This dissertation investigates the relationship between genre and the representation of war-time violence in five texts written during and shortly after the United States Civil War (1861-1865). The texts are The Narrative of Edmund Wright (1864), John William De Forests Miss Ravenels Conversion from Secession to Loyalty (1867), and three short stories by Henry JamesThe Story of a Year (1865), Poor Richard (1867), and A Most Extraordinary Case (1868). These texts deal with the theme of war violence through generic mechanisms associated with the spectrum of writings often dichotomized as romance and realism. The main theoretical approach to genre depends on a distinction between criterial theories of genre and contingency theories of genre. Criterial theories emphasize the shared characteristics of literary texts: that is, criterial theories of genre are classificatory in orientation. Contingency theories emphasize the ways in which social forces influence the act of classification: contingency theories of genre, in other words, concentrate on the notion that genres are social constructs. This dissertation maintains, in line with contingency theory, that genre is affected by the social, political and cultural circumstances of the period in which the genre operates; as a result, this dissertation uses documents from and about the American Civil War to substantiate its claims. The work of Alice Fahs, David Reynolds, and John Frow has influenced the approach to genre theory and to nineteenth-century American literary history. / English

Doctor of Philosophy(PhD) / This study investigates the poetic foundation of David Malouf’s poetry and prose published from 1960 to 1982. Its purpose is to extend reading strategies so that the nature of his poetic and its formative influence are more fully appreciated. Its thesis is that Malouf explores and tests with increasing confidence and daring a poetic imagination that he believes must meet the demands of the times. Malouf’s work is placed in relation to Wallace Stevens’ belief that the poetic imagination should “push back against the pressure of reality”, a view discussed by Seamus Heaney in “The Redress of Poetry”. The surprise of the poetic as “unpredicted aesthetic value” (García-Berrio, 1989) is significant to his purposes and techniques, as it creates idea-images and feeling-values (Jung, 1921) that bring together apparently opposite ways of knowing the world. In seeking to represent the meeting of inner and outer perceptions, Malouf’s work shows the influence not only of Stevens but also Rilke and contemporary American poetry of “deep image”. The Australian context of Malouf’s work is considered in relation to Judith Wright’s essay “The Writer and the Crisis” and the poetry of Malouf’s contemporaries. Details of the manuscript development of his first four novels show Malouf’s steps towards a clearer representation of his holistic, post-romantic vision. His correspondence with the poet Judith Rodriguez provides useful insights into his purposes. Theories and research about brain functions, the nature of intelligence and learning provide an important international context in the 1960s and 1970s, given Malouf’s interest in how meaning forms from perception and experience. Jean Piaget’s view of intelligence and David Kolb’s theory of experiential learning (1984) offer frameworks for reading Malouf that have not yet been considered. The thesis offers a model of poetic learning that highlights the interplay of dialectically opposed ways of forming meaning and points to the importance for Malouf of holding diverse states of mind together through the poetic imaginary.

This dissertation evaluates the degree of "fit" in employing Emotionally Focused Couple Therapy [EFCT] within the context of congregational ministry and/or a Christian counselling center to counsel evangelical couples who have experienced an "attachment injury." The present study introduces and examines the possibility that, given an appropriate level of theological reflection, EFCT is an appropriate counselling methodology for use by evangelical clergy and counselors. Beginning with an examination of the values, assumptions and practices of EFCT this study explores three dimensions of the interface between EFCT and ecclesiastical practice: a) a theological reflection on the values and assumptions that inform the practice of EFCT; b) a comparison of EFCT with the marital counselling theories of Howard Clinebell, Jr., Larry Crabb, Jr., H. Norman Wright, and Everett L. Worthington, Jr., noting how each of these theories conceptualizes and treats both the marital dyad and emotional experience; and, c) an examination of Christians' perceptions of, and receptivity to, this model. The research demonstrates that the pastoral adaptation of EFCT highlighted in this study was rated favorably but not superior to the other four models. Specifically, it is noted that those who had previously experienced marital counselling, pastoral or otherwise, appeared to be attracted to the EFCT model as it was presented, even though the exemplar did not explicitly incorporate either the use of scripture, prayer, religious homework, or spiritual themes such as forgiveness and mutuality in marriage. The fact that even in the absence of an explicitly spiritual emphasis EFCT received high ratings suggests there is something within the model that speaks to the committed evangelical believer. The study concludes that even though EFCT may not be known within the evangelical community the perspective it offers "fits" with the values of this part of the Christian community and seems to appeal to those who have previously experienced marital difficulties. As a result, it may be stated that EFCT offers a mode of intervention that is suitable for use with evangelical Christians. / Philosophy, Practical and Systematic Theology / D. Div. (Pracical theology)

Why has the resurrection once again become the centre point of a new storm brewing in both popular and academic culture? Because of the combination of a realisation of death, and of human beings’ need to interpret its (death’s) mysteries; a question innate to the human experience. In a fear-filled world where war, terrorism, and economic collapse bring the question of death (and the afterlife) to the fore, people are asking – perhaps more than ever – what happens after we die. This popular fascination with the end, with death, and with what (if anything) lies beyond it, has also influenced the theme and the direction of academic work in the theological field. For this reason an informed analysis of the resurrection debate has become necessary – a process of analysing the different strata of understanding as it relates to current resurrection research. Any consideration given to gender or power, birth or burial, money or food is made in an effort to situate the debates being studied. Could a reason for these still varied conclusions on the subject be that those writing on it are not equipped for the task of analysing and interpreting history and historical method? In order to be able to begin answering this question, one of this study's main objectives is to learn and apply the approach of historians – outside of the community of Biblical scholars – to the question of whether Jesus of Nazareth rose from the dead; thus providing interaction with philosophers of history related to hermeneutical and methodological considerations. The method proposed here is a combination of historiography and an ethics of understanding, with the use of Correspondence theory (in which history is described as knowable, and some hypotheses as truer than others in a correspondence sense). This study wants to address both the different questions and analyses of the debate by asking: What if we see things differently? What if we were to ask a different set of questions? In order for this to be possible, we need to develop an ethics of interpretation – instead of asking the expected questions, this study aims to ask: What interests and frameworks inform the questions we ask and the way in which we interpret our sources? How does scholarship echo (and even participate in) contemporary public discourses about Christian identity? These questions will be attended to through three intersecting practices – critical reflexivity, complemented by the use of the two related practices of textual re-reading and public debate. However, these are not methodical steps in a linear progression, they are mutually interacting practices that draw on each other; raising new possibilities for the way in which we historically reconstruct the Jesus movement, allowing us to enter into the public debate about Jesus and eschatology in a way that takes the ethical possibilities and consequences of our reconstructions of Christian origins and identity seriously. For, though fragmentary and broken human words may be, they nevertheless possess a capacity to function as the medium through which God is able to disclose himself. Copyright / Dissertation (MTh)--University of Pretoria, 2010. / New Testament Studies / unrestricted

<i> History Will Be My Judge: A Cultural Examination of America's Racial Tensions Presented Through the Symbolization of Booker T. Washington</i> is an interdisciplinary study about the emergence of Booker T. Washington as a black cultural hero. By the turn of the twentieth century, Washington had become the most prominent African American educator, economic reformer, entrepreneur, and race leader in the United States. He is most recognized as the founder of Tuskegee Institute (now University) and his highly acclaimed autobiography, <i>Up From Slavery</i>, which recounts his life growing up enslaved to becoming an international icon. Since his death in 1915, several monuments, memorials, landmarks, and commemorative tributes have been established in his honor. During the 1940s, Washington became the first African American pictured on the United States postage stamp and minted silver half-dollar. Additionally, he was spotlighted in a series of media campaigns called "Famous American Firsts," and was the first African American inducted into the Hall of Fame for Great Americans. Moreover, amidst the presidential transition between Barack Obama and Donald Trump, black popular media has alluded to Washington's economic philosophy through music videos, documentaries, and television programs. I argue that each of these posthumous commemorations belong to larger social justice movements, namely, the Civil Rights movement and Black Lives Matter movement. Throughout these eras, Washington's legacy has served to counter white supremacy and symbolize the rise of integration, the black middle class, economic justice, black self-made, black education, and the legacy of slavery.<div> The purpose of this study is to examine how during periods of racial unrest, African Americans leverage Booker T. Washington's image to counter racist stereotypes and reaffirm black citizenship. The primary framework applied in this study is William L. Van Deburg's theory of the <i>black cultural hero. </i>Two emergent theories from this research are my developing frameworks called <i>Black Hustle Theory</i> and <i>nostalgic tension</i>. Using literary and visual analysis, I assess historical archives from popular press, black literature, American memorabilia, and black popular culture to examine Washington's commemorative legacy through a black radical lens. Specifically, I explore how the following four people have connected Washington's legacy to the Civil Rights movement and Black Lives Matter movement: Major Richard Robert Wright, Sr., founder of Savannah State University; Langston Hughes, famed Harlem Renaissance poet and author; Stanley Nelson, award-winning producer; and, Beyonce Knowles-Carter, singer and pop mogul. I put Washington's legacy in conversation with each of these cultural producers to simulate a call-and-response between his lifework and the generations after him.<br><div><br></div></div>

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This thesis discusses the current Japanese language (nihongo) education for immigrant students at public schools in Japan and provides recommendations through the study of language policy and the comparison of bilingual education in the United States. The current situation of a decreasing birth rate and increasing aging population in Japan has led to the acceptance of more foreign workers. Due to this change, language education in Japan has increasing development. The focus of chapter 1 is on the theories of language policy. This paper particularly focuses on the ideas of Wright (2004), Neustupný (2006), Spolsky (2004), and Cooper (1989), and discusses similarities and differences between them. By applying these theories to language policy in Japan, chapter 1 shows how language policy changed throughout Japanese history. Chapter 2 discusses the current environment surrounding immigrant students. It includes a description not only of the expanding population of foreign students, but also the history of Japanese language education and the laws related to it. This chapter also presents the present movement of language policy in Japan and how the movement affects Japanese language education for language minority students. Chapter 3 compares bilingual education in the United States to bilingual education in Japan, and makes three suggestions to improve Japanese language education at public schools in Japan, particularly addressing the classification of language levels for immigrant students, teaching styles, and the limitation of qualified bilingual teachers.

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This thesis seeks to understand how we read and understand the use of depictions of violence by examining its rhetorical presentation. Although the media gives us a mixed understanding of the way that experiencing violence secondarily (that is, through all types of media) affects us, scholarship in this area has proved clear connections between viewing/experiencing depictions of violence and raised levels of aggression. On the other hand, there is a clear difference between gratuitous depictions of violence and socially useful depictions of violence (i.e., the difference between a slasher movie and a holocaust movie) that that area of scholarship does not expressly take into account. I argue that the language of trauma studies has the ability to evaluate the impact of violent texts on audiences and that Kenneth Burke's Dramatistic Pentad has the ability the examine depictions of violence to uncover explicit and hidden ideologies that affect the presentation of the violence and, thus, our reception and interpretation of that violence. Working in conjunction, these two theories can help audience's understand depictions of violence on an ideological level and help them to assess the violence's potential traumatic impact on themselves and others within certain contexts. To demonstrate this theory of understanding violence, I make two short analyses of Native Son and The Lovely Bones and demonstrate an in-depth analysis of Fight Club and Blood Meridian in order to give an example of the type of reading I am advocating and its potential for understanding and interpreting depictions of violence in ways that uncover both social benefit and harm. In the end, I hope that this theory of reading violence might extend beyond the sample readings I have done and into other types of media, so that we can all understand the ways that violence is used rhetorically for social and political purposes and be able to both use it and interpret it responsibly.

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