demonstrated the importance of the experience proposed by the Project and emphasized the relevance of it in the comprehension of the students. While analyzing the educatio

Made available in DSpace on 2015-03-05T18:12:39Z (GMT). No. of bitstreams: 0 Previous issue date: 31 / Nenhuma / Contar histórias faz parte do nosso dia-a-dia. Em casa, na escola, na fila do banco, na sala de espera do consultório médico, sempre tem alguém com uma história para contar. O que possibilita que esse evento social seja levado a cabo é a participação tanto do narrador quanto da audiência. Se não houver alguém nos escutando, prestando atenção, construindo significado junto conosco quando contamos uma história, não há história! Contar histórias é, portanto, uma atividade co-construída pelos seus participantes. Adquirimos a linguagem inteiramente pela interação social e é através da nossa participação em atividades comunicativas com membros mais capazes, no nosso ambiente sociocultural, que aprendemos o que é necessário para fazer parte desse mesmo ambiente. Partindo do pressuposto de que a aquisição de linguagem, então, se dá através de interação social e que contar histórias é um evento social, co-construído pelos seus participantes, esta pesquisa observou como ocorre esse evento social em uma sala de aula de / Telling stories is part of our everyday lives. At home, at school, standing in line in a bank, in a doctor’s waiting room, there is always somebody who has a story to tell. What makes it possible for this social event to take place is the participation of both the narrator and the audience. If there is not somebody else listening, paying attention, constructing meaning with us when we tell a story, there is no story! Telling stories is, therefore, an activity co-constructed by its participants. According to Vygotsky, we learn a language entirely through social interaction and it is through our participation in communicative activities with more proficient members of our sociocultural background that we learn what it takes for us to be part of this social group. Assuming we learn a language through social interaction and telling stories is a social event, co-constructed by its participants, this research observed how this social event takes place in a foreign language classroom (English). The focus of this res

Made available in DSpace on 2016-04-27T18:47:25Z (GMT). No. of bitstreams: 1 fatima.pdf: 948998 bytes, checksum: 69c80469e146f8deeffcb58437a4f799 (MD5) Previous issue date: 2004-11-16 / This Master s thesis approaches the meaning of telling stories and the relationship that is established between elderly people and children participating in this activity, in public and private spaces. The study focuses on questions inherent in the aging process in our contemporary society, understanding that old age is not the final close of human existence, but a phase of discoveries and possibilities of participation and life enrichment. It also shows that intergenerational relationship is a pathway to culture preservation, considering culture as exchange of meanings and preservation of symbols, necessary for human survival. To carry out the qualitative research, eight accounts given by elderly storytellers were used. These storytellers act in day-care centers, schools, hospitals, libraries and communities. The storytellers oral accounts were analyzed, interpreted and compared with the four categories of analysis: aging and old age, intergenerational relationship, telling stories, and sociability. Based on this experience between elderly people and children, it is possible to understand that the meaning of the relationship is established through individual and collective memories, mediated by sociability, constituting a mutual education process, in a broad sense. It is concluded that in our western culture, values related to contact between old people and children point to crucial matters, such as: the pertinence of respect for wisdom preserved by the elderly and the construction of their dialogue with the new generations. / Esta dissertação de mestrado aborda a questão do significado de contar histórias e a relação que se estabelece entre idosos e crianças, participantes dessa atividade, em espaços públicos e privados. O trabalho procura enfocar as questões inerentes ao processo de envelhecimento em nossa sociedade contemporânea, entendendo que a velhice não constitui o fecho final da existência humana, mas uma fase de descobertas e possibilidades de participação e enriquecimento vivencial. Mostra, ainda, que o relacionamento intergeracional é um caminho para a preservação da cultura, compreendendo-se esta como a troca de significados e a preservação de símbolos, necessários à sobrevivência humana. Para a realização da pesquisa, de natureza qualitativa, utilizamos oito depoimentos de idosos contadores de histórias que atuam em creches, escolas, hospitais, bibliotecas e comunidades. Analisamos e interpretamos as falas dos contadores de histórias, confrontando-as com as quatro categorias de análise: envelhecimento e velhice, relacionamento intergeracional, contar histórias e sociabilidade. A partir dessa experiência entre idosos e crianças, é possível compreender que o significado da relação se estabelece por intermédio das memórias individuais e coletivas, mediadas pela sociabilidade, constituindo-se em processo educativo mútuo, em sentido amplo. Conclui-se que, em nossa cultura ocidental, os valores relacionados ao contato entre velhos e crianças remetem a questões cruciais, tais como: a pertinência do respeito à sabedoria preservada pelos idosos e a construção de seu diálogo com as novas gerações.

Pre-writing strategies are conscious thoughts, actions, or behaviors used by writers when they plan before writing. Research in second language writing suggests that specific writing strategies related to writing purposes, audience, brainstorming, and organizing ideas are teachable and have a potential to improve the quantity and quality of writing produced by English as second language (ESL) learners. This study investigated the effects of computer-based pre-writing strategy training guided by procedural facilitation (Bereiter & Scardamalia, 1987) on intermediate ESL students' writing strategy use, writing quantity, and writing quality. A sequential mixed methods design was utilized with an initial quasi-experimental phase followed by semi-structured interviews. Forty-one participants from four intact intermediate-writing classes in an intensive English program participated in the quasi-experimental phase of the study. The classes were randomly assigned into two control and two experimental groups. The instructional modules for the control groups included writing instruction related to paragraph writing, essay writing, and opinion essays whereas the training modules for the experimental groups consisted of pre-writing strategies related to writing purposes, audience, and idea generation and organization. In addition, the experimental groups were trained to generate and organize ideas using Inspiration 6, an idea graphic organizer software program. The participants' writing performances and uses of pre-writing strategies prior to and after the training were analyzed. In addition, six semi-structured interviews conducted shortly after the post-test helped to illuminate the quantitative results. Results demonstrate a significant training impact on ESL students' pre-writing strategy use but fail to detect significant effects on the students' writing quantity and writing quality; however, a trend of improvement regarding the writing quality variables was detected among the strategy-trained students. Furthermore, the qualitative analysis revealed some similarities and differences of less experienced and experienced writers' writing processes and strategies. Overall, the findings suggest the complex interplay among the factors influencing student writing development including writing strategy use, writing processes, writing tasks, task conditions, their past writing experience, and their language proficiency.

This thesis is an exploration of the construct of mentoring and its transformative power in the development of the self. The concept of Athenic mentoring is offered and framed, in Jungian (Jung 1958;1996;2002) terms as an archetypical encounter between two people that can facilitate a significant transformative shift (metanoia) in the development of the personal and professional self. These shifts are initially at the level of 'being' but influence the more visible dimensions of 'doing' and 'knowing'. 'Doing' and 'knowing' can be articulated in terms of practice knowledge and skills (Schön 1987a). 'Being' is framed in both Jungian (Jung 1958;1996;2002) and Rogerian (Rogers 1973;1996) terms as engagement of the authentic, grounded and integrated self, in ways that may be largely and initially unconscious, but that can be taken up in conscious awareness and are ultimately reflected in overt, observable behaviours. Cunningham's (1988) framework of holistic interactive research was chosen as a method that allowed the researcher to draw on, as well as to reflect upon, his own experience in order to generate data. Written narrative and oral story-telling (Reason & Hawkins 1988) have been fundamental to the creation and analysis of data. Indeed, the process of writing has been an important source of self-understanding, revelation and integration for the author. The power of archetypal story-telling - most obvious in the ancient stories of human challenge, development and triumph, such as that of Athena(Mentor), in the Greek tradition - is acknowledged and explored from this perspective. In this respect the researcher has followed Megginson's (2000) advice that research into mentoring deserves and demands 'vivid stories'. The research approach also reflects Strauss and Corbin's (1990) suggestion that by staying close to the data ('grounding' theory in the data) before a deep immersion in the literature, the researcher will be more open to the insights that the data might reveal. The starting point for the research was the researcher's observation that, in the context of being a 'hired mentor' in an organisational setting, 'turning points' occurred that could be characterised as significant, transformational shifts in the energy and perspective of the person being mentored. While these shifts were reflected in important changes in work, choices and outward behaviour and practice, it was not obvious when or how the shifts had occurred. The initial research questions were framed as: what does the mentor do that leads to this turning point? and, can this be identified so that mentors can improve their chance of achieving it in practice? Later, the research journey itself led to a broader and richer framing of the research questions as a deeper exploration of the level at which transformative development of the self plays out and the implications of that for mentoring itself. The initial research question eventually was reframed as: How does the mentor need to be? Major sources of data were stories of ten people who have been in mentoring relationships (either as mentor, mentee, or both). The researcher's own experience was also a significant source of the data. In its presentation, the thesis attempts to 'track' and make transparent the ways in which listening to and writing down the stories of others, the researcher's own stories, engaging with the literature and writing reflective notes iterated with the construction of this particular conceptualisation of mentoring in 'Athenic' terms. Both contemporary Western literature (the majority of it American) and translations of Homer's (1980; 1998) accounts of Athena as mentor were used initially to explore the nature of mentoring. Later, the Jungian (Jung 1958;1992;1996;2002) and post-Jungian (Hillman 1975;1996) literature on the notion of the archetypes; Buber's (1996) conception of relationship as 'I-Thou'; and Rogers' (1996) evocation of 'becoming a person' all helped to describe more richly the dynamics of Athenic mentoring - both in terms of the nature of transformative personal change and the dynamics of the relationship that facilitates it. A major outcome of this research is the differentiation of Athenic mentoring (which facilitates the transformation of a person's 'being') from mentoring that helps to develop what a person 'knows' or 'does'. This differentiation will hopefully contribute to our understanding of the mentoring process, but at the most pragmatic level, will make it easier to navigate the complex and poorly 'mapped' contemporary literature. It is concluded that Athenic mentoring might not be, fully or even partly, recognised until well after it occurs, and that because it involves the pyschodynamic and largely unconscious interplay of one person's dominant archetypes with those of another, it is not something that can be easily orchestrated or arranged. This challenges contemporary notions (Burke & McKeen 1989; Murray & Owen 1991; Cunningham 1993; Hay 1995) that mentoring can be packaged, 'commodified' and paid for in a similar way to coaching and counselling. As a stimulus for further work, it is suggested that the role of mentor can be understood as completing or starting aspects of the development of self that have not been initiated or concluded in the parenting relationship; and the possibility for being a mentor or a mentee continues throughout life, or for at least as long as there remains the possibility that a 'Dream' (Levinson, Darrow, Klein, Levinson & McKee 1978; Levinson & Levinson 1996) can be fulfilled.

Dementia may cause impairment of linguistic abilities, affecting both production and comprehension, which in turn affects communication (Mahendra & Hopper, 2012: Perkins, Whithworth & Lesser, 1998). The aim of the present study was to investigate and describe the communication strategies in everyday conversations between people with dementia and their interlocutors, and to describe the identified interaction phenomena based on a participatory perspective. The study was conducted at a home for people with dementia. Three people with known dementia and two health professionals participated in the study. Everyday interactions were filmed, and then transcribed and analyzed according conversation analytic principles. The transcribed data was also analyzed with ideas from positioning theory. The present study highlights the presence of trouble sources in communication between the person with dementia and carers and how these are handled by the participants in terms of strategies, competence and positioning. The study shows that all participants use communicative strategies when trouble sources occurs, but also that trouble sources in the conversation sometimes are ignored. How trouble sources are handled affects how participants acknowledge themselves and each other competence and how they position themselves and each other in the conversation. The study also demonstrates that Conversation Analysis can be an important tool to map strenghts and break downs in communication between people with dementia and key interlocutors. That knowledge could then form the basis for designing individual adaptations and strategies to facilitate communication.

Comments and Discussions : Yuko ARAYAMA (荒山裕行)