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1
Gummow, Maureen Theresa. „Linking children's literature with multiculturalism and nutrition“. CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1017.
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2
Romstad, Carl T. „Multiculturalism in the field of school psychology a literature review and critical analysis /“. Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009romstadc.pdf.
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3
Kattekola, Lara V. Virginia. „The Politics of Multiculturalism and The Politics of Friendship“. Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/192856.
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EnglishPh.D.
This dissertation examines what I refer to as the politics of multiculturalism and the politics of friendship as represented in five texts: Rudyard Kipling's Kim, E.M. Forster's A Passage to India, Meera Syal's novel Anita and Me, Syal's film adaptation Anita and Me, and Gurinder Chadha's film Bend it Like Beckham. I argue these texts are dialogically engaged with larger political discourses concerning race relations, anticipating or problematizing contemporary multiculturalist debates and practices. I read the theme of interracial friendship, prioritized in all five texts, as a strategic narrative device through which larger political questions of race relations get played out. The colonial novels suggest friendship as a potential antidote to interracial tensions, but show (albeit inadvertently in Kim) how it cannot induce a future egalitarian world if one race rules another. In doing so, these novels anticipate multiculturalist discourses, which celebrate diverse cultures but do nothing to address the political inequalities of racialized peoples. The British-Asian texts already assume the futility of multiculturalist celebrations of cultural diversity as a means for progressive race relations and disrupt ideals of fraternal friendship that overlook cultural difference for the sake of social harmony. Even so, these texts still express the necessity of building connections between diverse peoples. Through various narrative strategies, I argue they promote the notion of political friendship, which supports the enunciation not elision of cultural difference, negotiating rather than avoiding the terrain of uneven, incommensurable differences between peoples and cultures to move toward a more promising future. .
Temple University--Theses
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Girishkumar, Divya. „Diaspora and multiculturalism : British South Asian women's writing“. Thesis, Cardiff University, 2014. http://orca.cf.ac.uk/73381/.
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This thesis analyses how the British South Asian diaspora is conceptualized, understood and reflected in a selection of female-authored literary texts which engage with the multicultural policies of the British state from the 1950s to the present. The primary sources include Attia Hosain’s Phoenix Fled (1953) and Sunlight on a Broken Column (1961), Kamala Markandaya’s Possession (1963) and The Nowhere Man (1972), Ravinder Randhawa’s A Wicked Old Woman (1987), Meera Syal’s Anita and Me (1996), Monica Ali’s Brick Lane (2003), Shelina Zahra Janmohamed’s Love in a Headscarf: Muslim Woman seeks the One (2009) and Rosie Dastgir’s A Small Fortune (2012). I conceive of British multicultural state policies as unfolding in three major phases: Assimilation (1950- 1979), Integration (1980-2001), Social Cohesion/Interculturalism (2001- present). The thesis examines these policy changes and illustrates how these shifts are mirrored in and shape the character of British South Asian women’s writings. In the light of this I argue that British South Asian women writers’ engagement with a sense of exile, dislocation or a ‘teleology of return’ along with a symbolic longing to create imaginary homelands has produced new alliances which exist outside what has been called the national time/space in order ‘to live inside, with a difference’. Through the selected writers’ individual attempts to configure new fictional home spaces, a new architecture for the diasporic imagination is constructed around the poetics of home and the multicultural politics of identity. Such cross-cultural literary interventions exist both within and outside colonial and postcolonial genealogies, reconfiguring the critical geographies by which they have been mostly defined. The first two chapters of the thesis attempt to define the complex configurations of the concept of multiculturalism and its interconnections with the terminology of diaspora. I have adopted a reading strategy tracing the South Asian migration history to Britain and the early literary representations which powerfully illuminate the fragmented imagination of the South Asian diaspora in terms of contemporary theoretical paradigms. The next three chapters analyse literary representations by Attia Hosain, Kamala Markandaya, Ravinder Randhawa, Meera Syal, Monica Ali, Shelina Zahra Janmohamed and Rosie Dastgir, who highlight and complicate the issues of race, ethnicity and gender in relation to the rhetoric of multiculturalism and multicultural policies. The writers use various strategies that testify to the innate relation between the political ‘real’ and the literary ‘imaginary’ and explain how real life experiences provide fuel to the ‘diasporic imaginary’ and affirm the transnational potency of literature.
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Barrington, Charlotte. „A thematic literature unit : developing children's understanding of culture, cultural identity, and diverse cultural perspectives /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36095.pdf.
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Cook, Victoria Maria. „Transnational space and the discourse of multiculturalism : contemporary Canadian fiction“. Thesis, University of Central Lancashire, 2010. http://clok.uclan.ac.uk/2962/.
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This thesis engages in a study of the construction of identity as “process” in four contemporary English-Canadian novels. The novels under discussion are: Cereus Blooms at Night, by Shani Mootoo; Life of Pi, by Yann Martell; Fugitive Pieces, by Anne Michaels; and Childhood, by Andre Alexis. It offers a transnational model of analysis in relation to each of the novels, which enables the investigation of the “multiple” and “fluid” cultural identities in the four examples of contemporary Canadian fiction under scrutiny.
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Amin, Krupal Vimal. „Managing Multiculturalism(s): Post-1990s Multiethnic Novels and Representations of the American Dream“. The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531853765658508.
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8
Furlanetto, Elena [Verfasser]. „Towards Turkish American Literature : Narratives of Multiculturalism in Post-Imperial Turkey / Elena Furlanetto“. Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1136248404/34.
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9
Ots, Loone. „Mitmekultuurilise hariduse õppekomplekt Eesti kirjanduse näitel“. Tartu : Tartu University Press, 2000. http://catalog.hathitrust.org/api/volumes/oclc/48684701.html.
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Chen, Yue. „Between Sovereignty and Coloniality--Manchukuo Literature and Film“. Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23783.
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This dissertation studies the cultural imagination of Manchukuo the nation (1932-1945). As a nominal nation-state imposed upon Chinese Manchuria by the Empire of Japan, Manchukuo is a contradiction between sovereignty and coloniality, both due to the historical competition of geopolitical powers in the region and its multiethnic composition of the national community. In its short political life, Manchukuo bears witness to an unprecedented flourish of literary and film production. This textual corpus remains understudied and its relationship to Chinese literature and culture or Japanese literature and culture is insufficiently explored. Armed with postcolonial and minority discourse, this project examines how Manchukuo cultural production mediates the notion of the nation and sovereignty in the context of Japanese imperialism. The close reading and critical interrogation of this body of literary and filmic texts shall generate provocative questions for the reconstruction of Chinese literary studies and East Asian studies.
The body of the dissertation consists of four interrelated arguments. Framing the reading in the context of recent scholarly debate on “the Sinophone,” Chapter two considers Manchukuo literature as a “minor literature” whose distinction lies in its writers’ use of “deterritorialized” Chinese, Japanese, and Russian. Multilingualism and multiethnicity are therefore the (trans)national features of Manchukuo literary production. This literary “sovereignty” is then re-examined through the representation of Manchukuo’s women and family in Chapter three. Interpreting coloniality through reading gender relations, this chapter highlights the unusual progressive portrayal of women in Manchukuo. This discovery of Manchukuo women’s autonomy and mobility is reinforced in the interpretation of Manchukuo’s dramatic feature films. Working through feminist critique of gender division and looking into magazines of the era, chapter four and five analyze the films’ explanation of a contradiction within Japanese imperialism. This contradiction of “sovereignty” and “submission” gets further elaboration in Chapter five. An interpretation of the star text of Ri Kōran reveals her stardom and Manchukuo film musical provides a unique anti-romantic “affiliation” of the Manchukuo nation.
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Signell, Andreas. „An argument for a postcolonial canon of literature for upper-secondary schools in multicultural Sweden : Course book analysis and didactic questions regarding the teaching of literature in the English subject“. Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22388.
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This essay investigates the possibility of a postcolonial canon of literature for upper-secondary schools in multicultural Sweden. It uses an in depth course book analysis as a basis for looking at didactic questions regarding the teaching of postcolonial literature. The main argument is that since no real guidelines exist neither in course plans or course books as to what literature to use in education at the upper-secondary level in the English subject, a postcolonial canon of literature is both an interesting and effective way of fulfilling both the English curriculum, and the overall larger goals of the Swedish schools. Teaching postcolonial literature is introduced as a method of bridging cultural gaps and promoting tolerance in a practical way in the form of multicultural education. This is of growing interest in a multicultural Sweden that faces challenges with immigration, especially since education is one of the best methods of social integration into society. Questions asked by the essay are: 1. Does a canon of literature exist in Sweden for the English subject at upper-secondary level? If not, are there general guidelines to be found on how to select literature in the curriculum? 2. To what extent do English 6 course books include/promote a canon of literature (if at all)? If postcolonial texts are featured, are they relegated to their separate area (i.e. treated as Edward Said’s “the other”) or do the course books include postcolonial novels in said canon? and 3. What arguments can be made for teaching a postcolonial canon of literature overall and in what ways does this argument fit with the GY 2011 course plan for English, and to a larger extent, some specific goals (mentioned in the introduction) of the overall upper-secondary curriculum? The essay finds that while this is certainly not an all encompassing solution to the challenges facing Sweden, the argument of including a postcolonial canon in the teaching of literature for the English subject is a small, but important, and viable way of fulfilling both the criteria of the English subject and the general criteria of the upper-secondary schools.
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Raines-Sapp, Carol Lynn. „Using author studies to incorporate multicultural literature across the New Jersey core curriculum /“. Full text available online, 2009. http://www.lib.rowan.edu/find/theses.
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13
Meirson, Tal. „Multicultural Literature Curriculum and the Enactment of Culturally Relevant Pedagogy“. Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/521067.
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Literacy & LearnersPh.D.
This case study describes and examines the pedagogical practices of urban middle school teachers who execute multicultural literature unit plans with students of color. Culturally relevant theory guides the analysis of the teachers’ planning and pedagogy. The data gathered include; semi-structured curriculum director, teacher and student interviews; field notes of classroom observations; student reflective journals as well as curriculum artifacts. Data were analyzed and coded for findings, and implications for further research are given. Findings show teachers enact some, but not all principles of the framework of culturally relevant pedagogy.
Temple University--Theses
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Pesonen, J. (Jaana). „Multiculturalism as a challenge in contemporary Finnish picturebooks:reimagining sociocultural categories“. Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526210209.
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Abstract This study focuses on representations of multiculturalism in children’s literature. Children’s books are seen as cultural products which do not only reflect but also construct our social reality. The research consists of four peer-reviewed articles and a summary part. This interdisciplinary research is theoretically positioned in both cultural studies and social sciences, with the key concepts of multiculturalism, identity, ethnicity, racism and anti-racism. More specifically, the study contributes to the discussions of multicultural children’s literature as both pedagogy and art. The methodological-theoretical framework is based on the social constructionist approach. Language is understood as socially, historically, sociopolitically and ideologically constructed; hence performativity, discourse and representation are considered as key concepts of the analysis. Intersectionality functions as both a theoretical framework which guides the understanding of multiculturalism, as well as an analytical tool for examining the data. The data consists of children’s picturebooks which are analysed by applying the method of close reading. Intersectional analysis also makes the numerous sociocultural categories, i.e. ethnicity, nationality, gender, language, dis/ability and age visible in the studied books. The results show that representations of multiculturalism are connected to the ideas of nationality, which again relates to the ideas of belonging and exclusion – often meaning Finnish/non-Finnish division. The representations of multiculturalism can reproduce and circulate discourses of differentiation, and thus legitimise exclusion and marginalisation of people. However, picturebooks can also display representations of multiculturalism that challenge the normative assumptions of ‘difference’ and ‘normal’. In the studied books, challenging the dominant sociopolitical discourses seems to further the understanding of ‘us’ in a more inclusive way which then might prevent exclusion of people who differ from the ‘norm’. The didactic quality of children’s books is manifest in anti-racist strategies with the aim of reducing racism by making it visible. The study shows that children’s literature offers possibilities for readers to question implicit assumptions about the self and other, and thus can support readers in becoming more culturally aware and sensitiveTiivistelmä Tämän tutkimuksen keskiössä ovat lastenkirjallisuudessa esiintyvät monikulttuurisuuden representaatiot. Tarkastelen lastenkirjallisuutta kulttuurisena tuotteena, joka ei ainoastaan heijasta vaan myös rakentaa sosiaalista todellisuutta. Tutkimus rakentuu neljästä vertaisarvioudusta artikkelista sekä yhteenveto-osasta. Tutkimus on monitieteinen, ja sijoittuu sekä kulttuurintutkimuksen että yhteiskuntatieteiden kenttään. Keskeisiä käsitteitä ovat monikulttuurisuus, identiteetti, etnisyys, rasismi ja anti-rasismi. Tutkimuksessa tarkastellaan lastenkirjallisuutta sekä pedagogiikan välineenä että taiteellisena tuotteena. Tutkimuksen metodologis-teoreettisen perustan muodostaa sosiaalinen konstruktivismi. Kieli ymmärretään sosiaalisesti, historiallisesti, poliittisesti ja ideologisesti rakentuneena, ja analyysin avainkäsitteitä ovat performatiivisuus, diskurssi ja representaatio. Tutkimuksen aineisto koostuu lasten kuvakirjoista, joiden analysoinnissa on hyödynnetty lähiluvun tekniikkaa. Intersektionaalisuus toimii teoreettisena viitekehyksenä, mutta se tarjoaa myös sopivan analyysivälineen mahdollistaen erilaisten sosiaalisten kategorioiden (etnisyys, kansalaisuus, sukupuoli, kieli, kyvykkyys, ikä) tekemisen näkyviksi aineistossa. Tulosten mukaan monikulttuurisuus kuvataan usein kansalaisuuden kautta. Kansalaisuuden representaatioihin kiinnittyy kuulumisen ja poissulkemisen tematiikkaa, joka ilmenee usein suomalainen/ei-suomalainen-jaotteluna. Koska monikulttuurisuuden representaatiot tuottavat eroja korostavia diskursseja, ne myös aiheuttavat yksilöiden syrjäyttämistä. Lastenkirjallisuus sisältää toisaalta myös kuvauksia, jotka haastavat normatiivisen jaottelun ’erilaisuuteen’ ja ’normaaliin’. Dominoivien sosiaalisten ja poliittisten diskurssien haastaminen mahdollistaa meihin ja muihin liittyvien erontekojen monimuotoisemman ymmärtämisen. Näin normista poikkeavia yksilöitä ei suljeta ulkopuolelle yhtä herkästi. Lastenkirjojen didaktinen ominaisuus tulee esille erityisesti antirasistisina strategioina, joiden avulla rasismiin pyritään puuttumaan tekemällä se näkyväksi. Tutkimuksen mukaan lastenkirjallisuus tarjoaa lukijoille mahdollisuuksia kyseenalaistaa yksinkertaistavia oletuksia itsestä ja muista. Näin lastenkirjallisuus voi tukea lukijan kulttuurisen tietouden kehittymistä
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Perfect, Michael John. „Celebrated fictions of multicultural London of the 1990s and 2000s“. Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609563.
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Colabucci, Lesley. „Reading and responding to multicultural children's literature with preservice teachers a qualitative study of pedagogy and student perspectives /“. Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092338037.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xii, 257 p. Includes bibliographical references (p. 238-257). Available online via OhioLINK's ETD Center
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Cochrane, Victoria Rae. „Literacy through multicultural literature“. CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1601.
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Aydogdu, Zeynep. „Modernity, Multiculturalism, and Racialization in Transnational America: Autobiography and Fiction by Immigrant Muslim Women Before and After 9/11“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557191593344128.
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Kennedy, Lea Graner. „Teaching appreciation of Spanish-American culture and history through contemporary Latino literature : a multicultural approach to integrating diversity appreciation into high school curriculum /“. View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1529.html.
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Thesis (M.A.)--Central Connecticut State University, 1999.Thesis advisor: Antonio García-Lozada, Ph. D. "...in partial fulfillment of the requirements for the degree of Master of Arts in Spanish." Includes bibliographical references (leaves 163-168).
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Huber, Susan Uible. „A Study of the Perception of Book Club Members Reading Multicultural Literature: A Quantitative Analysis“. University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1208210390.
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Shorey, Mary Elizabeth. „An Investigation of Four Exemplary School Library Media Specialists and How They Incorporate Multicultural Literature into the Curriculum /“. The Ohio State University, 1996. http://books.google.com/books?id=T63gAAAAMAAJ.
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Jesus, Silvania Francisca de. „A literatura afro-brasileira e indígena na formação de professores de sala de leitura da Secretaria Municipal de Educação/SP“. Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/20828.
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This research aims to analyze how reading room teachers have appropriated a formation on intercultural literature, with Afro-Brazilian and indigenous books, to be used in Elementary and Middle Schools. The course was offered by the Municipal Department of Education of São Paulo, from 2013 to 2016. The problematizing question that directed this study is thus stated: what contributions did tformation spaces have with Afro-Brazilian and indigenous literature, together with the reading room teachers? The subjects of this research were the teachers of the reading room who participated in the formative processes. The theoretical framework that bases the study is the pedagogical thought of Paulo Freire for the relevance of his contribution to intercultural studies, associated with propositions of authors that align with this field of knowledge, Fleuri (2000) and Candau (2009). The research methodology has a qualitative approach; semi-structured interviews were carried out to apprehend the perceptions of the teachers who participated in these formations regarding Afro-Brazilian and indigenous literature. The results of the research demonstrated that the formations achieved their goal and the manifestations of the teachers interviewed indicated that the pedagogical practice with this literature has created an important approximation with the life and cultures of the majority of the students. Like the concern to have in reading room a critical-transforming practice, starting from ethnic-racial diversity. In this way, the importance and the systematic increase of the offer of the continuous formation, with that approach, to the POSL, as well as to the other professionals of the school community, is reaffirmed
Esta pesquisa propõs-se a analisar como professores de sala de leitura se apropriaram de uma formação sobre a literatura intercultural, com livros de matrizes afro-brasileira e indígenas, a serem utilizados em escolas de Ensino Fundamental e Médio. O curso foi oferecido pela Secretaria Municipal de Educação de São Paulo, no período 2013 a 2016. A questão problematizadora que dirigiu esse estudo é assim enunciada: que contribuições tiveram os espaços de formação com a literatura afro-brasileira e indígena, junto aos professores de sala de leitura? Os sujeitos dessa pesquisa foram os professores orientadores de sala de leitura que participaram dos processos formativos. O referencial teórico que fundamenta o estudo é o pensamento pedagógico de Paulo Freire pela relevância de sua contribuição para os estudos interculturais, associada a proposições de autores que com ele se alinham no tocante a esse campo de conhecimento, Fleuri (2000) e Candau (2009). A metodologia de investigação tem abordagem qualitativa; foram realizadas entrevistas semiestruturadas para a apreensão de percepções dos professores que participaram dessas formações quanto à literatura afro-brasileira e indígena. Os resultados da pesquisa demonstraram que as formações conseguiram atingir seu objetivo e as manifestações das professoras entrevistadas indicaram que a prática pedagógica com essa literatura criou importante aproximação com a vida e culturas da maioria dos estudantes. Tal como da preocupação em ter em sala de leitura uma prática crítico-transformadora, partindo da diversidade étnico-racial. Desse modo, reafirma-se a importância e a ampliação sistemática da oferta da formação continuada, com esse enfoque, aos POSL, assim como aos outros profissionais da comunidade escolar
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Ericksen, Stefanie Lyn. „The multicultural aspects of a major publisher's literature offerings“. Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206123604.
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Oliveira, Cláudia Cristina de. „Entre direitos e deveres: um estudo sobre as literaturas africanas e afro-brasileiras nos cursos de letras para o atendimento à lei 10.639/2003“. Universidade Nove de Julho, 2016. http://bibliotecadigital.uninove.br/handle/tede/1260.
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The law nº 10.639/2003 promoted undeniable achievements, which provide new debates in education area around the possibilities that the knowledge and dissemination of African and Afro-Brazilian cultures can offer to expand the debate on multiculturalism. It promotes dialogue on the subject of blackness, since African ethnicity underlies the formation of the Brazilian people. For this debate be established as standardized educational practice, however, it is necessary to the critical examination of teacher education, questioning the common places until then in vogue in education, perpetuating prejudices. Thus, this research aims to analysis and reflection on the effects regarding the law 10.639/2003 and the consequences on teacher formation at graduation level in the course of Portuguese and Literatures - one of the areas of knowledge that the law mentions directly -, based on the questioning of formation of higher education in Brazil and the structural inequalities of education, particularly the insertion of black and African descent within our society. Investigates and discusses the formation of the literature professor, the subject reader trainer, so that the discussion of aspects of the afro-brazilian literature and the literature of Portuguese-speaking African countries can contribute as sources for reflection on the identity of the Brazilian people, the black and African descent in their individual and collective training, questioning coloniality of minds and the benefits of literary literacy.
A lei nº 10.639/2003 promoveu inegáveis conquistas, que propiciam novos debates na Área da Educação em torno das possibilidades que o conhecimento e a difusão das culturas africanas e afro-brasileiras podem oferecer para a ampliação do debate em torno do multiculturalismo. Promove o diálogo acerca do tema da negritude, uma vez que a etnia africana está na base da formação do povo brasileiro. Para que tal debate se estabeleça como prática educativa normatizada, no entanto, faz-se necessário o exame crítico sobre a formação docente, problematizando os lugares comuns até então em voga na educação, perpetuando preconceitos. Assim, essa pesquisa visa à análise e à reflexão sobre os efeitos da Lei 10.639/2003 e suas consequências sobre a formação docente de nível superior no curso de Letras – uma das áreas de conhecimento cuja redação da lei menciona diretamente -, partindo da problematização da formação do ensino superior no Brasil e as desigualdades estruturais da educação, sobretudo da inserção do negro e do afrodescendente no seio de nossa sociedade. Investiga e debate a formação do professor de literatura, formador do sujeito leitor, de modo que a discussão sobre aspectos da literatura afro-brasileira e das literaturas de expressão portuguesa dos países africanos possam contribuir como fontes para a reflexão sobre a identidade do povo brasileiro, do negro e do afrodescendente em sua formação individual e coletiva, problematizando a colonialidade das mentes e os benefícios do letramento literário.
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Salvia, Matthew P. Jr. „Narratives and Nationalisms: The Cognitive Politics of Neoliberal Multiculturalism and Radical Black Thought, 1945-2012“. Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334582386.
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SanGregory, Mary Jo. „A Self-Study: Pedagogical Practices in a Multicultural Literature Course“. Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242666130.
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Harrysson, Kimaryo Gina Alexandra. „Black Koreans in Korean children’s literature : A study of Won You Soon’s book “Please find Chartlon Sunja Kim”“. Thesis, Stockholms universitet, Avdelningen för koreanska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131420.
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The purpose of this study is to depict and examine the perception of black Koreans in South Korean children’s literature. This study examines my research questions through four theoretical frameworks: “culture and identity”, “post-colonialism, nationalism and racism”, “blackness and black Koreans’ portrayal in Korean media” and “multiculturalism in Korea”. My study raises the question how multicultural literature can help or not promote a new perception of otherness in South Korea. The method used for this study is qualitative text analysis. The primary source of information is a close-reading of Won You Soon’s book “Please find Charlton Sunja Kim” and interviews with the author of this book. The findings show that there are still some stereotypes about black Koreans and blackness that prevail in South Korean society and can still be found in recent literary works.
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Vollaro, Daniel Richard. „Origins and Orthodoxy: Anthologies of American Literature and American History“. Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/english_diss/36.
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This dissertation examines how the new “multicultural phase” anthologies of American literature treat American history. Anthologies of American literature are more historical, more diverse, and more multidisciplinary than ever before, but they have over-extended themselves in both their historical and representational reach. They are not, despite their diversity and historicism, effective vehicles for promoting critical discussions of American history in the classroom. Chapter One outlines a brief history of anthologies of American literature, while also introducing the terminology and methodology used in this study. Chapter Two explores the role of the headnote as a vehicle for American history in anthologies by focusing on headnotes to Abraham Lincoln in multiple anthologies. Chapter Three examines how anthologies frame Native American origin stories for their readers. Chapter Four focuses on the issues raised by anthologizing texts originally composed in Spanish, and Chapter Five argues for a transnational broadening of the “slavery theme” in anthologies to include Barbary captivity narratives and texts that reference Indian slavery.
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Brown, Stephanie Lynn. „Diversity Literature in Major School Psychology Journals: 2000-2003“. Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1147454181.
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Reisberg, Mira. „An A/r/tographic study of multicultural children's book artists : developing a place-based pedagogy of pleasure“. Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Summer2006/m%5Freisberg%5F062206.pdf.
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Rogers, Asha. „Officially autonomous : anglophone literary cultures and the state since 1945“. Thesis, University of Oxford, 2014. https://ora.ox.ac.uk/objects/uuid:472d2721-82a6-4f0e-ac48-784802349334.
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This thesis examines the role of the modern democratic state as a sponsor of literature in the English-speaking world between 1945 and 2000. Working with, and modifying, Bourdieu's conception of the literary field, it considers the often paradoxical consequences of the state's shift from censor to guarantor in this period. Granting 'official autonomy' in this way had numerous unexpected and often fraught effects on the writers, readers and institutions that shaped the literary field. To keep this large subject firmly based on available historical evidence, this thesis considers a series of distinct 'moments' of state intervention through detailed case studies of three specific institutions: the international Congress for Cultural Freedom (1960-1968), the Arts Council of Great Britain (1960-1990), and the private examination boards that implemented the National Curriculum in the UK (1989-2000). In each case, it shows how these different but related moments, and the larger diachronic narrative of which they form a part, take place against a backdrop of interlinking historical and socio-political transformations, including the Cold War, decolonisation and multiculturalism. Drawing on evidence in literary and other public archives, the thesis not only brings into view questions about the public status of literature in recent history, it shows how an understanding of the state's role enables us to think differently about the cultural consequences of modern democratic liberalism. The methodological emphasis it places on institutions challenges critical and popular orthodoxies, associated chiefly with the liberal tradition, which conventionally set the overbearingly powerful and monolithic state against the inescapably vulnerable but also courageous individual. The alternative picture that emerges reveals a world in which the actions of various individuals can be understood partly via the institutional roles they perform, and institutions operate as sites that negotiate competing ideas of literature and literariness, and implement state power in variegated, diffuse and contested ways. Each of the case studies provides a different, though comparable, perspective on this larger picture. As such, the thesis opens up a nuanced way of analysing the interventions of writers, critics and reading communities, while also offering a differentiated approach to understanding the state and its evolution.
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Loreti, Alessio. „Les écrits des italiens de Tunisie (1896-1956) : cultures, identités et expérimentations littéraires“. Thesis, Paris Est, 2013. http://www.theses.fr/2013PEST0020.
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Cette étude vise à apporter une première approche critique de l’ensemble des œuvres littéraires des Italiens émigrés en Tunisie. À mi-chemin entre colonisateurs et colonisés, mais confrontés à l’acculturation française, les Italiens de Tunisie revendiquent leur identité, leur langue et leur culture ancestrales. De quelle façon la nouvelle Rome pourra racheter l’Afrique « latine » et enfin reconquérir Carthage, que la France coloniale a usurpée, au détriment de l’Italie en imposant un protectorat ?Il s’agira dans un premier temps d’analyser l’émergence d’une écriture sui generis intimement liée à la présence d’une colonie d’expatriés réclamant l’héritage d’un passé lointain dont les vestiges ont façonné les paysages d’un pays qui représente, à bien des égards, une terre promise. Quelle est la mission de cette écriture tunisienne multiculturelle et d’expression allogène, aux marges des littératures française et italienne ?Dans le débat culturel qui se développe entre Français et Italiens, quelles sont les réflexions des uns et des autres au sujet de la question identitaire, de l’interprétation de l’Histoire, des multiples expérimentations littéraires ? Il sera question aussi d’étudier les différentes représentations de la Tunisie coloniale, de la communauté italienne et de la rencontre de l’Autre à travers séparations et partages. Quelles images d’un univers colonial au carrefour de la France, de l’Italie et de la Tunisie retiendrons-nous de ces écrits variés ?Les principaux textes analysés, au nombre de dix-huit, ont été rédigés par Antonio Corpora, Menotti Corsini, Francesco Cucca, Federico De Maria, Luigi De Paolis, Ercole Labronio, Cesare Luccio, Vito Magliocco, Guido Medina, Adrien Salmieri, Francesco Santoliquido, Giuseppe Sicurella, Mario Scalesi et Clarice TartufariThis study aims to provide a critical approach to literary works of Italians immigrated to Tunisia. Halfway between colonizers and colonized and having to face with French acculturation, Italians in Tunisia claim their ancestral identity, their language and culture. By what means the new Rome may redeem "Latin" Africa and finally win Carthage that colonial France usurped with the imposition of a protectorate, at the expense of Italy?First of all we will analyse the emergence of a sui generis literature closely linked to the presence of an expatriate colony claiming the legacy of a distant past whose remains have shaped the landscape of a country that is, in many ways, a promised land. What is the mission of an allogeneic multicultural Tunisian writing at the margins of French and Italian literatures?In the cultural debate that takes place between French and Italians, what are the respective arguments about identity, interpretation of history and the multiple literary experiments? This study also concerns the different representations of colonial Tunisia, the images of the Italian colony and the encounter with the other, through separations and shares. What pictures of a colonial world suspended between France, Italy and Tunisia emerged from these scattered works? The texts examined were written by Antonio Corpora, Menotti Corsini, Francesco Cucca, Federico De Maria, Luigi De Paolis, Ercole Labronio, Cesare Luccio, Vito Magliocco, Guido Medina, Adrien Salmieri, Francesco Santoliquido, Giuseppe Sicurella, Mario Scalesi and Clarice Tartufari
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Rifkin, Patricia Ann. „Learning to identify tolerance issues through literature with art as a response“. CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1241.
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Hassim, Junaid. „Critically questioning an African perspective on psychopathology : a systematic literature review“. Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25597.
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This study aimed to collate and analyse academic literature with regards to possible African perspectives on psychological distress. The purpose of conducting the literature review was to explore thirty years of critical arguments supporting and refuting an African perspective on psychopathology. Literature (e.g. Bhugra&Bhui, 1997) appeared to suggest that some of the relatively recent views regarding psychopathology fail to adequately address psychological distress as it presents in Africa. A systematic literature review was selected as the methodology for this study, and the specific method of the review was research synthesis (Gough, 2004; Popay, 2005). Reviewed literature was sourced between the years 1980 and 2010. The theoretical point of departure was integrative theory, thus falling within the postpostmodern framework. As such, literature regarding psychological theory formed a substantial part of the research, including literature relating to psychodynamic theory, cognitive-behavioural theory, postmodernism, phenomenology, existentialism, critical theory, and systemic patterning (Becvar&Becvar, 1996). These theories formed part of the analysis, thereby allowing contextual analysis as the interpretive method. The review’s themes highlighted the following outcomes: current psychiatric nosology employed a universalistic approach to diagnosis and intervention, thus limiting cultural conceptions of mental illness; holistic intervention requires the inclusion of traditional epistemological tenets; collaboration between modern practitioners and traditional healers would probably better meet the patient’s needs; and that culture-fit assessment and treatment often indicated improved prognosis. The outcomes evidenced the operation of an African perspective on psychopathology. In fact, much of the reviewed literature also suggested culture-contextual perspectives on psychopathology. Furthermore, the way in which lack of cultural coherence appears to exist between patients and some clinicians suggested that diagnostic flaws may be a relatively frequent occurrence. Potential benefits of the investigation include increased awareness that culture-related conceptualisation be further explored in the clinical field; that future researchers use the current review as a foundational reference for primary investigations; that contemporary clinical classificatory systems be reviewed in terms of cultural applicability; and that clinicians reconsider the diagnostic process in terms of culture-fit manifestations of psychopathology.Thesis (PhD)--University of Pretoria, 2012.
Psychology
unrestricted
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Dyer, Jennifer Nicole. „SHARING AFRICAN AMERICAN CHILDREN'S LITERATURE: MULTICULTURAL TEACHING PRACTICES OF TWO MALE TEACHERS“. Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1039545071.
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Thesis (Ph. D.)--Ohio State University, 2002.Title from first page of PDF file. Document formatted into pages; contains xii, 194 p.; also contains graphics (some col.). Includes abstract and vita. Advisor: Evelyn Freeman, College of Education. Includes bibliographical references (p. 174-192).
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Crewe, Jonathon R. „Another London : a novel and critical commentary investigating representations of the white working class in media, politics and literature in an age of multiculturalism“. Thesis, University of Surrey, 2017. http://epubs.surrey.ac.uk/813208/.
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This project consists of a creative component in the form of a novel and a critical commentary that investigates white working-class representation in mainstream media, politics and literature, and its links to socio-economic and political inequality in a purportedly democratic society. The creative component of this thesis, Another London, is a novel in six parts of approximately 91,000 words. It is set on a council estate in East London between 1991 and 2011 and follows the social and psychological development of a white working-class boy into adulthood as he lives through fictionalised parallels of real-life events, such as the London terrorist attacks in 2005. At the age of eleven he witnesses a racially-motivated murder that affects his relationships with his friends, family and local community. Unable to find a job, he turns to a violent gang for work. Influenced by far-right political party rhetoric, the gang begins to perpetrate hate crimes, which forces the protagonist to confront his own ethnic and class identity. The critical component uses a series of case studies and close readings of political speeches to analyse how media and political elites use the white working class as scapegoats for socio-economic inequality and systemic racism. Using Fredric Jameson’s theory of the ideologeme it traces representations of working- and white working-class characters from the Victorian era through to contemporary literary texts and shows how they have been influenced by, and fed back into, mainstream representations of the (white) working class. The thesis then examines the use of free indirect discourse in literary texts and how it feeds back into stereotyped representations of the (white) working class. The creative component, by juxtaposing free-indirect discourse and first person narration, exposes the ideologemes of white working-class literary representation by providing a space in the public arena for white working-class voices to be heard, and therefore challenging the stereotypical representations of the white working class as espoused by media and political elites.
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Flynn, Warren Flynn Warren. „Fragments of the moon (novel) : and "Body, space, ideas of home : cross-cultural perspectives" (dissertation) /“. Connect to this title, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0073.
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Carling, Rylee. „Damsel in Distress or Princess in Power? Traditional Masculinity and Femininity in Young Adult Novelizations of Cinderella and the Effects on Agency“. BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8758.
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Retellings of classic fairy tales have become increasingly popular in the past decade, but little research has been done on the novelizations written for a young adult (YA) audience. Critical multicultural analysis determining the effect of race, gender, disability, and more has been completed for both original fairy tale retellings and fairy tale retellings for children, but scholars have neglected popular YA novelizations. This study aims to determine how traditional masculinity and femininity affect agency in both male and female characters in YA novelizations of Cinderella. To examine the role of traditional masculinity and femininity in young adult novelizations of Cinderella, a qualitative study was designed to look at the five main archetypal characters of Cinderella, the prince, the stepmother and stepsisters, and the fairy godmother. The study used critical multicultural analysis as defined by Botelho & Rudman (2009) to examine uses of agency and other utilization of power from the characters, and the Bem Sex Role Inventory (1974) was employed to determine traditionally masculine and feminine traits exhibited by characters. Each novel was analyzed on an individual level to determine how traditional masculinity and femininity affected the agency of the characters, after the books were examined on a broader level to establish themes found across the selection. The general trend seemed to indicate that traditionally feminine traits hinder the agency of female characters while affecting male characters less or not at all. The analysis is followed by a discussion about the implications for both educators and readers of young adult literature.
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Hansen, Angela L. „Multiculturalism, public policy, and the high school United States and American literature canon : a content analysis of textbooks adopted in the state of Florida in 1991 and 2003“. [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001228.
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Remy, Avonelle Pauline. „Infiltrating the colonial city through the imaginaries of Metissage: Saint-Louis (Senegal), Saint-Pierre (Martinique) and Jeremie (Haiti)“. Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1896.
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In this dissertation, I investigate the ways in which the phenomenon of racial and cultural hybridity inform and alter the social, political and cultural fabric of three creole cities of significant colonial influence, namely Saint-Louis of Senegal, Saint-Pierre of Martinique and Jérémie of Haiti during and after the colonial era. In particular, I examine the relevance of the French colonial city not only as a nexus of relational complexity but also as an ambiguous center of attraction and exclusion where multiple identities are created and recreated according to the agendas that influence these constructions. In order to articulate the main hypotheses of my thesis, I explore the key historical and social catalysts that have led to the emergence of Saint-Louis, Saint-Pierre and Jérémie as original creole cities.
Through the critical analyses of contemporary literatures from Senegal, Martinique and Haiti by Fanon, Sadji, Boilat, Mandeleau, Confiant, Chamoiseau, Salavina, Bonneville, Moreau de Saint-Méry, Desquiron, and Chauvet and films by Deslauriers and Palcy, I illustrate the dynamics of creolization within the context of the French colonial city. I argue that the city engenders new narratives and interpretations of métissage that scholars have often associated with the enclosed space of the plantation.
My dissertation intends to prove that the three French colonial cities of Saint-Louis, Saint-Pierre and Jérémie offer distinct interpretations and practices of processes of cultural and ethnic métissage. I propose that a correlation albeit a dialectical one, exists between the development of the French colonial city and the emergence of the mulattoes as a distinct class, conscious of its economic, sexual and political agency. I suggest that the French colonial city, represents both a starting point and a space of continuity that permits new forms of ethnic and cultural admixture. The articulation of such mixtures is made evident by the strategic positioning and creative agency of the mulatto class within the colonial city.
The phenomenon of métissage is certainly not a novel subject as evidenced by the plethora of theories and studies advanced by scholars and intellectuals. My research is thus part of an existing critical literary corpus in Postcolonial and Francophone Studies and is inscribed within the theoretical framework of Creolization. My research observes from a historical, comparative and literary perspective, metis presence and consciousness in three specific spaces where colonial authority has been imposed, challenged, resisted and even overpowered (in the case of Haiti). My study therefore analyses the creative agency articulated by the metis ethnoclass in the colonial city and counters the claim of a passive assimilated group.
As an in-between group, mulatto’s access to social, economic and political upward mobility are impeded by their ambiguous positioning within the larger community. Consequently, they resort to unconventional means that I refer to rather as creative ingeniousness in order to survive. Scholars usually focus on these “unconventional” practices as immoral rather than as strategies of self-reinvention and revalorization. As a result, representations of cultural and ethnic interconnections and hybridity are often projected in fragmentary ways. The figure of the metis women for example is overly represented in studies on métissage while metis men receive very little attention. My thesis thus intends to decenter narratives on métissage from the women and implicate equally the creative agency of metis males.
My thesis expands on the complexities that inform processes of métissage during pre-colonial Saint-Louis in the early seventeenth century, Saint-Pierre from the period 1870-1902 and Jérémie during the dictatorship of Francois Duvalier. It examines further the city as a space that engenders new narratives and interpretations of the processes of creolization. Processes of métissage or creolization have often been described as the results of violent encounters that were colonial and imperial. Moreover, these clashes were inscribed within the enclosed space of the plantation.
The city, representation of European pride and greed is an ambiguous space that attracts even as it excludes. Projected as an active commercial, economic and cultural hub, the city is soon engulfed by mass emigration. That site where the European image and culture is imposed, quickly evolves into a complex and chaotic web of human and material interaction giving rise to a complex creolized atmosphere. I propose that practices of métissage in the city are distinct from those generated in the belly of the slave ships, in the trading houses of Sub-Saharan Africa and on the sugar plantations of the French Antilles.
I conclude with a look at the present context of métissage, I rethink the significance of racial and cultural hybridity in relation to contemporary cultural and social theories such as creolization, creoleness, and transculturation in articulating, interpreting and decoding a world in constant transformation.
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Marilungo, Francesco. „Shaping Diyarbakır through words : representations and narrations of the city in Kurdish and Turkish literature during the twentieth and twenty-first century“. Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34644.
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The aim of this dissertation is to discuss the image of the city of Diyarbakır as emerging from Kurdish and Turkish literature throughout the twentieth century. Diyarbakır city represents a highly contentious place in socio-political and cultural terms for the Kurdish vis-à-vis the Turkish imagined community. The first chapter is dedicated to the image of the city previous to the foundation of the Turkish Republic in 1923 as emerging from accounts of travellers from different ages and different languages. Then, in four different chapters, four different corpuses of Turkish and Kurdish literature are taken under the focus of the analysis. Each corpus allows the discussion of certain aspects and themes related to the city. Overall, each chapter and each corpus constitute a piece of the deconstructed literary image of the city, which is at the centre of this research. Since Diyarbakır is a contested city, its representations are deeply involved in processes of appropriation and symbolization of place. Therefore, in the shaping of literary Diyarbakır throughout the twentieth century, the conflicting political dynamics between the Turkish State and local Kurdish actors play a crucial role.
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Messina, Giovanni. „Unveiling absences, or unsettling multiculturalism, in Antonio Casella's 'The Sensualist' and Venero Armanno's 'Romeo of the Underworld' and 'The Volcano'“. Doctoral thesis, Università di Catania, 2012. http://hdl.handle.net/10761/1210.
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Scopo di questo studio è stato quello di analizzare gli elementi gotici presenti nei romanzi in esame al fine di evidenziarne il rapporto con il concetto di liminality delle varie generazioni di migranti e come la stessa venga veicolata dalla stessa struttura narrativa. Dunque, un rapporto tra forma e contenuto tendente a scardinare qualsiasi discorso di autenticità e mimesi che confina tali opere ad una sfera esclusivamente sociologica ed etnografica. L effetto parodico e sublime di questi topoi gotici e dell intertestualità, interpretati nella letteratura dell arrivant dei due autori come elementi semiotici, decostruiscono le narrazioni monologiche del multiculturalismo australiano. In breve, della Whiteness , dell etnocentrismo e dell identità. Tale approccio decostruttivo svela quelle assenze lacaniane fondanti l immagine narcisista del soggetto bianco e permette un discorso di soggettività ibrida .
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Shepard, Brandi A. „Using Dramatic Literature to Teach Multicultural Character Education“. University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311813861.
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Martín, Sandra Stickle. „MOROCCAN WOMEN AND IMMIGRATION IN SPANISH NARRATIVE AND FILM (1995-2008)“. UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/766.
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Spanish migration narratives and films present a series of conflicting forces: the assumptions of entitlement of both Western and Oriental patriarchal authority, the claims to autonomy and self determination by guardians of women’s rights, the confrontations between advocates of exclusion and hospitality in the host society, and the endeavor of immigrant communities to maintain traditions while they integrate into Spanish society. Taking into consideration current theories of space, mobility, feminism, and assimilation, I center my analysis on four significant moments of migration: the inundation of Western media in other countries that inspires individuals to find alternatives to poverty and oppression; the trauma of the physical and emotional separation from the land of origin; the trials of adjustments to an unknown and, at times, hostile culture; and the construction of a new community within a host society.
The works give testimony to how contact with different cultures, religions, and languages has given way to a unique space between Western images and multicultural realities where power, identities, and destinies are negotiated. Exploring the patterns of displacement and gender roles, I point out how some authors align themselves with the power structures that stifle immigrants’ initiatives, while others choose to challenge the status quo. This space creates an opportunity for change propelled principally by the courage, agency, and mobility of female characters that weaken patriarchal domination in Muslim society and counter powerful Western ideologies. The resulting new culture imbued with personal values rekindles Hispanic-Moroccan historical links and opens the door to a revived multicultural, multilingual, multiethnic Spanish identity. I argue that the determination of the female characters is the key to the changes taking place in the twenty-first century Spanish society, which, according to Spanish migration narratives and films, could anticipate the dissolution of the Fortress Europe and the consolidation of integration. Establishing a dialogue between opposing forces, my analysis invites readers and viewers of the narrated process of immigration to consider their own personal positions on such a pressing issue.
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Ehle, Whitney Roberts. „The Gaps We Choose to Fill and How We Choose to Fill Them: Readers' Creation of Turkish German Identity in Texts by Zehra Çirak“. BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2944.
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This thesis explores why readers insist on interpreting Zehra Çirak's texts in light of her Turkish German background when she claims that her texts have little to do with her Turkish heritage and are more universally applicable. While readers can interpret her texts without considering the author's biography, thereby obtaining insights into their own personal identity, I suggest that it also makes sense for readers to interpret her texts with the author's biography in mind because of current events and the history of Turkish migrant labor in Germany. To explore different possible interpretations of her texts, I have categorized Çirak's poetry, found in four of her volumes of poetry, Vogel auf dem Rücken eines Elefanten (1991), Fremde Flügel auf eigener Schulter (1994), Leibesübungen (2000), and In Bewegung (2008), into two broad groups. First, I look at the few poems in which Çirak overtly addresses alterity by discussing the alienation of Turks. In these texts, the speakers use Turkish words or images that link the texts to Çirak's biography. Then I turn to look at poems that can only metaphorically be interpreted as addressing Turkish German integration into mainstream German society and discuss how even though the figurative language Çirak employs make her texts applicable to other situations or interpretations, the texts lend themselves to being read in light of multiculturalism. In both of these categories of poetry, Çirak uses metaphor to address alterity without pandering to stereotypes or setting categorical limits on Turks, Germans, or other members of her readership.
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Henderson, Garry Stewart. „A stirring of cultures: The contest for place, belonging and identity in Australia“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1566.
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The creative work, The Wounded Sinner, and the accompanying exegesis, form a volume of writing that considers aspects of place and belonging in a contemporary Australian context through the agencies of Aboriginality, migration and homelessness. While these issues are present and, at times, contentious in the structure of modern Australian society they have roots in past eras of empire building, racism and the movement from agrarianism to industrialisation. The characters are drawn from my own experiences and, as such, validate both the creative work and give the exegesis substance.
Jeanie Bayona is an Aboriginal woman who was raised, from infancy, by an Anglo family in Perth. She and her partner, Matthew, a fellow teacher, move to Leonora in the eastern goldfields, the lands of the ‘dingo dreamers,’ her people. Jeanie is for many years content to exist on the edge of Aboriginal society, reluctant to leave the security of the ‘white’ life she had grown up with. However, her eldest daughter, Jaylene, already enmeshed in both worlds, challenges Jeanie to answer the spiritual calling to embrace her roots.
Matthew Andrews is chasing the elusive dream to become a writer while nursing his ailing father in the ancestral home, The Wounded Sinner, in Guildford. He lacks the ability to do either well. Still, it keeps him away from the responsibility of fatherhood three weeks out of four and for that he is secretly grateful. However, five years of commuting from Leonora to Perth has strained Jeanie and Matthew’s relationship, though Matthew rarely sees anything outside of his ego-centric world.
Both Jeanie and Matthew engage in new relationships: she with the perverse Ben Poulson and he, the troubled Vince Romano and homeless ex-Vietnam veteran, Lazslo Smith. The central character of the creative work, however, is the old Guildford house, The Wounded Sinner, which symbolises the old establishment values that were, for better or worse, the values that built Australia. Australia is undergoing change which The Wounded Sinner is raggedly reluctant to accept. It remains a bastion of Anglo-Celtic ideals and is personified through Matthew’s father, Archie, as he rails against what he sees as the ‘problems’ of contemporary Australia: the homeless, the Aboriginals and the non-Anglo Australians.
The exegesis, titled ‘A stirring of cultures: the contest for place, belonging and identity in Australia,’ explains through the experiences of migrants, Aboriginal Australians and the homeless the problems and difficulties of those who don’t meet the strict criteria of the core values representing Anglo-Celtic society. The contest for place, belonging and identity in Australia as expressed in my creative work, The Wounded Sinner, is exemplified in the exegesis around those aforementioned themes and corroborated throughout by a wide authorship, both present and past. Interspersed through the text, too, are personal reflections of relevant episodes that have contributed to my understanding of Australian society and how I am part of it.
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Kerby, Erik R. „Negotiating Identity in the Transnational Imaginary of Julia Alvarez's and Edwidge Danticat's Literature“. BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1402.
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The increased contact between nations and cultures in the globalization of the twenty-first century requires an increased accountability for the ways in which individuals and countries negotiate these points of contact. New World and Caribbean Studies envision the cross-cultural and transnational encounters between indigenous, European, and African peoples as important contributors to a paradigm within which identity in relation offers an alternative to identities rooted in national and filial frameworks. Such frameworks limit the ability to construct identity without relying upon static representations of history, culture, and ethnicity that tend to privilege one group over another. In the literature of Edwidge Danticat and Julia Alvarez, however, a fictional space is created that rewrites national histories and problematizes rooted identities through their novels' characterization. This fictional space is a transnational paradigm that—in the vocabulary of the critical theories of Édouard Glissant, Antonio Benítez-Rojo, and David A. Hollinger—explores the effects of cultures founded on ideas of relation and affiliation rather than on rooted socio-cultural legitimacy and ethno-political authority. Danticat and Alvarez's characters engage in a process of present living that allows them to negotiate their experience of diaspora and maintain a stable construction of identity in relation.
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Henriksson, Elin. „Mångkulturalitetens plats i skönlitteraturen idag : En ideologikritisk analys av "LasseMajas Detektivbyrå" med fokus på hur mångkulturen framställs och värderas“. Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55065.
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Syftet med den här undersökningen är att undersöka vilka värderingar och attityder till det svenska samhällets månkulturalitet som speglas i skönlitteraturen idag, hur det kan påverka läsaren, samt hur det överrensstämmer med de värderingar kring ämnet som vår skola vill förmedla och föra vidare till sina elever. Det görs genom en ideologikritisk analys av det valda materialet som i detta fall utgörs av fyra böcker ur bokserien "LasseMajas Detektivbyrå" skrivna av författaren Martin Widmark. Analysen fokuserar på hur karaktärer med utländsk bakgrund framställs i böckerna. Resultaten av analysen visar att de förekommande karaktärerna med utländs bakgrund framställs som stereotypa i materialets alla böcker. Dock dras slutsatsen att det inte vilar en negativ värdering kring att de framställs på detta sätt, eller vårt mångkulturella samhälle som de representerar. Snarare försöker författaren uppmärksamma samt lyfta olikheter och visa hur de berikar vårt samhälle. Genom att hans böcker har ett enkelt språk samt ger extra stöd med hjälp av illustrationerna blir de lättillgängliga för en stor läsarkrets, vilket gör att han sprider dessa positiva värderingar kring mångkulturen till ett stort antal barn och ungdomar. Värderingarna som böckerna förmedlar stämmer bra överrens med skolans värdegrund och kan därigenom anses vara goda exempel på skönlitteratur att lyfta in i skolans verksamhet idag.The aim of this report is to find out what kind of values and attitudes towards today’s multiculturalism that is being reflected in modern fiction. It will also try to find out how those values can affect the reader, and how they conform with the values on the subject which our school is advocating. To answer these questions, I am going to do an ideologically critical analysis of the chosen material. In this case, it consists of 4 books from the series of “LasseMajas Detektivbyrå” written by the author Martin Widmark. The analysis is focusing on the characters with foreign ethnicity and how they are portrayed in the books. The result of the analysis shows that those characters are portrayed in a stereotypically way in all the books. Although we reach the conclusion that it is not done on purpose with negative values. The author is rather trying to make us pay attention to the multiculturalism from a positive point of view, and show how it can enrich our society. Due to the simplicity of the language and the illustrations as an extra support, his books become easily accessible for many children. This also helps spreading the positive values on to a large group of readers. The values which these books are communicating goes well in agreement with our school. Therefore, the books can be considered as good examples of fiction that can be used in today’s classroom.
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Chetty, Raj G. „Versions of America : reading American literature for identity and difference /“. Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1528.pdf.
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Wind, Tonia Leigh. „MOSAICOS DE CULTURAS DE LEITURA E DESAFIOS DA TRADUÇÃO NA LITERATURA INFANTIL“. Pontifícia Universidade Católica de Goiás, 2011. http://localhost:8080/tede/handle/tede/3217.
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Previous issue date: 2011-12-20O objetivo principal desta pesquisa é analisar o segmento denominado literatura infantil sob a perspectiva das tradições culturais decorrentes da prática de leitura no Brasil e nos EUA; da influência desta espécie literária no processo de formação do indivíduo, e dos percalços linguísticos enfrentados na tradução de livros estrangeiros para o mercado nacional. Para tanto, far-se-á uma apresentação do contexto histórico-cultural da espécie literária, de suas raízes nos contos orais indo-europeus até chegar ao que se considera a nascença da literatura infantil brasileira no Século XX. Como complemento ao estudo cultural, avaliar-se-á obras canônicas e textos doutrinários usando como suporte teórico da narrativa e da literatura em geral: Gaston Bachelard, Peter Hunt, Ana Maria Machado, Terry Eagleton, Nelly Novaes Coelho, Regina Zilberman, Marisa Lajolo, entre outros. Um enfoque especial será dado ao conceito norte-americano e brasileiro de cultura de leitura e mediadores de leitura para comparar o processo de formação do indivíduo em ambos os países. Como parte desta abordagem, será mostrada uma análise dos conceitos de multiculturalismo e pluriculturalismo as quais serão apresentadas para apontar sua importância e influência no leitor dentro da sociedade. O último capítulo da pesquisa dar-se-á sobre o tema tradução e suas implicações linguístico-culturais enfrentados pelo tradutor literário, assim como a migração do hábito de leitura dentro das salas de aulas de L2 para fomentar a aquisição de uma segunda língua. Analisar-se-á aspectos do texto original que se perdem numa adaptação ou tradução dando uma ênfase especial aos conceitos de domesticação e estrangeirização para melhor atender às necessidades do leitor final usando como suporte as teorias tradutórias de George Steiner, Lawrence Venuti, Eugene Nida, Jeremy Munday, John Milton, Mona Baker, Zohar Shavit, Susan Bassnett, Riitta Oittinen, entre outros. Como base de análise literária, o corpus desta pesquisa será composto de alguns exemplos de cânones, focando especificamente dois livros norte-americanos e suas traduções brasileiras: Where the Wild Things Are (Onde Vivem os Monstros) de Maurice Sendak e Mr. Peabody´s Apples (As Maçãs do Sr. Peabody) da Madonna.