You searched for subject:(Dialogical).
Showing records 1 – 30 of
316 total matches.
◁ [1] [2] [3] [4] [5] … [11] ▶
Boston College
1.
Collins, Christopher.
Joseph Ratzinger's Theology of the Word: The Dialogical
Structure of His Thought.
Degree: STD, Sacred Theology, 2012, Boston College
URL: http://dlib.bc.edu/islandora/object/bc-ir:101454 
► Based upon his role as a peritus at Vatican II in the shaping of the Constitution on Divine Revelation, Dei Verbum, Ratzinger reflected back on…
(more)
▼ Based upon his role as a peritus at Vatican II in the
shaping of the Constitution on Divine Revelation, Dei Verbum,
Ratzinger reflected back on the deliberations at the Council soon
after its conclusion and indicated that the new development of
understanding of Revelation was that Revelation is to be seen
"basically as dialogue." In his Introduction to Christianity, he
would indicate that because of the experience of Jesus Christ, the
Church comes to see that God is not only logos, but dia-logos.
Throughout his theological and pastoral career, Ratzinger, now
Benedict XVI, consistently relies upon the framework of "dialogue"
as the principle of coherence for how he attempts to articulate the
one Christian mystery, whether he is speaking of Revelation,
Christology, ecclesiology, eschatology or any other area of
Christian theology. I attempt in this dissertation, to trace that
principle of coherence in his thought and thereby give a
hermeneutic for approaching one of the most influential theologians
of our time.
Advisors/Committee Members: Khaled Anatolios (Thesis advisor).
Subjects/Keywords: Benedict XVI; Dialogical; Ratzinger; Theology; Word
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Collins, C. (2012). Joseph Ratzinger's Theology of the Word: The Dialogical
Structure of His Thought. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101454
Chicago Manual of Style (16th Edition):
Collins, Christopher. “Joseph Ratzinger's Theology of the Word: The Dialogical
Structure of His Thought.” 2012. Doctoral Dissertation, Boston College. Accessed April 21, 2021.
http://dlib.bc.edu/islandora/object/bc-ir:101454.
MLA Handbook (7th Edition):
Collins, Christopher. “Joseph Ratzinger's Theology of the Word: The Dialogical
Structure of His Thought.” 2012. Web. 21 Apr 2021.
Vancouver:
Collins C. Joseph Ratzinger's Theology of the Word: The Dialogical
Structure of His Thought. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2021 Apr 21].
Available from: http://dlib.bc.edu/islandora/object/bc-ir:101454.
Council of Science Editors:
Collins C. Joseph Ratzinger's Theology of the Word: The Dialogical
Structure of His Thought. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101454
University of Illinois – Chicago
2.
Noyan, Gonca.
Old Bridge as a Symbol of Multiculturalism: Global Discourse and Local Narratives in Mostar.
Degree: 2017, University of Illinois – Chicago
URL: http://hdl.handle.net/10027/22227
► This ethnographic study explores contested meanings attached to Old Bridge in Mostar, a unique, divided public space and also a UNESCO (United Nations Educational, Scientific…
(more)
▼ This ethnographic study explores contested meanings attached to Old Bridge in Mostar, a unique, divided public space and also a UNESCO (United Nations Educational, Scientific and Cultural Organization) Heritage Site where locals must negotiate their identities vis-à-vis global and national authorities. Narratives of the locals are embedded within, and at the same time, struggle against state and international discourse about what Old Bridge is and ought to be. Two major themes emerged during my fieldwork, which I have labeled public space and globalization.
As a public space, Old Bridge and Mostar are conceived, perceived, and represented by different agencies, whether individual, or state or international organizations, as each embraces a unique view of the history of Bosnia and Herzegovina, especially the destruction and the rebuilding of the Old Bridge. As locals continue to live their day-to-day life in response to, and in spite of, global discourse imposed by UNESCO and others, Old Bridge continues to evolve as site of interpretations.
Advisors/Committee Members: Chang, Hui-Ching (advisor), Papacharissi, Zizi (committee member), Fidelis, Malgorzata (committee member), Vidyarthi, Sanjeev (committee member), Rojecki, Andrew (chair).
Subjects/Keywords: public space; globalization; dialogical narration; divided cities
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Noyan, G. (2017). Old Bridge as a Symbol of Multiculturalism: Global Discourse and Local Narratives in Mostar. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22227
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Noyan, Gonca. “Old Bridge as a Symbol of Multiculturalism: Global Discourse and Local Narratives in Mostar.” 2017. Thesis, University of Illinois – Chicago. Accessed April 21, 2021.
http://hdl.handle.net/10027/22227.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Noyan, Gonca. “Old Bridge as a Symbol of Multiculturalism: Global Discourse and Local Narratives in Mostar.” 2017. Web. 21 Apr 2021.
Vancouver:
Noyan G. Old Bridge as a Symbol of Multiculturalism: Global Discourse and Local Narratives in Mostar. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2021 Apr 21].
Available from: http://hdl.handle.net/10027/22227.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Noyan G. Old Bridge as a Symbol of Multiculturalism: Global Discourse and Local Narratives in Mostar. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22227
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Duquesne University
3.
Ahiaba, Martin.
Christian Supersessionism and the Dilemma of Dialogue in Jos Nigeria: Exploring Panikkar’s Dialogical Dialogue as a Paradigm for Interreligious Dialogue.
Degree: PhD, Theology, 2016, Duquesne University
URL: https://dsc.duq.edu/etd/59
► The Middle-belt and Northern Nigeria are notoriously known as the epicenter for ethnic and religious warfare. The hostility between the two dominant religions—Islam and…
(more)
▼ The Middle-belt and Northern Nigeria are notoriously known as the epicenter for ethnic and religious warfare. The hostility between the two dominant religions—Islam and Christianity—has a beginning that pre-dates the British colonial occupation in 1903. Islamic opposition to British cultural imperialism and religious superiority continues in its outright rejection of Christian supersessionism and the formation of fundamentalist sects. Though not denying the importance of addressing the economic, ethnic, and political context of the problem of violence, this work focuses on exclusivist Christology and its hermeneutical use in framing the dialogue between Christians and Muslims in Jos Plateau.
We analyze the nature of absolute claims emanating from Christian supersessionism and evaluate how these have served as triggers to violence, provoked by the slightest religious misunderstanding. Such an exclusive Christological definition lends to religious extremism, and it raises serious ethical and theological questions for Christianity as a religion that preaches love and hospitality for neighbors, especially the stranger. In this sense, Christian supersessionism poses grave ethical danger to the virtue of hospitality in that it reduces the horizon of Christian compassion, making it accessible only to members of the Christian faith community.
By applying Raimon Panikkar’s non-dualistic method and his post-colonial critique of Western theological imperatives, this works seeks to liberate exclusivist Christology from its totalizing tendencies. It is our intention to develop an alternative
dialogical pneumatology of charity and hospitality that is necessary for the interreligious encounter and mutual coexistence between Christians and Muslims. This investigation shows that Panikkar’s cosmotheandric vision of reality which promotes “individuality, irreducibility and reciprocity,” remains the sine qua non for interreligious peace in a pluralistic setting. Cosmotheandrism offers a deep complementarity of perspectives, insights, and approaches. In sum, cosmotheandrism within the context of interreligious dialogues argues that there is no “one religion” that can be imposed on the “many,” and there are no “many” that can be reduced to the “one.”Thus, we contend that Panikkar’s concept of
dialogical dialogue, which draws from the cosmotheandric vision, remains an effective method for formulating both the theoretical and hermeneutical principles required for addressing Christian exclusivism.
Advisors/Committee Members: Marinus Iwuchukwu, Gerald Boodoo, Anna Scheid.
Subjects/Keywords: Cosmotheandrism; Dialogical Dialogue; Exclusivism; Inclusivism; Pluralism; Supersessionism
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ahiaba, M. (2016). Christian Supersessionism and the Dilemma of Dialogue in Jos Nigeria: Exploring Panikkar’s Dialogical Dialogue as a Paradigm for Interreligious Dialogue. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/59
Chicago Manual of Style (16th Edition):
Ahiaba, Martin. “Christian Supersessionism and the Dilemma of Dialogue in Jos Nigeria: Exploring Panikkar’s Dialogical Dialogue as a Paradigm for Interreligious Dialogue.” 2016. Doctoral Dissertation, Duquesne University. Accessed April 21, 2021.
https://dsc.duq.edu/etd/59.
MLA Handbook (7th Edition):
Ahiaba, Martin. “Christian Supersessionism and the Dilemma of Dialogue in Jos Nigeria: Exploring Panikkar’s Dialogical Dialogue as a Paradigm for Interreligious Dialogue.” 2016. Web. 21 Apr 2021.
Vancouver:
Ahiaba M. Christian Supersessionism and the Dilemma of Dialogue in Jos Nigeria: Exploring Panikkar’s Dialogical Dialogue as a Paradigm for Interreligious Dialogue. [Internet] [Doctoral dissertation]. Duquesne University; 2016. [cited 2021 Apr 21].
Available from: https://dsc.duq.edu/etd/59.
Council of Science Editors:
Ahiaba M. Christian Supersessionism and the Dilemma of Dialogue in Jos Nigeria: Exploring Panikkar’s Dialogical Dialogue as a Paradigm for Interreligious Dialogue. [Doctoral Dissertation]. Duquesne University; 2016. Available from: https://dsc.duq.edu/etd/59
4.
Kay, Emma.
Analysing multivoicedness : an examination of the dynamic interactional patterns between the voices of the self in clients who experience depression.
Degree: Thesis (Psych.D.), 2019, University of Roehampton
URL: https://pure.roehampton.ac.uk/portal/en/studentTheses/analysing-multivoicedness
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800399
► Depression has been identified as being the predominant mental health problem worldwide, this recurrent disorder is linked to an increased inability to function, and a…
(more)
▼ Depression has been identified as being the predominant mental health problem worldwide, this recurrent disorder is linked to an increased inability to function, and a reduction in the quality of life. Both clinicians of various orientations and psychological research has supported the view that the self is constituted of multiple parts or internal voices, suggesting that these differing voices are apparent in individuals engaging in psychotherapy. Taking this into consideration, this study analysed the multivoicedness of five individuals who were receiving psychotherapy for depression in order to gain a greater understanding of this condition through a dialogical lens. A new qualitative method was used to analyse audiorecordings and transcripts emanating from psychotherapy sessions. A longitudinal case study design was adopted and the first, middle and final psychotherapy sessions were analysed. There were two main findings, the first related to the interactional patterns generated between voices of the self. A relational pattern was identified in all cases which consisted of two oppositional I-positions, these I-positions generated intrapsychic conflict, this conflict was subsequently shut down by a third apathetic, passive I-position. The second finding concerned the emergence at midpoint of an emotional I-position, which enabled a working through of previous problematic narratives and an increased degree of reflexivity, which heightened the level of dialogicality between existing I-positions. This study has two implications for clinical practice as it highlights firstly how dialogical theory can be used to understand the nature of depression from a dialogical perspective, and secondly how this understanding may impact how clinicians work with clients who are experiencing depression.
Subjects/Keywords: Multivoicedness; Dialogical; I-positions; Meta position; Depression
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kay, E. (2019). Analysing multivoicedness : an examination of the dynamic interactional patterns between the voices of the self in clients who experience depression. (Doctoral Dissertation). University of Roehampton. Retrieved from https://pure.roehampton.ac.uk/portal/en/studentTheses/analysing-multivoicedness ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800399
Chicago Manual of Style (16th Edition):
Kay, Emma. “Analysing multivoicedness : an examination of the dynamic interactional patterns between the voices of the self in clients who experience depression.” 2019. Doctoral Dissertation, University of Roehampton. Accessed April 21, 2021.
https://pure.roehampton.ac.uk/portal/en/studentTheses/analysing-multivoicedness ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800399.
MLA Handbook (7th Edition):
Kay, Emma. “Analysing multivoicedness : an examination of the dynamic interactional patterns between the voices of the self in clients who experience depression.” 2019. Web. 21 Apr 2021.
Vancouver:
Kay E. Analysing multivoicedness : an examination of the dynamic interactional patterns between the voices of the self in clients who experience depression. [Internet] [Doctoral dissertation]. University of Roehampton; 2019. [cited 2021 Apr 21].
Available from: https://pure.roehampton.ac.uk/portal/en/studentTheses/analysing-multivoicedness ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800399.
Council of Science Editors:
Kay E. Analysing multivoicedness : an examination of the dynamic interactional patterns between the voices of the self in clients who experience depression. [Doctoral Dissertation]. University of Roehampton; 2019. Available from: https://pure.roehampton.ac.uk/portal/en/studentTheses/analysing-multivoicedness ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800399
Montana Tech
5.
Lynn, Eric Mark.
TEACHERS AS WRITERS: OPENING THE DOOR TO DIALOGISM.
Degree: MA, 2014, Montana Tech
URL: https://scholarworks.umt.edu/etd/4215
In an attempt to put better writing instruction into practice by learning from past mistakes, the author explores the potential benefits and perils that teachers who regularly write bring to their instruction and the promise and enactment of dialogical writing.
Subjects/Keywords: composition pedagogy; Teacher-writers; dialogical instruction
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lynn, E. M. (2014). TEACHERS AS WRITERS: OPENING THE DOOR TO DIALOGISM. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4215
Chicago Manual of Style (16th Edition):
Lynn, Eric Mark. “TEACHERS AS WRITERS: OPENING THE DOOR TO DIALOGISM.” 2014. Masters Thesis, Montana Tech. Accessed April 21, 2021.
https://scholarworks.umt.edu/etd/4215.
MLA Handbook (7th Edition):
Lynn, Eric Mark. “TEACHERS AS WRITERS: OPENING THE DOOR TO DIALOGISM.” 2014. Web. 21 Apr 2021.
Vancouver:
Lynn EM. TEACHERS AS WRITERS: OPENING THE DOOR TO DIALOGISM. [Internet] [Masters thesis]. Montana Tech; 2014. [cited 2021 Apr 21].
Available from: https://scholarworks.umt.edu/etd/4215.
Council of Science Editors:
Lynn EM. TEACHERS AS WRITERS: OPENING THE DOOR TO DIALOGISM. [Masters Thesis]. Montana Tech; 2014. Available from: https://scholarworks.umt.edu/etd/4215
Tampere University
6.
Arnkil, Marikki.
"Mehän opimme enemmän kuin lapset" Opettaja dialogisena auktoriteettina
.
Degree: 2019, Tampere University
URL: https://trepo.tuni.fi/handle/10024/105506
► Tutkimukseni ydinkäsitteet ovat dialogi ja dialogisuus. Dialogista opettamista ja dialogia oppitunneilla on suomalaisessa koulukontekstissa tutkittu empiirisesti useimmiten vuorovaikutuksen näkökulmasta tai tietynlaisina opetusmenetelminä. Dialogifilosofiaan – kohtaamiseen…
(more)
▼ Tutkimukseni ydinkäsitteet ovat dialogi ja dialogisuus. Dialogista opettamista ja
dialogia oppitunneilla on suomalaisessa koulukontekstissa tutkittu empiirisesti
useimmiten vuorovaikutuksen näkökulmasta tai tietynlaisina opetusmenetelminä.
Dialogifilosofiaan – kohtaamiseen – pohjautuvat tutkimukset ovat olleet enimmäkseen
teoreettisia. Oppituntikeskustelujen dialogisten tapahtumien yksityiskohtainen
analyysi, yhtä aikaa sekä keskustelun että kohtaamisen näkökulmasta, on jäänyt
vähemmälle huomiolle. Väitöskirjani täyttää tätä aukkoa. Tarkastelen dialogia ja
dialogisuutta sekä teoreettisesti että empiirisesti yhteisenä merkitysten luomisena,
kohtaamisena ja maailmassa olemisen tapana. Tutkimukseni peilaa dialogisuutta
filosofian, kielitieteen, kognitiotieteen, sosiaalitieteiden ja pedagogiikan näkökulmista.
Pyrkimyksenäni on laajentaa keskustelua dialogisesta kasvatuksesta, opettamisesta
ja oppimisesta erittelemällä ja käsitteellistämällä niitä tekijöitä, jotka tekevät opettajan
käytännön toiminnasta aidosti dialogista – vilpittömän kohtaamisen, toisen
ainutkertaisuuden kunnioittamisen tasolla. Tutkimuskohteinani ovat oppituntien
dialogiset tapahtumat ja niitä dialogisiksi määrittävät ydinseikat. Tutkimuskysymykset
ovat: 1. Mitkä ovat ne reunaehdot, jotka mahdollistavat dialogiset kohtaamiset
pedagogisissa tilanteissa? 2. Millaisilla valinnoilla ja vastauksilla opettaja ohjaa oppituntikeskustelua avaten tilaa dialogille, kun dialogisuuden reunaehdot täyttyvät?
Tutkimusotteeni on etnografinen. Keräsin tutkimusaineistoni osallistuvana havainnoijana
italialaisella peruskoululla vuosina 2012–2015. Havainnoimani opettajat
toteuttivat keskustelevaa didaktiikkaa, joka perustuu inkluusioon ja jokaisen lapsen
kunnioittamiseen ainutlaatuisena persoonana. Keskusteleva didaktiikka ohjaa lapsia
ja nuoria syvälliseen ja kriittisen ajatteluun, huolenpitoon ja mielekkääseen oppimiseen.
Pääasiallinen aineistoni on syksyltä 2013. Se koostuu kahdesta oppituntikeskustelusta,
joista toinen on neljännen luokan kokous- ja toinen historiantunnilta.
Litteroin keskustelut videomateriaalin ja ääninauhan avulla. Analysoin keskustelut
hyödyntäen ja soveltaen Seikkulan, Laitilan ja Roberin (2012) perheterapiakontekstiin
kehittämää dialogin analyysia Dialogical Methods for Investigations of Happening
of Change. Suoritin analyysin italiankielisestä aineistosta ja suomensin oleelliset osat väitöskirjan arviointia varten. Kyseessä on menetelmällinen avaus, sillä
tätä analyysitapaa ei ole aiemmin sovellettu kasvatustieteelliseen tutkimukseen. Lisäksi
muokkaan sen välineeksi pedagogiseen kontekstiin. Tutkimukseni osoittaa
käyttämäni välineen yleistettävyyttä. Tutkimaani keskustelevaa didaktiikkaa ei kutsuttu
tai mielletty dialogiseksi käytännöksi, mutta siitä oli tästä huolimatta löydettävissä
dialogisia ytimiä. Muokkaamallani välineellä voidaan uskoakseni saada potentiaalinen
dialogisuus esiin mistä hyvänsä pedagogisesta käytännöstä, riippumatta
siitä, millä käsitteillä toimijat itseymmärryksensä hahmottavat.…
Subjects/Keywords: Dialogi
;
dialogisuus
;
kohtaaminen
;
dialoginen auktoriteetti
;
dialogin analyysi
;
keskusteleva didaktiikka
;
Dialogue
;
dialogicity
;
encounter
;
dialogical authority
;
dialogical analysis
;
conversational didactics
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Arnkil, M. (2019). "Mehän opimme enemmän kuin lapset" Opettaja dialogisena auktoriteettina
. (Doctoral Dissertation). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/105506
Chicago Manual of Style (16th Edition):
Arnkil, Marikki. “"Mehän opimme enemmän kuin lapset" Opettaja dialogisena auktoriteettina
.” 2019. Doctoral Dissertation, Tampere University. Accessed April 21, 2021.
https://trepo.tuni.fi/handle/10024/105506.
MLA Handbook (7th Edition):
Arnkil, Marikki. “"Mehän opimme enemmän kuin lapset" Opettaja dialogisena auktoriteettina
.” 2019. Web. 21 Apr 2021.
Vancouver:
Arnkil M. "Mehän opimme enemmän kuin lapset" Opettaja dialogisena auktoriteettina
. [Internet] [Doctoral dissertation]. Tampere University; 2019. [cited 2021 Apr 21].
Available from: https://trepo.tuni.fi/handle/10024/105506.
Council of Science Editors:
Arnkil M. "Mehän opimme enemmän kuin lapset" Opettaja dialogisena auktoriteettina
. [Doctoral Dissertation]. Tampere University; 2019. Available from: https://trepo.tuni.fi/handle/10024/105506
University of Rochester
7.
Andrews, Amy A.
Construction zones : building subjective landscapes
through dialogical and discursive practices in
psychotherapy.
Degree: PhD, 2019, University of Rochester
URL: http://hdl.handle.net/1802/34983
► Research on the language processes that shape subjective experience have focused, on one hand, on the influence of broad cultural discourses on identity production and,…
(more)
▼ Research on the language processes that shape
subjective experience have focused, on one hand, on the influence
of broad cultural discourses on identity production and,
simultaneously, on the power of subtle dialogical processes in
conversation to construct subject positions. This study introduces
Integrated Discourse Analysis (IDA), a methodology that brings
together both levels of analysis simultaneously in order to analyze
the way discursive and dialogical processes work in tandem to shape
the emergence of particular figured worlds, identities, relational
practices and activities in therapy. In this study, IDA is used to
analyze the language processes observed in four therapy sessions in
which the developer of Internal Family Systems (IFS), Richard
Schwartz, models his approach to therapy. The analysis illustrates
the way dialogical processes of the therapist invite the client to
enact subject positions that are consistent with the therapist’s
discursive framework. The findings of this study illustrate the
significant impact of therapeutic discourse on the structuring of
subjective experience and point to the need for additional research
using IDA to illuminate the language processes that take place
between therapists working in other therapeutic modalities and
their clients in the therapeutic setting.
Subjects/Keywords: Dialogical analysis; Discourse analysis; Internal family systems; Psychotherapy; Subject position.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Andrews, A. A. (2019). Construction zones : building subjective landscapes
through dialogical and discursive practices in
psychotherapy. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/34983
Chicago Manual of Style (16th Edition):
Andrews, Amy A. “Construction zones : building subjective landscapes
through dialogical and discursive practices in
psychotherapy.” 2019. Doctoral Dissertation, University of Rochester. Accessed April 21, 2021.
http://hdl.handle.net/1802/34983.
MLA Handbook (7th Edition):
Andrews, Amy A. “Construction zones : building subjective landscapes
through dialogical and discursive practices in
psychotherapy.” 2019. Web. 21 Apr 2021.
Vancouver:
Andrews AA. Construction zones : building subjective landscapes
through dialogical and discursive practices in
psychotherapy. [Internet] [Doctoral dissertation]. University of Rochester; 2019. [cited 2021 Apr 21].
Available from: http://hdl.handle.net/1802/34983.
Council of Science Editors:
Andrews AA. Construction zones : building subjective landscapes
through dialogical and discursive practices in
psychotherapy. [Doctoral Dissertation]. University of Rochester; 2019. Available from: http://hdl.handle.net/1802/34983
Queensland University of Technology
8.
Dillon, Lisette Helen.
Gifted young adolescents : voices of self.
Degree: 2011, Queensland University of Technology
URL: https://eprints.qut.edu.au/43399/
► Despite the challenges that giftedness can add to self-formation during early adolescence, gifted young adolescents seldom are asked about their lives outside of counselling and…
(more)
▼ Despite the challenges that giftedness can add to self-formation during early adolescence, gifted young adolescents seldom are asked about their lives outside of counselling and educational contexts. The study considers the complexities that face gifted young adolescents in the process of self-discovery and self-representation, thereby building a case for seeking their own viewpoints. A guiding assumption for the study was that gifted young adolescents may respond positively to the opportunity to share their own perspectives and their own versions of “who they are”. The theoretical underpinnings for this study drew from Dialogical Self Theory. The study resides within an interactive view of self as a dynamic construction rather than a static state, where “who we are” is formed in everyday exchanges with self and others. Self-making as a process among gifted young adolescents is presented as an interactive network of “I” voices interpreted to reflect internal and external dialogue. In this way, self is understood within dialogical concepts of voices as multiple expressions. The study invited twelve gifted young adolescents to write freely about themselves over a six month period in an email journal project. Participants were recruited online and by word-of-mouth and they were able to negotiate their own levels of involvement. Access to the lives of individual young adolescents was sought in an out-of-school setting using narrative methods of personal writing in the form of journals sent as emails to the researcher. The role of the researcher was to act as a supportive listener who responded to participant-led emails and thereby facilitated the process of authoring that occurred across the data-gathering phase. The listening process involved responses that were affirming and designed to build trust. Data in the form of email texts were analysed using a close listening method that uncovered patterns of voices that were explicitly or subtly expressed by participants. The interpretation of voices highlighted the tensions and contradictions involved in the process of participants forming a “self” that emerged as multiple “I” voices. There were three key findings of the study. First, the gifted young adolescent participants each constructed a self around four key voices of Author, Achiever, Resistor/Co-operator and Self-Innovator. These voices were dialogical selfconstructions that showed multiplicity as a normal way of being. Second, the selfmaking processes of the gifted young adolescent participants were guided by a hierarchy of voices that were directed through self-awareness. Third, authoring in association with a responsive adult listener emerged as a dialogic space for promoting self-awareness and a language of self-expression among gifted young adolescents. The findings of the study contribute to knowledge about gifted young adolescents by presenting their own versions of “who” they are, perspectives that might differ from mainstream perceptions. Participants were shown to have highly diverse, complex and individual…
Subjects/Keywords: dialogical self; email journals; gifted young adolescents; listening; voices; ODTA
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Dillon, L. H. (2011). Gifted young adolescents : voices of self. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/43399/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dillon, Lisette Helen. “Gifted young adolescents : voices of self.” 2011. Thesis, Queensland University of Technology. Accessed April 21, 2021.
https://eprints.qut.edu.au/43399/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dillon, Lisette Helen. “Gifted young adolescents : voices of self.” 2011. Web. 21 Apr 2021.
Vancouver:
Dillon LH. Gifted young adolescents : voices of self. [Internet] [Thesis]. Queensland University of Technology; 2011. [cited 2021 Apr 21].
Available from: https://eprints.qut.edu.au/43399/.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dillon LH. Gifted young adolescents : voices of self. [Thesis]. Queensland University of Technology; 2011. Available from: https://eprints.qut.edu.au/43399/
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
9.
Herne, KE.
‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools.
Degree: 2018, University of Tasmania
URL: https://eprints.utas.edu.au/28687/1/Herne_whole_thesis.pdf
;
https://eprints.utas.edu.au/28687/2/Herne-28687%20Thesis%20Appendix.pdf
;
Herne,
KE
ORCID:
0000-0002-9483-9119
<https://orcid.org/0000-0002-9483-9119>
2018
,
'‘Once
you
do
your
bit,
what
happens
then?’
:
A
narrative
study
of
parents'
experiences
of
reporting
bullying
to
schools',
PhD
thesis,
University
of
Tasmania.
► School bullying is well recognised as a significant factor in adverse health, education and social outcomes for young people. Although parents are frequently represented as…
(more)
▼ School bullying is well recognised as a significant factor in adverse health, education and social outcomes for young people. Although parents are frequently represented as having an important role to play in the prevention of school bullying, very little research on the topic has been undertaken from the perspectives of parents themselves. Consequently, the experiences of parents who report incidents of bullying to schools are not well understood.
This study draws on narrative research methodologies to explore how parents make sense of their experiences of reporting bullying to schools. In particular, the study is underpinned by a ‘storied resource’ perspective which emphasises the shared cultural resources that people use to construct stories of personal experience. Further, the study is informed by dialogical approaches to research which seek understanding of the social world by engaging with, rather than reducing, complexity.
In-depth narrative interviews were conducted with 18 parents of children in Years 5-8 in Tasmania, Australia, about their experiences of reporting bullying of their child to a school. Analysis of the interviews took a layered approach to allow for deep engagement with the particularities of each parent’s story while also attending to connections and discontinuities across the stories as a whole. First, a re-telling of the stories through a series of vignettes focussed on key themes and events in each parent’s story. Next, Arthur Frank’s (1995) typology of illness narratives (restitution, chaos and quest), was used as a device to explore the shared cultural resources that parents drew on to narrate their experiences of reporting bullying, and the implications this has for the types of agency they claimed for themselves as they did so.
This analysis revealed strong resonances between parents’ personal stories of reporting bullying and the core narratives which Frank identifies as underlying most personal stories of illness. In such stories illness is commonly represented as a threat to the storyteller’s sense of self. Similarly, in this study parents represented the bullying of their child as a threat not only to the safety and wellbeing of their child but also to their own moral identity as a parent. For these parents, the bullying their child experienced at school was seen as a significant threat to their capacity to carry out their most basic parental duty to protect their child from harm.
While previous research has emphasised the sense of powerlessness which is often felt by parents whose children have been bullied, in this study parents commonly represented themselves as active agents in bringing an end to the bullying of their child. Although some parents described how they had been able to achieve this by working collaboratively with their child’s school, the majority described how they had struggled to have their reports of bullying taken seriously by the school. These parents feared that with no effective action from the school the bullying would continue unabated with…
Subjects/Keywords: school bullying; parents; cultural narratives; dialogical narrative analysis
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Herne, K. (2018). ‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/28687/1/Herne_whole_thesis.pdf ; https://eprints.utas.edu.au/28687/2/Herne-28687%20Thesis%20Appendix.pdf ; Herne, KE ORCID: 0000-0002-9483-9119 <https://orcid.org/0000-0002-9483-9119> 2018 , '‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools', PhD thesis, University of Tasmania.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Herne, KE. “‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools.” 2018. Thesis, University of Tasmania. Accessed April 21, 2021.
https://eprints.utas.edu.au/28687/1/Herne_whole_thesis.pdf ; https://eprints.utas.edu.au/28687/2/Herne-28687%20Thesis%20Appendix.pdf ; Herne, KE ORCID: 0000-0002-9483-9119 <https://orcid.org/0000-0002-9483-9119> 2018 , '‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools', PhD thesis, University of Tasmania..
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Herne, KE. “‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools.” 2018. Web. 21 Apr 2021.
Vancouver:
Herne K. ‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools. [Internet] [Thesis]. University of Tasmania; 2018. [cited 2021 Apr 21].
Available from: https://eprints.utas.edu.au/28687/1/Herne_whole_thesis.pdf ; https://eprints.utas.edu.au/28687/2/Herne-28687%20Thesis%20Appendix.pdf ; Herne, KE ORCID: 0000-0002-9483-9119 <https://orcid.org/0000-0002-9483-9119> 2018 , '‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools', PhD thesis, University of Tasmania..
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Herne K. ‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools. [Thesis]. University of Tasmania; 2018. Available from: https://eprints.utas.edu.au/28687/1/Herne_whole_thesis.pdf ; https://eprints.utas.edu.au/28687/2/Herne-28687%20Thesis%20Appendix.pdf ; Herne, KE ORCID: 0000-0002-9483-9119 <https://orcid.org/0000-0002-9483-9119> 2018 , '‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools', PhD thesis, University of Tasmania.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Wolverhampton
10.
Hooker, Barbara Ann.
The life stories of teachers in post compulsory education : a narrative exploration of teacher identity.
Degree: Thesis (EdD), 2016, University of Wolverhampton
URL: http://hdl.handle.net/2436/611696
► This thesis centres on a narrative inquiry of the life stories of teachers in Post Compulsory Education with the aim of exploring how the ‘self’…
(more)
▼ This thesis centres on a narrative inquiry of the life stories of teachers in Post Compulsory Education with the aim of exploring how the ‘self’ is constructed within discursive environments. The study adopts a dialogical approach to narrative identity formation as an ongoing process of becoming within the life course. Grounded in social construction theory (Gergen 2009), the study acknowledges that identity is fluid and determined by context; self-creation is therefore both a collective and individual endeavour situated within the social and cultural context. The research design centres on an in-depth study of four teachers in the exploration of the meanings constructed from autobiographical memories; in addition, the study explores how narrative meanings are mediated within the organisational and political context of being a teacher. The study adopts a psychosocial perspective (McAdams 2006) to life stories and the analysis of narrative construction is conducted through the lens of dialogical self theory with the aim of exploring the multivoiced nature of the self based on a diversity of self-positions (Hermans 2001). Narrative identities are therefore viewed as relational, individuals position themselves within the stories they tell in relation to a particular audience; individuals are also positioned by the social and cultural environment in which they are embedded. The study contributes to current knowledge in relation to the crucial role emotions play in the dialogical construction of the self; findings indicate that early emotionally charged autobiographical memories play a significant role in defining individuals’ moral educational values within their teaching role. Emotions were also central to placing individuals in a field of tension in reconciling their personal values within the current organisational and political environment that imposes constraints on teachers’ professional practice. The study concludes that in order to sustain the moral purpose of teachers’ professional practice, there is a need for the dialogical renewal of the self through transformative discourse.
Subjects/Keywords: 371.102; Teachers' Narrative Life Stories; Emotions; Psychosocial Perspective; The Dialogical Self
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hooker, B. A. (2016). The life stories of teachers in post compulsory education : a narrative exploration of teacher identity. (Doctoral Dissertation). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/611696
Chicago Manual of Style (16th Edition):
Hooker, Barbara Ann. “The life stories of teachers in post compulsory education : a narrative exploration of teacher identity.” 2016. Doctoral Dissertation, University of Wolverhampton. Accessed April 21, 2021.
http://hdl.handle.net/2436/611696.
MLA Handbook (7th Edition):
Hooker, Barbara Ann. “The life stories of teachers in post compulsory education : a narrative exploration of teacher identity.” 2016. Web. 21 Apr 2021.
Vancouver:
Hooker BA. The life stories of teachers in post compulsory education : a narrative exploration of teacher identity. [Internet] [Doctoral dissertation]. University of Wolverhampton; 2016. [cited 2021 Apr 21].
Available from: http://hdl.handle.net/2436/611696.
Council of Science Editors:
Hooker BA. The life stories of teachers in post compulsory education : a narrative exploration of teacher identity. [Doctoral Dissertation]. University of Wolverhampton; 2016. Available from: http://hdl.handle.net/2436/611696
University of Toronto
11.
Burks, Marlo Alexandra.
Art's Challenge: An Analysis of the Role of Aesthetics in the Work of Hugo von Hofmannsthal.
Degree: PhD, 2016, University of Toronto
URL: http://hdl.handle.net/1807/76373
► Art poses itself to us as a challenge: when we confront a work of art, we are in turn confronted with the question of how…
(more)
▼ Art poses itself to us as a challenge: when we confront a work of art, we are in turn confronted with the question of how to be after the encounter. My research pursues Hofmannsthal’s treatment of this challenge by examining his depiction of the aesthetic encounter in literary form. I argue that Hofmannsthal’s evolving understanding of the aesthetic begins to incorporate the ethical by way of a
dialogical structure that emerges out of the encounter with art, things, and people. This kind of encounter is characterised simultaneously by the viewer’s creative boldness and reverential humility. To illustrate this, I analyse a selection of Hofmannsthal’s works treating the aesthetic and its role in the encounter. In Chapter 1, I consider the meaning of beauty in Das Märchen der 672. Nacht, a tale which depicts uncanny encounters with beautiful objects. For Chapter 2, I offer a reading of Die Briefe des Zurückgekehrten, a series of fictional letters which culminate in an encounter with Van Gogh’s paintings. Augenblicke in Griechenland, the focus of Chapter 3, explores what I interpret to be the
dialogical nature of the encounter with art of the past. In Chapter 4, the final chapter, I analyse the tale Die Frau ohne Schatten (which forms a pendant to Das Märchen der 672. Nacht) with a view to the parallel stories of the two-fold rebirth of art and ethical human relations. Hofmannsthal’s work almost never ends in resolution, except in such fairy-tale stories as Die Frau ohne Schatten. But even the resolution of this story is, from a certain perspective, a false one. An analysis of the marriage of ethics and aesthetics leads us to an inescapable aporia. Hofmannsthal’s way to the aporia, however, is one that raises fundamental questions about our understanding of art, what it does, and how we respond.
Advisors/Committee Members: Zilcosky, John, Germanic Languages and Literatures.
Subjects/Keywords: Aesthetic encounter; Dialogical philosophy; Ekphrasis; Hofmannsthal; Modernism; Philosophy and Literature; 0311
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Burks, M. A. (2016). Art's Challenge: An Analysis of the Role of Aesthetics in the Work of Hugo von Hofmannsthal. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/76373
Chicago Manual of Style (16th Edition):
Burks, Marlo Alexandra. “Art's Challenge: An Analysis of the Role of Aesthetics in the Work of Hugo von Hofmannsthal.” 2016. Doctoral Dissertation, University of Toronto. Accessed April 21, 2021.
http://hdl.handle.net/1807/76373.
MLA Handbook (7th Edition):
Burks, Marlo Alexandra. “Art's Challenge: An Analysis of the Role of Aesthetics in the Work of Hugo von Hofmannsthal.” 2016. Web. 21 Apr 2021.
Vancouver:
Burks MA. Art's Challenge: An Analysis of the Role of Aesthetics in the Work of Hugo von Hofmannsthal. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2021 Apr 21].
Available from: http://hdl.handle.net/1807/76373.
Council of Science Editors:
Burks MA. Art's Challenge: An Analysis of the Role of Aesthetics in the Work of Hugo von Hofmannsthal. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/76373
University of Melbourne
12.
Davies, Maree.
Investigating the use of talk in middle and secondary classrooms.
Degree: 2016, University of Melbourne
URL: http://hdl.handle.net/11343/58262
► This thesis describes two projects which investigated effects of systematic interventions upon students’ patterns of productive engagement and discussion in group learning contexts. In the…
(more)
▼ This thesis describes two projects which investigated effects of systematic interventions upon students’ patterns of productive engagement and discussion in group learning contexts. In the first study, the Paideia method was applied with middle school students. In the second study, the framework of Quality Talk and the principles of dialogic teaching were employed with senior school students to encourage their interactions and their questioning skills. In each study, intervention classes were able to be compared with non-intervention classes, and students in both studies also participated through online discussion. Classroom interactions were recorded and coded.
In Study 1, it was found that the use of the Paideia method occasioned increased volume and complexity of student responding especially on measures of student-to- student interaction. The complexity of these interactions increased significantly for students in the mid-level and high socioeconomic intervention classes but less so for the students in low socioeconomic classes. Differences between intervention and non- intervention students for classes in the mid-level to high socioeconomic classes achieved statistical significance but not for the low socioeconomic classes.
Study 2 investigated the framework Quality Talk and principles of dialogic teaching in assisting students to use question-asking strategies, such as authentic questions, uptake questions, high-level questions, intertextual questions and affective response questions and within a classroom environment that encouraged trust and respect. Results showed students increased their use of authentic questions, uptake questions and high-level questions. In turn, the use of these questions appeared to stimulate more complex dialogue, more reasoning words, dialogic spells (a stretch of discourse starting with a student question and followed subsequently, thought not necessarily immediately, by at least two more student questions) and elaborated explanations (a statement or claim that is based on at least 2 reasons). Further, there was a significant change in writing with students in the intervention classes demonstrating increased writing with a critical analytical stance compared with the writing of students in the non-intervention class.
The data from Study 2 showed the effect of a recurring pattern of teaching practice. Analyses revealed that productive student interactions became relatively disrupted through teachers joining into group discussions and immediately asking procedural or managerial questions. When teachers listened to student-to-student interchanges for several minutes before speaking, however, such disruption effects were not evident. It was also found many teachers inconsistently applied dialogic teaching methods but, using different types of feedback to students, appeared to have a positive influence on students’ ability to talk and write with a critical analytical stance.
When student discussions were held in groups online rather than in face-to-face groups their use of…
Subjects/Keywords: critical thinking; dialogue; teacher development; dialogical discussions; secondary schools; middle schools
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Davies, M. (2016). Investigating the use of talk in middle and secondary classrooms. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/58262
Chicago Manual of Style (16th Edition):
Davies, Maree. “Investigating the use of talk in middle and secondary classrooms.” 2016. Doctoral Dissertation, University of Melbourne. Accessed April 21, 2021.
http://hdl.handle.net/11343/58262.
MLA Handbook (7th Edition):
Davies, Maree. “Investigating the use of talk in middle and secondary classrooms.” 2016. Web. 21 Apr 2021.
Vancouver:
Davies M. Investigating the use of talk in middle and secondary classrooms. [Internet] [Doctoral dissertation]. University of Melbourne; 2016. [cited 2021 Apr 21].
Available from: http://hdl.handle.net/11343/58262.
Council of Science Editors:
Davies M. Investigating the use of talk in middle and secondary classrooms. [Doctoral Dissertation]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/58262
University of Southern California
13.
Kopp, Rebecca Nichole.
Sites of production: An examination of Jeremy Deller's It is
what it is: Conversations about Iraq.
Degree: Master of Public Art Studies, Public Art Studies, 2011, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/469005/rec/5879
► For little over a decade artistic practice in the United States has become intently “focused upon on the sphere of inter-human relations” (Nicolas Bourriaud). Contemporary…
(more)
▼ For little over a decade artistic practice in the
United States has become intently “focused upon on the sphere of
inter-human relations” (Nicolas Bourriaud). Contemporary theorists
have presented a variety of ideas concerning the resurgence of this
artistic tendency that emerged half a century ago. Using It Is What
It Is: Conversations About Iraq, which was presented across the
U.S. and at three major museums in 2009 by British Turner
prize-winning artist Jeremy Deller, as case study to further
delineate this artistic form of expression, this thesis addresses
recent theoretical developments within the broader social practice
movement. Deller’s project emphasized the complicated nature of
these theories in action within the contemporary moment, and
testified to its heightened use in the public sphere through shifts
higher education and institutional programming. The evaluation of
Deller’s piece emphasizes the art-historical importance of this
work and more broadly contends with the contemporary conflict
between those who debate art’s ability to transform consciousness
within the public sphere.
Advisors/Committee Members: Holte, Michael Ned (Committee Chair), Jacob, Mary Jane (Committee Member), Decter, Joshua (Committee Member).
Subjects/Keywords: social practice; Jeremy Deller; Iraq; dialogical practice; public sphere; public art
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kopp, R. N. (2011). Sites of production: An examination of Jeremy Deller's It is
what it is: Conversations about Iraq. (Masters Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/469005/rec/5879
Chicago Manual of Style (16th Edition):
Kopp, Rebecca Nichole. “Sites of production: An examination of Jeremy Deller's It is
what it is: Conversations about Iraq.” 2011. Masters Thesis, University of Southern California. Accessed April 21, 2021.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/469005/rec/5879.
MLA Handbook (7th Edition):
Kopp, Rebecca Nichole. “Sites of production: An examination of Jeremy Deller's It is
what it is: Conversations about Iraq.” 2011. Web. 21 Apr 2021.
Vancouver:
Kopp RN. Sites of production: An examination of Jeremy Deller's It is
what it is: Conversations about Iraq. [Internet] [Masters thesis]. University of Southern California; 2011. [cited 2021 Apr 21].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/469005/rec/5879.
Council of Science Editors:
Kopp RN. Sites of production: An examination of Jeremy Deller's It is
what it is: Conversations about Iraq. [Masters Thesis]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/469005/rec/5879
University of Georgia
14.
Coombs, Dawan Lynn.
Unsigned manuscripts.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/27915
► This multiple-case qualitative study details seven-months of research conducted with five adolescent struggling readers, designed to examine their experiences in schools and the implications of…
(more)
▼ This multiple-case qualitative study details seven-months of research conducted with five adolescent struggling readers, designed to examine their experiences in schools and the implications of these experiences on their learner identities.
Specifically, the author examines the stories these readers tell about themselves, literacy, and learning; what these stories suggest about readers’ perceptions and perspectives of the classroom, their abilities, and themselves; and how stories told by
and about readers transact with literacy learning as well as the implications of these stories for literacy classrooms. Chapter one begins by describing Bakhtin’s (1981) theories of dialogue and Herman’s (2001) notion of the dialogic self, which provide
a theoretical framework for understanding struggling reader identity development. Chapter two includes a review of the literature on struggling readers, sociocultural perspectives of literacy, and struggling reader identity development. Next, chapter
three examines the central role of philosophical hermeneutics in the methodology of this study, specifically the role Ricoeur’s (1984) three-fold mimesis plays in the research questions and design of this study, including considerations concerning the
participants, methods, and analysis. Chapters four and five detail the stories of the student participants and the analysis of their stories. Chapter four focuses on the stories of Braydon and Sarah, two college students, both of whom clearly discuss the
way their past experiences with reading inform the way they construct their identities today. In contrast, chapter five focuses on three high school students, Anna, Jack and Maurice, and the role reading and literacy play in their lives. These chapters
wrap up with a discussion of potential understandings teachers, researchers, parents and policy makers might gain from these stories. Finally, chapter six concludes with a discussion of the implications and significance of this research. Examinations of
these narratives indicate extensive dialogues between these adolescents and the preunderstandings they use to construct their narratives about themselves as readers. The significance of others—particularly teachers, family members, and peers, as well as
schools and traditional classroom practices – becomes evident in the construction of students’ narrative identities.
Subjects/Keywords: Reading; Literacy; Adolescent; Struggling readers; Identity; Bakhtin; Ricoeur; Dialogical self
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Coombs, D. L. (2014). Unsigned manuscripts. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27915
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Coombs, Dawan Lynn. “Unsigned manuscripts.” 2014. Thesis, University of Georgia. Accessed April 21, 2021.
http://hdl.handle.net/10724/27915.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Coombs, Dawan Lynn. “Unsigned manuscripts.” 2014. Web. 21 Apr 2021.
Vancouver:
Coombs DL. Unsigned manuscripts. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 21].
Available from: http://hdl.handle.net/10724/27915.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Coombs DL. Unsigned manuscripts. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27915
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Tampere University
15.
Wihersaari, Jari.
Kohtaaminen- opettajuuden ydin?
.
Degree: Kasvatustieteiden laitos - Department of Education, 2011, Tampere University
URL: https://trepo.tuni.fi/handle/10024/66693
► TM Jari Wihersaari käsittelee ammattikasvatustieteen väitöstutkimuksessaan kohtaamista ja sen rakentumista opettajuuden ydintapahtumana. Kohtaamisesta ja sen tarpeesta eri muodoissaan ja yhteiskunnan eri alueilla käydään keskustelua. Toisen…
(more)
▼ TM Jari Wihersaari käsittelee ammattikasvatustieteen väitöstutkimuksessaan kohtaamista ja sen rakentumista opettajuuden ydintapahtumana.
Kohtaamisesta ja sen tarpeesta eri muodoissaan ja yhteiskunnan eri alueilla käydään keskustelua. Toisen ihmisen kokonaisvaltainen kohtaaminen liittyy sekä kasvatuksen maailmaan että muihin sellaisiin tieteenaloihin, joissa ihminen on keskeisessä asemassa. Tutkimus käsittelee kohtaamista opettajuuden maailmassa.
Opettajuuteen kiinteästi liitetyn kohtaamis-käsitteen avaamattomuus johtuu osin siitä, että kasvatukseen muualta kuin kasvatuksen ytimestä tulevat tekijät johtavat asioita pois sen ytimestä. Opetus ja kasvatus nähdään toistaan erillisinä ja tämä painotus saa aikaan teknisen ja taloudellisen ajattelun liiallisen painotuksen.
Tutkimuksen filosofinen lähestymistapa antaa kohtaamisesta ja dialogista käydylle keskustelulle käsitteellistä selkeyttä, jota tutkimuksessa tarvitaan yhteisen keskustelupohjan rakentamisessa. Tutkimuksessa selvitetään kohtaamisen ja dialogiin käsitteitä ja nostetaan esiin niihin liittyviä ongelmia ja lopuksi muodostetaan niistä kohtaamiseen liittyvä kokonaisnäkemys.
Tutkimuksen mukaan dialogia voidaan pitää kohtaamisen edellytyksenä. Dialogin käyttö on voimakkaasti yleistynyt erityisesti kasvatustieteellisessä tutkimuksessa, mutta itse dialogista ei ole ollut selkiytynyttä käsitystä. Dialogista on etsitty ratkaisua kasvatuksellisen kohtaamisen ongelmaan, mutta sitä on käytetty myös ratkaisuna verkkopedagogiikan haasteisiin, yritysmaailman kehityskeskusteluihin sekä mentorointiin.
Tutkimuksen mukaan dialogin ja kohtaamisen suhde riippuu siitä, mitä ymmärrämme dialogilla. Eri dialogisuusteoreetikoiden ja dialogisuusfilosofien dialogit soveltuvat eri tarkoituksiin. Dialogien erot liittyvät kohtaavien etäisyyteen, lukumäärään sekä kohtaamisen ontologiaan. Buberilaisen Minä-Sinä- kohtaamisen dialoginen malli vastaa parhaiten aidolle kohtaamiselle asetettuja vaatimuksia.
Dialogi voidaan nähdä sekä kasvatuksen että opetuksen ytimenä, kun se ymmärretään siten, että kasvatussuhde luo edellytyksiä opettamisen onnistumiselle. Sen kautta voidaan tavoitella onnistuneesti kasvatuksen päämäärää. Kasvatus on keskeinen osa elämää ja ihmiseksi tulemista.
Kohtaamisen ja dialogin päämäärä on niissä itsessään. Kun kohtaamiselle luo oikeat edellytykset, se voi toteutua omilla ehdoillaan. Dialogin opettelu ei ole tekniikan tai uusien didaktisten keinojen opettelua. Tutkimus osoittaa, että aitoon kohtaamiseen pyrkivää dialogia on mahdollista valmistella pohtimalla oman kasvatusajattelunsa perusteita ja sen lähtökohtia.; Encounter- The essence of teachership?
Studying an encounter is, despite its seemingly self evident nature, a topical subject. The gist of education and teaching is encountering each other, which is based on one´s own experience. In my thesis, I´m trying to find the experience of an encounter with the help of the best applicable method. I?m trying to get into the experience, to reveal what an encounter really is and what the essence of an…
Subjects/Keywords: Teachership
;
education
;
encountering
;
dialogue
;
dialogical philosophy
;
Opettajuus
;
kasvatus
;
kohtaaminen
;
dialogi
;
dialogisuusfilosofia
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wihersaari, J. (2011). Kohtaaminen- opettajuuden ydin?
. (Doctoral Dissertation). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/66693
Chicago Manual of Style (16th Edition):
Wihersaari, Jari. “Kohtaaminen- opettajuuden ydin?
.” 2011. Doctoral Dissertation, Tampere University. Accessed April 21, 2021.
https://trepo.tuni.fi/handle/10024/66693.
MLA Handbook (7th Edition):
Wihersaari, Jari. “Kohtaaminen- opettajuuden ydin?
.” 2011. Web. 21 Apr 2021.
Vancouver:
Wihersaari J. Kohtaaminen- opettajuuden ydin?
. [Internet] [Doctoral dissertation]. Tampere University; 2011. [cited 2021 Apr 21].
Available from: https://trepo.tuni.fi/handle/10024/66693.
Council of Science Editors:
Wihersaari J. Kohtaaminen- opettajuuden ydin?
. [Doctoral Dissertation]. Tampere University; 2011. Available from: https://trepo.tuni.fi/handle/10024/66693
Ohio University
16.
Kang, Dongjing.
Organizing for Languages Preservation, Community
Enhancement, and Social Transformation in Kham Tibet: A Dialogical
Ethnography.
Degree: PhD, Communication Studies (Communication), 2015, Ohio University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427315990
► UNESCO (2013) has reported that many Kham Tibetan languages are facing extinction and will disappear by the end of this century if nothing is done.…
(more)
▼ UNESCO (2013) has reported that many Kham Tibetan
languages are facing extinction and will disappear by the end of
this century if nothing is done. Languages embody the worldviews
that enable us to understand, interpret, and share realities with
one another. Preserving ethnic minority languages is crucial to the
sustainability of plural human social practices. This dissertation
research used a
dialogical perspective to examine Tibetan teachers’
and community members’ organizing practices for mother tongue
preservation, community building, and achieving meaningful social
change. Tibetan communities have been historically silent, absent,
and (mis)represented by romanticized and reductionist
ideological/political discourse. My dissertation recognized Tibetan
teachers and community members as active social change agents,
organizers, and advocates who are capable of creating partnerships
across differences (e.g. class, gender, ethnicity, and educational
levels, etc.) to address local issues in communication and to
organize for meaningful social transformation in Kham Tibet. To
achieve this project, I conducted a
dialogical ethnography for the
past three summers including archival and textual collection,
numerous in-depth interviews, and participant observation in Kham
Tibet. Four narratives emerged that exemplified the features of
meta-theory of dialogue. They are 1) Boundless Bound, 2)
Purposeless Purpose, 3) Embodiment, and 4) Being while Becoming.
The findings of this study extend the theory of dialogue and
advance knowledge in communication scholarship, as well as provide
insights for educators, policymakers, governments, and
international NPO/NGOs involved with indigenous/ethnic language and
cultural preservation program implementation in Tibet. Finally,
this study may provide transferable values to other
indigenous/ethnic groups working towards similar
goals.
Advisors/Committee Members: Rawlins, William (Advisor).
Subjects/Keywords: Communication; organizing; dialogue; dialogical ethnography; Tibet; Kham; relating; language
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kang, D. (2015). Organizing for Languages Preservation, Community
Enhancement, and Social Transformation in Kham Tibet: A Dialogical
Ethnography. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427315990
Chicago Manual of Style (16th Edition):
Kang, Dongjing. “Organizing for Languages Preservation, Community
Enhancement, and Social Transformation in Kham Tibet: A Dialogical
Ethnography.” 2015. Doctoral Dissertation, Ohio University. Accessed April 21, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427315990.
MLA Handbook (7th Edition):
Kang, Dongjing. “Organizing for Languages Preservation, Community
Enhancement, and Social Transformation in Kham Tibet: A Dialogical
Ethnography.” 2015. Web. 21 Apr 2021.
Vancouver:
Kang D. Organizing for Languages Preservation, Community
Enhancement, and Social Transformation in Kham Tibet: A Dialogical
Ethnography. [Internet] [Doctoral dissertation]. Ohio University; 2015. [cited 2021 Apr 21].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427315990.
Council of Science Editors:
Kang D. Organizing for Languages Preservation, Community
Enhancement, and Social Transformation in Kham Tibet: A Dialogical
Ethnography. [Doctoral Dissertation]. Ohio University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427315990
17.
Bezerra, Symone Nayara Calixto.
A contribuição da análise dialógica do discurso para o ensino da escrita escolar: do blog ao artigo de opinião.
Degree: 2018, Universidade Federal da Paraíba; Programa de Pós-Graduação em Linguística; UFPB; Brasil; Linguística
URL: https://repositorio.ufpb.br/jspui/handle/123456789/13774
► Submitted by Eliane Freitas ([email protected]) on 2019-02-26T18:28:23Z No. of bitstreams: 2 license_rdf: 805 bytes, checksum: c4c98de35c20c53220c07884f4def27c (MD5) Arquivototal.pdf: 8824265 bytes, checksum: 4127c1f53ab1ea5c07469fb25dc90cc4 (MD5)
Made available…
(more)
▼ Submitted by Eliane Freitas ([email protected]) on 2019-02-26T18:28:23Z No. of bitstreams: 2 license_rdf: 805 bytes, checksum: c4c98de35c20c53220c07884f4def27c (MD5) Arquivototal.pdf: 8824265 bytes, checksum: 4127c1f53ab1ea5c07469fb25dc90cc4 (MD5)
Made available in DSpace on 2019-02-26T18:28:23Z (GMT). No. of bitstreams: 2 license_rdf: 805 bytes, checksum: c4c98de35c20c53220c07884f4def27c (MD5) Arquivototal.pdf: 8824265 bytes, checksum: 4127c1f53ab1ea5c07469fb25dc90cc4 (MD5) Previous issue date: 2018-02-26
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Ancorado na Análise Dialógica do Discurso, este estudo investiga a construção do posicionamento axiológico em produções textuais escolares de alunos de Ensino Médio a partir das ações dialógicas motivadas pela produção e manuseio de um blog pedagógico, mediada por um Planejamento Didático Dialógico (PDD), cujo trajeto de leitura e discussão em sala de aula passa
por vários gêneros discursivos, culminando em um produto final que vai do gênero discursivo blog ao artigo de opinião. Nosso objetivo geral foi analisar a construção do posicionamento axiológico em produções textuais escolares de alunos do Ensino Médio de uma escola da cidade de Campina Grande-PB a partir do processo de ensino de escrita mediado por um Planejamento Didático Dialógico (PDD), cujo trajeto de leitura, discussão e escrita, em sala de aula, passa por vários gêneros discursivos e forma uma grande rede dialógica. Para desenvolvermos tal estudo, alguns aportes teóricos são basilares: Bakhtin (1983, 2000,1985-1975-2016), Bakhtin/Volochinov (1999), Volochinov (1976, 2016), Brait (1997, 2001, 2005, 2006, 2013, 2014), Faraco (2001, 2002), Fiorin (2016), Sobral (2009), Geraldi (2006, 2013), dentre outros. Com base nessas contribuições, foi realizada uma pesquisa-ação em uma turma de segundo ano do Ensino Médio da cidade de Campina Grande-PB. Os resultados revelam que a utilização
da tecnologia a favor do ensino é uma excelente estratégia para a formação de um cidadão crítico, pois as relações dialógicas geradas na refração da opinião do aluno no blog, nas discussões de sala de aula e nos artigos de opinião formam uma rede dialógica de informações e demonstram como as condições de escrita e as vozes dialógicas, que permeiam o processo de escrita, determinam a construção do sentido desses enunciados.
Anchored in Dialogical Analysis of Discourse, this work investigates the axiological positioning constructing in school textual productions of high school students based on dialogical actions motivated by the production and handling of a pedagogical blog, mediated by a didactic dialogic planning (PDD), whose reading and discussion route, in classroom, crosses through various discursive genres, culminating in a final product that goes from the discursive genre online commentary to the opinion article. Our general aim was to analyze the construction of axiological
positioning in school textual productions of students of the Secondary Education level of a school in the city…
Advisors/Committee Members: Almeida, Maria de Fátima.
Subjects/Keywords: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA; Análise dialógica do discurso; Planejamento didático dialógico; Gênero discursivo; Vozes dialógicas; Rede dialógica; Dialogical analysis of discourse; Dialogical didactic planning; Discursive gender; Dialogical voices; Dialogical chain; Análisis dialógico del discurso; Planificación didáctica dialógica; Género discursivo; Voces dialógicas; Red dialógica
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bezerra, S. N. C. (2018). A contribuição da análise dialógica do discurso para o ensino da escrita escolar: do blog ao artigo de opinião. (Doctoral Dissertation). Universidade Federal da Paraíba; Programa de Pós-Graduação em Linguística; UFPB; Brasil; Linguística. Retrieved from https://repositorio.ufpb.br/jspui/handle/123456789/13774
Chicago Manual of Style (16th Edition):
Bezerra, Symone Nayara Calixto. “A contribuição da análise dialógica do discurso para o ensino da escrita escolar: do blog ao artigo de opinião.” 2018. Doctoral Dissertation, Universidade Federal da Paraíba; Programa de Pós-Graduação em Linguística; UFPB; Brasil; Linguística. Accessed April 21, 2021.
https://repositorio.ufpb.br/jspui/handle/123456789/13774.
MLA Handbook (7th Edition):
Bezerra, Symone Nayara Calixto. “A contribuição da análise dialógica do discurso para o ensino da escrita escolar: do blog ao artigo de opinião.” 2018. Web. 21 Apr 2021.
Vancouver:
Bezerra SNC. A contribuição da análise dialógica do discurso para o ensino da escrita escolar: do blog ao artigo de opinião. [Internet] [Doctoral dissertation]. Universidade Federal da Paraíba; Programa de Pós-Graduação em Linguística; UFPB; Brasil; Linguística; 2018. [cited 2021 Apr 21].
Available from: https://repositorio.ufpb.br/jspui/handle/123456789/13774.
Council of Science Editors:
Bezerra SNC. A contribuição da análise dialógica do discurso para o ensino da escrita escolar: do blog ao artigo de opinião. [Doctoral Dissertation]. Universidade Federal da Paraíba; Programa de Pós-Graduação em Linguística; UFPB; Brasil; Linguística; 2018. Available from: https://repositorio.ufpb.br/jspui/handle/123456789/13774
18.
Inti Anny Queiroz.
A arquitetônica da esfera político-cultural brasileira nos enunciados do Sistema Nacional de Cultura.
Degree: 2019, University of São Paulo
URL: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-15082019-093817/
► No início do século XXI, as políticas culturais mundiais começaram a tomar novos rumos após conferências promovidas em anos anteriores pela UNESCO, a fim de…
(more)
▼ No início do século XXI, as políticas culturais mundiais começaram a tomar novos rumos após conferências promovidas em anos anteriores pela UNESCO, a fim de desenvolver um olhar mais diverso para a cultura. A partir de 2003, a gestão do ministro Gilberto Gil no Ministério da Cultura, acompanhando esta tendência mundial, mostrou que pretendia lançar, na esfera das políticas culturais, novas diretrizes para a gestão de cultura ao propor a criação de uma nova legislação capaz de oferecer alternativas às políticas públicas de cultura que deveriam privilegiar a diversidade cultural e a cultura produzida a partir de um olhar antropológico. Entre as medidas tomadas pela nova gestão, selecionamos como objeto desta pesquisa os processos de criação do Sistema Nacional de Cultura (SNC) a partir da Emenda Constitucional N. 71 de 2012 e os documentos anteriores e posteriores relacionados a ele. A questão principal desta pesquisa é: de que forma o Sistema
Nacional de Cultura contribui para a constituição de uma nova arquitetônica da esfera político-cultural brasileira no início do século XXI? Os enunciados relativos ao Sistema Nacional de Cultura serão analisados a partir da abordagem teórica do chamado Círculo de Bakhtin. Nossa tese compreende que este novo ölharp̈roposto para a cultura, com um enfoque antropológico, busca alterar a arquitetônica da esfera político-cultural brasileira no início do século XXI, por meio de uma nova legislação e de novos gêneros discursivos, como os Planos de Cultura, enunciados concretos que compõem a arquitetônica da proposta da Política Nacional de Cultura.
At the beginning of the 21st century, world cultural policies began to take a new course after conferences promoted in previous years by UNESCO in order to develop a more diverse view of culture. From 2003, the administration of the Minister Gilberto Gil in the Ministry of Culture, following this world tendency, showed that he intended to
launch, in the sphere of cultural policies, new guidelines for the management of culture by proposing a new legislation capable of offering alternatives to the public policies of culture that should privilege the cultural diversity and the culture produced from an anthropological perspective. Among the measures taken by the new management, we selected as object of this research the processes of creation of the National System of Culture (SNC) from Constitutional Amendment N. 71 of 2012 and the previous and subsequent documents related to it. The main question of this research is: in what way does the National System of Culture contribute to the constitution of a new architectonic of the Brazilian political-cultural sphere at the beginning of the 21st century? The statements related to the National Culture System will be analyzed from the theoretical approach of the so-called Bakhtin Circle. Our thesis understands that this new \"lookp̈roposed for culture, with an anthropological
focus, seeks to change the architectonic of the Brazilian political-cultural sphere at the beginning of the 21st…
Advisors/Committee Members: Sheila Vieira de Camargo Grillo, Ilana Seltzer Goldstein, Urbano Cavalcante da Silva Filho, Valmir de Souza.
Subjects/Keywords: Arquitetônica; Esfera; Relações dialógicas; Architectonic; Dialogical relations; Sphere
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Queiroz, I. A. (2019). A arquitetônica da esfera político-cultural brasileira nos enunciados do Sistema Nacional de Cultura. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8142/tde-15082019-093817/
Chicago Manual of Style (16th Edition):
Queiroz, Inti Anny. “A arquitetônica da esfera político-cultural brasileira nos enunciados do Sistema Nacional de Cultura.” 2019. Doctoral Dissertation, University of São Paulo. Accessed April 21, 2021.
http://www.teses.usp.br/teses/disponiveis/8/8142/tde-15082019-093817/.
MLA Handbook (7th Edition):
Queiroz, Inti Anny. “A arquitetônica da esfera político-cultural brasileira nos enunciados do Sistema Nacional de Cultura.” 2019. Web. 21 Apr 2021.
Vancouver:
Queiroz IA. A arquitetônica da esfera político-cultural brasileira nos enunciados do Sistema Nacional de Cultura. [Internet] [Doctoral dissertation]. University of São Paulo; 2019. [cited 2021 Apr 21].
Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-15082019-093817/.
Council of Science Editors:
Queiroz IA. A arquitetônica da esfera político-cultural brasileira nos enunciados do Sistema Nacional de Cultura. [Doctoral Dissertation]. University of São Paulo; 2019. Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-15082019-093817/
19.
Oliveira, Fabricio Costa de [UNESP].
Alternativas para uma nova educação: uma oportunidade para a transformação.
Degree: 2019, Universidade Estadual Paulista (UNESP)
URL: http://hdl.handle.net/11449/182110
► Submitted by Fabricio Costa De Oliveira ([email protected]) on 2019-05-23T12:01:03Z No. of bitstreams: 1 Tese - Fabricio Costa de Oliveira.doc: 1061376 bytes, checksum: e6206e3a6d2755f37e413fb88fcabaf3 (MD5)
Rejected…
(more)
▼ Submitted by Fabricio Costa De Oliveira ([email protected]) on 2019-05-23T12:01:03Z No. of bitstreams: 1 Tese - Fabricio Costa de Oliveira.doc: 1061376 bytes, checksum: e6206e3a6d2755f37e413fb88fcabaf3 (MD5)
Rejected by Satie Tagara ([email protected]), reason: O arquivo precisa ser enviado no formato Portable Document Format (PDF), deve ser idêntico à versão impressa e ser a versão final do trabalho, incluindo as modificações realizadas após a defesa. on 2019-05-23T12:57:20Z (GMT)
Submitted by Fabricio Costa De Oliveira ([email protected]) on 2019-05-23T15:10:21Z No. of bitstreams: 1 PDF da Tese - Fabricio Costa de Oliveira.pdf: 1443994 bytes, checksum: 03c7c1520a474adfd62026277fcc4d6f (MD5)
Approved for entry into archive by Satie Tagara ([email protected]) on 2019-05-23T16:27:35Z (GMT) No. of bitstreams: 1 oliveira_fc_dr_mar.pdf: 1443994 bytes, checksum: 03c7c1520a474adfd62026277fcc4d6f (MD5)
Made
available in DSpace on 2019-05-23T16:27:36Z (GMT). No. of bitstreams: 1 oliveira_fc_dr_mar.pdf: 1443994 bytes, checksum: 03c7c1520a474adfd62026277fcc4d6f (MD5) Previous issue date: 2019-03-28
Não recebi financiamento
O líder dialógico é o agente que, por suas características pessoais e profissionais, possibilita a idealização e o desenvolvimento de propostas educacionais. A esse respeito, destacamos também que é da condição política e ideológica desse agente que surge a vontade de mudar o cenário atual da educação brasileira, provocando uma inquietação em outras lideranças dialógicas que estão próximas. O fato é que, ao investigar uma determinada proposta educacional que se coloca como alternativa, fizemo-nos a seguinte pergunta: como e por que surgem essas lideranças? E ainda, de que maneira tais propostas são lideradas? Logo, aventamos como hipótese que as características desses personagens da educação são fatores determinantes para a efetivação e, principalmente,
continuidade de propostas. Como objetivo, propusemo-nos, então, a compreender o papel de lideranças na construção de uma proposta educacional alternativa, à luz da perspectiva freireana. A pesquisa foi realizada em uma universidade que oferece um curso de Pós-Graduação Lato Sensu em Alternativas para uma Nova Educação - ANE, que está na condição de educação gratuita, formal não tradicional, localizada no litoral do Paraná. Participaram da pesquisa, coordenadores e criadores do curso ANE, os demais educadores e simpatizantes que participavam dos encontros e os alunos matriculados no curso. Para isso, utilizamos como método de pesquisa o Estudo de Caso do Tipo Etnográfico, com abordagem qualitativa. Como protocolo de coleta de dados, propusemos uma descrição complexa da realidade por meio de: observação do ambiente e da rotina; relato informal; autoavaliações, entrevistas semiestruturadas; registro fotográfico; levantamento historiográfico e análise documental. Todos os dados foram
tratados, apresentados de forma organizada e analisados, tendo Paulo Freire como principal referencial teórico. Como…
Advisors/Committee Members: Universidade Estadual Paulista (UNESP), Morais, Alessandra de [UNESP], Silva, Lenir Maristela.
Subjects/Keywords: CONANE; Alternativa para educação; Liderança dialógica; Alternative to education; Dialogical leadership
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Oliveira, F. C. d. [. (2019). Alternativas para uma nova educação: uma oportunidade para a transformação. (Doctoral Dissertation). Universidade Estadual Paulista (UNESP). Retrieved from http://hdl.handle.net/11449/182110
Chicago Manual of Style (16th Edition):
Oliveira, Fabricio Costa de [UNESP]. “Alternativas para uma nova educação: uma oportunidade para a transformação.” 2019. Doctoral Dissertation, Universidade Estadual Paulista (UNESP). Accessed April 21, 2021.
http://hdl.handle.net/11449/182110.
MLA Handbook (7th Edition):
Oliveira, Fabricio Costa de [UNESP]. “Alternativas para uma nova educação: uma oportunidade para a transformação.” 2019. Web. 21 Apr 2021.
Vancouver:
Oliveira FCd[. Alternativas para uma nova educação: uma oportunidade para a transformação. [Internet] [Doctoral dissertation]. Universidade Estadual Paulista (UNESP); 2019. [cited 2021 Apr 21].
Available from: http://hdl.handle.net/11449/182110.
Council of Science Editors:
Oliveira FCd[. Alternativas para uma nova educação: uma oportunidade para a transformação. [Doctoral Dissertation]. Universidade Estadual Paulista (UNESP); 2019. Available from: http://hdl.handle.net/11449/182110
20.
Santos, Larissa Bueno dos [UNESP].
Humor e preconceito linguístico em Não sejA burro!: uma análise dialógica do discurso.
Degree: 2020, Universidade Estadual Paulista (UNESP)
URL: http://hdl.handle.net/11449/193062
► Submitted by Larissa Bueno dos Santos ([email protected]) on 2020-07-28T13:39:25Z No. of bitstreams: 1 Dissertação-Larissa-Bueno-dos-Santos-versão-final-mesclado.pdf: 5688454 bytes, checksum: 4a446ca0c96e95eb2c75ed3c8b16530c (MD5)
Rejected by Carolina Lourenco null ([email protected]),…
(more)
▼ Submitted by Larissa Bueno dos Santos ([email protected]) on 2020-07-28T13:39:25Z No. of bitstreams: 1 Dissertação-Larissa-Bueno-dos-Santos-versão-final-mesclado.pdf: 5688454 bytes, checksum: 4a446ca0c96e95eb2c75ed3c8b16530c (MD5)
Rejected by Carolina Lourenco null ([email protected]), reason: Bom dia, Larissa, para aprovação no Repositório Institucional da UNESP, serão necessárias algumas correções na sua dissertação. Solicitamos que realize uma nova submissão seguindo as orientações abaixo: *A entrada do seu nome na ficha catalográfica deve ficar da seguinte forma: “Santos, Larissa Bueno dos”; Em caso de maiores dúvidas, entrar em contato com as bibliotecárias da Seção de Referência (Elaine ou Camila) [email protected] ; [email protected] Agradecemos a compreensão. on 2020-07-28T14:17:39Z (GMT)
Submitted by Larissa Bueno dos Santos ([email protected]) on 2020-07-28T14:28:04Z No. of bitstreams: 1
Dissertação-Larissa-Bueno-dos-Santos.pdf: 5631522 bytes, checksum: ce8e042ff6188b290b142dcd7a5b3c98 (MD5)
Approved for entry into archive by Carolina Lourenco null ([email protected]) on 2020-07-29T16:52:19Z (GMT) No. of bitstreams: 1 santos_lb_me_arafcl.pdf: 5631522 bytes, checksum: ce8e042ff6188b290b142dcd7a5b3c98 (MD5)
Made available in DSpace on 2020-07-29T16:52:19Z (GMT). No. of bitstreams: 1 santos_lb_me_arafcl.pdf: 5631522 bytes, checksum: ce8e042ff6188b290b142dcd7a5b3c98 (MD5) Previous issue date: 2020-05-29
Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Ao longo desta pesquisa, analisamos três vídeos da série de vlogs Não sejA burro!, de Marcela Tavares. Publicada nas redes sociais YouTube e Facebook da humorista, a série atinge grande repercussão desde a publicação do primeiro vídeo, em 2016, tendo sido transformada em show de Stand up no segundo semestre de 2019. É, também, a série de maior sucesso dos canais da comediante,
que o atribui a como aborda questões de língua portuguesa, com humor. Seus enunciados nesses vlogs, como atestado por Santos (2017), são perpassados pelo imaginário comum de purismo linguístico, propagando e reforçando, de maneira viral, os valores desse discurso. Tendo em vista a influência que a mídia exerce socialmente, propomos nesta pesquisa, a partir de estudos em Análise Dialógica do Discurso, e aproveitando trabalhos desenvolvidos na Sociolinguística e sobre Humor, averiguar o modo como se manifesta o discurso purista sobre a linguagem no corpus composto pelos três vídeos com mais reações positivas na rede social Facebook, a fim de abordarmos aspectos pontuais em que o corpus dialoga com a memória do purismo linguístico no Brasil, assim como a memória do ambiente escolar e do ensino de língua portuguesa. Os vídeos são analisados qualitativamente, em proposta de cotejamento de textos, considerando-se aspectos teórico-metodológicos da Análise Dialógica do Discurso,
destacando-se estudos sobre o enunciado em diferentes materialidades, ideologia, diálogo, cronotopo e…
Advisors/Committee Members: Universidade Estadual Paulista (UNESP), Mendonça, Marina Célia [UNESP].
Subjects/Keywords: Análise dialógica do discurso; Humor; Sociolinguística; Vlog; Dialogical discourse analysis; Sociolinguistics
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Santos, L. B. d. [. (2020). Humor e preconceito linguístico em Não sejA burro!: uma análise dialógica do discurso. (Masters Thesis). Universidade Estadual Paulista (UNESP). Retrieved from http://hdl.handle.net/11449/193062
Chicago Manual of Style (16th Edition):
Santos, Larissa Bueno dos [UNESP]. “Humor e preconceito linguístico em Não sejA burro!: uma análise dialógica do discurso.” 2020. Masters Thesis, Universidade Estadual Paulista (UNESP). Accessed April 21, 2021.
http://hdl.handle.net/11449/193062.
MLA Handbook (7th Edition):
Santos, Larissa Bueno dos [UNESP]. “Humor e preconceito linguístico em Não sejA burro!: uma análise dialógica do discurso.” 2020. Web. 21 Apr 2021.
Vancouver:
Santos LBd[. Humor e preconceito linguístico em Não sejA burro!: uma análise dialógica do discurso. [Internet] [Masters thesis]. Universidade Estadual Paulista (UNESP); 2020. [cited 2021 Apr 21].
Available from: http://hdl.handle.net/11449/193062.
Council of Science Editors:
Santos LBd[. Humor e preconceito linguístico em Não sejA burro!: uma análise dialógica do discurso. [Masters Thesis]. Universidade Estadual Paulista (UNESP); 2020. Available from: http://hdl.handle.net/11449/193062
21.
Viana, Vanessa Pansani [UNESP].
A literatura no livro didático Español !Entérate! (2009).
Degree: 2017, Universidade Estadual Paulista (UNESP)
URL: http://hdl.handle.net/11449/149812
► Submitted by Vanessa Pansani Viana ([email protected]) on 2017-03-15T15:52:08Z No. of bitstreams: 1 Dissertação Español Entérate capa dura folha aprovação.pdf: 15956595 bytes, checksum: a258154d14d5c696ae2d265e83074470 (MD5)
Approved…
(more)
▼ Submitted by Vanessa Pansani Viana ([email protected]) on 2017-03-15T15:52:08Z No. of bitstreams: 1 Dissertação Español Entérate capa dura folha aprovação.pdf: 15956595 bytes, checksum: a258154d14d5c696ae2d265e83074470 (MD5)
Approved for entry into archive by LUIZA DE MENEZES ROMANETTO ([email protected]) on 2017-03-21T14:45:01Z (GMT) No. of bitstreams: 1 viana_vp_me_assis.pdf: 15956595 bytes, checksum: a258154d14d5c696ae2d265e83074470 (MD5)
Made available in DSpace on 2017-03-21T14:45:01Z (GMT). No. of bitstreams: 1 viana_vp_me_assis.pdf: 15956595 bytes, checksum: a258154d14d5c696ae2d265e83074470 (MD5) Previous issue date: 2017-02-03
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta dissertação investigou como os textos literários foram explorados na coleção didática Español ¡Entérate! (2009), a primeira coleção destinada ao EF II para o ensino da Língua Espanhola, juntamente com a Saludos
(2009). As duas edições foram aprovadas pelo primeiro exame do Programa Nacional do Livro Didático (PNLD) de Língua Estrangeira (LE), ocorrido em 2011, o qual avaliou várias coleções de língua inglesa e espanhola para distribuição nas redes públicas de ensino. A coleção Español ¡Entérate! foi eleita em nosso estudo, por ter sido adotada nas escolas públicas e Centro de Estudos de Línguas (CEL) do estado de São Paulo. Em nossa análise utilizamos como abordagem teórico-metodológica os conceitos de alteridade e dialogia, oriundos do Círculo de Bakhtin. Por meio deles, analisamos se a forma de edição dos textos literários, nos quatro livros dessa coleção didática, preserva a estrutura do discurso literário e se os exercícios formulados a partir de tais textos privilegiam também esta característica, bem como se a configuração deles permite uma relação de diálogo entre o aluno e os textos. Essas indagações foram feitas por acreditarmos que o dialogismo e a alteridade, presentes no discurso
literário, são aspectos fundamentais para o enriquecimento cultural do discente que está aprendendo uma nova língua. Dessa forma, o processo histórico sobre a constituição de programas educacionais, como o PNLD, sobre a elaboração de diretrizes, como aquelas dos Parâmetros Curriculares Nacionais (PCNs) e do Currículo do estado de São Paulo, assim como a tentativa de inserção da língua espanhola em nosso país, foram fatores que incorporamos às discussões, para que, sob a perspectiva dos mecanismos macros da área da educação, pudéssemos compreender os desdobramentos dos mecanismos micros, como o livro didático, que é, de alguma forma, um produto da inter-relação desses mecanismos. Portanto, a literatura, tida como um bem indispensável e patrimônio cultural de qualquer nacionalidade, precisa e deve ter a sua configuração estudada nos livros didáticos, pois ela faz parte dos conteúdos editados nesses materiais.
This thesis was carried out to analyze how the literary texts were
explored in the didactic collection Español ¡Entérate! (2009), the first collection used in Middle School for…
Advisors/Committee Members: Universidade Estadual Paulista (UNESP), Osorio, Ester Myriam Rojas [UNESP].
Subjects/Keywords: Literatura; Livro didático; ELE; Alteridade; Dialogia; Literature; Textbook; Otherness; Dialogical
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Viana, V. P. [. (2017). A literatura no livro didático Español !Entérate! (2009). (Masters Thesis). Universidade Estadual Paulista (UNESP). Retrieved from http://hdl.handle.net/11449/149812
Chicago Manual of Style (16th Edition):
Viana, Vanessa Pansani [UNESP]. “A literatura no livro didático Español !Entérate! (2009).” 2017. Masters Thesis, Universidade Estadual Paulista (UNESP). Accessed April 21, 2021.
http://hdl.handle.net/11449/149812.
MLA Handbook (7th Edition):
Viana, Vanessa Pansani [UNESP]. “A literatura no livro didático Español !Entérate! (2009).” 2017. Web. 21 Apr 2021.
Vancouver:
Viana VP[. A literatura no livro didático Español !Entérate! (2009). [Internet] [Masters thesis]. Universidade Estadual Paulista (UNESP); 2017. [cited 2021 Apr 21].
Available from: http://hdl.handle.net/11449/149812.
Council of Science Editors:
Viana VP[. A literatura no livro didático Español !Entérate! (2009). [Masters Thesis]. Universidade Estadual Paulista (UNESP); 2017. Available from: http://hdl.handle.net/11449/149812
University of the Western Cape
22.
Angaama, Daniel Angwe.
Effects of using a dialogical argumentation instructional model to teach grade 11 learners some concepts of sound by means of indigenous musical instruments
.
Degree: 2012, University of the Western Cape
URL: http://hdl.handle.net/11394/3227
► Two grade 11 classes of two high schools in Cape Town were taught some concepts of sound by means of indigenous musical instruments. The purpose…
(more)
▼ Two grade 11 classes of two high schools in Cape Town were taught some concepts
of sound by means of indigenous musical instruments. The purpose was to find out
the relative effects (or none) of two instructional strategies. Toulmin (1958)’s
Argumentation Pattern, Ogunniyi (1997)’s Contiguity Argumentation Theory and
Reiner et al. (2000)’s Substance Schema formed the theoretical framework.
A pre-post-test quasi-experimental design was employed and data collated using
questionnaires, a sound conceptual test, argumentation worksheets, and classroom
observation schedules. One teacher taught the experimental group using
dialogical
argumentation while another teacher taught the comparative group using lecturedemonstration method, coupled with the use of ICTs for duration of four weeks.
Data were analysed using a mixed (quantitative and qualitative) methods approach.
The findings revealed that many the learners held some scientifically valid conceptions of sound prior to formal instruction. However, the learners also held many scientifically invalid conceptions in relation to the speed of sound in air, sound propagation, and sound produced by stringed instruments. The alternative conceptions of learners in the C group remained largely unchanged after instruction, while those of the E group changed appreciably, but not completely. The E group learners changed the alternative conceptions that were worked into structured argumentation activities better than those which were not. Also, the learners in both groups seemed to hold indigenous beliefs in relation to sound which did not seem to change after instruction. Most learners had a positive attitude towards the use of indigenous knowledge in the science class. No significant difference was found between male and female learners with respect to conceptual understanding of sound, indigenous beliefs, and interest in the integration of science and indigenous knowledge.
Advisors/Committee Members: Ogunniyi, Meshach B (advisor).
Subjects/Keywords: Toulmin’s argumentation pattern;
Contiguity argumentation theory;
Reiner et al.’s substance schema;
Dialogical argumentation;
Dialogical argumentation instructional model;
Alternative conceptions;
Conceptual understanding;
Indigenous musical instruments;
Indigenous beliefs;
Sound propagation
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Angaama, D. A. (2012). Effects of using a dialogical argumentation instructional model to teach grade 11 learners some concepts of sound by means of indigenous musical instruments
. (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3227
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Angaama, Daniel Angwe. “Effects of using a dialogical argumentation instructional model to teach grade 11 learners some concepts of sound by means of indigenous musical instruments
.” 2012. Thesis, University of the Western Cape. Accessed April 21, 2021.
http://hdl.handle.net/11394/3227.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Angaama, Daniel Angwe. “Effects of using a dialogical argumentation instructional model to teach grade 11 learners some concepts of sound by means of indigenous musical instruments
.” 2012. Web. 21 Apr 2021.
Vancouver:
Angaama DA. Effects of using a dialogical argumentation instructional model to teach grade 11 learners some concepts of sound by means of indigenous musical instruments
. [Internet] [Thesis]. University of the Western Cape; 2012. [cited 2021 Apr 21].
Available from: http://hdl.handle.net/11394/3227.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Angaama DA. Effects of using a dialogical argumentation instructional model to teach grade 11 learners some concepts of sound by means of indigenous musical instruments
. [Thesis]. University of the Western Cape; 2012. Available from: http://hdl.handle.net/11394/3227
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of the Western Cape
23.
Hlazo, Noluthando.
Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning
.
Degree: 2014, University of the Western Cape
URL: http://hdl.handle.net/11394/4000
► The study employed a quasi-experimental design to determine the effect of DAIM on learners’ conceptions of lightning. The experimental group was taught using DAIM while…
(more)
▼ The study employed a quasi-experimental design to determine the effect of DAIM on learners’ conceptions of lightning. The experimental group was taught using DAIM while the control group was taught the same content using TLM. Data was collected using the Science Attitude Questionnaire (SAQ), Beliefs about Lightning Questionnaire (BALQ), Conceptions of Lightning Questionnaire (COLQ) and Science Achievement Test on Lightning (SATOL) which was used to determine learners’ overall performance on the topic of electrostatics. The data was analysed using both qualitative and quantitative methods. The findings of the study revealed that prior to the intervention (DAIM); the two groups of learners had both the scientific and the indigenous knowledge about lightning. A majority of the learners believed that lightning is caused by witches and traditional doctors. After being exposed to the DAIM most of the learners in the experimental group were found to have changed to the more scientific explanation of cause of lightning and protective measures against lightning. Few learners in the control were classified as possessing an equipollent worldview in terms of the CAT after the post tests. Some learners’ conceptions about lightning wavered between the scientific and traditional worldviews. The Science Attitude Questionnaire showed that both groups of learners had a positive attitude towards science. The findings also suggested that the inclusion of indigenous knowledge in science lessons promoted active participation from the learners, reinforced the learning of science because it promoted conceptual development and scientific literacy. The learners in the study also supported the integration of the scientific and the traditional worldviews about lightning. After the instruction, the learners in both groups seemed to still hold indigenous beliefs in relation to lightning. The post-test results showed that the DAIM group seemed to have been able to link the concept of lightning with electrostatics when they related lightning storms to electric discharge. The experimental group was found to be more elaborate in their explanations of the scientific nature of lightning than the control group which was not exposed to DAIM
Advisors/Committee Members: Ogunniyi, Meshach B (advisor).
Subjects/Keywords: Toulmin’s argumentation pattern;
Contiguity argumentation theory;
Border crossing;
Socio-cultural constructiviscm;
Dialogical argumentation;
Dialogical argumentation instructional model;
Conceptual change;
Indigenous beliefs;
Quasi experimental design;
Conceptions about lightning
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hlazo, N. (2014). Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning
. (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4000
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hlazo, Noluthando. “Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning
.” 2014. Thesis, University of the Western Cape. Accessed April 21, 2021.
http://hdl.handle.net/11394/4000.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hlazo, Noluthando. “Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning
.” 2014. Web. 21 Apr 2021.
Vancouver:
Hlazo N. Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning
. [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2021 Apr 21].
Available from: http://hdl.handle.net/11394/4000.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hlazo N. Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning
. [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4000
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Pretoria
24.
Swanepoel, Hanlie.
Communicating
expectations during inclusive learning programme meetings with
parents of children with down syndrome.
Degree: Educational
Psychology, 2013, University of Pretoria
URL: http://hdl.handle.net/2263/40367
► The aim of the research undertaken was to answer the question “How do insights during Inclusive Learning Support Programme (ILSP) meetings between parents and teachers…
(more)
▼ The aim of the research undertaken was to answer the
question “How do insights during Inclusive Learning Support
Programme (ILSP) meetings between parents and teachers of children
with Down syndrome (DS) inform mutual attainment of each groups'
expectations?” Inclusive Education (IE) for the learner with DS was
introduced informally during the early 1990s in South Africa within
a few local schools in Pretoria. Transcribed interviews and
observations were used from a sample of teachers and parents of
children with DS conducted by the ILSP coordinator to collect data.
They were analysed using Herman’s and Herman’s- Konopka's (2010)
dialogical self theory, positioning theory and pronoun grammar
analysis. Results showed there are two opposing tensions in
education. One is a need for stability. This is offset by the
dynamic nature of education practice with its many actors -
learners, teachers, managerial and supervisory staff, support
staff, institutions and government departments. Every actor
interprets education according to their goals, subjective beliefs
and understanding of what the education process is occupying a
dominant position but working from a shadow position. IE brings its
own set of tensions to the actors in education. Policy documents
from government, as interpreted in schools in South Africa, express
the need for stability in education. The study was limited to the
constraints of the academic format. More accessible versions of the
findings and recommendations can be developed in papers. For ILSP
coordinators practically to have a promoter position in the
dialogue between teachers and parents there is a need for them to
become acutely aware of the positions they adopt in dialogue in
themselves and with reference to others. The
study has offered a
new way of interpreting the expectations of both parties in the
ILSP meetings and rendering a solution to the often frustrating
outcomes.
Advisors/Committee Members: Steyn, Miemsie G. (advisor), Ebersohn, L. (Liesel) (coadvisor).
Subjects/Keywords: Inclusive
Education;
Dialogue;
Monologue;
Positions; Shadow
positions; Position
repertoire; Dialogical
Self theory; Positioning
theory;
Phenomenology;
Spatiotemporal linguistic; Dialogical
space; Short term
and long term goals; Learning
support;
Assessment;
UCTD
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Swanepoel, H. (2013). Communicating
expectations during inclusive learning programme meetings with
parents of children with down syndrome. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40367
Chicago Manual of Style (16th Edition):
Swanepoel, Hanlie. “Communicating
expectations during inclusive learning programme meetings with
parents of children with down syndrome.” 2013. Masters Thesis, University of Pretoria. Accessed April 21, 2021.
http://hdl.handle.net/2263/40367.
MLA Handbook (7th Edition):
Swanepoel, Hanlie. “Communicating
expectations during inclusive learning programme meetings with
parents of children with down syndrome.” 2013. Web. 21 Apr 2021.
Vancouver:
Swanepoel H. Communicating
expectations during inclusive learning programme meetings with
parents of children with down syndrome. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2021 Apr 21].
Available from: http://hdl.handle.net/2263/40367.
Council of Science Editors:
Swanepoel H. Communicating
expectations during inclusive learning programme meetings with
parents of children with down syndrome. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/40367
25.
Roese, Mayla Willik Valenti.
Educação ambiental dialógico-crítica e a conservação da biodiversidade no entorno de áreas protegidas.
Degree: 2014, Universidade Federal de São Carlos; Programa de Pós-Graduação em Ecologia e Recursos Naturais – PPGERN; UFSCar; BR
URL: https://repositorio.ufscar.br/handle/ufscar/1838
► Financiadora de Estudos e Projetos
O objetivo geral deste trabalho foi compreender os limites e as potencialidades do desenvolvimento de programas de educação ambiental para…
(more)
▼ Financiadora de Estudos e Projetos
O objetivo geral deste trabalho foi compreender os limites e as potencialidades do desenvolvimento de programas de educação ambiental para a conservação de animais predadores de topo de cadeia no entorno de áreas protegidas do interior do Estado de São Paulo. O processo de coleta e análise de dados envolveu pessoas com diferentes conexões com a temática estudada e cujos papéis históricos são relevantes para a transformação deste contexto, seguindo as indicações da metodologia comunicativa crítica. Realizamos levantamento de potencialidades das unidades de conservação do nordeste paulista para desenvolver ações educativas com enfoque na conservação da onça parda, com base em entrevistas estruturadas. Posteriormente, realizamos grupos focais comunicativos e entrevistas comunicativas com educadoras/es, funcionárias/os, pesquisadoras/es, gestoras/es, estudantes, trabalhador e produtor rural, envolvidos de
diferentes formas com a temática da conservação da biodiversidade no interior e entorno das Estações Ecológica e Experimental de Itirapina (SP). Como principais resultados, identificamos a existência de ações voltadas ao envolvimento da comunidade do entorno nos trabalhos educativos que já ocorrem ou que poderiam ocorrer nas unidades de conservação do nordeste paulista. Destacamos a importância de um processo educativo com pessoas adultas que considere as características da vida adulta, assim como motivações pessoais e de trabalho para gerar transformações no sentido da conservação da biodiversidade e da melhoria da qualidade de vida das pessoas no entorno de áreas protegidas. Além disso, indicamos que as interações entre os seres humanos e os predadores precisam ser encaradas em sua complexidade, entendendo a posição de cada pessoa ou grupo em relação a situações conflituosas e promovendo um diálogo entre conhecimento acadêmico e popular para buscar soluções efetivas e duradouras.
Finalmente, reconhecemos que o tema da conservação da onça parda deve ser associado a outros interesses e demandas da comunidade local para ser abordado de forma ampla e para promover novas formas de conhecer, valorizar e agir sobre a biodiversidade. Ainda apresentamos algumas considerações metodológicas e buscamos aproximar os princípios da aprendizagem dialógica à educação ambiental crítica.
O objetivo geral deste trabalho foi compreender os limites e as potencialidades do desenvolvimento de programas de educação ambiental para a conservação de animais predadores de topo de cadeia no entorno de áreas protegidas do interior do Estado de São Paulo. O processo de coleta e análise de dados envolveu pessoas com diferentes conexões com a temática estudada e cujos papéis históricos são relevantes para a transformação deste contexto, seguindo as indicações da metodologia comunicativa crítica. Realizamos levantamento de potencialidades das unidades de conservação do nordeste paulista
para desenvolver ações educativas com enfoque na conservação da onça parda, com base em entrevistas estruturadas.…
Advisors/Committee Members: Oliveira, Haydée Torres de.
Subjects/Keywords: Educação ambiental; Aprendizagem dialógica; Diversidade biológica; Educação ambiental dialógicocrítica; Metodologia comunicativa-crítica; Puma concolor; Onça parda; Biodiversity; Critical communicative methodology; Critical dialogical environmental education; Dialogical learning; CIENCIAS BIOLOGICAS::ECOLOGIA
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Roese, M. W. V. (2014). Educação ambiental dialógico-crítica e a conservação da biodiversidade no entorno de áreas protegidas. (Doctoral Dissertation). Universidade Federal de São Carlos; Programa de Pós-Graduação em Ecologia e Recursos Naturais – PPGERN; UFSCar; BR. Retrieved from https://repositorio.ufscar.br/handle/ufscar/1838
Chicago Manual of Style (16th Edition):
Roese, Mayla Willik Valenti. “Educação ambiental dialógico-crítica e a conservação da biodiversidade no entorno de áreas protegidas.” 2014. Doctoral Dissertation, Universidade Federal de São Carlos; Programa de Pós-Graduação em Ecologia e Recursos Naturais – PPGERN; UFSCar; BR. Accessed April 21, 2021.
https://repositorio.ufscar.br/handle/ufscar/1838.
MLA Handbook (7th Edition):
Roese, Mayla Willik Valenti. “Educação ambiental dialógico-crítica e a conservação da biodiversidade no entorno de áreas protegidas.” 2014. Web. 21 Apr 2021.
Vancouver:
Roese MWV. Educação ambiental dialógico-crítica e a conservação da biodiversidade no entorno de áreas protegidas. [Internet] [Doctoral dissertation]. Universidade Federal de São Carlos; Programa de Pós-Graduação em Ecologia e Recursos Naturais – PPGERN; UFSCar; BR; 2014. [cited 2021 Apr 21].
Available from: https://repositorio.ufscar.br/handle/ufscar/1838.
Council of Science Editors:
Roese MWV. Educação ambiental dialógico-crítica e a conservação da biodiversidade no entorno de áreas protegidas. [Doctoral Dissertation]. Universidade Federal de São Carlos; Programa de Pós-Graduação em Ecologia e Recursos Naturais – PPGERN; UFSCar; BR; 2014. Available from: https://repositorio.ufscar.br/handle/ufscar/1838
26.
Reginaldo de Jesus.
O ensino de literatura na educação profissional agrícola numa perspectiva dialógica: formando leitores. 2010.
Degree: 2010, Universidade Federal Rural do Rio de Janeiro
URL: http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1432
► The present work aimed to study the process of understanding literary texts and the construction of concepts in literature, from a teaching and learning experience…
(more)
▼ The present work aimed to study the process of understanding literary texts and the construction of concepts in literature, from a teaching and learning experience focused on dialogical interactions, within the classroom. We also intended to provide subsidies to improve the teaching of literature. Based on the premise that the teaching of this discipline, in the way it has been taught, has failed to achieve its main objective to enable students to read literary texts in order to make the most of their reading , a literature review was developed. Several problems that can be related to such a deficiency in teaching this discipline were identified as the emphasis on literary history, the preference for classical authors and texts according to official precept , the effect of schooling concerning literary reading, the use of textbooks as main tools in the exploration of literary reading, the teaching of literature focused on college entrance examinations and the prevalence of a curriculum proposal still centered on a traditional conception of education. Some of Vygotskys and Bakhtins ideas were also used as the theoretical context of literature classes. Based on the qualitative research methodology of socio-historical orientation we used an interactive, natural and individual observation as technique for data collection. During four months, we recorded, in MP3 files, twenty classes of literature and selected five of them. The classes were transcribed and analyzed, according to Vygotskys and Bakhtins theoretical orientation. The students who participated in the research were part of the third year of technical courses in Agriculture and Cattle Raising and Agribusiness offered by the Escola Agrotécnica Federal de São Cristóvão (currently IFS Campus São Cristóvão). This research was carried out during the year 2008, and had a total of ninety-six students reading texts written by Ronaldson, Vladimir Souza Carvalho, Jeová Santana and Antonio Carlos Viana, contemporary authors from Sergipe. As final results, the students presented shared construction of literary readings and consequently of some literary concepts. Even though the students showed difficulties internalizing some of these concepts, they revealed their discursive memory, inter-textual competence and, above all, their capacity to understand meanings of the texts read.
O presente trabalho teve por objetivo estudar o processo de compreensão de textos literários e a construção de conceitos em literatura, a partir de uma prática de ensino-aprendizagem centrada nas interações dialógicas, no espaço da sala de aula. Pretendemos também, com este estudo, oferecer subsídios para a melhoria do ensino de literatura. Partindo da premissa de que o ensino desta disciplina, nos moldes em que vem sendo ministrado, não tem alcançado seu principal objetivo a formação de leitores para a leitura do texto literário visando a uma melhor fruição dessa leitura , fizemos uma revisão de literatura e foram detectados os problemas pontuais que causam essa deficiência no ensino desta…
Advisors/Committee Members: Ana Cristina Souza Santos.
Subjects/Keywords: interações dialógicas; ensino de literatura; formação de leitores; EDUCACAO; literature teaching; dialogical interactions; training readers
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Jesus, R. d. (2010). O ensino de literatura na educação profissional agrícola numa perspectiva dialógica: formando leitores. 2010. (Thesis). Universidade Federal Rural do Rio de Janeiro. Retrieved from http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1432
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Jesus, Reginaldo de. “O ensino de literatura na educação profissional agrícola numa perspectiva dialógica: formando leitores. 2010.” 2010. Thesis, Universidade Federal Rural do Rio de Janeiro. Accessed April 21, 2021.
http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1432.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jesus, Reginaldo de. “O ensino de literatura na educação profissional agrícola numa perspectiva dialógica: formando leitores. 2010.” 2010. Web. 21 Apr 2021.
Vancouver:
Jesus Rd. O ensino de literatura na educação profissional agrícola numa perspectiva dialógica: formando leitores. 2010. [Internet] [Thesis]. Universidade Federal Rural do Rio de Janeiro; 2010. [cited 2021 Apr 21].
Available from: http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1432.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jesus Rd. O ensino de literatura na educação profissional agrícola numa perspectiva dialógica: formando leitores. 2010. [Thesis]. Universidade Federal Rural do Rio de Janeiro; 2010. Available from: http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1432
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of California – San Diego
27.
Kelley Jr., Bill Edward.
Experiments in Liberation: Contemporary Art, Dialogue and Pedagogy.
Degree: Art History, Theory and Criticism, 2016, University of California – San Diego
URL: http://www.escholarship.org/uc/item/9k4252x2
► Contemporary community-based practices in Latin America have a unique lineage and history with dialogically-driven methodologies that were promoted by the Liberation Theology movement within the…
(more)
▼ Contemporary community-based practices in Latin America have a unique lineage and history with dialogically-driven methodologies that were promoted by the Liberation Theology movement within the Catholic Church and the radical pedagogical work of Paolo Freire. That lineage has not been adequately investigated due to the predominance of a post-structuralist-bound post-colonial theory that fails to take these native cultural and social movements into account. As a result, many of the art practices in question have been operating outside of the purview of the art systems and primarily investigated by the social sciences, and not art history or art theory. This dissertation investigates the role of the researcher and curator in supporting these practices and includes three case studies to further the investigation.
Subjects/Keywords: Art history; Education history; community art; dialogical art; Liberation Theology; Pedagogy; social pratice
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Kelley Jr., B. E. (2016). Experiments in Liberation: Contemporary Art, Dialogue and Pedagogy. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/9k4252x2
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kelley Jr., Bill Edward. “Experiments in Liberation: Contemporary Art, Dialogue and Pedagogy.” 2016. Thesis, University of California – San Diego. Accessed April 21, 2021.
http://www.escholarship.org/uc/item/9k4252x2.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kelley Jr., Bill Edward. “Experiments in Liberation: Contemporary Art, Dialogue and Pedagogy.” 2016. Web. 21 Apr 2021.
Vancouver:
Kelley Jr. BE. Experiments in Liberation: Contemporary Art, Dialogue and Pedagogy. [Internet] [Thesis]. University of California – San Diego; 2016. [cited 2021 Apr 21].
Available from: http://www.escholarship.org/uc/item/9k4252x2.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kelley Jr. BE. Experiments in Liberation: Contemporary Art, Dialogue and Pedagogy. [Thesis]. University of California – San Diego; 2016. Available from: http://www.escholarship.org/uc/item/9k4252x2
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universidade do Rio Grande do Norte
28.
Lima, Raimundo Marcio Ribeiro.
Participação administrativa processual na administração pública
dialógica
.
Degree: 2012, Universidade do Rio Grande do Norte
URL: http://repositorio.ufrn.br/handle/123456789/13933
► The dissertation, which is based on the deductive method, by using general concepts of the theory of the administrative participation in the administrative process, addresses…
(more)
▼ The dissertation, which is based on the deductive method, by using general concepts of the
theory of the administrative participation in the administrative process, addresses the
importance of strengthening administrative and procedural activities of citizen involvement in
public administration for the administrative consolidation of democracy in Brazil. The
emergence of Administrative Law has particular importance for the understanding of its
institutions and, of course, for the different fields of public administration. The authoritarian
profile of this area of law still exists as a clear recollection of their origin, mainly based on a
relationship of superiority of the state over the individuals. Indeed, does not even modern
constitutionalism could print a true democracy administrative, since the constitutions were not
properly observed by the Government. Furthermore, only the process of constitutionalization
of administrative law legal relations took a more democratic profile. That is, the creation of an
environment of dialogue with civil society is a recent achievement of the Brazilian
government. As the administrative process involves dilemmas and solutions of state action,
because it is revealed the expression government, the strengthening of institutions and
principles related to the administrative procedure is important for role in making a more
participatory relationship between state and citizen. Thus, administrative participation can be
considered not only a mechanism of control and legitimacy of state action, but also for
improvement and reduction of administrative costs, as a requirement of the principle of
efficiency. The objective of this investigation is to assert as the administrative legal relation,
the administrative legality, the administrative jurisdiction, the processuality administrative,
the consensuality administrative and administrative justice, together with administrative
participation, can contribute to a more democratic role of the Public Administration and,
therefore, more dialogic and consolidator of the fundamental rights of citizens. Therefore, we
highlight the importance of the administrative process and administrative participation as
mechanisms for improving public policy and thus as a means of reducing administrative costs
mediate the state
Advisors/Committee Members: Nobre Júnior, Edilson Pereira (advisor), CPF:43045928404 (advisor), http://lattes.cnpq.br/6219856215182127 (advisor).
Subjects/Keywords: Participação administrativa;
Processo administrativo;
Administração
pública dialógica;
Administrative participation;
Administrative procedure;
Public administration dialogical
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lima, R. M. R. (2012). Participação administrativa processual na administração pública
dialógica
. (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/13933
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lima, Raimundo Marcio Ribeiro. “Participação administrativa processual na administração pública
dialógica
.” 2012. Thesis, Universidade do Rio Grande do Norte. Accessed April 21, 2021.
http://repositorio.ufrn.br/handle/123456789/13933.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lima, Raimundo Marcio Ribeiro. “Participação administrativa processual na administração pública
dialógica
.” 2012. Web. 21 Apr 2021.
Vancouver:
Lima RMR. Participação administrativa processual na administração pública
dialógica
. [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2012. [cited 2021 Apr 21].
Available from: http://repositorio.ufrn.br/handle/123456789/13933.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lima RMR. Participação administrativa processual na administração pública
dialógica
. [Thesis]. Universidade do Rio Grande do Norte; 2012. Available from: http://repositorio.ufrn.br/handle/123456789/13933
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universidade de Brasília
29.
Nanci Martins de Paula.
Crianças pequenas_dois anos_ no ciberespaço: interatividade possível?.
Degree: 2009, Universidade de Brasília
URL: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5337
► The research presented for the development of this thesis aimed to investigate the introduction of two-years-old children to cyberspace, followed up by the mediator teachers,…
(more)
▼ The research presented for the development of this thesis aimed to investigate the introduction of two-years-old children to cyberspace, followed up by the mediator teachers, colleagues and this researcher, in a virtual and interactive encounter, using the World Wide Web (Internet) in the school activities within child education. Thus, it contemplates the educative act of these children answering to needs, identifying possibilities, living participation and interactive processes with the technological resources of the information and communication society mediated by an adult, in the perspective of a collective and solidarity construction, in online learning communities. It is based on theories of the history of education, language philosophy, psychology, communication, information, communication and knowledge society, sociology and political economy, corroborating with scholars of education and pedagogy. It innovates in the field of knowledge of education by introducing virtual encounters in cyberspace as an educative act, in the context of child education, from early childhood to kindergarden. It describes and analyses the moment in which children entry into the virtual world, the enchantment and reality in the expressions of the human being, as well as the meaning of this facet of social immersion for educators of the contemporary world. The results of this study show that the computer artifact, joined with a pedagogy with socio-historical foundations, constitutes a mediating instrument, favoring childrens interactivity in cyberspace, leaving man to give meaning to the use of this technological apparatus. It opens up possibilities for new studies, besides provoking debates on the theme and the crossing of knowledge areas here dealt with.
A pesquisa apresentada para o desenvolvimento desta tese teve por objetivo investigar a introdução das crianças de dois anos no ciberespaço, acompanhadas pelas suas professoras mediadoras, colegas e esta pesquisadora, num encontro virtual, interativo, utilizando a rede mundial de computadores (Internet) a partir da base informática nas atividades da escola de educação infantil. Contempla, pois, o ato educativo dessas crianças atendendo às demandas, identificando as possibilidades, vivenciando os processos participativos e interativos com os recursos tecnológicos da informática na sociedade da informação e da comunicação com mediação do adulto, na perspectiva de uma construção coletiva solidária, em comunidades de aprendizagem em rede. Está ancorada em teóricos da história da educação, filosofia da linguagem, psicologia, comunicação, da sociedade da informação, comunicação e do conhecimento, da sociologia e da economia política, corroborando com estudiosos da educação e pedagogia. Inova o campo do conhecimento da educação ao introduzir os encontros virtuais no ciberespaço, como ato educativo, no contexto da educação infantil, classe do maternal. Descreve e analisa o momento da entrada das crianças no mundo virtual, o encantamento e a realidade nas expressões do ser humano, assim…
Advisors/Committee Members: José Carlos Libâneo, Raquel de Almeida Moraes, Célio da Cunha, Lucio Teles, Armando Bulcão, Maria de Fátima Guerra de Sousa.
Subjects/Keywords: crianças; children; educação infantil; ciberespaço e educação dialógica; child education; cyberspace and dialogical education; EDUCACAO
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Paula, N. M. d. (2009). Crianças pequenas_dois anos_ no ciberespaço: interatividade possível?. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5337
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Paula, Nanci Martins de. “Crianças pequenas_dois anos_ no ciberespaço: interatividade possível?.” 2009. Thesis, Universidade de Brasília. Accessed April 21, 2021.
http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5337.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Paula, Nanci Martins de. “Crianças pequenas_dois anos_ no ciberespaço: interatividade possível?.” 2009. Web. 21 Apr 2021.
Vancouver:
Paula NMd. Crianças pequenas_dois anos_ no ciberespaço: interatividade possível?. [Internet] [Thesis]. Universidade de Brasília; 2009. [cited 2021 Apr 21].
Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5337.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Paula NMd. Crianças pequenas_dois anos_ no ciberespaço: interatividade possível?. [Thesis]. Universidade de Brasília; 2009. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5337
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
30.
Adriana Silva Teles Boudoux.
ENTRE O CÃU E O INFERNO: GARIMPANDO REPRESENTAÃÃES IDENTITÃRIAS NO ROMANCE DAS LAVRAS DIAMANTINAS.
Degree: 2008, UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA
URL: http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=95
;
http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=96
► Este trabalho estuda as representaÃÃes identitÃrias na produÃÃo romanesca das Lavras Diamantinas (regiÃo correspondente aos municÃpios de MucugÃ, AndaraÃ, Palmeiras e LenÃÃis), especialmente em Cascalho…
(more)
▼ Este trabalho estuda as representaÃÃes identitÃrias na produÃÃo romanesca das Lavras Diamantinas (regiÃo correspondente aos municÃpios de MucugÃ, AndaraÃ, Palmeiras e LenÃÃis), especialmente em Cascalho de Herberto Sales (1944), com o objetivo de analisar o papel deste romance na (des)construÃÃo da identidade do espaÃo sÃcio-cultural representado. Em consonÃncia com as ideais de teÃricos como Roger Chartier (1988) e Stuart Hall (2000), entre outros, a literatura à concebida como representaÃÃo social e as identidades como construÃÃes histÃricas e culturais. O estudo se assenta na reflexÃo das relaÃÃes dialÃgicas entre os elementos internos e externos ao texto, entre o literÃrio e o histÃrico. A metodologia da pesquisa tem por base a leitura e a anÃlise comparativa de romances, de produÃÃes historiogrÃficas, de estudos de teoria e de crÃtica literÃria relativos ao tema. A dissertaÃÃo se divide em trÃs capÃtulos. O primeiro tem como foco os processos identitÃrios que permeiam os romances locais que antecederam a Cascalho; o segundo e terceiro se voltam para os processos identitÃrios subjacentes à narrativa de estrÃia de Herberto Sales. Nesta, a regiÃo das Lavras Diamantinas à representada a partir da cidade de AndaraÃ, terra natal do escritor. O estudo demonstra que o autor rasura as versÃes que identificavam o lugar como uma âterra prometidaâ, evidenciando uma sociedade marcada por tensÃes sociais e humanas. No percurso da anÃlise, percebe-se que o romancista alia suas experiÃncias ao diÃlogo com a produÃÃo literÃria local antecedente e com o pensamento social e literÃrio em curso nas dÃcadas de 1930 e 1940, relaÃÃes evidenciadas atravÃs de uma narrativa singular, na qual se entrecruzam ficÃÃo, memÃria e histÃria, real e imaginÃrio, regional e universal.
This work studies the identitarian representations on the Romanesque representations of the Lavras Diamantinas (region correspondent to the districts of MucugÃ, AndaraÃ, Palmeiras and LenÃÃis), especially on Herberto Salesâs Cascalho (1944), with the objective of analyzing this romanceâs part in the (de)construction of the identity of the socio-cultural space presented here. In consonance with the ideals of theorists like Roger Chartier (1988) and Stuart Hall (2000), among others, the literature is conceived as a social representation and the identities as historical and cultural constructions. The studies settles on the reflection of the dialogical relations between elements that are internal and external to the text, between the literary and the historic. The researchâs methodology bases itself on interpretation and comparative analysis of romances, historiography, on theoretical studies and on literary critic relative to the theme. This dissertation is divided on three chapters. The first has a focus on identitarian processes that permeate the local romances that preceded Cascalho; the second and third aim at the identitarian processes that are implicated in Herberto Salesâs debut narrative. In it, the region of the Lavras Diamantinas is represented from the city…
Advisors/Committee Members: Jorge de Souza Araujo.
Subjects/Keywords: Identidade; Representation; LITERATURA BRASILEIRA; Identity; RepresentaÃÃo; Literature; Literatura; Dialogical relations.; Romance; RelaÃÃes dialÃgicas.; Romanceâs
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Boudoux, A. S. T. (2008). ENTRE O CÃU E O INFERNO: GARIMPANDO REPRESENTAÃÃES IDENTITÃRIAS NO ROMANCE DAS LAVRAS DIAMANTINAS. (Thesis). UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA. Retrieved from http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=95 ; http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=96
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Boudoux, Adriana Silva Teles. “ENTRE O CÃU E O INFERNO: GARIMPANDO REPRESENTAÃÃES IDENTITÃRIAS NO ROMANCE DAS LAVRAS DIAMANTINAS.” 2008. Thesis, UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA. Accessed April 21, 2021.
http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=95 ; http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=96.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Boudoux, Adriana Silva Teles. “ENTRE O CÃU E O INFERNO: GARIMPANDO REPRESENTAÃÃES IDENTITÃRIAS NO ROMANCE DAS LAVRAS DIAMANTINAS.” 2008. Web. 21 Apr 2021.
Vancouver:
Boudoux AST. ENTRE O CÃU E O INFERNO: GARIMPANDO REPRESENTAÃÃES IDENTITÃRIAS NO ROMANCE DAS LAVRAS DIAMANTINAS. [Internet] [Thesis]. UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA; 2008. [cited 2021 Apr 21].
Available from: http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=95 ; http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=96.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Boudoux AST. ENTRE O CÃU E O INFERNO: GARIMPANDO REPRESENTAÃÃES IDENTITÃRIAS NO ROMANCE DAS LAVRAS DIAMANTINAS. [Thesis]. UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA; 2008. Available from: http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=95 ; http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=96
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
◁ [1] [2] [3] [4] [5] … [11] ▶
. 
Open Access Theses and Dissertations
