Dissertationen: „"native"cultural identity“

1

Breault, Ainsley. „Native noise: Māori popular music and indigenous cultural identity“. AUT University, 2010. http://hdl.handle.net/10292/927.

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This thesis argues that Māori popular music, regardless of genre, is a valuable resource in the formulation of a vibrant and relevant Māori rangatahi (youth) identity. Specifically, the research investigates the complex relationship between popular music, social space, and Māori culture and community in Aotearoa. The researcher interviewed six participants from within the Māori music community and practiced participant observation at popular music events. The findings of this qualitative research are framed by an in-depth literature review into questions of Māori identity, as well as an application of ethnomusicology theories on the relationship of music to place and community. The research output includes both a 30-minute documentary and this accompanying exegesis, which frames the documentary within relevant fields of scholarship and presents a critical analysis of its successes and weaknesses. The researcher elected to create a documentary in recognition of the medium’s ability to maintain the voice of the research participants, capture the dynamism of the Māori popular music scene, and increase the potential for the research to reach a wider audience. The use of documentary also allows for an exploration of the relationship between music and documentary, and begins a discussion on the potential of socially-conscious rockumentaries to reveal crucial social issues. Finally, the exegesis questions the ethics of outsider filmmaking, and explores how the concept of ‘Kaupapa Māori filmmaking’ influenced the process of making the film.

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2

Koulas, Heather Marshall. „Native Indian cultural centres : a planning analysis“. Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26861.

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Native Indian Cultural Centres have grown out of the on-going struggle for native self-determination and are rapidly becoming a focus for native cultural revitalization. This thesis investigates the evolution of two Northwest Coast native Indian cultural centres--the 'Ksan Village and the Makah Cultural and Research Centre (MCRC)—through each stage of development, outlining the historical, cultural, economic and social context, the form and function of conceptual development and the planned and unplanned processes involved in building and operating each centre. Analysis has indicated that 'Ksan and the MCRC have evolved as a response to local cultural and economic pressures and opportunities and have been funded primarily on the basis of economic rather than cultural viability. Six factors were found to be collectively sufficient to promote the successful development of each cultural centre: local cultural knowledge, social mobilization, local project relevance, native Indian control, access to resources and common motivational ground. The relationship between native Indians and non-native specialists is changing. Native people are no longer allowing non-native specialists to define their culture and interpret their heritage and 'Ksan and the MCRC have positively re-inforced that change. The development of native Indian cultural centres has provided an important step in the on-going native struggle for self-determination by providing a focus and/or forum for native cultural identity and is likely to continue in the future.
Applied Science, Faculty of
Community and Regional Planning (SCARP), School of
Graduate

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3

POLLEY, SARAH ELLEN. „CULTURAL ACTIVISM AND THE NATIVE AMERICAN OCCUPATION OF ALCATRAZ: USING CULTURE AS A RESOURCE IN RECONSTRUCTING IDENTITY“. University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022194895.

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4

Tamburro, Paul René. „Ohio Valley Native Americans speak Indigenous discourse on the continuity of identity /“. [Bloomington, Ind.] : Indiana University, 2006. 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:3215218.

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Thesis (Ph.D.)--Indiana University, Dept. of Anthropology, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1414. Advisers: Richard Bauman; Wesley Thomas. "Title from dissertation home page (viewed June 19, 2007)."

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5

Munoz, Sylvia G. „Do Native American and Hispanic women maintain their cultural identity in an interracial marriage?“ Thesis, The University of Arizona, 2002. http://hdl.handle.net/10150/278784.

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The purpose of this research was to determine whether Native American and Hispanic women can preserve cultural identity in interracial marriages. Four women participated in this research: A Native American woman married to an Anglo; two Hispanic women married to Anglos; and a woman of Hispanic and Native American ancestry married to a Native American. Each participant provided information regarding the level of knowledge of family history, ancestry, language, traditions and practices. Primary research found social identity was another indicator, as the social setting in an environment affects stability and permanence of a cultural identity. The findings indicate preservation of cultural identity in future generations from interracial marriages depends upon a community that can articulate and pass on a level of knowledge of family history, ancestry, language, traditions and practices. Such a community will consist of one or both parents, family members, members of the community, and the children themselves.

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6

Barrett, Tamara. „Konaway Nika Tillicum Native American Youth Academy: Cultural Identity, Self-Esteem, and Academic Optimism“. DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7685.

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Through using a Positive Youth Development framework and culturally based education program, Konaway Nikka Tillicum Native American Youth Academy aspires to mentor and prepare Native youth through high school and on to higher education. This collaborative research partnership investigated cultural identity, self-esteem, and academic optimism of Native American youth attending the academy. The results of this program evaluation found that cultural identity, self-esteem, and academic optimism were all closely related to each other as well as that they increased significantly when measured before and after the academy. GPA was found to not be predictive of cultural identity, self-esteem, or academic optimism prior to students attending the academy. Lastly, the relationship between cultural identity and academic optimism appeared to be explained through the indirect effect of self-esteem. The results suggest that culturally based education and positive youth development programs such as Konaway are efficacious in increasing protective factors among Native American youth.

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7

Kaui, Toni Marie Mapuana. „Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students“. Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79845.

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The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻau-Kaʻu-Pāhoa Complex Area. The educators from Keonepoko were afforded knowledge and experiences from a culture-based professional development program known as the Moenahā School Program, while the educators from Pāhoa were not afforded these same knowledge and experiences. Using a quantitative, quasi-experimental design, data were collected via an online survey using three instruments: the Culturally Responsive Teaching Self-Efficacy Inventory (CRTSE), the Cultural Competence Self-Assessment Questionnaire (CCSAQ), and the Cultural Competence Self-Assessment Scale Demographic Information (CCSASDI). The data were analyzed using mean scores and those mean scores were compared for differences using a Mann-Whitney U test. The findings indicated the Moenahā participants had a statistically significantly higher level of cultural competence and higher degree of culturally responsive teaching practices than the non-Moenahā participants suggesting the importance of cultural competence professional development iii opportunities. These findings are applicable for teachers in schools with an higher Native Hawaiian student population.
Ph. D.

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8

Phelan, Korey Shawn. „Victimization, Cultural Identity, and Delinquency: Extending an Integrated General Strain Theory to Native American Youth“. OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1738.

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As a group, Native American youth have elevated rates of delinquency and substance use. However, research specifically examining the etiology of delinquency among Native American youth is sparse. In order to fill this gap, this study utilized a general strain theory (GST) framework integrated with feminist criminological insights and an indigenist stress-coping model (ISCM) to examine the impact of victimization as a source of strain (i.e., interpersonal victimization, sexual assault, and peer assault) on delinquent outcomes (i.e., violent and property delinquency, alcohol and marijuana use) among a sample of Native American youth attending school (and likely residing) on or near Indian reservations. This study utilized secondary data from the third wave of the Drug Use Among Young American Indians: Epidemiology and Prediction: 1993-2006 and 2009-2013 study (N = 2,457). Partial proportional odds (PPO) models were estimated to examine the potential non-linear effects of victimization on delinquency while ordinary least squares (OLS) regression models were estimated to test the mediation and moderation hypotheses within GST. Models were estimated for the total sample and for males and females separately to assess for gender differences in GST processes. Special attention was paid to the role of Native American cultural identity as a moderator in the strain - delinquency relationship. Results indicate mixed support for hypotheses drawn from GST.

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9

Sarkar, Nirjhar. „Translating legacies and re-imagining the alter /"native"cultural identity: a reading of Derek Walcott`s plays“. Thesis, University of North Bengal, 2016. http://ir.nbu.ac.in/handle/123456789/2583.

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10

Kelly, Linda. „Experiencing Higher Education in Louisiana through a Native American Lens“. ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/681.

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The purpose of this dissertation was to capture the voice of the Louisiana Native American students who attend Louisiana institutions of higher education. Native Americans are the least represented minority in colleges. More have entered college in recent years, yet they continue to leave college at a high rate. It is important to understand what motivates Native students to attend college and what keeps them in college. When an understanding of their persistence is achieved, strategies can be implemented to assist others. Research questions that prompted inquiry relate to a Louisiana Native American perspective. All of the research questions ask about the higher education experience and support the primary question: How can the higher education experiences of Native Americans be explained in models of persistence? This dissertation reviews the literature concerning persistence and departure of minority students. Development of ethnic identity is reviewed. The focus of this phenomenological qualitative research study was to examine the experiences of Native Americans during their collegiate journey. Twelve Native American students who attend five institutions of higher education in southern Louisiana were interviewed with open ended questions about their college experiences. Three participants were male and nine were female. Three tribal groups were represented: Choctaw-Apache, Coushatta and the United Houma Nation. Responses have been analyzed using the cultural model presented by Guiffrida (2006) and support the need for a cultural perspective, with the addition of the tribe as an influence. Students were satisfied overall with their experiences. Instances of stereotyping were present that made some students uncomfortable. Intrinsic motivation focused on competency and was frequently coupled with the sense of belonging. Extrinsic motivation came from tribal educational values which provided the cultural capital to pursue a degree. Intended application of the degree was most frequently tied back to the Indian community. Tribal influence was present from intention through to application of the degree. The responses of the participants in this study support a bicultural level and strong enculturation. A model of enculturation is proposed to address the participants' responses.

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11

Cheong, Sung Hui. „The role of listener affiliated socio-cultural factors in perceiving native accented versus foreign accented speech“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180456503.

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12

Basaldu, Robert Christopher. „We Should Come Together with a Good Thought: The Importance of Relationships in the Life of a Native American Church Roadman“. Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194009.

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As an example of personal inter-relational anthropology, this dissertation explores the nature of person hood, relationships, and affectionate adoption between relatives in the life of a Native American Church roadman, of Kiowa and Cheyenne heritage. As indigenous and Native American scholars have challenged hegemonic assumptions about indigenous communities and peoples, so too does this dissertation offer ideas and critiques from the indigenous perspective, thus reinterpreting an individualistic perception of identity with a perspective on identity based upon shared relationships. The centrality of religion, ceremony, and religious social dynamics form a context through which many of these relationships emerge, are expressed, and transform through time. This dissertation explores how relationships are created, maintained, and formed through the sharing of story, of experiences, and time. Also explored are issues of gender dynamics, gender identity, and their part in shaping family relationships. Other dynamics discussed include contemporary Native American life, economic insecurity, alcohol and substance use, humor and story telling.

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13

Talbert, Rachel. „Urban American Indian Students Negotiating Civic Identity“. Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28259738.

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This critical participatory ethnographic study examines the negotiation of civic identity by urban Indigenous students in public high school social studies classes, a Native youth council, and the civic environment of a school in Washington State, where the Since Time Immemorial curriculum is mandated in social studies classes. Using Safety Zone and Tribal Critical Race theories to understand the experiences of students, stories from observations, participant interviews, and focus groups are employed as data. This study found that connections between students’ land/s and Nation/s, participation in service and activism with other Nation/s, a caring teacher, family civic connections, curricula that centers American Indian history and current events, and school were vital to these negotiations. These spaces were zones of sovereignty (Lomawaima & McCarty, 2014) forwarding survivance and self-determination for students. Student understanding of the Indigenous civic constructs of sovereignty, self-determination, dual citizenship and an understanding of federal Indian policy are explored as sites where they created and sustained their own civic identities inside and outside of school.

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14

Tuharsky, Juanita F. L. „Around the sacred circle, the development of self-concept and cultural identity by four Aboriginal students taking Native Studies 20“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ54753.pdf.

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15

Tuharsky, Juanita. „Around the sacred circle the development of self-concept and cultural identity by four Aboriginal students taking Native Studies 20“. Ottawa : National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.nlc-bnc.ca/obj/s4/f2/dsk1/tape3/PQDD%5F0015/MQ54753.pdf.

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16

Cruz, Mônica 1968. „Povo Umutína : a busca da identidade linguística e cultural = Umutína people : the search of linguistic and cultural identity“. [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270402.

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Orientador: Angel Humberto Corbera Mori
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Esta tese tem por objetivo apresentar: 1. uma reanálise de aspectos fonéticos e fonológicos da língua Umutína, a partir dos trabalhos de Lima (1995) e dos vocabulários de Schmidt (1941) e Schultz (1952) , além dos dados coletados em minha pesquisa de campo na aldeia Umutína; 2. um estudo das publicações prévias sobre a língua e sobre o povo, bem como a descrição fonológica das listas de palavras da língua; 3. um estudo comparativo sobre o parentesco genético entre a língua Umutína e Boróro; 4. uma proposta ortográfica para a língua; 5. aspectos da morfologia referentes ao processo de formação de palavras denominado composição; e por fim, 6. uma abordagem discursiva sobre os traços da língua materna presentes nas práticas discursivas do povo Umutína, a partir das noções de memória discursiva e memória da língua, baseada nos pressupostos da Análise do Discurso de linha francesa. Em anexo, apresento uma amostra do corpus de dados sincrônicos analisados e a reprodução dos vocabulários de Schmidt e Schultz, já citados anteriormente
Abstract: This thesis aims to present: 1. a review of phonetic and phonological aspects of Umutina language, from the works of Lima (1995) and vocabularies of Schmidt (1941) and Schultz (1952), besides data collected in my own fieldwork in the Umutina village; 2. a study of previous publications about the language and the people, as well as the phonological description of the lists of words in the language; 3. a comparative study about the genetic relatedness between Umutina and Boróro languages; 4. an orthographic suggestion to the language; 5. some points of morphology with reference to process for the formation of words called compounding; and finally, 6. a discursive approach about the language (mother-tongue) traits present in the discursive practices of the Umutina people, from the notions of discursive memory and memory of the language, based on Discourse Analysis (AD). A sample of the present corpus of synchronous data analyzed and playback of the vocabularies of Schmidt and Schultz, previously mentioned, are attached
Doutorado
Linguistica
Doutora em Linguística

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17

Stuart-Richard, Gina D. „Re-Imagining the Landscape: Persistent Ideologies and Indelible Marks Upon the Land“. Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/228163.

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Land is a critical element in the formation of, maintenance and continuance of Native identity to tribes in North America. Since time immemorial, Native people have occupied these landscapes in a manner than can perhaps be best described as "persistent." Native views of the land can differ significantly from those of a Western, or Anglo-American tradition. And when managers of these lands come from a Western tradition, dissimilar views on how these lands should be used can become very problematic for Native people. This research examines how five tribes (Pueblo of Acoma, the Hopi Tribe, Pueblo of Laguna, Navajo Nation and Pueblo of Zuni) view their identity and future cultural continuity as their ancestral homelands are inundated by competing uranium mining interests that threaten to destroy the Mount Taylor landscape of northern New Mexico.

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McVeigh, Corinne. „The Stockbridge-Munsee Tote at the National Museum of the American Indian“. VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/152.

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This thesis constructs the cultural biography of the National Museum of the American Indian’s Stockbridge-Munsee tote, a twentieth-century souvenir craft, in order to examine the tote’s cultural and cross-cultural associated meanings and how these associated meanings shift from one context to another. It follows the tote’s history including its production, purchase, and transfer. This thesis briefly recounts the Stockbridge-Munsee Indians’ history and focuses on a few examples of craft objects produced prior to the 1960s, when the Stockbridge-Munsee tote was made. Wisconsin Indian Craft, a craft cooperative formed in the 1960s, produced objects such as the Stockbridge-Munsee tote. This tote, along with seventeen other Wisconsin Indian Craft souvenirs, was purchased by the Department of the Interior Indian Arts and Crafts Board in 1964 and transferred to the National Museum of the American Indian’s collection in 2000. This thesis analyzes the advantages and disadvantages of the inclusion of the Stockbridge-Munsee tote in the National Museum of the American Indian’s collection. From constructing the Stockbridge-Munsee tote’s cultural biography, this thesis concludes that the tote’s associated meanings do not merely shift from context to context. Rather, these associated meanings build upon one another to create layers of coexisting associated meanings.

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19

Thibodeau, Anthony. „Anti-colonial Resistance and Indigenous Identity in North American Heavy Metal“. Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395606419.

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20

Mirlesse, Alice. „Identity on Trial: the Gabrielino Tongva Quest for Federal Recognition“. Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/pomona_theses/90.

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In this paper, the author looks at the impact of the policy of federal recognition on a Los Angeles basin Native community: the Gabrielino Tongva. The first section, the literature review focuses on the difficulties of defining “indigenousness” in the academic and political realms, as well as looking at Native scholars’ conceptualization of this unique and multifaceted identity. After a consideration of the theoretical framework of the study, the crossroads between anthropology and public policy analysis, the author presents the tools she used in her study, namely: participant observation, key-informant interviews, and the analysis of published documents and personal files. The section ends with a review of ethical concerns pertaining to doing research with indigenous people. The historical section comprises an analysis of archives and published works about the Tongva and the federal recognition process. Starting by a brief report of major policies that have impacted Native American rights in the U.S. and the evolution of government relations with indigenous communities, the author looks at the legacy of the Tongva people in L.A. today, paying special attention to past efforts at obtaining federal recognition and political divides within the tribe. The analysis is structured according to the different levels of recognition that the author perceived through her research. “Capital R”, or federal recognition is explored through its impact on the individual and the group, and followed by an account of current efforts towards community recognition – “lower-case r.” The paper ends on recommendations for future policies and a personal reflection about the research and its results.

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21

Miller, Colton Duane. „Biculturalism among Indigenous College Students“. BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2763.

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Indigenous* college students in both Canada and the United States have the lowest rates of obtaining postsecondary degrees, and their postsecondary dropout rates are higher than for any other minority (Freeman & Fox, 2005; Mendelson, 2004; Reddy, 1993). There has been very little research done to uncover possible reasons for such low academic achievement and high dropout rates for Indigenous students. Some of the research that has been done indicates that one challenge for Indigenous students is the difficulty in navigating the cultural differences between higher education and their Indigenous cultures. Biculturalism is the ability of an individual to navigate two different cultures (Bell, 1990; Das & Kemp, 1997). Several scholars have suggested that biculturalism is an important construct in understanding academic persistence among Indigenous students (Jackson, Smith & Hill, 2003; Schiller, 1987). This study explored biculturalism among Indigenous college students and how it impacts their higher education experience. Indigenous college students (n=26) from the southwestern United States and central Canada participated in qualitative interviews for the study. The interviews were transcribed and interpreted using a synthesis of qualitative methods. Several themes related to the participants' experience of biculturalism emerged from the qualitative analysis: institutional support for transition to college, racism, types of relationships to native culture, career issues, and family issues. The findings suggested that more needs to be done in terms of providing Indigenous students centers at universities, implementing mentor programs for incoming students, and educating future Indigenous college students, families, and communities about biculturalism and the culture of higher education. *Author's note: The term Indigenous will be used to describe Native American/American Indian, First Nation and Métis student participants. Interviews were collected both in the United States and Canada. The terminology used to describe these populations differs across cultures; therefore, Indigenous will be used as a more general term, to describe the participants. The terminology used by cited authors was retained.

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22

Borden-King-Jones, Christine A. „Speaking the Unspeakable: Storied Experience and Everyday Ghosts“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1619788906764408.

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23

Leuthardt, Julia. „Blues Trope as a Cultural Intersection in Alice Walker's The Temple of My Familiar and Sherman Alexie's Reservation Blues“. VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/335.

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Though bound historically through hundreds of years, the African-Native American relation has not received much attention by scholars of literature; hence, the emphasis of this thesis is to investigate the literary portrayal of the interethnic relation between African Americans and Native Americans through the blues trope. The blues trope provides an intriguing literary platform for the psychological and physical struggles in finding an identity within such a diverse multiethnic society like the United States. For African American writer Alice Walker and Native American author Sherman Alexie the blues trope is a successful literary device in expressing long lost and rediscovered emotions, identities and hopes among an ever growing multiethnic nation.

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Shay, Susan Carol Rothenberg. „The right to control the land : law, heritage and self-determination by native Hawaiians“. Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/286153.

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Hawai'i was once an independent Indigenous sovereign island nation with a distinctive culture, history, and legislative past. The laws of the modern state of Hawai'i reflect that history as Indigenous heritage has been integrated into state law. However, during the last forty years the laws protecting Native Hawaiian rights have been challenged in Hawai'i through a series of significant land claim lawsuits. Native Hawaiian struggles for sovereignty are based on the assertion of their heritage rights in lawsuits. This dissertation explores the use of heritage in land claim lawsuits and the role it plays in the construction of a modern Indigenous identity. It uses Native Hawaiian efforts for land control in Hawai'i as a case study to explore how involvement in the legal process has impacted both Indigenous identity and heritage. In this dissertation I examine three major lawsuits following one line of legal precedent: traditional and customary access rights. The investigation answers the questions of how legal narrative construction using heritage impacts Indigenous identity; how heritage values are substantiated; what the role is of experts in formulating cases; if there is a measurable change over time in the way that cultural claims are structured; and what the impact is of increased Indigenous political leadership and land control on Native Hawaiian identity and heritage. To complete this research, I applied a mixed qualitative method approach of ethno-historical, socio-legal, and legal narrative analyses with content analysis to examine Indigenous textural production and court performance as forms of social practice. I supported my research with ethnographic semi-structured interviews and participant observation in recognition of Indigenous protocol. The results indicate that Native Hawaiian use of heritage in courtrooms has contributed to Indigenous identity construction by enhancing collective memory, increasing land control, and protecting group rights. The results also provide insight into how such actions by Indigenous peoples can advance upward social mobility, encourage collective identification and civic involvement, regenerate cultural practices, and strengthen group identity. This research provides new insights into how Indigenous heritage can be used as a means of Indigenous empowerment and develops a greater and more complex understanding of the uses of heritage for land control and sovereignty. These findings may be used by other special interest groups using heritage to achieve common goals.

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Jardim, Mara Publio de Souza Veiga. „O guardião da Memória“. Pontifícia Universidade Católica de Goiás, 2004. http://localhost:8080/tede/handle/tede/2279.

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After a survey on the feast of the Holy Ghost, carried out in the city of Santa Cruz de Goiás, a small city in the interior of the State, it was possible to see the shaping of a figure who became both the theme and the object of this dissertation. Centering the discussion upon cultural assets, memory and identity, I identified and nominated a character who represents a new category: the NATIVE MANAGER. It is known that the activity carried out by this manager has always existed and that he has already been recognized by organizations such as UNESCO and IPHAN, even though they might have given him a different title. Cognizant of the rituals, with a view of his own, often times acrimonious and disparaging, of the society where he lived, the character did not possess political power which would give him status, but he exerted a specific kind of power that emanated from his acknowledged wisdom, albeit not an erudite or academic one. Cultural manifestations were kept alive because within the community there was this manager who recognized the importance of their cultural asset. His unchallenged leadership and charisma, along with the ability to administrate people and events made his actions possible. Within a simple and resourceless universe, deep in the hinterland, the manager promoted scenically elaborate feasts, commemorations and pageants, challenging congeneric activities held by the erudite city dwellers. I was able to see for myself these characteristics, bearing witness throughout more than 20 years, in this community, of the way in which he was respected and followed by everyone. The manager interpreted and analyzed not only the History, but also his own history, thereby preventing documents, music, rites and mores from becoming lost. The person who incorporated this character was Alberto da Paz. His life history has its origins in his slave ancestors and is still in the making as even blind, he persists in his role as manager. An indispensable figure in rehearsals, chants, performances, in fact, everywhere, he is the "the guardian of memory" who gives these people their identity.
A partir de uma pesquisa sobre a festa do Divino Espírito Santo realizada em Santa Cruz de Goiás, pequena cidade do interior do Estado, foi se delineando uma figura que se tornou tema e objeto desta dissertação. Centrando a discussão em patrimônio cultural, memória e identidade, identifiquei e nomeei o personagem que representa uma categoria nova: o GESTOR NATIVO. É sabido que a atividade exercida por este gestor sempre existiu e órgãos como a UNESCO e o IPHAN o reconheceram, ainda que com outras denominações. Conhecedor dos rituais, com uma visão própria, muitas vezes mordaz e crítica da sociedade em que vivia, não era detentor do poder político que lhe conferiria status, mas exercia um poder que emanava de sua reconhecida sabedoria, não erudita e não acadêmica. Manifestações culturais se mantiveram vivas porque dentro da comunidade existia este gestor que percebeu a importância do patrimônio cultural. Sua inconteste liderança e grande carisma, aliadas à capacidade de administrar pessoas e acontecimentos possibilitaram suas ações. Dentro de um universo simples, interiorano e sem recursos, realizou festas, comemorações e representações de grande riqueza cênica, desafiando atividades congêneres realizadas por eruditos citadinos. Pude comprovar estas características, testemunhando ao longo de mais de vinte anos de vivência nesta comunidade a maneira como era respeitado e seguido por todos. Interpretou e analisou não só a História como também a sua própria história e não permitiu que se perdessem documentos, músicas, ritos e costumes. A pessoa que incorporou este personagem foi Alberto da Paz. Sua história de vida remonta à sua ascendência de escravos e alcança os dias de hoje, quando cego, persiste atuando como gestor. Figura imprescindível em ensaios, cantorias, representações, em tudo afinal, é "o guardião da memória" que confere identidade a um povo.

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26

Arik, Kağan. „Shamanism, culture and the Xinjiang Kazak : a native narrative of identity /“. Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/10844.

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Cyrus, Andrea. „Wandering Sagebrush“. ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2251.

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Wandering Sagebrush is a collection of eight unified short stories. The main themes of the thesis include: the struggle of identity and how one finds the people and places to call family and home. The stories focus on family we make, family we lose, family we choose, and the decisions one makes in the name of family.

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Wilson, Tracie L. „"Wild nature" globalization, identity, and the performance of Polish environmentalism /“. [Bloomington, Ind] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3167804.

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Thesis (Ph.D.)--Indiana University, Dept. of Folklore and Ethnomusicology, 2005.
Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1455. Adviser: Beverly J. Stoeltje. "Title from dissertation home page (viewed Nov. 15, 2006)."

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Velayutham, Selvaraj. „Responding to globalisation : nation, culture and identity in Singapore /“. View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050225.115206/index.html.

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30

Copsey, Dickon. „Race, gender and nation : the cultural construction of identity within 1990s German cinema“. Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/1927/.

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This study offers a cultural studies reading of race, gender and nation as represented in three thematic sub-genres of contemporary German film production. The aim of this study is to demonstrate that each of these thematic sub-genres offers a unique insight into the cultural construction of a distinct, yet problematic and porous umbrella identity enjoying a particular cultural currency in post-Wall Germany. It should be noted that, in this respect, this study represents a move away from these traditional diachronic analyses of German film, which attempt a snapshot of an entire history filmic production, towards a more clearly delineated, synchronic analysis of a single contemporary moment – namely, the 1990s. The first of these thematic sub-genres concerns the ambiguous romantic narratives of the sexually autonomous yet avowedly post-feminist New German Comedy women. As a significant sub-genre of the popular New German Comedy film of the early 1990s, these films embody a clear structural reliance on the narrative norms of a classic, mainstream cinema. In contrast, the cinematic representations East(ern) Germany, past and present, incorporate a myriad of generic forms and registers in their explorations of the meaning of reunification for eastern German populations, from up-beat comic road movies to psycho-allegorical tales of internal disquiet. The third area of this study concerns itself with the representation of Turkish-German populations in 1990s German cinema. As eclectic as the cinematic representations of the East, the work of these Turkish-German filmmakers appears to offer a troubling cinematic trajectory from abused and exploited first generation Gastarbeiter to self-assured and recalcitrant street-tough Kanaksta.

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Lim, Regina Mapua. „Philippine Cultural Identity and Traditional Settlements in Development Coming to Terms with Cultural Diversity in a Nation State“. Thesis, Oxford Brookes University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490422.

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Development since the 1940s has had major impacts on traditional settlements. The thrust of global development has been detrimental to many traditional settlements, because it has lacked sensitivity to the diversity oflocal cultures that on the one hand are closely associated to geographical landscapes, and on the other hand rely on traditions formed over time to operate and manage place. The aim of this research, therefore, is to develop a methodology for creating national development strategies which focus on traditional settlements and cultural landscapes in order to accommodate diverse cultural identities. The research uses culture and identity as primary analytical concepts. Oral and visual research methods are used to analyse two traditional settlements, to uncover the identities that permeate their cultures and therefore have particular implications for how they conceive development. Because development in this research is understood as a global process affecting all humanity, these identities are considered not only locally, but also across regional, national and global levels. National and global conceptions of development are critically analysed through a third case study, which examines the dominance of mainstream cultures in shaping national identity and development principles, and explores how this shaping bears on other cultural groups. The results of these case studies are used to construct a methodology for understanding development in a cultural context, and for using this understanding to create strategies through which the people of traditional settlements can become active partners in setting a development agenda which remains sensitive to diverse local cultures whilst also addressing current development concerns.

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Chakravarty, Rangan. „The global and the local in the post-colonial : popular music in Calcutta (1992-1997)“. Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298121.

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33

Cantin, Caroline. „Europeanization and Nation-Building Process: The Case of Scottish Cultural Heritage Policies“. Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31836.

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Our thesis discusses the issue of Europeanization in light of Scottish cultural heritage policies since devolution. This sectoral public policy is not the subject of much attention, but this thesis wants to fill the gap. This thesis also raises the questions of identity in the field of cultural heritage. We tend to determine the forces that are involved in the construction of the Scottish identity post-devolution. This work is done by keeping in mind the fact that Scotland is torn between the European and the British influences. In order to operationalize our object of study, we identify six variables that are part of the EU public policies. These variables are the economic and social justifications of cultural public policies, the importance of cultural democracy, the cultural development of regions, the EU policy process and the decision-making process, the emphasis placed on the development of partnerships and the ambivalence of the notion of the EU identity. Our analysis reveals that all of these variables are present in Scottish cultural heritage policies. The omnipresence of all these variables is significant. Nevertheless, because of the limited extent of our work, we consider that it is more appropriate to assert that policy convergence is taking place in Scotland instead of concluding that Scottish cultural heritage policies are openly Europeanized. Our thesis also shows that the presence of these variables in Scottish cultural heritage policies since devolution is an efficient way for Scotland to assert its difference from the UK. Indeed, for almost all of these variables, Scotland’s position tends to differ from the UK.

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Else, ʻIwalani R. Nāhuina. „Modeling psychopathology the role of culture in Native Hawaiian adolescents /“. Thesis, University of Hawaii at Manoa, 2002. http://proquest.umi.com/pqdweb?index=0&did=765044421&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1208543420&clientId=23440.

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35

Cronje, Lelanie Marié. „Construction of the language identity of Grade 3 learners in a culturally diverse classroom“. Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65483.

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The purpose of this study was to investigate how African heritage language learners in Grade 3 constructed their language identity in a culturally diverse urban classroom. The data reflects the Grade 3 learners’ beliefs and feelings toward being educated in an English-medium school instead of attending a school where they were taught in their home language. A theoretical framework, based on Bronfenbrenner’s ecological system informed my study. The framework provides a holistic picture of how the Grade 3 learners constructed their language identity, as it did not only focus on the learners as such. The ecological system examined the unique aspects of the learners within their microsystem, mesosystem, exosystem, macrosystem and chronosystem. In this exploration of multiple cases studies from a social constructivism perspective, the researcher collaborated with two Grade 3 teachers, seven parents and six Grade 3 African heritage language learners, to create a mosaic by using semi-structured interviews, documents, observational field notes, narrative reflections, photographs, drawings and a reflective journal. Participants’ perceptions of attending an English-medium school revealed how the Grade 3 learners constructed their language identity through assimilation. The findings revealed that the Grade 3 participants did not favour their home language or heritage culture as much as they favoured the Western culture. The following factors influenced the construction of the Grade 3 learners’ language identity: their environments, the school setting, their teachers’ attitude toward teaching in a culturally diverse classroom, their parents’ attitude toward their attending an English-medium school and lastly their friends.
Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
Unrestricted

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Gluska, Virginia. „Fiddling with a Culturally Responsive Curriculum“. Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19894.

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The discourse on education for Aboriginal people has long been limited to a curriculum of cultural assimilation often resulting in an erosion of self-esteem and disengagement. Consequently, this research puts forth narratives of how fiddle programs in northern Manitoba work as a culturally responsive curriculum that in turn address such curricular erosions. As a research methodology, Metissage afforded me pedagogical opportunities to weave the various perspectives of community members, parents, instructors, and former students into an intricate story that attempts to represent some of their social, cultural and historical experiences within the north. Braiding stories of the historical and present impacts of fiddle playing reveals the generative possibilities of school fiddle programs in Canadian Indigenous communities. In addition to building intergenerational bridges, the stories put forth in this thesis demonstrate how the fiddle has become a contemporary instrument of social change for many communities across northern Manitoba.

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Pearson, Wendy Gay. „Calling home queer responses to discourses of nation and citizenship in contemporary Canadian literary and visual culture /“. Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060123.143327/index.html.

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38

Gaetano, David. „Native America's Pastime: How Football at an Indian Boarding School Empowered Native American Men and Revitalized their Culture, 1880-1920“. Oberlin College Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1558090258915317.

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39

Dougal, Josephine Kathleen. „Nation, culture and family : identity in a Scottish/Australian popular song tradition“. Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/596.

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This study arose out of an interest in my own family’s Scottish song traditions and a desire to understand them within a wider cultural context. Its purpose is to create a critical account of music and migrant identity that brings insights from folklore studies, cultural studies, and migration and diaspora studies together to shed light on transcultural identity formation and maintenance. More specifically, it seeks to ‘discover’ an explanation for why and how the cultural resources/traditions that migrants bring with them continue to have force in migrant family life. It examines the complex of ways in which homeland and hereland are implicated in migrant identities, the role of cultural tradition and family in the migrant experience, and their part in shaping migrant memories, identities and concepts of ‘home’.In examining the salience of homeland culture in migrant family life, this study addresses one of the core questions in migration theory and research, that is, why and how migrants maintain connections to their homeland.1 Much of the migration theory and research that addresses this question focuses on the role of migrant communities and institutions, ethnic networks, and transnational social, economic and political ties, often stressing the connections between kinship groups and families across borders. Some of this work, in the fields of transnational migration and diaspora studies, has placed greater emphasis on the role of ‘imagined’ connections, and on the ways in which migrants make symbolic connections to a sense of homeland as a means of supporting new identities.2 It is these symbolic connections with homeland, rather than the social, political and economic that this study seeks to investigate. This investigation will focus on music as a source of symbolic connections to homeland, and its role in the construction of family and migrant identity.The study posits that national/cultural identity is not determined by membership, nor pervasive cultural constructions of identity, but is rather a process in which people draw upon, appropriate and customise these discourses in an active process of self-making. Its guiding proposition is that national/cultural identity arises in the intersection between the ‘nation’ and the individual, between the ‘public’ and ‘private’, and is mediated by the particular social and cultural contexts in which people operate - migration being one such context.The ways in which the ‘nation’ comes to have personal relevance at the local level is explored through the interchanges between public song traditions and localised forms of song tradition. The focus of the thesis is on the role of Scottish song culture in constructing representations of national/cultural identity, and how such cultural constructions, their modes of production and dissemination interact with local practices and meanings, and how these dynamics play out in the construction of migrant cultural identity.In pointing to how the ‘nation’ is made local in the context of migration, the study challenges the idea that cultural traditions are backward looking and regressive, and frozen in time in diaspora, arguing instead that tradition and the past are actively deployed as key cultural strategies in migrants’ creation of home and belonging. In doing so, it makes a case for how collective ideas of nation are appropriated and customised at the local level, and how the cultural construction of Scottishness in song, deployed in a Scottish/Australian migrant family, acted as important referents to their identity and gave shape and meaning to their formulations of Scottish/Australian identity.

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Sheffield, Ron. „The Influence of Language on Culture and Identity| Resurgence of the Quechan Native American Tribal Language“. Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557504.

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This study examined the common essence of language restriction and then resurgence among Quechan Native American elders. The data suggests that Quechan elders' sense of culture and identity was influenced by speaking the native language. Bourdieu's work on language and power were supported as socially constructed means of communication. Findings from this study provided empirical support for Hatch's Cultural Dynamics model. Erikson's work on identity was also supported with additional suggestions made to expand his final stage of psychosocial development for the Quechan Native American.

This research primarily focused on the individual level of analysis and provided practical application for the constructs of language, culture, and identity. In addition, this research also provided theoretical contributions for identity while embracing the existing body of knowledge. The research question, "How does speaking the native language affect one's sense of culture and identity?" was addressed through ten interviews with elders of the Quechan Native American Tribe.

Three distinct findings emerged from data gathered in this research. The first major finding indicated that language is a means of survival for the Quechan elders who forms much of their current reality on historical knowledge. The second finding suggests that the identity of Quechan elders is under reconstruction through the resurgence of the Quechan language and subsequent legitimization of that linguistic symbol. Lastly, the Quechan elders may be realigning their individual view of culture based on a combination of long-standing tribal knowledge and documentation presented by the dominant culture.

This study suggests a need to draw stronger theoretical connections between the constructs of identity and culture. On the individual level of analysis, culture and identity form and reform constantly to emerge as new entities. However, as this research has suggested, the individual may greatly influence the group's fundamental ideas of culture and identity.

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41

Hellman, Jörgen. „Performing the nation : cultural politics in New Order Indonesia /“. Copenhagen : NIAS Press, 2003. http://catalogue.bnf.fr/ark:/12148/cb39186336q.

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42

Capurso, Michael Philip. „“The light in which we are”: Evolution of Indian identity in the schooling of Native Americans in the United States“. Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2361.

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Schooling provided to Native American children in the United States has been portrayed by many native and nonnative scholars as a major factor in undermining traditional languages and cultures, and as playing a role in the perpetuation of generational poverty and marginalization in indigenous communities. Historical accounts also suggest that schools have been settings for the emergence of an intertribal identity and shared political agenda that has been instrumental in generating Red Power activism and maintaining the sovereignty of North America's first nations into the 21 st century. This heuristic study draws upon the ethics of alterity in the philosophy of Emmanuel Levinas to refract testimony from interviews with elders who attended boarding schools in the 1930s and 40s, student activists who staged an occupation of a native college in 2005, and educators working in tribal, public and federal schools, to shed light on native perceptions of how the continuing evolution of Indian identity in teaching and learning is contributing to a revitalization of heritage lifeways.

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43

Woo, Chimi. „Cross-Cultural Encounter And The Novel: Nation, Identity, And Genre In Nineteenth-Century British Literature“. Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1204725332.

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44

Wang, Yue. „Cultural nation versus political state : media construction of national identity : the case of China Daily“. HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/785.

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45

Haug, Sarah Woodbury. „From many cultures, one nation : ethnic and nationalist identity in Belizean children /“. Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/6508.

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46

Holliday, Brian. „For the term of its national life : the Australian (imagi)nation“. Thesis, Curtin University, 1993. http://hdl.handle.net/20.500.11937/1484.

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This thesis is divided into two sections; a theoretical section which looks at the analytic construction of collective identities, and a section which applies the theory to two Australian novels. The first four chapters use the theories of Roy Wagner, Benedict Anderson, Jacques Lacan and Homi Bhabha to look at the often unconscious construction of culture and national, and at the process of hybridity to which those constructions are continually subject.The next three chapters examine Glenda Adamss Games of the Strong and Nicholas Haslucks The Bellarmine Jug showing how an unconscious development of Australian themes runs through the novels, regardless of a lack of Australian characters and setting. The novels show the complex, unique and frequently misunderstood position Australia holds between the cultures, nations and civilisations of the East and the West.The conclusion draws together the principal arguments of the thesis and highlights some concerns which they imply for Australian and its national imagination.

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47

Harding, Tobias. „Nationalising Culture : The Reorganisation of National Culture in Swedish Cultural Policy 1970–2002“. Doctoral thesis, Linköping : Department for Studies of Social Change and Culture, Linköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-9896.

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48

Butt, Richard. „History, ethnography, and the nation : the 'Films of Scotland' documentaries“. Thesis, Open University, 1996. http://oro.open.ac.uk/57613/.

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The Films of Scotland Committee (1938 and 1954-82) produced one hundred and sixty eight documentaries on Scotland and Scottish life; the thesis is an archaeology of those documentaries. The thesis breaks from a film theory discourse that has marginalised documentary to argue that the genre should be understood as a cultural technology, an exhibitionary apparatus that draws on a variety of discursive formations in its production of knowledge. Similarly, the thesis argues that the representation of Scotland should not be understood as an aesthetic failure to represent the reality of life in Scotland, but as a distinct discursive practice that emerged at a specific historical period, a practice regulated by the rules of formation of the discourses within which it operates. The thesis outlines the history of Scottish film culture before 1938, and examines the formation of the Committee by the Scottish Office, arguing that this needs to be understood in relation to the history of public cultural policy in Britain since the mid nineteenth century. It examines the Committee's commitment to 'the national interest, and its relation to the mechanics and legitimation of state authority. A discursive analysis of The Face of Scotland (193 8) begins to identify the discursive regimes on which Films of Scotland documentaries draw in their production of knowledge. The thesis argues that this film occupies a space of representation opened up by the discursive formations of ethnography and history, and a discourse of nationhood, and traces the formation of this space by looking at the earlier surfaces of emergence of these discourses. It also begins to suggest the ways in which these discourses engage with the construction of cultural and national identities. Arguing that the figure of the tour is central to the Films of Scotland documentaries, th e thesis traces the emergence of the tour as a cultural technology in Scotland from the eighteenth century travel writing of Martin Martin and Boswell and Johnson, to the apparatuses of tourism established by Thomas Cook. The last part of the thesis focuses on the travelogue as a sub-genre of documentary, mapping out both the technologies of vision on which it draws, and its generic 'regime of verisimilitude', structured, it is argued, by an oscillation between the discourses of history and ethnography. Finally the thesis argues that what remains hegemonic in Scottish culture are not particular images and narratives, but the very concept of national culture itself, and the nature, rather than the content, of national identity.

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49

Croteau, Susan Ann. „"But it doesn't look Indian" objects, archetypes and objectified others in Native American art, culture and identity /“. Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1691848931&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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50

Holliday, Brian. „For the term of its national life : the Australian (imagi)nation“. Curtin University of Technology, School of Communication and Cultural Studies, 1993. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11621.

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This thesis is divided into two sections; a theoretical section which looks at the analytic construction of collective identities, and a section which applies the theory to two Australian novels. The first four chapters use the theories of Roy Wagner, Benedict Anderson, Jacques Lacan and Homi Bhabha to look at the often unconscious construction of culture and national, and at the process of hybridity to which those constructions are continually subject.The next three chapters examine Glenda Adamss Games of the Strong and Nicholas Haslucks The Bellarmine Jug showing how an unconscious development of Australian themes runs through the novels, regardless of a lack of Australian characters and setting. The novels show the complex, unique and frequently misunderstood position Australia holds between the cultures, nations and civilisations of the East and the West.The conclusion draws together the principal arguments of the thesis and highlights some concerns which they imply for Australian and its national imagination.

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Dissertationen zum Thema „"native"cultural identity“

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