Browsing by Subject "Critical theory"
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Item Carried meaning in the Mahābhārata(2015-12) Rudmann, Daniel Adam; Selby, Martha Ann; Brereton, Joel P., 1948-; Freiberger, Oliver; Talbot, Cynthia; Hiltebeitel, AlfThe Mahābhārata describes itself as both a comprehensive and exhaustive text, incorporating a range of genres while presenting diverse perspectives through a matrix of interacting narratives. Its main story and subtales are the subject of productive contemporary studies that underscore the significance of the Sanskrit epic, though this scholarship is also famously criticized for overlooking literary inquiry. The following dissertation enacts a close reading of four subtales, Nala’s Tale, Rāma’s Tale, Sāvitrī’s Tale, and The Yakṣa’s Questions, in context with the larger work to uncover the implications of a literary study of the Mahābhārata. By conducting translations of passages from the epic, this dissertation builds sites of alliance among frame and subtale, literary and translation theory, critical analysis and contemporary scholarship, as well as the Mahābhārata and other works of literature in order to consider the ways in which meaning is generated throughout the text. Language, constituent parts, and operative principles are found to reverberate in the epic, eschewing didacticism and stasis for literary vitality. Themes of loss, love, disguise, and discovery veer throughout the subtales as sideshadows that at once collaborate and contradict to continuously redefine one another. The Mahābhārata’s self-conscious and reiterative reinterpretation of its own constructs presents critical insights on translation as dialogical correspondence, occurring within utterances as well as between languages. The act of translation, utilized by the poem itself to develop and proliferate significance, reveals difference and bears legibility within the epic.Item Cultivating community : socially responsible pedagogy in the devising process(2015-05) Thomas, Emily Aguilar; Schroeder-Arce, Roxanne; Dawson, Kathryn; González-López, GloriaAccording to the U.S. Department of Justice, statistics show that young people are experiencing sexual violence at the hands of adults and often do not tell anyone about their experiences ("Reporting of Sexual Violence Incidents"). Weaving research and practice in sexual violence and Applied Theatre, this case study explores the process of building community among participants while learning through and about these key content areas. Through a devising process that worked toward creating an original Applied Theatre program for young audiences, the researcher interrogates how enacting socially responsible pedagogy informed the process and nurtured a learning community. Enacting a critically-engaged pedagogy, this document invites artists, practitioners and pedagogues to consider how a feminist pedagogy might shape a socially-engaged art-making process and incite participants to take constructive action in their communities.Item Globalization within sport discourse : a mixed method critical discourse analysis of the 1984, 2000, and 2008 Olympic Games’ newspaper coverage(2015-12) Kessler, Seth Adam; Hunt, Thomas M.; Todd, Jan; Bowers, Matt; Sparevo, Emily; Dixon, Marlene; Witherspoon, KevinThe goal of this study was to analyze nine different newspapers’ coverage of three separate Olympic Games (i.e., 1984, 2000, and 2008) in order to determine how the globalization of sport was discussed, how this discourse reflected the power relations within international sport, and what sport management implications could be extracted. Globalization is an axial theme of the current era and is applicable to discussions of international sport. Sport has been characterized as a highly profitable, largely popular, and globally networked cultural form (Smart, 2007) that serves both as a source and a product of globalization (Eitzen, 2012), and, on a more practical level, as a global product and service (Ratten & Ratten, 2011). Houlihan (2007) reiterates the importance of globalization, stating that it has become one of the most prominent research concepts in the social sciences, including sport studies. An additional goal of this study was to critically evaluate sport journalism, as an often-overlooked aspect of journalism, and demonstrate linkages between media coverage and sport management practices. Sport— especially international, professional, and collegiate sport—and sporting ideals are intimately intertwined and attached to the sport media, and the sport media has both beneficial and detrimental influence over sporting and social norms. Sport management scholars should continue to critically examine and further understand the interplay between sport management, the sport media, and the power of discourse. Results indicate that treatment of globalization within the sport discourse evolved over time, and the understandings and presentations of globalization and its relationship to sport became more nuanced and sophisticated. Findings provide additional support for the dynamic nature of discourse, suggest the importance of conscientious and critical monitoring, and indicate the need to adapt best practices to reflect the changes in discourse, particularly in regards to influential phenomenon such as globalization. The research findings of this study will be of interest to sport management and globalization studies scholars and sport practitioners who are interested in understanding how discourse influences concept proliferation, power relations, policy creation, organizational and economic forecasting, strategic management, and other management practices.Item Students' understandings of educational achievement in a high-stakes testing environment : stories from Korean secondary schools(2013-12) Kim, Young-Eun, active 2013; De Lissovoy, Noah, 1968-The purpose of this study is to explore high school students’ understandings of achievement and opportunity through their lived experiences which are constructed under a high-stakes testing environment in Korea. This study undertakes a critical analysis of high-stakes testing and its intersectional effects in terms of structure and culture, attending to students’ everyday experiences in testing practices as these are embedded in certain discourses. Recent scholarship reveals that high-stakes testing reinforces a correspondence between socioeconomic status and educational attainment under the neoliberal educational policies of school choice, privatization, and high-stakes testing. In the analysis of educational policies such as the accountability movement, some studies contend that the political and economic discourses underpinning high-stakes testing are effectively hidden behind educational practices ostensibly aimed at raising standards. To date, however, there has been little attention to how students internalize the logic of neoliberal competition and how they experience educational achievement and opportunity structure within a high-stakes testing environment. Drawing on in-depth interviews of high school students from varying economic and academic backgrounds, this study found that students’ experiences of the high-stakes testing environment are influenced by their social class and achievement levels. High-stakes testing does not contribute to reducing achievement gaps between classes but rather reinforces educational alienation as well as opportunity gaps. Furthermore, high-stakes testing, as a cultural practice which affects students’ daily lives and their experience of curriculum and instruction, contributes to the ideological construction of students’ understandings of achievement and opportunity structure. While students experience structural constraints in achievement, they believe in testing as being a fair and equal opportunity. Concealing students’ struggles within structural barriers as well as their contradictory experiences in relation to ideologies of achievement and success, high-stakes testing becomes the medium through which students’ social desires are reproduced. An intersectional analysis in terms of culture and structure of students’ experiences in relation to high-stakes testing can help us to understand how the achievement ideology responds to students’ aspirations and also how those aspirations help this ideology persist. This study urges educational policies to focus on opportunity gaps and to look at contradictions and struggles that students experience in high-stakes testing.