Made available in DSpace on 2014-08-20T14:24:48Z (GMT). No. of bitstreams: 1 Dissertacao Matheus Trindade Velasques.pdf: 903882 bytes, checksum: 27b538da58a220c3e1fe038a42883d73 (MD5) Previous issue date: 2013-03-14 / This dissertation presents a study about the process of identity constitution of English as a Second Language (ESL) training teachers based on their oral narratives. The aim of this research was to study the oral narratives of five training teachers of ESL in the sixth semester of an English-Portuguese Teaching and respective Literatures Degree to identify which discourses and representations of what it is to be an ESL teacher constitute their teaching identities and from what social instances they come from. In order to achieve this goal, the memories of the subjects of this study about the English teachers they had during their mainstreaming schools and English language courses learning experiences, as well as of their first experiences in the classroom in the role of teachers, along with their representations of teacher's position in society were reconstructed in the format of oral narratives produced through the guidance of a semi-structured interview. This study is located at the borders between Applied Linguistics, specifically from the bias that Pennycook (2006) calls transgressive Applied Linguistics, and Cultural Studies in Education. For analysis purposes, we use specific concepts for narrative (MOITA LOPES, 2001; LARROSA, 1996), representation (WOODWARD, 2011, HALL, 1997c) and identity (Hall, 1997b; WOODWARD, 2011; SILVA, 2011). The study has identified the fluid and hybrid character of the training teachers identities which have been constructed by discourses coming from their experiences at mainstream schools, English language courses, ongoing training at the undergraduate course disciplines and their own professional experience, according to what was possible to map out in their interviews. The (positive and negative) examples of the teachers who have been part of their school lives are strong subjective force elements alongside their professional experiences. The narratives about their teaching styles enable the interpretation of the hybrid character of their professional identities, in which elements of their student, family and researcher identities mingle during the interview. The teachers seem to create a picture of the ideal teacher, the "good" teacher, which is set as a target domain and is linked to the formal aspects and use of English, pedagogical knowledge and good relationship with students, based on their experiences with ESL learning and teaching. These elements mentioned above seem to be fundamental in the identity construction of the ESL teachers in training analysed in this study. / Esta dissertação apresenta um estudo sobre o processo de constituição identitária de professoras de língua inglesa em formação a partir de suas narrativas orais. Pretendeu-se nesta pesquisa identificar, em narrativas orais de cinco professoras de língua inglesa em formação do sexto semestre de um curso de Licenciatura dupla em Letras Português e Inglês e respectivas literaturas, que discursos e representações do que é ser professora de língua inglesa constituem suas identidades docentes e de que instâncias sociais eles advém. Para isso, foram resgatadas, por meio de narrativas orais em entrevista semiestruturada, as memórias das acadêmicas sobre os professores de inglês em sua experiência escolar e em cursos livres, bem como suas primeiras experiências em sala de aula no papel de docente e suas representações da posição do professor perante a sociedade. Este estudo situa-se nas fronteiras entre Linguística Aplicada, especificamente a partir do viés que Pennycook (2006) chama de Linguística Aplicada transgressiva, e Estudos Culturais em educação. Para fins de análise, partiu-se das noções de narrativa (MOITA LOPES, 2001; LARROSA, 1996), representação (WOODWARD, 2011, HALL, 1997c) e identidade (HALL, 1997b; WOODWARD, 2011; SILVA, 2011). As análises desenvolvidas apontam para o caráter fluido e híbrido das identidades das professoras em formação, as quais são construídas, conforme foi possível mapear em suas entrevistas, por discursos provenientes da experiência escolar, curso livre, curso de formação e experiência profissional. Os exemplos (positivo e negativo) dos professores que passaram por suas vidas estudantis constituem-se em fortes elementos subjetivadores, ao lado de suas experiências profissionais. As narrações de seus perfis docentes possibilitam a interpretação do hibridismo de suas identidades profissionais, em que elementos de suas identidades discentes, familiares e de pesquisadoras se mesclam no momento da entrevista. As professoras parecem criar, a partir de suas experiências com o ensino e aprendizagem de inglês, uma figura do professor ideal. O "bom" professor parece se estabelecer na narrativa das acadêmicas como meta e está ligado ao domínio dos aspectos formais e de uso do inglês, saberes pedagógicos e bom relacionamento com os alunos. Estes elementos acima citados parecem ser fundamentais na constituição identitária das professoras de língua inglesa em formação deste estudo.

The gay male emerged as a visible public consumer during 1990s, when the LGBTQ movement in the United Kingdom and the United States was marked by conflicting commercial and political motives, heightened by the AIDS crisis. The cultural tension surrounding the gay male subject was reflected through various literary expressions. In the United Kingdom Mark Ravenhill’s Shopping and Fucking (1996), as part of the in-yer-face theatre, exploded in the face of the bourgeoisie. In the US America Dennis Cooper’s highly publicised George Miles Cycle (1989-2000), was followed by The Sluts (2004) as part of the transgressive literature, provoking both straight and gay communities. Through an analysis of themes such as capitalism, commerce, hyperreality, internalised fear, desire, and violence in the works, an alternative image of the gay male is distinguished. This is an image of the gay male subject that is complex, multi-faceted, contradictory and polyvalent. The characters relate differently to the hegemonic hyperreal role model, but are exposed to the same social structure that dictates their living conditions and positioning them as objects possible to practice violence on. The works provide a widened and complicated image the public image of the gay male. Their countercultural narratives trace how the gay male subject have been affected by the heteronormative society. When the provided stereotype is too narrow to express the burden and the joy of the contemporary gay male subject, alternatives, like the depictions by Ravenhill and Cooper, may allow the subject to fully possess the gay experiences of pain, sorrow and anger that he has been forced to bear. This research explores how the violence within the texts holds a liberating potential.

Through discursive essays and poetic narrative, Antithetical Commentaries on X, Y and the Disruption of Being explores the tenuous relationship between modes of measurement and the struggle for human relevance in the post-contemporary digital age. In the introductory essay, “Not the Feather, but the Bird”, I give an overview of the inherent problems of object-oriented ontology, and how it relates to aesthetics and social issues of our times. In the Developmental Overview, I detail how I developed my installation approach and techniques, particularly with regard to the three-way dynamic of the artist:work:viewer relationship and how it can encourage a ‘transgression’ that leads to the possibility of a transformative awareness of being. Subsequently, I present a series of ‘antithetical’ commentaries that neither explain nor expand the installation, rather, they create a non-binary duality that, through an entirely non-linear anti-narrative, work to erode the overlay of personal, civic and collective grids present in the memory space/time referenced in the video, TAG. Finally, in “Grid: Towards a Transgressive Humanism.” I propose a path by which installation art might serve to create transgressive opportunities for viewers, rather than the transcendence sought through religious rituals, which often reinforce stigmas, fears and authoritarian social dynamics, or worse, the reductive loop, of many contemporary approaches to art which proclaim their detachment in wordy displays, essentially leading to a form of aesthetic nihilism. This Transgressive Humanism is not presented as a dogma, but rather a revitalization of the work as a vessel of possibilities, an agent of creative growth for the artist and the viewer.

The study examined the properties of stalk and cob fibres from recombinant inbred corn lines and their parents, grown at two locations, in a polylactic acid (PLA) matrix. The objectives were to: determine fibre compositions; evaluate the effects of fibres on the functional properties of biocomposites and identify quantitative trait loci (QTLs) and gene markers for fibre performance in biocomposites. Significant Genotype*Location effects were observed. Composites had lower strength (impact, tensile, and flexural) but higher tensile/flexural modulus values than pure PLA. The latter were positively affected by cellulose and hemicellulose but negatively affected by free phenolic levels and 93 fibre QTLs and 62 composite markers were detected. This study identified fibre traits and markers for genes that may be important for the use of corn fibres in biocomposites. / Ontario BioCar Initiative Project funded by Ontario Ministry of Research and Innovation, Agriculture and Agri-Food Canada, The Natural Sciences and Engineering Research Council, The Ontario Ministry of Agriculture, Food and Rural Affairs (OMAFRA) and Ontario Public Sector

Text in English with abstracts and keywords in English, Afrikaans and Zulu / Beyond the African boundaries, the black body is marked with an othered identity that often leaves its bearer open to discrimination. Being black is considered a transgression because, presumably, it constitutes deviance from a particular skin pigmentation, spatial norm and cultural practice. This dissertation examines the depiction of people of colour, particularly blacks, as transgressive bodies and invaders of space. From a postcolonial perspective, it investigates the racial implications of blackness by reason of migration. This study draws on a critical analysis of Chimamanda Ngozi Adichie’s Americanah (2013) and Trevor Noah’s Born a Crime (2016) to investigate the intersection of identity, race and spatial zones as thematic concerns in both texts. I contend that despite the fact that race is a social construct, it continually has an impact on the individual living of blacks in the space they inhabit or where they exist. They are burdened by the negativities generated by their colour, consequently perceiving themselves as deviants from the norm. Unlike Adichie’s other novels, the theme of migration is more profound in Americanah to reflect the intense consequences of race for African migrants in the western world. Therefore, I seek to establish that the stereotyping of Africans owing to their racial and cultural differences forces them to alter their identity in order to be recognised and accepted. In the same regard, the study projects Trevor Noah’s holistic representation of displacement both within self and community. More insightful is the writer’s engagement of body politics as a propeller for socio-economic issues. These issues explored in both texts ultimately present a (re)imagining of people of colour within the othered zones. / Buite die Afrikagrense word die swart liggaam gemerk met 'n gemarginaliseerde (“anderste”) identiteit wat die draer dikwels ooplaat vir diskriminasie. Swartwees word as 'n oortreding beskou, want dit is vermoedelik 'n afwyking van 'n bepaalde velpigmentasie, ruimtelike norm en kulturele praktyk. Hierdie verhandeling ondersoek die uitbeelding van mense van kleur, veral swart mense, as oortredende liggame en indringers van die ruimte. Vanuit 'n postkoloniale perspektief ondersoek dit die rasse-implikasies van swartheid as gevolg van migrasie. Hierdie studie neem as uitgangspunt die kritiese analise van Chimamanda Ngozi Adichie se Americanah (2013) en Trevor Noah se Born a Crime (2016) om die interseksie van identiteit, ras en ruimtelike sones as tematiek in albei tekste te ondersoek. Ek beweer dat, ondanks die feit dat ras 'n sosiale konstruk is, dit voortdurend 'n impak het op die individuele leefwyse van swart mense in die ruimte waarin hulle woon of waar hulle bestaan. Gevolglik word hulle belemmer deur negatiewe aspekte wat deur hul kleur gegenereer word, en hulself gevolglik as afwykers van die norm beskou. Anders as haar ander romans, is Adichie se migrasieprobleme meer diepgaande in Americanah om die intense gevolge van rassekwessies vir Afrika-migrante in die Westerse wêreld te weerspieël. Daarom wil ek vasstel dat die stereotipering van Afrikane weens hul rasse- en kulturele verskille hulle dwing om hul identiteit te verander om erken en aanvaar te word. In dieselfde verband projekteer die studie Trevor Noah se holistiese voorstelling van verplasing binne die self en die gemeenskap. Meer insiggewend is die skrywer se betrokkenheid by liggaamspolitiek as 'n voorstuwer vir sosio-ekonomiese kwessies. Hierdie kwessies, wat in albei tekste ondersoek word, bied uiteindelik 'n (her)verbeelding van mense van kleur binne die “ander” sones. / Nangaphandle kwemingcele ye-Afrika, imizimba yabantu abamnyama imakwe ngobuzazisi babanye, lokhu okuvama ukushiya lowo walowo mzimba omnyama esesimweni sokubandlululwa. Ukuba mnyama kuthathwa njengento eyisono neyeqe umngcele omukelekile ngoba, kuvanyiswe ukuthathwa njengokwehlukile kwibala elithile lesikhumba, indawo evamile kanye nezinkambiso zamasiko. Le dissertation ihlola ukuthathwa kwabantu abanebala, ikakhulukazi elimnyama, njengemizimba ewukweqa okuhle nokwamukelekile kanye neyabahlasela indawo. Ukusuka kwimibono yenkathi engemuva kobukoloni, iphenya ngemiphumela yombono webala elimnyama ngenxa yokuya kwamanye amazwe. Ucwaningo luthathela kuhlaziyo olunzulu lwemibhalo kaChinamanda Ngozi Adichie ye-Americanah (2013) kanye ne-Trevor Noah’s Born a Crime (2016) ukuphenya ngokuxhumana kobuzazisi, ukubuka izinto ngeso lebala kanye nezindawo njengezinto eziyizihloko zemibhalo. Ngibeka elokuthi noma udaba lwebala kuyinto eyenziwe ngabantu, kodwa inomphumela kumuntu ophila njengomuntu omnyama, ohlala endaweni ahlala kuyo noma lapho akhona. Ngenxa yalokho-ke, bathwele umthwalo omubi ngenxa yebala labo, ngalokho bazibona njengabahlukile kokujwayelekile nokufanele. Ngokwehluka namanye amanoveli, ukukhathazeka ngokuya kwamanye amazwe kubonakala kakhulu kwi-Americanah ukubheka kanzulu ngemiphumela ejulile yokubuka izinto ngokwebala kubantu ababuya eAfrika abaya kumazwe asentshonalanga. Ngakho ke, ngifuna ukuqaphela indlela abantu abangama-Afrika ababonwa ngayo ngendlela ethile embi nemi ndawonye (stereotyping) ngenxa yomehluko wabo ngokubona izinto ngokwebala kanye nomehluko ngokwezamasiko, ukushintsha ubuzazi babo ukuze bamukelwe nokumukeleka. Ngale ndlela, ucwaningo lubhekisa kwindlela ephelele kaTrevor Noah, yokuzibona eqhelilee nokwehluka ngobuyena ngaphakathi kuye kanye nasemphakathini. Ngokubona izinto ngeso elijulile ngokubheka ezepolitiki kombhali njengesisunduzi kwizinto ezibhekene nabantu kanye nezomnotho. Lezi zinto zicwaninga ngokombhalo kanye nokubeka kabusha ngombono nendlela entsha abantu bebala, emkhakheni wabanye. / Afrikaans and Theory of Literature / M.A. (Theory of Literature)