Browsing by Subject "Subject"
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Item Open Access Beautiful Annoyance: Reading the Subject(2011) Ozierski, Margaret AliceThis dissertation examines the pair subject-subjectivity embedded in the problematic of the end of art, as it is figured in exemplary fashion by film and literature. The analysis examines critically the problem of the subject vis-à-vis subjectivity by opening a dialogue that allows the necessary double terms of this discussion to emerge in the first place from the encounter with selected filmic and literary texts: Jacques Rivette's La belle noiseuse and Samuel Beckett's Film, The Unnamable and The Lost Ones. These texts are analyzed on an equal footing with the thought of Michel Foucault, Roland Barthes, Gianni Vattimo, Giorgio Agamben, and Gilles Deleuze who have written on both subjectivity and art. The study thus proposes a real movement - in terms and through art - that treats the metaphor of anamorphosis on the level of praxis: the image of subjectivity appears on the screen that is the filmic or literary text as the result of a passage in terms. The subject that emerges at the end of the analysis puts in perspective a certain practice of metonymic reading as renewed political potential of subjectivity.
Item Open Access Patchwork Practices: A Critical Review of the Montessori Public School Subject(2019-05-01) Majure, EllieIn the wake of late twentieth century educational reforms like No Child Left Behind and the Every Student Succeeds Act, American public schools have become increasingly subjected to standardized accountability testing, which has made student success on standardized tests the primary criterion of federal funding for struggling schools. Billed as an equalizer of academic achievement, these standardizing measures have both overseen increasing “inequality” as well as deterioration in the breadth of educational curriculum as teachers are incentivized to "teach to the test." This thesis is a critical analysis of the Montessori method within this flattened, test-focused environment. Through an analysis of educational reform in the market-driven, neoliberal moment; a comparison between the educational philosophies of John Dewey, Paulo Freire, Maria Montessori, and Thomas Jefferson; and a compilation of fictive ethnography, I explore the tensions that arise within a public Montessori environment. I show how the public school system limits and constrains the Montessori method, and how the subject of Montessori is seemingly at odds with the public school subject. I argue that if the Montessori method is updated with pieces of Dewey’s and Freire’s philosophies and practices, we can create a public setting of high performing learners who can also think critically.