Thematische Bibliographien / Imagine communities / Dissertationen
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Dissertationen zum Thema „Imagine communities“

Autor: Grafiati
Veröffentlicht am 25. Juni 2021
Zuletzt aktualisiert am 6. Februar 2022

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1

Ratliff, Therese Lynn. „Toward a "Conversational Pedagogy": an Invitation to Re-Imagine the Trinitarian Dialogical Dimensions of Adult Faith Formation“. Thesis, Boston College, 2011. http://hdl.handle.net/2345/3720.

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Thesis advisor: Jane E. Regan
Today's Christian communities find themselves situated within a dynamic framework of "otherness" in relationship to society in general, as well as in ecumenical and interreligious contexts. In addition to this complex ad-extra environment, there are also intra-ecclesial tensions within the Catholic community that arise from its own pluralistic reality, hindering the church from being the kind of community it is called to be. Chapter One acknowledges these concerns, and suggests that against such a pluralistic backdrop, the human need for connection and relationality cannot be overvalued. Toward this end, conversation as a means toward building mutuality cannot be overlooked. Indeed, "dialogue" has become a buzzword in religious, business, social and political circles, as people recognize the value of having spaces of meaningful relationship with those "other" than themselves. Yet, a sense of true connection--one that might be more adequately expressed by "conversation" and that supports a mutual movement toward understandings of difference in a spirit of reverence--continues to elude. The impoverished condition of conversation within the church raises questions: why isn't life-giving, intra-ecclesial conversation happening? Why aren't we having meaningful interactions that lead to an expanded sense of honoring the other, and a desire to come together in understanding, reciprocity and mutual support, in view of the church's ministry? Chapter Two suggests that one way to begin addressing the issue of creating space for more effective conversation within a pluralistic church broadly considered, is to look to small faith communities within the church as "communities of practice" in which adult learning can occur. These small faith communities of practice, such as parish councils, faith-sharing groups, ministerial teams, etc., are not merely task-oriented groups, focused on management strategies, business tactics or the mere exercise of democracy in their ways of being together. In an ecclesial context, they are communities intent on being and becoming groups that learn together and create conditions that support a lived adult faith. Because conversation factors largely in adult learning, attending to and valuing conversation in these small faith communities can lead to a "habitus of conversation" that might serve the wider ecclesial community as a whole. To realize such a "habitus of conversation", small faith communities must be supported by inner convictions and shored up by a theological perspective that points toward this stance, a perspective that is capable of upholding a life of koinonia/communio and sustaining it over the long haul required by the hard work of meaningful conversation. The theological lens that grounds such a "habitus of conversation" is a living Trinitarian faith. Exploring the dialogic dynamism of Godself reveals the consequent relationality of the human person made in Imago Dei. The dialogic nature of Godself thus provides a rich theological warrant for the anthropological stance that can support conversation as a theological posture and an educational project. This is the topic of Chapter Three. Chapter Four looks to established dialogical teaching methods as a resource for religious education. Within small faith communities, fostering such a "habitus of conversation" toward the teleos of koinonia/communio is a unique contribution that adult faith formation can offer, providing a concrete locus for enacting a conversational pedagogy that might suggest a model for venues beyond religious education itself, at the service of the broader Catholic Christian community as a whole. With this in mind, Chapter Five concludes the dissertation by addressing pedagogical practices that religious educators can resource as a framework for placing conversation at the center of educating in faith
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
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2

Ako, Joshua Ndip. „The Reorientation of Borders in the EU: Case studies Sweden, Germany, and France“. Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45922.

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The paradox of contemporary migration in the EU is that new actors, rules, and institutions have emerged and created internal spaces where there is a gradual reorientation of the character of EU border regime. These spaces have become arenas where EU member states are re-categorizing, re-scaling, expanding, and diversifying their modes of internal migration control and enforcement. To overcome this paradox, this research seeks to explore migration policies in Sweden, Germany, and France to demonstrate that the narratives about EU common border policy is complex, uncertain, polarising, and conflicting. This paper argues that the emergence of the EU common border regime with a multiplicity of actors have created everyday bordering as a rebordering mechanism of control that threatens the idea of a common EU border, especially at the level of nation states. My theoretical approach is based on ‘everyday bordering and the politics of beloninging’. And I applied an interpretative approach in the analysis of official policy documents, academic articles, media reports, advocacy papers, NGO documents, and political speeches.
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3

Corbett, Andrew M. „Queering New Media: Connectivity in Imagined Communities on the Internet“. Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429277316.

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4

Ray, Keith R. „The Role Attitudes, Perceptions, and Imagined Communities Play in Identity (Re)Construction of English Language Learners at Ohio University“. Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1428930219.

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5

Astudillo-Jones, Nicola Ann. „Consuming Latin America : the ¡Viva! Film Festival and imagined cosmopolitan communities“. Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/consuming-latin-america-the-viva-film-festival-and-imagined-cosmopolitan-communities(7c325038-d1b5-4334-b8bc-079b0265ca4a).html.

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This thesis examines how Latin America is produced and consumed through the ¡Viva! Spanish and Latin American Film Festival in Manchester and how people who do not have Latin American origins (subsequently 'non-Latin American') use Latin American culture to reconcile issues of self-identity and cosmopolitanism at a local level. Extending Dina Iordanova's (2010) application of imagined communities to film festivals beyond diaspora, a framework of imagined cosmopolitan communities finds that, through consumption of the ¡Viva! film festival, non-Latin American consumers can often feel a sense of belonging or connection to Latin American people and culture. Non-Latin American ¡Viva! consumers subsequently incorporate Latin American culture and identity within their own construction of self-identity in order to reaffirm their sense of self. Using a mixed methods approach which brings together qualitative research (including a questionnaire survey and semi-structured interviews) with media analysis, this thesis finds that the incorporation of Latin American identity into non-Latin American self-identity is facilitated, in part, by the way in which Latin America has been encoded at a discursive level in the UK in recent decades through magical realism and associated codes, themes and narratives concerning the region's bizarre, crazy, strange and surreal characteristics. Applying theories of encoding and decoding (Hall, 1980), the ¡Viva! film festival and its non-Latin American audience members are found to likewise construct Latin America in these terms, as different, but not too different from British cultural norms. This interpretive framework, along with the fact that Latin Americans are largely positioned outside of the increasingly hostile rhetoric towards migrants and ethnic minorities in the UK, facilitates the incorporation of a Latin American identity within non-Latin American consumers' construction of self-identity. Scholars have suggested that cosmopolitanism demands a transformation in self-understanding in addition to an openness towards the cultural Other (Delanty, 2009). Analysis of the ¡Viva! film festival subsequently reveals a nuanced form of cosmopolitanism in which the Self is transformed through the incorporation of the Latin American cultural Other and offers an insight into the changing nature of the cultural relationship between Latin America and the UK. Latin America has typically been constructed as embodying the unconscious fears and desires of British (and western) culture (Beasley-Murray, 2003; Foster, 2009). This thesis finds instead that Latin America is being reconfigured by non-Latin American consumers of the ¡Viva! film festival as an equally formative part of their conscious identity that completes their sense of self and of being cosmopolitan in an attempt to resist and challenge contemporary scepticism and rhetoric in the UK surrounding multiculturalism, immigration and ethnic minorities.
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Mendoza, Anna Veronica. „Imagined communities, symbolic capital, and the mobilization of individual linguistic resources“. Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52665.

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Critical research in TESL (Teaching English as a Second Language) involves a delicate balance between two paradigms. On the one hand, the researcher strives to unearth and explain processes of systemic inequality and perpetual marginalization, as English language learners worldwide strive to accumulate linguistic and cultural capital. On the other hand, the researcher must recognize that learners have the right to invest in English, imagine future identities, and conceptualize their journeys as language learners as connected to a “better life story” (Barkhuizen, 2010; Darvin & Norton, 2015). This study employs narrative inquiry in an attempt to reconcile the two paradigms and give a holistic account of students’ experiences. The narratives of eight international graduate students in Canada reveal that those who attended international schools and were immersed in Western popular and academic culture prior to their arrival were advantaged in academic, professional, and social contexts. Additionally, while all eight established social networks in Canada, only the one white student from Western Europe who majored in North American civilization had a social network comprised mainly of Canadians. Nevertheless, four students reported being well adjusted in Canada, personally and professionally – as each had used a set of strategies tailored to her/his individual situation to pursue an imagined future. Findings suggest that each international student must draw on her/his specific linguistic repertoire and intellectual resources to effectively navigate real and imagined communities.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Tran, Linh Thuy. „Contested imagined communities : higher education for ethnic minority students in Vietnam“. Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/31285.

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As a country with 54 ethnic groups, including 53 officially designated "ethnic minority groups," Vietnam has recognized the importance of enhancing education for ethnic minorities. However, despite the government's efforts to increase educational opportunities for ethnic minority students, the latter often do not have access to the same education as their counterparts of the major ethnic group, the Kinh. In this study, the concept of "imagined communities" (Anderson 1991) is applied to analyze national governmental policies on ethnic minorities, curricular structure in the Department of Ethnic Minority Cultures at the Hanoi University of Culture, Vietnam, and the perspectives of professors and students in the department. Three months of field research were conducted in Vietnam, and included: (a) an analysis of national and institutional policy documents, (b) observation at the university, and (c) interviews with professors and ethnic minority students enrolled in the program. The findings of this study show that imagined communities envisioned for ethnic minority students by the government, professors and students themselves are diverse and contested. The contestation of imagined communities on higher education for ethnic minority students in Vietnam shows a clear intersection between power and knowledge. Through education, the government, with its power, has great influence on educational activities which affect the identities of ethnic minority students. Educational settings, in some sense, become the place of social and cultural reproduction where "organic" knowledge of ethnic minority students is discounted. Finally, this study gives a description of my personal transformation after conducting this research. It shows how this research has changed my own mindset and thinking about ethnic minority cultures in general and higher education for ethnic minority students in Vietnam in particular.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Zahuranic, Michael R. Boyd Gary. „Residential Communities Initiative : a case study /“. Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Dec%5FZahuranic%5FMBA.pdf.

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Thesis (M.B.A.)--Naval Postgraduate School, December 2003.
"MBA professional report"--Cover. Thesis advisor(s): Jeffrey R. Cuskey, Cary Simon. Includes bibliographical references (p. 107-109). Also available online.
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Yeh, Grace I.-chun. „Asian fighters in U.S. minority literature iconology, intimacy, and other imagined communities /“. Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1481671281&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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10

Schulze, Jeffrey M. „Trans-nations Indians, imagined communities, and border realities in the twentieth century /“. Ann Arbor, Mich. : ProQuest, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3307178.

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Thesis (Ph.D. in History)--S.M.U.
Title from PDF title page (viewed Mar. 16, 2009). Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1514. Adviser: Sherry L. Smith. Includes bibliographical references.
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Burke, Matthew Ian. „Gated communities and residential travel behaviour /“. [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18646.pdf.

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12

Marinac, Anthony Schuyler. „Connectional politics in regional Queensland communities /“. St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16418.pdf.

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13

Durrant, Marie Bradshaw. „Communities, Place, and Conservation on Mount Kilimanjaro“. Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd486.PDF.

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14

Mafuta, Willy. „Imagined Communities: The Role of the Churches During and After Apartheid in Sophiatown“. Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34262.

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Many around the world have come to know South Africa as the rainbow nation, yet this notion has been subject to enormous critiques in the political discourse. The rainbow nation was conceived by the Government of National Unity that came to power in 1994, but it failed to materialize. What post-apartheid South Africa has yielded instead is a nation, or an imagined community, where race and ethnicity never receded. Although they are no longer pathological, race and ethnicity have become normative typifications of an overarching identity. Churches in particular have played a major role in creating a new identity. Churches have managed to move beyond the yoke of race and ethnicity enforced during the Apartheid under the Group Areas Act and the Resettlement Acts, and epitomized by the destruction of the vibrant city of Sophiatown and, in its place, the building of Triomf, an Afrikaner imagined community. Churches have led the way in deconstructing the perceived or realized power or disempowerment that is residual to the Apartheid. In reconstructing the community, they have re-imagined an environment where race and ethnicity remain the standard component of the South African national identity. This re-imagining requires that race and ethnicity be constructed as relational rather than hierarchical. Moreover, it requires that one acknowledge the woundedness (e.g., shame, anger, guilt, hurt, humiliation, betrayal, fear, resentment) that racial typifications create. As a social construction, Churches in Sophiatown are fostering this ethical environment where these values are embraced.
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Lashley, Brandon Christopher. „Communicating Community at Tesla Motors: Maintaining Corporate Values in Blogging Communities“. Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/78222.

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Knowing how organizations engage employees can help researchers and practitioners better understand how to effectively communicate and engage employees to create an efficient and collaborative work environment. This research sought to discover if Tesla Motors strategically communicated values from its Master Plan through company blogs to create an imagined community. The theory of imagined communities provided the theoretical foundation. This research used a content analysis of words and phrases within Tesla's Master Plan and 2015 corporate blog. Although the blog provided some indication that it was communicating values, this study concluded that the Master Plan did not provide enough value information to support a strategic imagined community. This study does, however, imply that imagined communities can be used in public relations research.
Master of Arts
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16

Kendall, Raymond E. McHale Kevin J. „Evolution : advancing Communities of Practice in naval intelligence /“. Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FKendall.pdf.

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17

Choudhury, Athia. „Story lines moving through the multiple imagined communities of an asian-/american-/feminist body“. Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/669.

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We all have stories to share, to build, to pass around, to inherit, and to create. This story - the one I piece together now - is about a Thai-/Bengali-/Muslim-/American-/Feminist looking for home, looking to manage the tension and conflict of wanting to belong to her family and to her feminist community. This thesis focuses on the seemingly conflicting obligations to kinship on the one hand and to feminist practice on the other, a conflict where being a good scholar or activist is directly in opposition to being a good Asian daughter. In order to understand how and why these communities appear at odds with one another, I examine how the material spaces and psychological realities inhabited by specific hyphenated, fragmented subjects are represented (and misrepresented) in both popular culture and practical politics, arguing against images of the hybrid body that bracket its lived tensions. I argue that fantasies of home as an unconditional site of belonging and comfort distract us from the multiple communities to which hyphenated subjects must move between. Hyphenated Asian-/American bodies often find ourselves torn between nativism and assimilationism - having to neutralize, forsake, or discard parts of our identities. Thus, I reduce complicated, difficult ideas of being to the size of a thimble, to a question of loyalty between my Asian-/American history and my American-/feminist future, between my familial background and the issues that have become foregrounded for me during college, between the home from which I originate and the new home to which I wish to belong. To move with fluidity, I must - in collaboration with others - invent new stories of identity and belonging.
B.A. and B.S.
Bachelors
Office of Undergraduate Studies
Interdisciplinary Studies; Philosophy
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Peckham, Robert Shannan. „The geography of haunted places : landscape and imagined communities in the fiction of Papadiamantis“. Thesis, King's College London (University of London), 1994. https://kclpure.kcl.ac.uk/portal/en/theses/the-geography-of-haunted-places--landscape-and-imagined-communities-in-the-fiction-of-papadiamantis(12e8a9a3-1ec6-4dce-8586-2f910700d57f).html.

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Ramanayake, Selena. „Imagined Communities: A Mixed Methods Study of Patterns among English and Spanish Language Learners“. University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535636778278414.

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Smith, Matthew. „Implicit affinity networks /“. Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1682.pdf.

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Culatta, Richard Edward. „Extending the reach of educational research : applying product commercialization processes to communities of practice /“. Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1799.pdf.

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Villarreal, Ballesteros Ana Cecilia. „PROFESSIONAL IDENTITY FORMATION AND DEVELOPMENT OF IMAGINED COMMUNITIES IN AN ENGLISH LANGUAGE MAJOR IN MEXICO“. Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195059.

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Recent work has shown the importance of identity in language learning and how the desire to belong to an imagined community drives individuals to invest in their learning (Norton, 2000). This work has documented that a mismatch between students' imagined community and the community envisioned by the teacher can have negative outcomes on students' learning trajectories. Other research has explored how institutional policies and their linked educational practices reflect differences in the imagined communities each institution sees their students potentially joining in the future (Kanno, 2003) and how reading materials and the discourses reflected in them can affect learners' visions of themselves(Pavlenko, 2003). However few studies have tried to document how an `imagined community' might be collectively constructed for others through a complex interaction of social and cultural structures, circulating discourses, institutional discourses, educational practices, group dynamics and personal histories that produce visions of potential identities (I) and their respective imagined communities (IC's) in which newcomers get socialized. There is a gap in current research on how `imagined communities' and `identities' for second language learners get constructed, circulated and made available to learners within institutional contexts.Through this qualitative study involving questionnaires and autobiographical research I studied the construction of imagined communities in an English language major in Mexico. I explored how professional identities and their related imagined communities are collectively constructed and made available to students in order to understand how institutions, programs administrators and faculty members could enhance the spread of successful professional identities and inspire/stimulate L2 speakers in their educational and professional trajectories.
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Anderson, Nancy. „Art and public policy defining public space through the Re-Imaging Communities Programme 2006-2010“. Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.705643.

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The Re-Imaging Communities Programme ran from 2006 to 2010 as a way for groups to apply for funding to address sectarian and aggressive imagery. This research explores the context in which the Programme occurred, who was involved, and to what extent it affected change on the symbolic inventory used in Loyalist areas in Belfast, Northern Ireland. Simon Harrison’s Four Types of Symbolic Conflict acts as a framework for the research to explore of the power dynamic of those involved in the Programme. The research posits that the first symbolic conflict is achieved through the use of commoditisation to define and change the value of a symbol. The second is accomplished by using the Programme to alter the context of the symbol, thus attempting to change its interpretation. The third conflict occurs through the use of language to target and categorise specific groups with a focus on gaining access to and changing their symbolic inventory. Finally, the last conflict is examined by addressing the issue of privatisation of work and of altering the symbolic inventory through the control of funding. The changes that occurred through participation in the Re-Imaging Communities Programme led to increased dialogue and interaction between local groups, politicians, and funders but it did not fundamentally change the symbolic inventory in these areas.
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Smith, Jade. „For the people : an appraisal comparison of imagined communities in letters to two South African newspapers“. Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1016264.

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This thesis reports on the bonds that unify imagined communities (Anderson 1983) that are created in 40 letters prominently displayed on the opinions pages of the Daily Sun, a popular tabloid, and The Times, a daily offshoot of the mainstream national Sunday Times. An APPRAISAL analysis of these letters reveals how the imagined communities attempt to align their audiences around distinctive couplings of interpersonal and ideational meaning. Such couplings represent the bonds around which community identities are co-constructed through affiliation and are evidence of the shared feelings that unite the communities of readership. Inferences drawn from this APPRAISAL information allow for a comparison of the natures of the two communities in terms of how they view their agency and group cohesion. Central to the analysis and interpretation of the data is the letters’ evaluative prosody, traced in order to determine the polarity of readers’ stances over four weeks. Asymmetrical prosodies are construed as pointing to the validity of ‘linguistic ventriloquism’, a term whose definition is refined and used as a diagnostic for whether the newspapers use their readers’ letters to promote their own stances on controversial matters. Principal findings show that both communities affiliate around the value of education, and dissatisfaction with the country’s political leaders, however The Times’ readers are more individualistic than the Daily Sun’s community members, who are concerned with the wellbeing of the group. The analysis highlights limitations to the application of the APPRAISAL framework, the value of subjectivity in the analytical process, and adds a new dimension to South African media studies, as it provides linguistic insights into the construction of imagined communities of newspaper readership.
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Scott, Gerald R. „Bureaucracies, communities and networks : interagency cooperation for Homeland Security In Monterey County“. Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FScott.pdf.

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Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, June 2003.
Thesis advisor(s): Jeffrey W. Knopf, Peter R. Lavoy. Includes bibliographical references (p. 85-89). Also available online.
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Yao, Ming-Li. „Creation and recreation of the imagined community of Taiwan : the critical analysis of high school history textbooks (1949 to 2011)“. Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/19545.

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This study aims to explore how the imagined Chinese community, as the nation of Taiwan, was created and recreated between 1949 and 2011, to become the Taiwanese community. The theoretical concept of the ‘imagined community’, which is interconnected with the concepts of ‘invented tradition’ and ‘banal nationalism’, has been used to suggest a sociological interpretation of the transformation of people’s self-identification from ‘Chinese’ to ‘Taiwanese’, as a kind of reflection of the changing nation of post-war Taiwan. The social phenomenon of Taiwan residents’ changing self-identification raises a key concern, namely, has the nature of the nation in Taiwan changed? Junior and senior high school history textbooks (1949 to 2011), which can be regarded as representing the officially invented history, were used as resources, and analysed together with data gathered during interviews with twenty-five history teachers, who had not been screened for age or ethnic differences. The history textbooks provided content for a case study, comparable to that of the theoretical concept of the ‘invented tradition’. This could be regarded as ‘banal nationalism’, through which the life environment is subtly shaped and reshaped to become the ‘imagined community’, namely, the ‘national’ environment. The interviews with teachers were intended to help the researchers understand how the content in history textbooks had been taught, in order to explain how, or whether, the society undermined or reinforced the officially structured ‘imagined Taiwanese community’. The two approaches – one of which could be regarded as a top-down power, while the other could be considered as a social force – jointly provided the research framework and a perspective consistent with the changing social phenomenon of the increasing ‘Taiwanese’ identity among members of the population. This study concluded that ‘Taiwan’ has been produced and reproduced from the local identification to the national. The research results show that the meaning of ‘China’ and ‘Taiwan’ changed during three time periods: from the 1950s to the late 1980s, from the 1990s to the 2000s, and from the 2000s to 2010 and later. Through this process, mainland China and Taiwan were identified as one Chinese nation-state, beginning in the 1950s to the late 1980s, as one nation but two states, from the 1990s to the early 2000s, and finally, as two nation-states, from the early 2000s to 2010 and later. This research explored how ‘Taiwan’, an ‘imagined community’, has been shaped over time. Teachers further manifested ‘Taiwan’ as an explicit concept of national identity by providing other examples, in addition to the content in textbooks, and noting distinctions between ‘China’ and ‘Taiwan’. Theoretical logic is coherent with this empirical investigation, and this study provided the perspective to interpret how the state worked as a top-down force cooperating with society’s bottom-up perseverance, to invent ‘Taiwanese’ national history, through which the national identity of Taiwan was manifested.
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Accad, Arnon. „Vegetation communities modelling using GIS-Integrated statistical, ecological and data models /“. St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17703.pdf.

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Zhuge, Ren. „Local communities and protected areas in China : development, conservation and management /“. [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16216.pdf.

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Gonzales, Rey Carlo Tan. „Filipino martial arts and the construction of Filipino national identity“. Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/filipino-martial-arts-and-the-construction-of-filipino-national-identity(62dc3e99-ad1a-46ea-936f-9a0c4bf196c0).html.

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This dissertation explores the construction of Filipino national identity by examining the Philippine national government’s appropriation of Filipino Martial Arts (FMA) between 1975 and 2010. FMA’s nationalization offers a window into the larger dynamics of nation-building in the Philippines. Having been colonized for nearly four centuries (1565-1946), the Philippine national government reified the Filipino nation by appropriating older symbols as national ones, and with the purpose of articulating a unique Filipino national identity. The nationalization of FMA is analyzed using Benedict Anderson’s constructivist interpretation of nations as ‘imagined communities’. The dissertation argues that in order to understand the logic behind the national government’s nation-building project using FMA, Filipino postcolonial anxieties over national identity (or their perceived lack of) must be taken into consideration. In this regard, FMA’s nationalization is engaged with Anthony Smith’s concept of the ethnie (ethnic community). Studying the history of how decentralized indigenous martial arts practice became institutionalized in FMA clubs, the dissertation finds that FMA as an ethnographic concept was formulated mainly since the 1970s in consonance with its commercialization, increasing popularity and nationalization. By looking at how national identity is represented in FMA films and in reconstructions of the national hero Lapulapu, the dissertation argues that FMA practitioners seek to highlight their localized identities by inserting their own symbols and interpretations into the national identity being articulated. This process, termed the ‘reverse appropriation’ of nationalism, was a way for FMA clubs to preserve their local institutions and identities from being totally consumed by the nationalization and nation-building project.
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Cortez, Nolvia Ana. „Am I in the Book? Imagined Communities and Language Ideologies of English in a Global EFL Textbook“. Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195553.

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Learners from many corners of the earth are acquiring English as a Foreign Language (EFL), lending importance to issues of language learning and its effects on global and local identities being forged in the process. As English language users, they are recipients and producers of multiple discourses around the global status of English as a foreign language, from English as linguistic, material, and symbolic capital (Bourdieu, 1991) to language as commodity (Heller, 1999). Such discourses are accompanied by representations of language and culture, or imagined communities (Anderson, 1983, Norton, 2001) that represent language use and cultural representations deemed as legitimate.The purpose of this study is to triangulate three different but intersecting perspectives: that of the researcher, Mexican EFL teachers and Mexican teachers-in-training, on the imagined communities and the underlying ideological discourses of English in a global EFL textbook, as well as those held by these same teachers and teachers-in-training. Critical discourse analysis, classroom observations, in-depth interviews and language learning autobiographies provided the data for a critical assessment of the language and cultural content of the textbook and the ideologies of English.While CDA has been rightly challenged for privileging the researcher's position, this study contributes to a poststructuralist view of the participants as agents of change; they are receptors of discourses that taint their ideologies about language, but they also resist and transform them, through articulated ideas as well as through specific classroom actions that allow them to appropriate the English language, despite the textbook's systematic exclusion of speakers like them, and cultural practices like theirs.This study contributes to the growing field of critical applied linguistics, where learners are viewed as social beings in sites of struggle and with multiple and changing identities (Norton, 2000). In this vein, neutrality can no longer be accepted as a construct in textbooks or in the ELT practice, since the contained practices are subject to ideologies which must be dismantled in order to offer students and teachers more equitable representations of the English language and its speakers.
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Aliberti, Davide. „Sefarad : une communauté imaginée : 1924-2015“. Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3092.

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Le décret royal du 1924 est souvent considéré le point culminant de la campagne séfardiste du sénateur espagnol Ángel Pulido. Il s'agit d'une initiative qui reflète l’ambiguë de toutes les dynamiques espagnoles envers les Séfarades. La loi de 2015, relative à l’octroi de la nationalité aux descendants des juifs expulsés au XV siècle, et le décret royal de 1924 ont été choisis respectivement comme le point d'arrivée et le point de départ de ce travail. Durant cette période, a eu lieu une série d'événements qui ont constitué l'épine dorsale de cette communauté imaginée appelée Sefarad. Sefarad correspond à un espace indéfini résultant d'une erreur d'interprétation biblique. Cependant, pendant des siècles l'idée de Sefarad a continué à être associée à l'espace géographique connu comme l'Espagne et, à partir de la seconde moitié du XXe siècle, le gouvernement espagnol s'est de plus en plus identifié à cet espace idéal. Ce processus de superposition vise à soutenir les intérêts nationaux. La loi de 2015, ainsi que le décret royal de 1924, sont deux initiatives qui s’adressent à l'opinion publique internationale plutôt qu’aux Séfarades. Ces deux lois sont révélatrices d'une tendance politique espagnole basée sur des argumentations séfardistes. L'objectif de ce travail est donc de montrer comment le gouvernement espagnol, à travers la reproduction de cette rhétorique séfardiste, a réussi à reconstruire une communauté imaginée connu comme Sefarad
The Royal Decree of 1924 is often considered the culminating point of the campaign of Spanish senator Ángel Pulido. It’s an initiative that reflects the Spanish ambiguity towards Sephardim. The law of 2015 concerning the granting of nationality to descendants of Jews expelled in the XV century and the Royal Decree of 1924 were respectively chosen as the starting point and the end point of the present work. During this period, there was a series of events that have been the backbone of this imagined community called Sepharad. Sepharad corresponds to an undefined space resulting from a biblical misinterpretation. However, for centuries the idea of Sepharad continued to be associated with the geographical area known as Spain. From the second half of the twentieth century, the Spanish government has increasingly identified himself with this ideal space. This superposition process aims to support the national interests. The law of 2015 and the Royal Decree of 1924, are two initiatives addressed to the international public opinion rather than Sephardim. These two laws are indicative of a Spanish political tendency based on sephardist argumentations. The purpose of this work is to show how the Spanish Government, through the reproduction of this sephardist rhetoric, managed to rebuild an imagined community known as Sepharad
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Phillips, Claire E. „Body Image in Adolescents from Urban Communities in Ecuador“. Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou153485684485791.

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Alsulami, Iftikar Saeed, und Danyah Abdulaziz Aleisa. „BUILDING BRIDGES FROM CURRENT ENGLISH CONTENT TO AN IMAGINED ENGLISH FUTURE“. CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/380.

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Learning English as a second language is a key factor to promote globalization, because the language has spread widely. Furthermore, learning English vocabulary for the fast-paced global business environment is highly dependent on the imagined future of a business major; he or she must imagine in what context the business career will take place: what sphere of activity will be involved, in which scenarios of language usage, and what lexical items will be needed. Vocabulary learning has long been characterized by the use of decontextualized vocabulary academic word lists. As an alternative, this project researches the use of an integrated language thematic mode--the theme being business communication-with a focus on incorporating various linguistics aspects of learning English. This research will emphasize the integrated linguistics approach to the acquisition of academic vocabulary. Additionally, the project explores the use of an individual’s imagined community in setting vocabulary goals and second-language-acquisition strategies. The study took place at the English Language Program and College of Business and Public Administration (CBPA) at California State University, San Bernardino in the spring of 2016. International students were asked to participate in a survey; an interview questionnaire was designed to discover the students’ preferences strategies and in learning English with respect to their future career. The results varied based on students’ backgrounds, their specific majors, and their personalities and preferred ways of learning.
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Blackburn, Matthew. „National identity, nationalist discourse and the imagined nation in post-Soviet Russia“. Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30590/.

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This thesis attempts to account for post-Soviet Russian national identity and nationalism ‘from below’, employing the ‘thick descriptions’ of the nation reproduced by ordinary Russians across social and generational lines. It examines the current equilibrium in mainstream nationalist hegemonic discourse, shedding light on the vitality of the nation as an ‘imagined community’. In doing this, nationalism is viewed as a set of discursive formations that make claims about how or what the nation is or should be. A central aim in this research is to highlight what discursive constructions are shared or contested across a representative sample of the Russian population. In order to offer a meaningful assessment of nationalist discourse, this research employs ethnographic fieldwork driven by a grounded theory approach. With fifteen months of fieldwork in three Russian cities, this permitted room for exploration and siginificant redirection of the research focus. This helped reveal the interconnections between certain common, foundational elements of national identity and the structure of a dominant nationalist discourse. Previous research has often focused on the challenges of Russian nation-building given the complicated heritage bestowed by the Romanov and Soviet empires. This thesis identifies certain historical and cultural factors vital to the shaping of Russian national identity today. It also identifies a current hegemonic nationalist discourse and unpacks how it is relevant to the majority. This dominant discourse is built on certain myths and versions of normality, much of which takes the late Soviet as ‘normal’ and the wild nineties as ‘abnormal’. The thesis also explores how the above is contested. What is argued is that, at the current moment, the challenge of anti-hegemonic nationalist discourses is, for many people, neutralised by the appeal of a particular geopolitical vision. This research outlines how visions of the nation are weaved into commonly shared notions of identity and underlines how the current status quo is held together.
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Bosley, Christopher C. „A grand unified theory of world politics| The stability imperative and reifying imagined communities in a global society“. Thesis, Georgetown University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10240576.

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The emerging global structure is wrought with tension. The contemporary international system, marshaled by the communications-and-information revolution and characterized by dense interaction capacities among transnational actors, can be conceived as a global society wherein a common normative framework guides and constrains state behavior. Its intersection with revisionist rising powers harboring intentions to mold that framework to reflect their own preferences risks an ambiguous standard of behavior, confusion, and a clash of norms that threatens to transform the cohesion that underpins accord in the global society into chaos. As the state upon whose values and principles the existing international system is based upon, it is the responsibility of the United States to ensure the stability and viability of that system and – as far as other states are expected to conform to the normative standards thereof – its ability to accommodate the development of the states within it. The United States has traditionally promoted the democratic peace as the key stabilizing mechanism in the international system. While fully institutionalized democracies may be more stable and less aggressive than other forms of government, however, emerging democracies tend to be extraordinarily violent as self-rule precipitates secessionist wars, pathological homogenization, and ethnic cleansing as “the people” are defined and those excluded are sorted out. In regions beset by the legacies of colonialism and multi-ethnic empires, wherein state boundaries were arbitrarily drawn to aggregate and divide a complex mosaic of social identity groups, the results are national cascades fueling pervasive identity-driven conflict in a struggle to reify into the primary organizing structure of modernity: the nation-state.

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Mekuria, Marru M. „The mother(land) through narrative and nostalgia : the role stories play in the crafting of imagined (exiled) communities“. Thesis, University of Salford, 2016. http://usir.salford.ac.uk/38002/.

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Comprising three novellas and critical research, this project defines and examines the possibilities of creative writing to expound upon and provide insight into issues of citizenship, belonging and memory. This interplay of narratives (creative and critical) speaks to the complex and intertextual nature of my research and is reminiscent of bricolage, defined by Matt Rogers as a 'multi-perspectival, multi-theoretical and multi-methodological approach to inquiry […] based on notions of eclecticism, emergent design, flexibility and plurality'. My thesis makes use of autobiography as case study and creative practice as research to illuminate the personal experiences of mothers and daughters separated by global movement and to study the role that the mother's storytelling plays in fostering the daughter's nostalgia for home and quest for belonging. By conducting interviews with my mother and utilising my own personal experiences as an exiled daughter to inform both my critical research and my ficto-autobiographical novellas, I have been able to draw more widely-applicable insights into the process of self-fashioning. This autoethnographical methodology bridges the gap between the personal and the public, and in the words of Heewon Chang 'transcends mere narration of self to engage in cultural analysis and interpretation'.
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Kayser, Undine. „Imagined communities, divided realities : engaging the apartheid past through 'healing of memories' in a post-TRC South Africa“. Doctoral thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/19134.

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The dissertation argues that, in the attempt to build a shared democratic culture among ordinary citizens in post-apartheid South Africa, insufficient attention has been paid to transformations of interpersonal domains. The dissertation examines the process and effects of the Healing of Memories (HOM) project in Cape Town. HOM is a civil society initiative established in 1996 to facilitate storytelling workshops between South Africans, previously divided on the basis of race and class. Critiquing reconciliation discourses in South Africa, in particular that generated by the Truth and Reconciliation Commission (TRC), the research points the importance of lived, local, ongoing encounters between ordinary people who take cognizance of the apartheid past. Given the context of apartheid's stark socio-spatial legacies, the dissertation argues that there are few spaces in and processes through which ordinary social actors can explore their respective subject positions under apartheid and grapple with the emerging subjectivities of the post-apartheid sphere. HOM offered face-to-face encounters with the former racial 'Other'. In an immediate and participatory process of witnessing each other's personal memories of apartheid, participants' conventional understandings of self, 'Other' and history were unsettled, leading participants to 'make connections' between past and present, between the personal and the political, and between their own and other's expectations and hopes for change. The dissertation argues that this led to the forging of a temporary 'community of sentiment', based on a core set of 'new' social skills: response-ability, conflict-ability and sociability. The fraught experiential-emotional dimension of the encounters revealed some of the underlying 'structures of feeling' and their impact on the 'formations of relationship', which continuously hinder the search for new and meaningful ways of being social. The encounters produced the imaginative ground for new forms of inter-subjectivity in the post-apartheid sphere. Those who engaged in the process regularly were able to make substantial changes in their interpersonal relations. In its discussion of HOM. as a healing intervention in a post-authoritarian state, the discussion also draws on the author's experiences of post-Holocaust Germany and extensive library research in this field.
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Ginige, Maneesha Prasaad. „Identification of denitrifying microbial communities in activated sludge exposed to external carbon sources /“. [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17447.pdf.

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Jux, Cassara. „Crime prevention through environmental design (CPTED) and its role in master planned communities /“. [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19786.pdf.

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Stolk, Henk. „Emergent models in hierarchical and distributed simulation of complex systems : with applications to ecosystem and genetic network modelling /“. [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19095.pdf.

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Nguyen, Thanh-Khoa. „Image segmentation and extraction based on pixel communities“. Thesis, La Rochelle, 2019. http://www.theses.fr/2019LAROS035.

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La segmentation d’images est devenue une tâche indispensable largement utilisée dans plusieurs applications de traitement d’images, notamment la détection d’objets, le suivi d’objets, l’assistance automatique à la conduite et les systèmes de contrôle du trafic, etc. La littérature regorge d’algorithmes permettant de réaliser des tâches de segmentation d’images. Ces méthodes peuvent être divisées en groupes principaux en fonction des approches sous-jacentes, telles que la segmentation d'images basée sur les régions, la classification basée sur les caractéristiques de l'image, les approches basées sur les graphes et la segmentation d'images basée sur les réseaux de neurones. Récemment, l'analyse de réseaux sociaux a proposé de nombreuses théories et méthodologies. En particulier, des techniques de segmentation d’images basées sur des algorithmes de détection de communautés ont été proposées et forment une famille d'approches visible dans la littérature. Dans cette thèse, nous proposons un nouveau cadre pour la segmentation d'images basée sur la détection de communautés. Si l'idée de base d'utiliser le domaine de l'analyse des réseaux sociaux dans la segmentation de l'image est tout à fait séduisante, la manière dont les algorithmes de détection de communautés peuvent être appliqués efficacement à la segmentation d'images est un sujet qui continue à interroger. L’apport de cette thèse est un effort pour construire de manière pertinente des meilleurs réseaux complexes en fonction de l'application, des méthodes utilisées pour la détection de communautés et pour proposer de nouvelles méthodes pour agréger les régions homogènes afin de produire de bonnes segmentations d’images.Par ailleurs, nous proposons également un système de recherche d’images par le contenu (content-based image retrieval) utilisant les mêmes caractéristiques que celles obtenues par les processus de segmentation d’images. Le moteur de recherche d'images proposé fonctionne pour des images de scènes naturelles et permet de rechercher les images les plus similaires à l'image requête. Ce moteur de recherche d’images par le contenu repose sur l’utilisation des régions extraites comme mots visuels dans le modèle Bag-of-Visual-Words. Ceci permet de valider la généricité de notre approche de segmentation d’images à partir de réseaux complexes et son utilisation dans plusieurs domaines d'applications liés au traitement d’images et de vision par ordinateur. Nos méthodes ont été testées sur plusieurs jeux de données et évaluées en utilisant différentes mesures classiques de la qualité d'une segmentation. Les méthodes proposées produisent des segmentations d'image dont la qualité est supérieure à l'état de l'art
Image segmentation has become an indispensable task that is widely employed in several image processing applications including object detection, object tracking, automatic driver assistance, and traffic control systems, etc. The literature abounds with algorithms for achieving image segmentation tasks. These methods can be divided into some main groups according to the underlying approaches, such as Region-based image segmentation, Feature-based clustering, Graph-based approaches and Artificial Neural Network-based image segmentation. Recently, complex networks have mushroomed both theories and applications as a trend of developments. Hence, image segmentation techniques based on community detection algorithms have been proposed and have become an interesting discipline in the literature. In this thesis, we propose a novel framework for community detection based image segmentation. The idea that brings social networks analysis domain into image segmentation quite satisfies with most authors and harmony in those researches. However, how community detection algorithms can be applied in image segmentation efficiently is a topic that has challenged researchers for decades. The contribution of this thesis is an effort to construct best complex networks for applying community detection and proposal novel agglomerate methods in order to aggregate homogeneous regions producing good image segmentation results. Besides, we also propose a content based image retrieval system using the same features than the ones obtained by the image segmentation processes. The proposed image search engine for real images can implement to search the closest similarity images with query image. This content based image retrieval relies on the incorporation of our extracted features into Bag-of-Visual-Words model. This is one of representative applications denoted that image segmentation benefits several image processing and computer visions applications. Our methods have been tested on several data sets and evaluated by many well-known segmentation evaluation metrics. The proposed methods produce efficient image segmentation results compared to the state of the art
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Baldwin, Rowenna Jane. „Rethinking patriotic education in the Russian Federation : invitations to belong to 'imagined communities' : (a case study of St Petersburg)“. Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/47099/.

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The thesis discusses how patriotic education is openly promoted by the government in contemporary Russia through a series of programmes, entitled the ‘State Programme for the Patriotic Education of the Citizens of the Russian Federation’, promoted since 2001. However, this thesis presents the argument that patriotic education cannot fully be understood through examination of these formally organised initiatives. Instead, the thesis contributes towards a rethinking of patriotic education as a communicative process whereby multiple ideas of the nation are delivered to young people, both in formal and informal settings. The thesis argues that this promotion of patriotic education is connected to long-standing debates on nations and nationalism in Russia, but also places these within the more general discourse on nations and nationalism, in particular Anderson’s (2006) definition of the nation as an ‘imagined community’. The thesis is positioned within, and contributes to, more recent arguments surrounding the need to examine everyday ideas of the nation, but maintains a sense of the role played by elites in producing ideas of the nation by intercepting state-produced ideas represented within the education system. Importantly, the three-stage research design maps not only the delivery of these state ideas, but also accesses how these ideas are received and articulated by young people themselves, thus contributing to an understanding of cultural production. This is achieved through triangulation of three qualitative methods: analysis of textbooks, classroom observation, and semi-structured interviews with teachers and students, conducted in St Petersburg. The data generated demonstrates that young people articulate both a sense of local and national belonging, cultivated just as much through their surroundings (historic buildings etc.) as through formal education. The thesis contributes to studies of (Russian) youth by demonstrating that young people negotiate with formal and informal ideas of belonging as they formulate their own understandings and expressions of belonging.
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Bergin, Melissa. „Community wellbeing in retirement villages /“. [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19182.pdf.

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Gardner, Eric Ty. „Arthropod and plant communities as indicators of land rehabilitation effectiveness in a semi-arid shrub-steppe /“. Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2559.pdf.

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Stewart, Courtney D. „A multidimensional measure of professional learning communities : the development and validation of the Learning Community Culture Indicator (LCCI) /“. Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3318.pdf.

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LaPorte, Anthony. „Shadows fall on main street : film noir travels out of the city“. [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003212.

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Molin-Wilkinson, Philip, und Roger Edrenius. „Nationalism i skolans styrdokument : En analys av nationalism i styrdokumenten för den frivilliga skolformen i Sverige 1935-2011“. Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58754.

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Curriculums define what a nation deems as valuable skills and values to be taught to the young individuals that will be entering society. The aim of this study is to analyse which type of nationalism that can be found in Swedish curriculums for higher education from 1935-2011 and how the nationalism is expressed. By applying Benedict Anderson’s theory of imagined communities in conjunction with Anthony D. Smith’s ethno-symbolism, we did a text analysis of four selected Swedish curriculums. These curriculums were chosen based on being the four that suited the chosen era as well as being designed for nonobligatory higher education.Results showed that each curriculum has its own type and form of nationalism with distinct features and means of creating imagined communities between individuals. Metodiska anvisningar för rikets allmänna läroverk has a nationalism based upon the individual’s love for the motherland Sweden. Lgy 70 displays a nationalism centered around the mentality of ‘us versus them’. Lpf 94 shows nationalism defined by cultural understanding and shared values. Gy2011 exhibits a nationalism characterised by equal understanding and shared points of reference. Some of the features and means of creating imagined communities are shared and evolved over time between the different curriculums and the later three aim to avoid being nationalistic. Nonetheless, they still have an element of nationalism in them that dictates their stance on valuable skills and knowledge for their respective contemporary era.
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Herrschaft-Iden, Marlene [Verfasser]. „Arguing About Britain and Europe in Parliamentary Discourse : Imagined Communities in Liberal Democrat Leaders’ Debate Contributions (1997–2010) / Marlene Herrschaft-Iden“. Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019. http://d-nb.info/1199773727/34.

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Shearer, Christian Raymond. „Eden and human community studies in original design /“. Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Webber, Theresa Lynn. „Identity, imagined communities, and the third space in the life of a hard of hearing student in a high school theatre program“. Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5528.

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The purpose of this qualitative case study based on the life of a hard of hearing student in a mainstream high school is to examine ways in which the representation of hearing impairment mediates the participation within an imagined community. In an interview, “Lisa,” a nineteen year old, hard of hearing woman, reflects on the influence of the high school drama program two years after her graduation, recalling her attempt to cope with an increased loss of hearing, a cochlear implant, lip reading, the learning of sign language, and the ever-essential quest — making friends — in the chaotic and verbally dominated community of an after school theatre program. This paper is situated in research such as Norton (2006), in which second language proficiency is exposed as the gatekeeper to social worlds, examining the negotiated identities and their relationship to inequitable distribution of power. The role of the teacher is also explored in the socialisation of a hard of hearing adolescent in a hearing society. This study discusses the conflict of two cultural and linguistic communities — the deaf and hard of hearing community, using A.S.L. (American Sign Language) or S.E.E. (Signed Exact English), and the hearing community, using English. How does she negotiate an identity when denied membership in both communities? The influence of imagined communities is explored (Anderson, 1991; Pavienko & Norton, 2007) in collaboration with the creation of the third space through shared dreams (Gutierrez et al, 1999). Lisa moves from accepting to resisting her representation as an “outsider” and “incapable deaf girl,” developing strategies to communicate with her imagined community, and negotiating her identity as a valued member of the school. As Lisa finds leadership outside of the classroom, the role of extracurricular activities and their potential to redistribute power is discussed. The findings witness her shift of power from seeking symbolic resources to giving symbolic resources (Bourdieu, 1991), which opens the door to the unexpected community for a hard of hearing student: the school musical.
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