Encountering Faces Of The Other: A Phenomenological Study Of American High School Students Journeying Through South Africa

ABSTRACT TITLE OF DISSERTATION: ENCOUNTERING FACES OF THE OTHER: A PHENOMENOLOGICAL STUDY OF AMERICAN HIGH SCHOOL STUDENTS JOURNEYING THROUGH SOUTH AFRICA Christopher Scott Garran, Doctor of Philosophy, 2004 Dissertation directed by: Professor Francine Hultgren Department of Education Policy & Leadership In this phenomenological study, I explore the lived experience of American high school students encountering the Other within South Africa. My research question wonders, "While dwelling with one-an-Other, what is the experience like for my students to journey to the place of South Africa and to encounter the primary Other of the people, the Other of nature and the Other of social justice?" My exploration relies heavily upon the works of Levinas, Heidegger and Freire. As a research guide, van Manen keeps me attuned pedagogically. Through the de-tour and the tension of the encounter experience, I follow my students' voices. As I dig deep into their lived experience of encountering the face of the South African Other, I unearth the phenomenon's essential structures. A preliminary study with two students reveals in the initial encounter a "starting from oneself" where they feel a captured, advertised and alienated presence. In going face-to-face and in unpacking their prejudices, they place the Other behind an exotic mask. Considering the lived place of South Africa, these two students speak to a dwelling together and a wandering-out. As I dig deeper, the eight students of my study lead me toward the tensions within South Africa's beautiful, poor places. In these lived places, the Other's face summons my students and guilt spreads across their being. In seeing the Other, my students begin to realize that they, too, are watched. They begin to recognize the Other in the self and the self in the Other. Fractured by their encounter, my students step away from the ego-self. They begin to homestead and to construct an-Other-self. Standing on the frontier of transformation, my students begin to cultivate a self that crosses borders, holds an awareness of its attachment to the world and feels its unfinishedness. Finally, I suggest that teachers and students must lend their presence to one-an-Other while re-implacing themselves out in the world of lived experience. Intervening in the world, together as teacher and students, we cultivate the pedagogical conditions for transformative, social justice education

Feasibility report of conservative surgery, perioperative high-dose-rate brachytherapy (PHDRB), and low-to-moderate dose external beam radiation therapy (EBRT) in pediatric sarcomas

This study was undertaken to determine the feasibility of perioperative high-dose-rate brachytherapy (PHDRB) as an accelerated boost in patients with pediatric sarcomas. METHODS AND MATERIALS: Five pediatric patients (ages 7-16) with soft tissue sarcomas (STS) or soft tissue recurrences of previously treated osteosarcomas were treated with surgical resection and PHDRB (16-24 Gy) for R0-R1 resections. Patients with STS and osteosarcomas received 27 Gy and 45 Gy of EBRT postoperatively. RESULTS: After a median follow-up of 27 months (range, 12-50) all the patients remain locally controlled. Only 1 patient developed regrowth of pulmonary metastases and died of distant disease at 16 months. CONCLUSIONS: The use of PHDRB is safe in the short-term in this pediatric population. Only 1 patient suffered a partial wound dehiscence that may not be entirely related to PHDRB. Patients with recurrent osteosarcomas can be treated in a fashion similar to their adult soft tissue counterparts and avoid limb amputation. Younger patients with STS may achieve local control and prevent growth retardation with a combination of PHDRB and moderate doses of EBR

Howard's War on Terror: A Conceivable, Communicable and Coercive Foreign Policy Discourse

This article explores the relationship between language and political possibility. It is argued that John Howard’s language from 11 September 2001 to mid 2003 helped to enable the ‘War on Terror’ in an Australian context in three principal ways. Firstly, through contingent and contestable constructions of Australia, the world and their relationship, Howard’s language made interventionism conceivable. Secondly, emphasising shared values, mateship and mutual sacrifice in war, Howard embedded his foreign policy discourse in the cultural terrain of ‘mainstream Australia’, specifically framing a foreign policy discourse that was communicable to ‘battlers’ and disillusioned ‘Hansonites’. Thirdly, positioning alternatives as ‘un-Australian’, Howard’s language was particularly coercive, silencing potential oppositional voices