Auswahl der wissenschaftlichen Literatur zum Thema „Héritages pluriels“
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Zeitschriftenartikel zum Thema "Héritages pluriels"
Dittrich, Viviane E. „La Cour spéciale pour la Sierra Leone et la portée de son héritage“. Études internationales 45, Nr. 1 (21.05.2014): 85–103. http://dx.doi.org/10.7202/1025118ar.
Der volle Inhalt der QuelleBusto de Fazio, Denizart, und José Sérgio Fonseca de Carvalho. „conflit des traditions“. Études Ricoeuriennes / Ricoeur Studies 14, Nr. 2 (20.12.2023): 7–22. http://dx.doi.org/10.5195/errs.2023.638.
Der volle Inhalt der QuelleSélim, Monique. „Un héritage pluriel en commun“. L'Homme et la société 201-202, Nr. 3 (2016): 7. http://dx.doi.org/10.3917/lhs.201.0007.
Der volle Inhalt der QuelleAbel, Olivier, Michel Fédou und Christophe d’Aloisio. „Innovation et tradition en christianisme pluriel“. Études janvier, Nr. 1 (11.12.2014): 79–88. http://dx.doi.org/10.3917/etu.4212.0079.
Der volle Inhalt der QuelleKefalidou, Charikleia Magdalini. „Transgression et hybridité dans l’œuvre de l’écrivain franco-arménien Denis Donikian“. HYBRIDA, Nr. 2 (28.06.2021): 179. http://dx.doi.org/10.7203/hybrida.2.20654.
Der volle Inhalt der QuelleNyambek Kanga-Mebenga Nnana, Francine. „Socialisations concurrentes et appropriation des héritages historiques par les collégiens français minoritaires et majoritaires“. Alterstice 6, Nr. 1 (05.12.2016): 133–46. http://dx.doi.org/10.7202/1038285ar.
Der volle Inhalt der QuelleLeach, Michael, Matthew Clarke, Philippe Tanguy und James Scambary. „Autour d’un Pacifique postcolonial, pluriel et plurilingue“. Articles hors thème 32, Nr. 2 (15.01.2014): 121–56. http://dx.doi.org/10.7202/1021357ar.
Der volle Inhalt der QuelleLehmann, Marie. „La transposition littéraire des conflits en Bucovine. L’Hermine souillée de Gregor von Rezzori“. Chroniques allemandes 11, Nr. 1 (2006): 243–56. http://dx.doi.org/10.3406/chral.2006.1903.
Der volle Inhalt der QuellePoulain, Jean-Pierre. „Les Modèles alimentaires méditerranéens : un héritage pluriel à étudier pour en faire un label pour le futur“. Horizons Maghrébins - Le droit à la mémoire 55, Nr. 1 (2006): 8–28. http://dx.doi.org/10.3406/horma.2006.2371.
Der volle Inhalt der QuelleLancret, Nathalie. „Construction du champ patrimonial à Bali à la croisée des représentations plurielles de l’île et de ses héritages“. Moussons, Nr. 36 (19.11.2020): 91–123. http://dx.doi.org/10.4000/moussons.6622.
Der volle Inhalt der QuelleDissertationen zum Thema "Héritages pluriels"
Gauthier, Eglantine. „De cadencer à danser "jupes en l'air" : anthropologie des appropriations mémorielles et spectaculaires du séga mauricien“. Electronic Thesis or Diss., Paris, EHESS, 2023. http://www.theses.fr/2023EHES0162.
Der volle Inhalt der QuelleThe objective of this thesis is to start from the observation of the sega dance to study the stakes of the memory and artistic appropriations of the colonial past in the Mauritian post-slavery society. The entry through dance was then heuristic to apprehend the popular culture of sega as a process. At different times in its history the requalification of the sega allowed to register this object in a culture sometimes considered as black, African, creole, multicultural, to attribute to it roots, and to direct the debates on the circulations and connections that surround this object, or to legitimize certain borrowings while accusing cultural appropriations. Absent from the global music or leisure market, it is in the form of the choreographic show that the sega circulates as a national standard, mainly on the tourist markets. The recent inscription of the traditional sega on the representative list of the ICH at UNESCO is part of these hegemonic forms of spectacularization and commercialization. The innovative nature of this research work was to examine the place of dancers – and especially women – which crystallizes the ambivalent reputation of sega, both denigrated and admired, and to show the challenges of requalification that focus on the spectacularization of this popular culture, revealing different power relations
Hidair, Isabelle. „La construction identitaire des Créoles de Guyane : de la gestion d'un héritage pluriel à l'insertion dans un contexte multiculturel“. Paris, EHESS, 2003. http://www.theses.fr/2003EHES0156.
Der volle Inhalt der QuelleRamirez, Romero Aïda. „Héritage colonial et construction de l'école nationale : Discours, normes et pratiques de socialisations à une nation plurielle. Le cas du Belize“. Electronic Thesis or Diss., Université Côte d'Azur, 2023. http://www.theses.fr/2023COAZ2023.
Der volle Inhalt der QuelleIn this work, “nation” and “diversity” are thought and questioned together from the Education field. This dissertation brings elements that explain how identifications to a national category are constructed and naturalized. The reflections aim to decenter the idea that a nation is “one and homogenous” and to question the place that cultural differences occupy, in terms of inclusion and exclusion, in the discourses about the nation. Here, the concept of nation, as part of the Nation-state political model, is understood as a political and social construction. It is about Belize, historically colonized by Great Britain and independent from 1981, that like many other “new” nations after decolonization, were legitimized by an international power and was defined, demarcated, and “manufactured” from a State. The Education is a tool largely invested by States to diffuse representations and symbols that contribute to constructions of national identifications. The schools are also spaces where children socialize daily and construct identifications according to social categories. This research studies the ways in which actors of the educative system (institutions and schools) mobilize and transform, in historical accounts (texts, speeches, images, etc.) racial and ethnic categories which participate, in the schools, to the process of national incorporation and identification. In order to understand the complexity of the process of “nationalization” of students, this study combines three analytical approaches: the social history of the institutionalization of the colonial education; a sociology of actors in educational institutions responsible to write the national history; an ethnography of educational practices in primary schools. In this way, this work considers the historical, institutional, ideological, and social dimensions that contribute to build national socializations in schools. From local and global perspectives, the analyses show that the development of the colonial education participated to shape racial and ethnic identities specific to Belize that are rearticulated today in the national school. The dissertation enlightens the links between governmental institutions (ministry of Education, University) with an ethnic organization and primary schools, in the elaboration and implementation of educational programs or projects. It reports on reproductions, transformations and ethnopolitical appropriations of the colonial history that make evolved, not only the historical stories of the nation, but also shows the diversity of significations that actors construct about differences. Finally, the voices of the children nuance and question the schematical and stereotypical discourses of the institutions. The weight of history is significant, however, the student expressions collected in this study, show how far the national imaginaries are smooth and plural, the pupils appropriate and reinterpret the discourses, proving that there is no “one nation”, but a multiplicity of perceptions and backgrounds that give meanings to identifications qualified as nationals
Buchteile zum Thema "Héritages pluriels"
Ferrand, Alexis. „Héritages théoriques et reformulations“. In Appartenances multiples, opinion plurielle, 13–35. Presses universitaires du Septentrion, 2011. http://dx.doi.org/10.4000/books.septentrion.9513.
Der volle Inhalt der QuelleDerivois, Daniel. „La psychologie clinique au défi des symptômes contemporains“. In La psychologie clinique au défi des symptômes contemporains, 65–78. In Press, 2018. http://dx.doi.org/10.3917/pres.vavas.2018.01.0066.
Der volle Inhalt der QuelleRuas, Marie-Pierre, Perrine Mane, Carole Puig, Charlotte Hallavan, Bénédicte Pradat, Mohamed Ouerfelli, Jérôme Ros, Danièle Alexandre-Bidon und Aline Durand. „23. Regard pluriel sur les plantes de l’héritage arabo-islamique en France médiévale“. In Héritages arabo-islamiques dans l'Europe méditerranéenne, 347–76. La Découverte, 2015. http://dx.doi.org/10.3917/dec.richa.2015.01.0347.
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