Dissertations / Theses: 'Cultural citizenship'

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Lee, Toby Kim. "Public Culture and Cultural Citizenship at the Thessaloniki International Film Festival." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11165.

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This dissertation explores the relationship between state, citizen and public culture through an ethnographic and historical examination of the Thessaloniki International Film Festival in northern Greece. In the two-year period leading up to and following its fiftieth anniversary in 2009, the festival was caught up in the larger economic, political and social crises that have overtaken Greece in the last five years - a painful period of rapid transformation and neoliberalization for one of Europe's staunchest social-welfare states. As the Greek state faces bankruptcy - both economic and political - it is being forced to revisit the terms of its social contract with its citizens. In a country where "culture" was once touted as a national "heavy industry," the relationship between the state and cultural production is also being restructured. Public culture is one of the areas of social life in which people are now struggling with these changes and attempting to redefine what it means to be a citizen of the Greek state - utilizing and revising local, national and transnational identities in the process.
Anthropology

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Lopez, Pedersen Maria Erliza. "Beyond the Cultural Horizon- A study on Transnationalism, Cultural Citizenship, and Media." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21604.

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In many cases, the need to survive has been the reason for many individuals to leave their country and to start anew in a foreign land. Indeed, migration has played its role as one of the solutions to struggle against poverty among many migrants. Nevertheless, migration can also be an excellent way to improve or develop one’s linguistic, professional and cultural competencies. And one way of doing this is to be part of the au pair cultural exchange program. The interest to be an au pair as well as the interest to have an au pair has been the subject of colorful debates in Denmark, and pushing politicians to make an action due to reports of abuse by many host families. Where the au pair program will end up is still a question hanging up in the air. This study is about the journey of many young and educated Filipino migrants who have decided to embark on the au pair expedition. The theme is anchored on deprofessionalization and deskilling. Transnationalism, civic culture and cultural citizenship, and media are the central theories of the study. Feedback from the participants indicates that there is a need to shift the discussion and focus. It is also important that the au pairs’ knowledge and skills are recognized. The study recommends further research on how participatory communication can be utilized or applied to engage all the stakeholders: au pairs, host family, social organizations, sending and receiving countries, and mass media, in finding long term solutions. The ‘cultural exchange or cheap labor’ argument must not be ignored; however, debates should not be limited to this alone. Most of the au pairs are educated. Recognition of such qualifications must be done to create a new arena for discussions. Oftentimes, many au pairs themselves do not see this side of their background as something valuable. From a communication for development perspective, behaviour change- the au pairs should not see themselves as domestic workers, but as educated migrants, and this must be promoted and advocated, so that au pairs and members of the host society can acknowledge this unknown aspect of these unsung migrants. They are education migrants; it is only right and logical that the au pairs are supported to enhance their qualifications. Deprofessionalization and deskilling must be avoided.

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Ajani, Malik. "Citizenship, the 'self' and the 'other' : perspectives of citizenship educators regarding citizenship, with, focus on religious and cultural difference." Thesis, Royal Holloway, University of London, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604023.

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In recent decades, we have seen a resurrection of debates concerning what it means to be a citizen. Developments such as transnational migrations, rising socio-economic inequalities, the "War(s) on Terror", and political movements based on absolutist ideologies, continue to raise broader questions of justice, equality, quality of life and social cohesion. This research project aimed to study and critically examine perspectives of citizenship held by citizenship educators and the conceptions of citizenship that inform them. Because citizenship includes a number of dimensions. and given Britain's transformation into a multicultural . and multi-faith society with far-reaching implications for citizenship, this study concentrated on developing an understanding towards dealing with religious and cultural difference in the sphere of education. Additionally, qualitative interview data were collected and the q-methodology with thirty five citizenship educators across England. The research findings revealed that citizenship educators held one of three distinct shared perspectives (SPI. SP2, and SP3) on citizenship (as well as some areas of commonality). While there were overlaps among these perspectives, broadly, SP 1 gravitated towards the liberal conception of citizenship. SP2 placed great value on social-democratic citizenship and SP3 associated most strongly with multicultural citizenship. Moreover, all three viewpoints drew from features of cosmopolitan citizenship. In all. these teachers gleaned from beliefs, values and aims originating from a range of conceptions of citizenship to form their shared perspec tives. That said, it was contended that these conceptions of citizenship all entailed c ritic isms in perceiving and dealing with contemporary realities; therefore, a strategic approach with regard to the conceptualization and pedagogy of citizenship was proposed. This thesis argued that different conceptions of citizenship as well as visions of the 'Self' in relation to the 'Other' (exclusivist, inclusivist, pluralist) should be explicitly, openly and critically examined in the cultural. political and especially in the educational institutions of society.

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Gibson, Lisanne, and L. Gibson@mailbox gu edu au. "Art and Citizenship- Governmental Intersections." Griffith University. School of Film, Media and Cultural Studies, 1999. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030226.085219.

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The thesis argues that the relations between culture and government are best viewed through an analysis of the programmatic and institutional contexts for the use of culture as an interface in the relations between citizenship and government. Discussion takes place through an analysis of the history of art programmes which, in seeking to target a 'general' population, have attempted to equip this population with various particular capacities. We aim to provide a history of rationalities of art administration. This will provide us with an approach through which we might understand some of the seemingly irreconcilable policy discourses which characterise contemporary discussion of government arts funding. Research for this thesis aims to make a contribution to historical research on arts institutions in Australia and provide a base from which to think about the role of government in culture in contemporary Australia. In order to reflect on the relations between government and culture the thesis discusses the key rationales for the conjunction of art, citizenship and government in post-World War Two (WWII) Australia to the present day. Thus, the thesis aims to contribute an overview of the discursive origins of the main contemporary rationales framing arts subvention in post-WWII Australia. The relations involved in the government of culture in late eighteenth-century France, nineteenth-century Britain, America in the 1930s and Britain during WWII are examined by way of arguing that the discursive influences on government cultural policy in Australia have been diverse. It is suggested in relation to present day Australian cultural policy that more effective terms of engagement with policy imperatives might be found in a history of the funding of culture which emphasises the plurality of relations between governmental programmes and the self-shaping activities of citizens. During this century there has been a shift in the political rationality which organises government in modern Western liberal democracies. The historical case studies which form section two of the thesis enable us to argue that, since WWII, cultural programmes have been increasingly deployed on the basis of a governmental rationality that can be described as advanced or neo-liberal. This is both in relation to the forms these programmes have taken and in relation to the character of the forms of conduct such programmes have sought to shape in the populations they act upon. Mechanisms characteristic of such neo-liberal forms of government are those associated with the welfare state and include cultural programmes. Analysis of governmental programmes using such conceptual tools allows us to interpret problems of modern social democratic government less in terms of oppositions between structure and agency and more in terms of the strategies and techniques of government which shape the activities of citizens. Thus, the thesis will approach the field of cultural management not as a field of monolithic decision making but as a domain in which there are a multiplicity of power effects, knowledges, and tactics, which react to, or are based upon, the management of the population through culture. The thesis consists of two sections. Section one serves primarily to establish a set of historical and theoretical co-ordinates on which the more detailed historical work of the thesis in section two will be based. We conclude by emphasising the necessity for the continuation of a mix of policy frameworks in the construction of the relations between art, government and citizenship which will encompass a focus on diverse and sometimes competing policy goals.

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Lawlor, Rachel A. "Citizenship and Identity." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/95.

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This thesis argues that pluralism and diversity pose a more fundamental challenge to liberal constitutionalism than is sometimes recognised by liberal political theorists. While the challenges presented by moral pluralism at the philosophical level, and by cultural diversity at the socio-cultural level, have received a great deal of attention in recent political thought, the background within which these themes become salient has not always been fully acknowledged. What is new in the modern world is not so much diversity of lifestyles, but the disintegration of frameworks that traditionally provided an unproblematic basis for political authority. What this modern challenge forces us to confront then, is the idea that ‘the people’ who are subject to law, are also, as citizens, the ultimate source of political authority. I consider in detail the work of two contemporary political theorists who have provided among the most sustained and far-reaching attempts to respond to this challenge, Charles Taylor and Jürgen Habermas. Both make a significant contribution to responding to the contemporary situation of pluralism by taking on board the ‘dialogical’ nature of identity, and the role of the ‘people’ as the ultimate source of political power. However each places a heavy reliance on a privileged standpoint that may shield political judgement from the full implications of modern pluralism: Habermas, by appealing to ‘post-conventional morality’ and Taylor, by appealing to an incipient teleology.

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Jiramonai, Chalermkwan. "Online Parody Videos and the Enactment of Cultural Citizenship." Thesis, Uppsala universitet, Medier och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-175392.

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This thesis – Online Parody Videos and the Enactment of Cultural Citizenship – examines the enactment of the practice of cultural citizenship in new media contexts. Through a cultural study approach, it seeks to find how citizens enact the practices of cultural citizenship, participate in public deliberation, engage in politics and construct identities as citizens in an informal way through digital creativity. In this thesis, “JorKawTeun,” an online news parody program, is selected as a case study. The main research question is, “based on the case study of “JorKawTeun,” how are the practices of cultural citizenship and popularization of politics enacted through online parody videos in Thailand? Specifically, how is humor utilized in the videos, and what rhetorical strategies/tactics are used to make political points?” The theoretical framework is comprised of monitorial citizenship and cultural citizenship. In addition, the concept of “parody as genre” is also employed in order to be implemented in the analysis of the techniques used in the videos. The methodology is critical discourse analysis. The findings of the study reveal the complex and paradoxical dimensions of citizenship, the tendency towards individualized political participation, and the subversive potential of parody: a vernacular form of political communication that is remediated in a media convergence environment. Finally, the thesis aims at contributing to an understanding of the relationship between popular culture and politics in contemporary mediated contexts, as well as the rethinking of the notion of citizenship, political participation and civic engagement based on a culturally-oriented perspective.

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Naber, Nadine Christine. "Arab San Francisco : on gender, cultural citizenship, and belonging /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.

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Jagger, Carla Beth. "Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257.

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Gough, Michael John. "Rousseau, liberalism and the politics of multicultural citizenship." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390652.

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Zhang, Chong. "Cultural citizenship and its implications for citizenship education : Chinese university students' civic experience in relation to mass media and the university citizenship curriculum." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7387/.

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A growing body of research has argued that university citizenship curricula are inefficient in promoting civic participation, while there is a tendency towards a broader citizenship understanding and new forms of civic engagements and citizenship learning in everyday life. The notion of cultural citizenship in this thesis concentrates on media practices’ relation to civic expression and civic engagement. This research thus argues that not enough attention has been paid to the effects of citizenship education policy on students and students’ active citizenship learning in China. This thesis examines the civic experience of university students in China in the parallel contexts of widespread adoption of mass media and of university citizenship education courses, which have been explicitly mandatory for promoting civic morality education in Chinese universities since 2007. This research project raises significant questions about the meditating influences of these two contexts on students’ perceptions of civic knowledge and civic participation, with particular interest to examine whether and how the notion of cultural citizenship could be applied in the Chinese context and whether it could provide certain implications for citizenship education in China. University students in one university in Beijing contributed to this research by providing both quantitative and qualitative data collected from mixed-methods research. 212 participants contributed to the questionnaire data collection and 12 students took part in interviews. Guided by the theoretical framework of cultural citizenship, a central focus of this study is to explore whether new forms of civic engagement and civic learning and a new direction of citizenship understanding can be identified among university students’ mass media use. The study examines the patterns of students’ mass media use and its relationship to civic participation, and also explores the ways in which mass media shape students and how they interact and perform through the media use. In addition, this study discusses questions about how national context, citizenship tradition and civic education curricula relate to students’ civic perceptions, civic participation and civic motivation in their enactment of cultural citizenship. It thus tries to provide insights and identify problems associated with citizenship courses in Chinese universities. The research finds that Chinese university students can also identify civic issues and engage in civic participation through the influence of mass media, thus indicating the application of cultural citizenship in the wider higher education arena in China. In particular, the findings demonstrate that students’ citizenship knowledge has been influenced by their entertainment experiences with TV programs, social networks and movies. However, the study argues that the full enactment of cultural citizenship in China is conditional with regards to characteristics related to two prerequisites: the quality of participation and the influence of the public sphere in the Chinese context. Most students in the study are found to be inactive civic participants in their everyday lives, especially in political participation. Students express their willingness to take part in civic activities, but they feel constrained by both the current citizenship education curriculum in universities and the strict national policy framework. They mainly choose to accept ideological and political education for the sake of personal development rather than to actively resist it, however, they employ creative ways online to express civic opinions and conduct civic discussion. This can be conceptualised as the cultural dimension of citizenship observed from students who are not passively prescribed by traditional citizenship but who have opportunities to build their own civic understanding in everyday life. These findings lead to the conclusion that the notion of cultural citizenship not only provides a new mode of civic learning for Chinese students but also offers a new direction for configuring citizenship in China. This study enriches the existing global literature on cultural citizenship by providing contemporary evidence from China which is a developing democratic country, as well as offering useful information for Chinese university practitioners, policy makers and citizenship researchers on possible directions for citizenship understanding and citizenship education. In particular, it indicates that it is important for efforts to be made to generate a culture of authentic civic participation for students in the university as well as to promote the development of the public sphere in the community and the country generally.

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Nassrallah, Mireille. "Challenges in Canadian Cultural Discourses: Multiculturalism vis-à-vis Interculturalism and the Political 'Othering' of Canada's Cultural Fabric." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30839.

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The process of identification for émigrés in host countries requires an investigation into the “politics of identity”, and epistemological tensions of how identity is conceptualized and practiced in the context of multicultural environments. Indeed, multiculturalism frameworks in Canada have emerged from attempts to manage coexisting cultures living in the nation-state. This research is a comparative theoretical discussion that mobilizes postmodern perspectives to open limited notions of Canadian identity, and describes the potential challenges that English Canadian and Francophone Quebec multicultural frameworks raise in cultural identification for Canada as a whole, and specifically for émigrés. Secondary literature for the analysis of multicultural frameworks is examined with citizenship markers from Census of Canada questionnaires, to conceptualize Canadian identity through discourse. The findings: (1) postulate how the multiculturalist framework in English Canada and the politics of intercultural identity in Quebec intervene in the meaning-making process of national identity and thus impede on the preservation and development of different cultural identities; and (2) discover that both frameworks of multiculturalism and interculturalism, as an institutionalization of social justice and equality, should be reframed or refined due to the limiting conceptualization of cultural identity as fluid. The findings conclude that multiculturalism, interculturalism, and citizenship frameworks may not provide effective strategies to balance the relationship between different groups with regards to ethnic and cultural rights and equality, and that these frameworks should be revisited to account for, and represent, the complexities of identity in Canada.

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Mayer, Vicki A. "Mexican Americans, mass media, and cultural citizenship : cultural affirmation and consumer alienation in San Antonio, Texas /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9975894.

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Kang, Hye-Kyung Stella. "Immigrant cultural citizenship : construction of a multi-ethnic Asian American community /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/11163.

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Gatmaytan, Augusto. "Indigenous autonomy amid counter-insurgency : cultural citizenship in a Philippine frontier." Thesis, London School of Economics and Political Science (University of London), 2013. http://etheses.lse.ac.uk/3246/.

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This thesis explores the complexities and processes involved in minority groups' negotiations with the state over the terms of their belonging in the national polity. It is based on fieldwork among the Banwaon, a non-Muslim minority group in the southern Philippines, not previously described in the literature. In the context of on-going insurgency and counter-insurgency operations, the Banwaon are divided: One leader called the katangkawan has become a paramilitary organiser supporting the state‘s counter-insurgency program. Other Banwaon leaders of the Tagdumahan association assert political autonomy from the state. The thesis follows the latter, and their responses to the katangkawan. Almost all Banwaon are implicated in illegal logging. Given timber‘s value as a commodity, Banwaon tenure rules have evolved so that landowners also own the timber standing thereon. However, the katangkawan proposed to have the entire Banwaon ancestral territory titled, invoking a state law recognizing ancestral land ownership. The Tagdumahan responded adversely to this project, because of its implication in counter-insurgency and the katangkawan‟s role in it. The impact of counter-insurgency on the Banwaon is explored. The response of a Banwaon community occupied by the military suggests a pattern of sedentarisation in response to the state‘s growing control of the surrounding forests. A second community suffered from threats from a death-squad allegedly controlled by the katangkawan. Village leaders had difficulty addressing this problem because of the way the katangkawan blurs the line between state and Banwaon society. Electoral politics as a response to threats is also examined. The thesis uses Rosaldo‘s notion of ‗cultural citizenship‘ (2003) in its analysis, to provide a platform for dialogue with Scott‘s characterisation of state-minority relations (2009). Finally, two particular factors are explored: The complexity of the dynamics governing the Tagdumahan‘s attempt to maintain autonomy, and state laws on ancestral land titling.

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Yesmin, Shova Tahmina. "Liberal Citizenship in a Multicultural Society : Brian Barry's and William Galston's Approaches to Citizenship." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-138441.

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This thesis demonstrates a comparative and analytic discussion of citizenship idea based on two distinct liberal doctrines of two contemporary political philosophers: Brian Barry and William Galston. Barry's egalitarian liberalism argues for 'common citizenship' notion in order to promote liberty and equal treatment of all individuals irrespective of any social differences. On the other hand, 'liberal pluralist citizenship' of William Galston's signifies his liberal pluralism to mitigate cultural and religious conflicts of liberal democratic society. The fundamental disagreements among these liberal approaches over the issues of public recognition of group rights and restricted state authority are analysed in this study. Finally, by analysing both the liberal positions under the challenge of multicultural issues the author defends Galston's liberal idea and judges it as more convincing than Barry's liberal approach.

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Anderson, Zoe Melantha Helen. "At the borders of belonging : representing cultural citizenship in Australia, 1973-1984." University of Western Australia. History Discipline Group, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0176.

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[Truncated abstract] This thesis offers a re-contextualisation of multiculturalism and immigration in Australia in the 1970s and 80s in relation to crucial and progressive shifts in gender and sexuality. It provides new ways of examining issues of belonging and cultural citizenship in this field of inquiry, within an Australian context. The thesis explores the role sexuality played in creating a framework through which anxieties about immigration and multiculturalism manifested. It considers how debates about gender and sexuality provided fuel to concerns about ethnic diversity and breaches of the 'cultural' borders of Australia. I have chosen three significant historical moments in which anxieties around events relating to immigration/multiculturalism were most heightened: these are the beginning of the 'official' policy of multiculturalism in Australia in 1973; the arrival of large numbers of Vietnamese refugees as a consequence of the Vietnam War in 1979; and 1984, a year in which the furore over the alleged 'Asianisation' of Australia reached a peak. In these years, multiple and recurring representations served to recreate norms as applicable to the white heterosexual family, not only as a commentary and prescriptive device for migrants, but as a means of reinforcing 'Australianness' itself. A focus on the body as a border/site of belonging and in turn, crucially, its relationship to the heterosexual nuclear family as a marker of 'cultural citizenship', lies at the heart of this exploration. Normative ideas of gender and sexuality, I demonstrate, were integral in informing the ambivalence about multiculturalism and ethnic diversity in Australia. Indeed, for each of these years I examine how the discourses of gender and sexuality, evident for example in parliamentary debates such as that relating to the Sex Discrimination Act 1984, were intricately tied to ongoing concerns regarding growing non-white ethnicity in Australia, and indeed, enabled it. ... In pursuing this contribution, the work draws critically upon recent innovative interdisciplinary scholarship in the field of sexuality and immigration, and draws upon a broad range of sources to inform a comprehensive and complex examination of these issues. Sources employed include the major newspapers and periodicals of the time, Parliamentary debates from the Commonwealth House of Representatives, Parliamentary Committee findings and publications, speeches and polemics, and relevant legislation. This inquiry is an interrogation of a key methodological question: can sexuality, in its workings through ethnicity and 'race', be used as a primary tool of analysis in discussing how whiteness and 'Australianness' reconfigured itself through normative heteropatriarchy in an era that claimed to champion and celebrate difference? How and why did ambiguities concerning 'Australianness' prevail, concurrent with progressive and generally politically benign periods of Australian multiculturalism? The thesis argues that sexuality through the construction of the 'good white hetero-patriarchal family' both informed, and enabled, the endurance of anxieties around non-white ethnicity in Australia.

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Lopez, Antonio R. "Greening the Media Literacy Ecosystem| Situating Media Literacy for Green Cultural Citizenship." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587572.

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Media literacy is touted as a necessary life skill for cultural citizenship, yet as it is generally practiced there is little engagement with sustainability issues. In order to gain insights into why this is the case, this research investigated how media literacy practitioners use metaphors to frame both the role of media education in the world and how it affects green cultural citizenship. This involved analyzing web site documents and teacher resources of seven North American media literacy organizations as well as interviewing nine key practitioners within a bounded system called the media literacy ecosystem. Drawing on an ecocritical framework, I analyzed the discourses of the media literacy ecosystem by using multi-site situational analysis, qualitative media analysis and critical discourse analysis. This research explored how media literacy practitioners participate in meaning-making systems that reproduce pre-existing environmental ideologies. The findings show that media literacy education is grounded in a mechanistic worldview, thereby perpetuating unsustainable cultural practices in education. By problematizing the mechanistic discourses of media literacy education, the aim of this research was to raise awareness and to offer potential solutions for changing the nature of those same discourses. As such, I theorized a model of media literacy that incorporates green cultural citizenship, called ecomedia literacy, and outlined a path forward so that sustainability becomes a priority for media literacy educators.

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Richez, Emmanuelle. "The impact of charter-based judicial review on pan-Canadian cultural citizenship." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=107752.

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This dissertation evaluates the impact of the Canadian Charter of Rights and Freedoms (1982) jurisprudence on Canada's cultural rights structure and cultural citizenship. In total, the dissertation analyzes 49 Supreme Court Charter decisions in the areas of minority language, multiculturalism and aboriginal issues, as well as their reception by governmental authorities. It argues that Charter-based judicial review has confirmed and pushed further the choice Canada made after the Second World War to promote a polyethnic citizenship. The dissertation also formulates three larger theoretical claims. First, that the recognition of specific cultural rights for certain groups that go beyond fundamental political and civil rights brings about positive legal change for minorities. This has especially been the case for the Anglophone minority inside Quebec and the Francophone minority outside Quebec, as well as for aboriginal communities across Canada. Secondly, that constitutionally entrenching rights and the transfer of power to the judiciary to invalidate laws that contravene those rights, is crucial for greater accommodation of diversity. As shown in the Canadian case, the Supreme Court's rulings in favour of minorities have been enforced by governmental authorities. Thirdly, that institutional nation-building objectives limit judicial review's potential for facilitating greater accommodation of diversity. The ideal of a polyethnic pan-Canadian citizenship prevents the recognition of new self-government rights for aboriginal peoples and Francophone Quebecers, even though there is interpretive space for such a constitutional reading.
Cette thèse évalue l'impact de la jurisprudence de la Charte canadienne des droits et libertés (1982) sur la structure des droits culturels et de la citoyenneté culturelle au Canada. Elle analyse 49 décisions de la Cour suprême ayant trait aux droits des minorités linguistiques, au multiculturalisme et aux affaires autochtones, ainsi que leur réception par les différentes autorités gouvernementales. Elle soutient que la revue judiciaire basée sur la Charte a confirmé et poussé encore plus loin le choix du Canada, fait après la deuxième guerre mondiale, de promouvoir une citoyenneté polyethnique. La thèse énonce aussi trois grandes affirmations théoriques. Premièrement, que la reconnaissance de droits culturels propres à certains groupes et dont l'étendue dépasse celle des simples droits fondamentaux a conduit à de grandes avancées pour les minorités. Ceci fut le cas pour la communauté anglo-québécoise, les minorités francophones hors Québec ainsi que pour les autochtones à travers le pays. Deuxièmement, que les garanties juridiques qui sont constitutionnalisées et arbitrées par les cours ont un impact important sur l'accommodement de la diversité. Comme démontré dans le cas canadien, les décisions de la Cour suprême en faveur des minorités ont été appliquées par les autorités gouvernementales. Troisièmement, que les objectifs étatiques d'édification de la nation amoindrissent le potentiel d'accommodement de la diversité dont dispose la revue judiciaire. L'idéal d'une citoyenneté pancanadienne polyethnique empêche la reconnaissance de nouveaux droits d'auto-détermination aux peuples autochtones et aux Québécois francophones, même si une certaine interprétation constitutionnelle pourrait le justifier.

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Algers, Maria. "Museums as tools for Cultural Citizenship: Two case studies in New Zealand." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21590.

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This thesis will explore the concept of cultural citizenship by researching visitor’s responses to five exhibitions across two museums in the Lower Hutt region of New Zealand. The thesis will also examine museum management and staff’s perspectives on these exhibits, and compare these to visitor’s. The aim of the thesis is to understand how museum visitors reflect upon and use museum exhibits as tools in relation to their cultural heritage and cultural citizenship. This approach provides a focus for reflection regarding the cultural importance of museum exhibitions. Stuart Hall’s encoding/decoding model will serve as an overall framework for the study, and the theoretical concepts of memory, rhetoric, meaning making and cultural citizenship will further inform the analysis. The results indicate that museum visitors reflect upon exhibits as tools for reminding, and also indicate that exhibits are seen important for learning and representation. Furthermore, the study finds that visitors do not find exhibits particularly challenging or personal. Museum staff provide other perspectives on the importance of museum exhibits, such as their art historical, representational and community-museum relationship building potential, but the study finds that these themes are seldom explicitly recognised by visitors. The concluding discussion reflects on these results, and suggests avenues for future research.

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Shane, Rebecca Ilana. "The Importance of Cultural Identity to Liberal Democracy." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2264.

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The challenge facing liberal theories of democracy is to describe an organization of state that both legitimates state power and protects individual liberty. In Democratic Rights: The Substance of Self-Government, Corey Brettschneider develops the value theory of democracy that resolves this tension. By locating the democratic ideal in a set of core values with both procedural and substantive implications, the value theory legitimates state coercion only when it protects citizens’ rights. While the value theory guarantees both substantive and procedural rights, this thesis will show that Brettschneider fails to account for the necessity of a secure cultural context, without which members of a minority culture may not be able to enjoy the core values as Brettschneider intends. Yet, the value theory of democracy can maintain a commitment to equality and autonomy when amended to have specific ethnic and cultural identity protections. Ultimately, this thesis will argue that the amended value theory provides a framework for citizens to both evaluate laws and correct injustices based on whether or not the policies uphold the core values.

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Xu, Xian. "OCB Through Cultural Lenses: Exploring the Relations Among Personality, OCB and Cultural Values." Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1309.

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The present study attempted to explore the role cultural values play on the relations between personality variables and organizational citizenship behavior (OCB). Specifically, Schwartz' cultural values of hierarchy and egalitarianism and the personality predictors of conscientiousness and agreeableness were examined. It was hypothesized that hierarchy and egalitarianism would moderate the relationship between conscientiousness, agreeableness and OCB. Specific hypotheses concerning the direction of the influence on particular dimensions of OCB were tested. Data were collected from multiple organizations resulting in a sample of 62 pairs of employee-supervisor dyads from the U.S. and 64 pairs from China. Results indicated that agreeableness correlated significantly with OCB toward individuals and that hierarchy moderated the relationship between conscientiousness and OCB toward the organization. The other hypotheses were not supported. Limitations of the study and implications for future research were also discussed.

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Diogo, Luís Filipe Riga. "Cidadania cultural na diáspora ucraniana." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2012. http://hdl.handle.net/10400.5/4674.

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Dissertação de Mestrado Em Antropologia
A temática das migrações constitui-se hoje, mais do que nunca, num dos campos de maior estímulo entre os investigadores das ciências sociais. Trata-se de um campo de investigação que é pluridisciplinar. Os imigrantes, chegados aos estados nacionais, são confrontados com uma cultura nova, e confrontados com o processo de aculturação. Os estados receptores de imigrantes procuram oferecer boas condições que permitam a integração dos imigrantes. As políticas culturais de cada país são um factor influente para a imigração. Esta é uma das perspectivas que a Antropologia se se pode posicionar face à temática das migrações, designadamente no modo como os imigrantes gerem a sua identidade cultural e as políticas de integração. O presente trabalho pretende ser uma reflexão sobre a cidadania cultural no contexto da sociedade portuguesa. A cidadania cultural é um princípio que deve ser assegurado pelos países receptores de imigração. Com este estudo pretendemos aferir de que forma é que os imigrantes a residir em Portugal conseguem exprimir e gerir a sua cidadania cultural em contexto do país de acolhimento. Escolhi para este meu trabalho é a comunidade ucraniana em Portugal. A presença crescente de imigrantes ucranianos justifica um estudo mais aprofundado sobre esta comunidade de imigrantes em Portugal. Irei debruçar-me sobre esta comunidade ucraniana e com ela tentar perceber os cruzamentos entre a cultura e o exercício da cidadania. A metodologia utilizada é a da pesquisa qualitativa. Num primeiro momento foi feita pesquisa documental, observação participante e realização de entrevistas semi-estruturadas. O procedimento de selecção das entrevistas foi o da amostragem teórica na sua forma de amostra em bola de neve.
The theme of migration is today, more than ever, one of the most stimulating fields of social science researchers. It is a field of research is multidisciplinary. The immigrants arrived in the national states are confronted with a new culture, and compared to the acculturation process. The states receiving immigrants seek to offer good conditions for the integration of immigrants. The cultural policies of each country are an influential factor for immigration. This is one perspective that anthropology can position if given the theme of migration, particularly in how immigrants manage their cultural identity and integration policies. This study is a reflection on cultural citizenship in the context of Portuguese society. The cultural citizenship is a principle that must be provided by host countries of immigration. With this study we want to assess how it is that immigrants living in Portugal can express and manage their cultural citizenship in the context of the host country. I chose for my work the Ukrainian community in Portugal. The growing presence of Ukrainian immigrants warrants further study on this immigrant community in Portugal. I'll look into this community with her Ukrainian and try to understand the intersections between culture and citizenship. The methodology used is qualitative research. At first it was made documentary research, participant observation and interviews were semi-structured. The selection procedure of the interviews was that of theoretical sampling in the form of snowball sample.

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Wang, Li-Jung. "Towards multiculturalism? : identity, difference and citizenship in cultural policy in Taiwan (1949-2002)." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/1266/.

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This study examines the theoretical and practical tensions and contradictions of multiculturalism in Taiwan. It combines cultural theory, cultural studies, and cultural policy to explore how western theories of multiculturalism can been practised in Taiwan's experience, and discuss the development of cultural policy in Taiwan. Based on its unique history, Taiwanese society is struggling with two problems. One is the lack of common national identity. The clash between Chinese identity and Taiwanese identity has led to other conflicts within the whole society. The other problem is related to inequality among the various cultural communities, which has created a crisis in political legitimacy and social justice. In response to these challenges multiculturalism has become an important influence in cultural policy in Taiwan, and 'multicultural Taiwan' is constructed as a new national identity. Because of the contradictory aspirations of homogeneous national identity and recognition of cultural differences three major challenges are posed by the emergence of multiculturalism in Taiwan. The first is related to national identity. Under the name of 'multicultural Taiwan', the government is seeking to construct a more complex, multifaceted and sustainable version of Taiwanese culture capable of mediating between the diversity and conflicts arising from ethnicity. However, multiculturalism, which is based on the recognition of various ethnic identities, also leads to tension between an integrative national identity and separate ethnic identities. The second challenge is related to cultural policy, which shows the tensions between integration and separation, between individual rights and collective rights in cultural policy. The third challenge is related to citizenship in Taiwan. The new concept of multicultural citizenship demands the acknowledgement of more rights, such as collective rights, cultural rights, minority rights and global citizenship, in defiance of the traditional views of citizenship based on civil, political and social rights, and national boundaries. Three case studies have been selected to reflect each issue: the Taiwanese aborigines, the Hakkas and migrant workers. By considering these three challenges, I try to redefine multiculturalism and cultural policy in the Taiwanese experience. Firstly, I seek to redefine multiculturalism as 'multicultural citizenship' in the case of Taiwan. Multicultural citizenship is seen as a new balance between 'integration' and 'diversity' in the development of multiculturalism in Taiwan. On the one hand, multicultural citizenship is related to the construction of a common public sphere and nation; on the other hand, it is also related to respect for cultural diversity and special communities in the private sphere. Secondly, I try to redefine cultural policy in Taiwan in terms of cultural rights and multicultural citizenship, which embody the link between people and the state. Cultural policy should protect cultural rights and strengthen the relationship between people and cultural policy. Similarly, multicultural policy should be based upon cultural rights and multicultural citizenship. When implemented, it should then improve multiculturalism. Thirdly, I conclude that the problems of national identity and cultural differences should be considered on the basis of multicultural citizenship.

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Mustafa, Anisa. "Active citizenship, dissent and power : the cultural politics of young adult British Muslims." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30533/.

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We need to stop being afraid and realise that as individuals we have power and that power is the ability to use your own reason and just try and look beyond this. (Saif, 27, male, academic activist) This thesis presents findings from an ESRC-funded doctoral study on the cultural politics of young adult Muslims who participate in political and civic activism within British civil society. Based on ethnographic research in the Midlands area, it offers an empirically informed understanding of how these forms of activism relate to themes of political participation, citizenship, security and governance in Britain today. The thesis argues that the diverse mobilisations examined by the research collectively constitute a social movement to resist the marginalisation and stigmatisation of Muslim identities in a post 9/11 context. The war on terror, in response to the international crisis of militant Islam, has placed Muslim citizenship in many Western liberal democracies under fierce scrutiny, prompting uneasy and hard to resolve questions around issues of security, diversity, cohesion and national identity. In Britain, as in Europe, political and public responses to these questions have precipitated a climate of fear and suspicion around Muslims, rendering their citizenship contingent and precarious and undermining their ability to identify with the nation and participate in its political processes. This thesis reveals how young Muslim activists negotiate these challenges by engaging in a range of activities typical of social movements, not only in terms of distinctive modes of action but also with respect to their transformative social and political visions and imaginaries. Muslim activists engage in cultural politics to demand a more inclusive and post-national notion of citizenship, by seeking to turn negative Muslim differences into positive ones. Participants’ engagement in democratic processes through political repertoires commonly adopted by other progressive social movements challenges the moral panic engendered by the exceptionalism ascribed to Muslim identity politics. This thesis argues that these cultural politics constitute a British Muslim social movement to contest Islamophobia through resistance to two dominant forms of power in contemporary Western societies. Firstly, this movement is a response to the multiple technologies of power articulated by Foucault’s concept of ‘governmentality’, which are difficult to distinguish and confront due to their imperceptible and socially dispersed nature. Secondly, cultural politics is necessitated by direct threats of force that Foucault described as a ‘relationship of violence’ and which are discernible in the rise of the securitisation of citizenship in the wake of 9/11. The nature of resistance from Muslim activists suggests that their cultural politics are not only a strategic but also a less risky political response to both these prevailing forms of power. Foucault’s argument that the nature of power can be deciphered from the forms of resistance it provokes suggests responsive rather than reactive political strategies by young Muslims. The thesis concludes that these cultural politics represent forms of active citizenship premised on a more equal, participatory and radically democratic social contract than nationalist and neoliberal forms of governance presently concede.

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Silva, Ana Beatriz Nunes da. "Culturas e identidades piauienses nas produções da ABD-PI: construções audiovisuais e cidadania comunicativa/cultural." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4290.

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Nenhuma
Considerando a importância das culturas na constituição das sociedades e a cidadania comunicativa como um elemento fundamental para a construção e reconhecimento cultural, esta pesquisa objetivou investigar a construção das identidades culturais piauienses nas produções audiovisuais da Associação Brasileira de Documentaristas- Piauí e entender como se relacionam com a constituição da cidadania comunicativa cultural destas identidades. Para tanto, foi construído um arcabouço teórico que articulou os conceitos de cultura, identidade cultural, midiatização e documentário. A pesquisa empírica, de cunho qualitativo, foi realizada a partir da observação de um corpus de cinco produções audiovisuais da Associação Brasileira de Documentaristas - PI (ABD-PI), e de entrevistas com produtores e participantes das produções. Os resultados da pesquisa permitem ver que as construções são marcadas pelo recorte dado pelos produtores audiovisuais e também a partir das informações obtidas com os sujeitos/ grupos sociais envolvidos no contexto das produções. As construções realizadas nos documentários permitem a expressão de sujeitos e de práticas culturais do contexto piauiense, particularmente de classes populares, apresentando possibilidades concretas de colaboração para a cidadania comunicativa destas culturas e identidades.
Considering the importance of cultures in the constitution of societies and communicative citizenship as a key element for raising and cultural recognition, this research investigated the construction of cultural identities from Piauí in audiovisual productions of the Brazilian Association of Documentary-Piauí and aiming to understand how they relate to the cultural communicative constitution of citizenship of these identities. Therefore, it was built a theoretical framework that articulated the concepts of culture, cultural identity, and documentary media coverage. The empirical research, a qualitative approach, was performed through the observation of a corpus of five audiovisual productions of the Brazilian Association of Documentary - PI (ABD-PI), and interviews with producers and productions participants. The survey results allow us to realize that those constructions are marked by clipping given by audiovisual producers and also from the information obtained with the subjects/social groups involved in the production context. The buildings made in documentaries allows the expression of subjects and cultural practices in Piauí context, particularly the popular classes, presenting concrete possibilities of collaboration for the citizens of these communicative cultures and identities.

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Sternsdorff, cisterna Nicolas Igor. "Food after Fukushima: Scientific Citizenship and Risk in Japan." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11473.

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This dissertation examines questions of citizenship and risk after the Fukushima nuclear accident in Japan. I argue that for sectors of the population concerned with the health effects of radiation exposure, the disaster motivated them to reconsider their relationship to the Japanese state. I introduce the concept of scientific citizenship to explore the dynamics whereby ordinary people amassed enough knowledge to critically assess expert advice and form conclusions about the intentions and ability of the state to safeguard them. Crucially, citizenship in this context is not a mode of engagement with the state where citizens seek its protection, but rather a way of circumventing it to ensure the health of future generations. It is inscribed in the decision to find alternative modes of ensuring the basic rights to life and health above and beyond the work of the state. Based on two years of in-depth fieldwork in the aftermath of the disaster, I explore ethnographically the work of groups of mothers, farmers and experts who came together to share and disseminate knowledge about radiation in an effort to protect their own and each other's children from radiation.
Anthropology

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Saddi, Liene Nunes 1986. "Políticas públicas culturais, mediações e cidadania = o caso da Lei Rouanet." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284932.

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Orientador: José Eduardo Ribeiro de Paiva
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
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Resumo: O presente trabalho teve como objetivo, a partir de um levantamento do histórico das políticas culturais brasileiras - e, mais especificamente, de um estudo sobre a Lei Federal de Incentivo à Cultura (Lei n. 8.313/91), conhecida como Lei Rouanet - analisar relações entre os envolvidos nos processos de incentivo à produção cultural, tais como os produtores, artistas, patrocinadores e o Estado. Desta maneira, procurou detectar de que maneiras o cidadão brasileiro ainda se encontra alheio à discussão e ao usufruto da referida Lei como via de inclusão social. A metodologia da pesquisa englobou o levantamento e análise de fontes primárias - através da imprensa, internet, observatórios, bases de dados, documentos audiovisuais e orais - e na revisão de bibliografia pertinente para instrumentação teórica e crítica sobre temas como políticas culturais, comunicação de massa e audiovisual. A pesquisa ocorreu concomitantemente ao momento de reforma da Lei Rouanet e à proposição de sua substituição pelo Projeto de Lei nº 6722/2010, que pretende instituir o Programa Nacional de Fomento e Incentivo à Cultura - Procultura, e se encontra ainda em encaminhamento. Foi possível então, ao longo do estudo sobre as políticas culturais no país, acompanhar a discussão em imprensa sobre os motivos que desencadearam esta reforma, detectados também durante a análise acadêmica. Como resultados, além da possibilidade de se analisar os motivos pelos quais as políticas culturais brasileiras encontraram historicamente uma série de fragilidades, observou-se o quanto a Lei Rouanet, apesar de uma notável concentração regional de projetos na região Sudeste e da dificuldade dos pequenos produtores para captar recursos junto às empresas incentivadoras, foi ainda assim responsável pela expansão no conceito de "cultura? que pode e deve ser incentivada: além das belas-artes, passaram a ser integrados aos segmentos projetos de folclore, circo, artesanato, tradição oral, entre outros dos diversos modos de saber e fazer do brasileiro. Além disso, notou-se a ênfase mais recente que tem sido dada à produção cultural como via de formação na educação não-formal e de inclusão social de uma série de públicos, especialmente através da compreensão sobre as mídias e da produção audiovisual. As conclusões obtidas indicam possibilidades de caminhos futuros para a manutenção de políticas culturais estruturadas, com a participação da sociedade da produção e circulação dos modos de fazer e de saber, e com o papel fundamental das mídias na configuração de formas de consumo, percepção, enunciação, e de cidadania
Abstract: This work aimed, through the study of the history of cultural policies in Brazil - and, more specifically, on the Federal Act on Cultural Incentives (n. 8.313/91, known as "Lei Rouanet") - to examine relationships in the processes among those involved in cultural production, such as producers, artists, sponsors and the state. Thus, there was an attempt to detect the ways by which Brazilian citizens are still unaware of the discussion and enjoyment of the said Act as a means of social inclusion. The research methodology included the collection and analysis of primary sources - from the press, internet, observatories, databases, audiovisual and oral documents - and review of relevant literature for theoretical and critical instrumentation on topics such as political culture, mass communication and audiovisual. The research took place concurrently with the national discussion in order to reform the Rouanet Law and the proposal of its replacement by the Draft Law No. 6722/2010, which aims to establish the National Program of Development and Cultural Incentives - Procultura, and is still in routing. It was possible then, throughout the study on cultural policies in the country, to follow the discussion in the press about the reasons that triggered this reform, which were also detected during the academic analysis. As a result, besides the possibility of analyzing the reasons why the Brazilian cultural policies historically have found some weaknesses, it was observed how the Rouanet Law, despite a salient concentration of regional projects in the Southeast and the difficulty of small producers to raise funds from business incentives, was still responsible for expanding the concept of 'culture' that can and should be encouraged: beyond the fine arts, the financed projects in the last years integrated folklore, circus, crafts, oral tradition, among several different modes of producing culture in Brazil. Moreover, it was noted that more recent emphasis has been given to cultural production as a means of non-formal education and social inclusion to a range of audiences, especially through the understanding of the media and audiovisual production. The conclusions indicate possibilities to future paths in order to maintain structured cultural policies, with the participation of the society on the production and circulation of the ways to do and to know, considering the fundamental role of media at the configuration of the ways of consumption, perception, enunciation and citizenship
Mestrado
Artes Visuais
Mestre em Artes

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Butcher, Santana Kasey. "From the Classroom to the Movement: Schoolgirl Narratives and Cultural Citizenship in American Literature." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1468956893.

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Zhang, Yafei. "Mainstream cultural production and audience citizenship: dispute resolution reality shows in transitional Chinese society." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/7052.

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This study explores cultural productions in one television genre in Chinese mainstream media: dispute resolution shows. By applying the theoretical frameworks of Hall’s encoding and decoding and Habermas’ public spheres, this study mainly answers two research questions: 1) how does mainstream production convey politically-preferred cultural and social values to viewers; and 2) how do audience members exercise their citizenship in decoding televised social values and cultural norms? In a specific examination of Oriental Pearl Live Newsroom, mixed-methods are adopted, including unsupervised learning of the Latent Dirichlet Allocation (LDA), content analysis, thematic analysis, focus groups, and interviews. In the findings, the interviewees admitted that they propagated social and cultural values in accordance with the mainstream political ideology of the Chinese Communist Party (CCP) in order to maintain social stability and state order. However, my interviewees also suggested that they had an ambition and willingness to promote a civil society in China, which requires a counterbalanced power from the audience’s side. The results of the audience analysis generally indicated that they challenged the power of legitimate authorities, including the nation-state, the elite class, and the media. This study identified five online public spheres: 1) Government is the core; 2) Request for rule of law; 3) Media is a paradox; 4) The elite class is not the boss; 5) The grass is always greener (adoration of foreign countries). In general, this study supports conceptualizing audience members as citizens. It demonstrates how audience members deconstruct the dominant interpretations of social values and their attempts to elaborate less-favorable voices in Transitional Chinese society. This conceptualization suggests the importance of audience members in creating diverse public spheres and promoting a civil society.

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Saxen, Aura. "Becoming Citizens : Representations of Citizenship in European Children's Literature." Thesis, Uppsala universitet, Teologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-361205.

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This thesis examines the representations of citizenship in award-winning children's novels from Finland, France, Sweden and the UK to analyse how the effects of recent cultural and economic developments affecting European societies are described and explored in children's literature. In recent years, both the EU and the nation-state have seemed to be in a state of crisis. I hypothesise that increased cultural and ethnic diversity, new alternative arenas of citizenship and economic scarcity are currently driving the crises and changes in European states, and each of these developments influences our conceptions of citizenship. Reading the novels, I use a qualitative method based on critical content analysis to identify the issues relating to citizenship that the novels deal with and then analyse what they say about said issues. I argue that the novels show some awarness of increased cultural diversity, for example by having diverse casts of characters or by addressing cultural difference. The theme of scarcity is especially evident in characters experiencing precarity and a concern for the environment. Furthermore, they focus on how using one's voice, giving an account of one's life and being listened to, can lead to empowerment. In some of the novels, the protagonists are presented as models of active citizens bravely changing society, whereas the other novels contain more of the characters' internal musings of where they belong, in terms of which nation-state they belong to, but also their place within the state.

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King, John T. "A difficult dialogue : educating citizens in a divided society /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7859.

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Vizenor, Katie Virginia. "Binary Lives| Digital Citizenship and Disability Participation in a User Content Created Virtual World." Thesis, State University of New York at Buffalo, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613110.

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Digital Citizenship is a concept typically used in discussions of how technology impacts our relationships with others and our physical world communities. It is also used to describe ways that we can leverage our technology use and skill to make our communities and nations better and stronger. Educators are now teaching "good digital citizenship" as part of a larger civics curriculum.

But, there is a second, emerging concept that I refer to as platform specific digital citizenship. I define this platform specific citizenship as the deep and abiding commitment and sense of responsibility that people develop in relation to a particular technology, such as software or technology brand. It may also refer to the ideas that people express in regard to how technology should ideally be used and what rights and responsibilities it requires of its adherents.

Massively Multiplayer Online Worlds (MMOWs) are one place researchers are finding this deep, platform specific digital citizenship emerging. These are persistent digital universes where people from all over the world develop online personas, leadership structures, discussion forums, and business and non-profit entities. The ability and extent to which this online organization is possible is largely due to the underlying structure, rules and allowances of the world of which people choose to be a part.

One online world, Second Life, has a large, active and vocal disabled population. They have committed to this environment because of the unique opportunities and freedoms that it provides. As a user content created environment, residents, as Second Life participants are referred to, are given an unprecedented amount of freedom to create the kind of experience they want. This may involve developing relationships and projects with other disabled residents. It can also involve exploring other aspects of themselves and their interests that are often neglected in their real lives due to social exclusion, and/or lack of financial and physical access.

Most of the research and popular media examinations of disability in Second Life centers on participation in disability specific communities or the benefits of identity exploration through avatar design. But, the reasons disabled people stay here is much broader and varied than what this limited discussion suggests. Commitment to Second Life is strong precisely because disability community commitment and disability expression are not the only options but exist among a wide range of choices. Moreover, the expression of disability and use of such mediated environments is constantly debated in both word and deed.

This dissertation explores the concept of digital citizenship and why people that identify as disabled in real life are attracted to committed participation in virtual worlds, in particular, Second Life. What opportunities and rights are disabled people afforded here through the technology structure? What are the avenues of entry into the Second Life community, and what does the variety of these entry points and special interest sub-communities tell us about what is important to them? How is commitment debated and deepened through the use of public spaces and forums? And, what can researchers, public health and information professionals learn from these features that can improve their own outreach?

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Dalmoro, Marlon. "Campereando mercados : práticas de resistência e cidadania mediadas pelo mercado na cultura gaúcha." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/70382.

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Com um olhar voltado para a cultura gaúcha e sob uma perspectiva teórica de mercado, fluxos globais e formas de resistência, esta tese teve o objetivo de compreender e analisar as práticas de resistência que os agentes locais desenvolvem no âmbito do mercado, para a preservação da tradição e da cultura local. Para isto, sua organização seguiu diferentes percursos, iniciando por um percurso teórico, que envolveu uma construção teórica acerca da cultura do mercado e das formas de resistência. No percurso empírico, adotou-se uma perspectiva interpretativista, por meio de um estudo de cunho etnográfico na cultura gaúcha. A coleta de dados ocorreu no período de 2009 a 2012, por meio de entrevistas, observação participante, coleta de artefatos e survey. A análise dos resultados foi apresentada em oito partes, organizadas a partir das categorias de análises geradas na interpretação dos dados. Além de descrever densamente a cultura gaúcha, os resultados foram interpretados tanto pelo lado da resistência – reconhecendo a existência de uma resistência de mercado –, quanto por uma perspectiva de cidadania – reconhecida como um conjunto de práticas que geram um sentimento de pertencimento à cultura gaúcha. Os resultados alcançados buscam contribuir principalmente na teorização acerca do modo como o mercado media a articulação de diferentes agentes locais (produtores, consumidores e organizadores) em práticas de resistência e cidadania.
With an attention on gaucho culture and under a theoretical perspective of market, global flows and resistance forms, this thesis has the objective to understand and to analyses local agents’ resistance practices developed in the market to preservation of the tradition and local culture. For this, its organization follows different courses, beginning with a theoretical course that involves a theoretical construction around market culture and resistance forms. In the empirical course, it was adopt an interpretative perspective, using an ethnographic inspiration to analyze the gaucho culture. Data collection was conducted between 2009 and 2012 through interviews, participant observation, artifacts’ collection and survey. Result analyses were presented in eight parts organized from analytic categories generation during data interpretations. Results include a dense gaucho culture description and data interpretation include a resistance perspective – recognizing the existence of a market resistance –, as well as a citizenship perspective – identified as a practice set that generate a belonging felling around the gaucho culture. Results search to contribute specially in the theorization about the forms of how the market mediate the articulation of different local agents (producers, consumers, organizers) in resistance and citizenship practices.

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D'Angelo, Michael F. "Options for meeting U.S. Navy foreign language and cultural expertise requirements in the post 9/11 security environment." Thesis, Monterey, Calif. : Naval Postgraduate School, 2009. http://handle.dtic.mil/100.2/ADA501120.

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Thesis (M.S. in Management)--Naval Postgraduate School, June 2009.
Thesis Advisor(s): Cahill, Maureen M. ; Mehay, Stephen L. ; Hatch, William D. "June 2009." Description based on title screen as viewed on July 13, 2009. Author(s) subject terms: Foreign Language, Cultural Awareness, Enlistees, Global War On Terror, Noncitizens, U.S. Navy, Citizenship, Translator/Interpreter, Linguist. Includes bibliographical references (p. 107-113). Also available in print.

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Moore, Allison. "The limits of sexual citizenship : An exploration of the cultural worlds of non-heteronormative communities." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516235.

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Swindell, James Richard Jr. "Transformational leadership, perceived support, organizational commitment, and union citizenship behavior| The effect of cultural diversity." Thesis, Indiana Institute of Technology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646233.

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A substantial body of scholarly literature exists demonstrating the elevation of positive citizenship behavior in the presence of transformational leaders. A smaller but no less significant amount of research has suggested that union citizenship behavior, a specific form of organizational citizenship behavior, is elevated in the presence of transformational leadership and enhances member commitment and perceptions of support. Utilizing an international sample comprised of unionized airline pilots, this study sought to explore the relationship between transformational leadership, discretionary citizenship behaviors, perceived organizational support, organizational commitment, and the effect stated cultural affinity has on these factors. The results of this study indicate that while a transformational leadership style may incidentally elevate follower commitment and perceived support, it was not found to be a positive predictor of union citizenship behavior. Further, the results suggest that organizational commitment and perceived support are more positively related to perceptions of leadership than leadership style itself. Therefore, union members may engage in constructive union citizenship behaviors irrespective of leadership style, provided commitment and positive perceptions of leader and organizational support exist. The results of this research also demonstrated that cultural affinity did not greatly influence perceptions of leadership or levels of perceived support, organizational commitment, or engagement in union citizenship behaviors.

Keywords: Transformational leadership, perceived support, organizational commitment, union citizenship behavior, culture

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Alhourani, Ala. "Performances of Muslim-ness in post-apartheid Cape Town: Authenticating cultural difference, belonging and citizenship." University of the Western Cape, 2017. http://hdl.handle.net/11394/6104.

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Philosophiae Doctor - PhD (Anthropology/Sociology)
This thesis presents an ethnographic study of the resurgence of public performances of Muslim-ness and an exploration of the Muslim politics of cultural difference in the democratic, post-colonial, and liberal context of the post-apartheid South African nation-state. The central argument that underpins my approach throughout this thesis is that the post-apartheid cultural politics of 'rainbowism' has led to an enhanced and remarkable resurgence of public performance of Muslim-ness in Cape Town. This thesis posits that this resurgence has mediated a sense of belonging that is defined by the multiple allegiances of Muslims to their local cultural particularity, to the South African nation-state, and to the transnational Muslim Ummah.

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Ferguson, Rene. "Teacher development for religious and cultural diversity in citizenship education : a community of practice approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6770.

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Thesis (PhD)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the study is associated with curriculum reforms in South Africa since democratization in 1994 and the growing interest globally in the integration of Citizenship education and Religion education. In South Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject which includes Citizenship education with Religion education as key focus areas. The outcomes associated with these focus areas require school-based learners to demonstrate knowledge of diversity, co-operative and communicative forms of democracy and commitment to the values espoused in The Constitution. The question that arises in relation to the professional development of teachers in this regard, concerns whether teachers have the professional knowledge base to ensure that their learners acquire the knowledge and skills to enable them to participate as competent citizens in a pluralist democracy. Consequently the large-scale transmissionist approaches to teacher development that have dominated INSET programmes have been critiqued in this study for being inadequate for learning the complexities associated with diversity, citizenship and democracy. This study has hence advocated for teacher-learning through participation in communities of practice which arguably provide appropriate learning conditions in which dialogue and critical reflection characterise the interaction between teachers. On the grounds that South Africa’s social-political history enforced the segregation of racial groups and privileged Christianity above other religions or beliefs, a further argument is related to how this history has influenced teachers’ frames of reference and whether teachers’ frames of reference continue to influence how Citizenship education is approached in the classroom. Hence, the theoretical framework for this study has been formulated to address the issue of teacher-learning for Citizenship education and Religion education (Citizenship education/Religion education) and the extent to which the frames of reference of teachers influence their approaches to democracy, values, citizenship and diversity. To this end two learning theory perspectives have been explored, viz. Mezirow’s transformative learning theory (1991, 2000) and communities of practice, as conceptualised by Wenger (1998, 2006b). The efficacy of the communities of practice concept for teacher-learning for diversity was investigated against a transformative learning theory background, using a mixed methods approach. A cross-sectional survey was conducted amongst 60 secondary schools in the Gauteng province, followed by a phase of participatory action research (PAR) with three teachers over a period of approximately eight months. The survey questionnaire was designed to determine the perspectives of a sample of Life Orientation teachers towards learning and teaching religious and cultural diversity in Life Orientation. The findings were used to inform the action research process which in turn drew attention to the significance of the community of practice concept for assisting teachers to generate content knowledge for Citizenship education/Religion education from an inclusive and constructivist perspective. The findings of the survey questionnaire indicated that the majority of the teachers in the sample were not opposed to including religious diversity in their Life Orientation classes despite not having backgrounds in Religious Studies or meaningful in-service training. The PAR findings indicate the value of engagement by teachers in a community of practice for creating and acquiring appropriate content knowledge and for critical reflection on the meaning and application of democratic and personal values for Citizenship education/Religion education.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek fokus op onderwyser-leer ter bevordering van religieuse en kulturele diversiteit. Die agtergrond van hierdie studie is enersyds kurrikulumhervorming in Suid-Afrika sedert demokratisering in 1994 en andersyds die groeiende, wêreldwye belangstelling in die integrasie van Burgerskapopvoeding (Citizenship Education) en Religieuse-onderrig (Religion Education). Lewensoriëntering as ‘n leerarea/vak wat Burgerskapopvoeding en Religieuse-onderrig as primêre fokus insluit, is na 1994 as deel van die nuwe nasionale kurrikulum in Suid-Afrika bekendgestel. Die leeruitkomste van hierdie fokus vereis dat leerders kennis moet demonstreer rakende: diversiteit, samewerkende- en kommunikatiewe vorms van demokrasie en die verbintenis tot die waardes soos in die Grondwet vervat. Die vraag word gestel of die professionele ontwikkeling van onderwysers die nodige professionele kennisbasis bied wat kan verseker dat leerders wel kennis en vaardighede verwerf wat hulle in staat sal stel om bevoegde burgers te wees om aan ‘n pluralistiese demokrasie deel te neem. In hierdie studie word die transmissionistiese benaderings (transmissionist approaches) wat die indiensonderwysersopleiding (INSET) gedomineer het, krities ondersoek en bevraagteken ook hierdie benadering vir die onderrig-leer van kompleksiteite soos diversiteit, burgerskap en demokrasie. In hierdie studie word onderwyser-leer by wyse van deelname aan “gemeenskappe van praktyk” (communities of practice) onderskryf hoofsaaklik weens die moontlikhede wat hierdie benadering bied om gepaste leeromstandighede te skep waar onderwysers se interaksie deur dialoog en kritiese refleksie en terugskouing gekenmerk word. In die lig van Suid-Afrika se sosio-politiese geskiedenis waartydens die segregasie van rassegroepe afgedwing is en Christendom bo ander religieë of geloofsoortuigings bevoorreg was, word kritiese argumente gevoer rondom die invloed van hierdie geskiedenis op onderwysers se verwysingsraamwerke en hoe hierdie betrokke verwysingsraamwerke onderwysers se benadering tot Burgerskapopvoeding beïnvloed het. In die teoretiese raamwerk van hierdie studie word die grondliggende kwessies en diskoerse van onderwyser-leer vir Burgerskapopvoeding en Religieuse-onderrig (Burgerskapopvoeding/ Religieuse-onderrig) ondersoek asook die mate waarop die verwysingsraamwerke van onderwysers hulle onderrigbenaderinge tot demokrasie, waardes, burgerskap en diversiteit beïnvloed het. Die twee leerteorieë en perspektiewe van Mezirow se Transformatiewe Leerteorie (1991, 2000) en “gemeenskappe van praktyk”, soos deur Wenger (1998, 2006b) gekonseptualiseer is, word as vertrekpunte geneem. Die effektiwiteit van die konsep “gemeenskappe van praktyk” vir onderwys-leer in belang van diversiteit, word ondersoek teen die agtergrond van ‘n transformatiewe leerteorie deur gebruik te maak van ‘n gemengde-metodesbenadering (mixed methods approach). ‘n Deursnee-opname is aan 60 sekondêre skole in die Gauteng provinsie gedoen, gevolg deur ‘n fase van Deelnemende-Aksienavorsing met drie onderwysers oor ‘n tydperk van ongeveer agt maande. Die vraelys vir die opname is sodanig ontwerp dat ‘n steekproef Lewensoriënteringonderwysers se perspektiewe van onderrig-leer van religieuse en kulturele diversiteit in Lewensoriëntering bepaal kon word. Hierdie bevindinge is vir die aksienavorsingsfase gebruik wat die aandag gefokus het op die belangrikheid van “gemeenskappe van praktyk” as ‘n konsep wat onderwysers kan help om inhoudskennis vir Burgerskapopvoeding/Religieuse-onderrig vanuit ‘n inklusiewe en konstruktiewe benadering te genereer. Die bevindinge van die vraelysopname toon dat die meerderheid van die onderwysers, wat deel was van die steekproef, nie gekant is teen die insluiting van religieuse diversiteit in Lewensoriënteringsklasse nie ten spyte van die feit dat hulle geen agtergrond in Religieuse-onderrig of enige ander betekenisvolle indiensopleiding ontvang het nie. Die bevindings van die Deelnemende– Aksienavorsingsproses bewys die waarde van onderwyserbetrokkenheid in “gemeenskappe van praktyk” om inhoudskennis te verwerf en krities na te dink oor die betekenis en toepassings van demokratiese en persoonlike waardes vir Burgerskapopvoeding/Religieuse-onderrig.

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Bondy, Jennifer M. "Latina youths talk back on "citizenship" and being "Latina:" A feminist transnational cultural studies analysis." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312451025.

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Lillevik, Waheeda Jain Harish C. "Individual differences in group interaction behaviour Cultural differences in the exhibition of organizational citizenship behaviours /." *McMaster only, 2005.

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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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Wignall, Julia. "No longer in the shadows| Identity, citizenship, and belonging among undocumented college students in Southern California." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527495.

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This ethnographic study looks at the development and practice of cultural citizenship among ten Mexican undocumented immigrant students at a Southern California university. Amid societal and governmental institutions such as immigration seeking to regulate citizen membership, undocumented students find a sense of belonging and incorporation through educational pathways. Not legally citizens, undocumented students encounter many obstacles to obtaining their degrees.

Consequently, students must "come out'' of the shadows to institutional gatekeepers and each other in order to access resources and public space. Through the process of coming out, undocumented students leave their liminal, undocumented status behind. Instead, they become citizens as social actors, seeking not only to participate in society--but reshape it. In this narrative, the ways undocumented students explore citizenship, "come out," and contest their status through everyday practices are examined. In developing alternative solutions to citizen-normative practices that seek to exclude the undocumented, the students are able to claim rights and space in their everyday lives and on a university campus.

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Santos, Flavio Aniceto dos. "Palhaços: poética e política nas ruas: direito à cultura e à cidade." reponame:Repositório Institucional do FGV, 2014. http://hdl.handle.net/10438/11811.

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This research focuses on the state of cultural performances in public forums in the city of Rio de Janeiro, referred to as Public Art, after the effects of the Street Artist Law from June 2012, which guarantees the free use of urban spaces for these artistic performers and officially recognizes them. Taking that into perspective, we propose a reflection on the possible contradictions between the cultural mediation we believe to be intrinsic to these movements and the institutionalization that comes from this law. The study of said mediation also intends to point out other forms of social integration found in the planning of cultural policies. The investigation's primary target was the professional clowns who perform in the streets, squares, parks, communities and other public forums in the city.
O presente trabalho analisou ações culturais em logradouros públicos do município do Rio de Janeiro, atualmente chamadas de Arte Pública, no contexto posterior a promulgação em junho de 2012 da Lei do Artista de Rua, que garante o uso livre do espaço urbano para as apresentações artísticas destes grupos e artistas e reconhece oficialmente estas manifestações. A partir deste quadro a pesquisa se propõe a refletir sobre as possíveis contradições entre a mediação cultural que acreditamos ser inerente a este segmento e a institucionalização decorrente desta lei. O estudo da mediação visou ainda pensar em outras formas de participação social no planejamento das políticas culturais. A investigação foi feita prioritariamente com palhaços profissionais que atuem nas ruas, praças, comunidades e outras áreas públicas do município.

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Rebelato, Júlia Marques. "Limites e possibilidades dos instrumentos normativos na proteção do patrimônio cultural urbano: uma análise a partir dos vieses da sustentabilidade." Universidade Federal de Santa Maria, 2017. http://repositorio.ufsm.br/handle/1/12672.

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Starting from the broad universe of culture and based on a deductive analysis, the author intends to reveal the preservation of urban cultural heritage and the biases of sustainability in its multiple facets.
Partindo do amplo universo da cultura e a partir de uma análise dedutiva, a autora pretende descortinar a preservação do patrimônio cultural urbano e os vieses da sustentabilidade em suas múltiplas facetas. Para tanto, o trabalho restou dividido em dois capítulos. No primeiro, identificou-se os aportes teórico-conceituais relativos à cultura e ao patrimônio cultural urbano a fim de cotejá-la como um elemento de ressignificação da cidadania e do sentimento de pertencimento, bem como revisitou os instrumentos normativos de proteção do patrimônio cultural a fim de verificar em que medidas estas normativas são potencialmente capazes de proporcionar a necessária tutela do patrimônio cultural urbano. No segundo capítulo buscou-se vislumbrar os limites e possibilidades da gestão do patrimônio cultural urbano a fim de verificar em que medida se coadunam com os vieses da sustentabilidade, atribuindo a importante função humanizadora que o resgate e preservação da memória cultural representam para promover sua proteção.

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Lopes, Regiane Luzia. "Capoeira é liberdade!: a experiência político-cultural da Associação Cultural Corrente Libertadora na cidade de São Paulo (1976-2004)." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/12673.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
This statement intends to highlight the cultural-political experience of the Associação Cultural Corrente Libertadora (Cultural Association: Liberation Movement) in the city of São Paulo, from 1976 to 2004. Being particularly involved with the practice of Capoeira in the city outskirts, this Association used it as an instrument for the articulation, mobilization and intervention in the social sphere of the community. While facing administrative and financial difficulties resulting from the popular appeal of this group, the brothers Modesto Ms. Maurício, Ms. Eufradísio, Ms. Tigrão and Magnólia, experienced the pressure and conflicts related to the Capoeira concepts and techniques, aware of the need to respond to a continued movement of social demands. Participation in these popular movements in the 70 s and 80 s contributed to the development of a political positioning of this Association, but the closer contact from mutual talks, actions and struggles concerning the guarantee of rights, mainly as to the care of children and adolescents in personal and social risk situations in the 90 s, intensified the inner differences, which resulted in disruption and in redefinition of the rules and regulations of the Association. This context led to the strengthening of Ms.Tigrão and made the learning process of Capoeira the central point of the cultural-political performance of the Asssociation. We have focussed our attention on the learning process of Capoeira as a tool for character formation as well as on the cultural and political aspects which directed us towards building partnerships with the Organized Civil Society and the Public Sector as a strategy for expansion and accessibility to services that are free of charge - contributing to the formation of citizenship
A presente dissertação busca dar visibilidade a aspectos da experiência político-cultural da Associação Cultural Corrente Libertadora na cidade de São Paulo entre os anos de 1976 a 2004. Atuando, sobretudo, na periferia da cidade a partir da prática da capoeira, a Associação fez desta, um instrumento de articulação, mobilização e intervenção social junto a comunidade. Enfrentando cotidianamente as dificuldades financeiro-administrativas de uma Associação de cunho popular, os irmãos Modesto Ms. Maurício, Ms. Eufraudísio, Ms. Tigrão e Magnólia vivenciaram as tensões e conflitos em torno da concepção e técnica da capoeira, mediante a urgência em responder ao movimento contínuo de novas demandas sociais. A participação junto aos Movimentos Populares nos anos 70 e 80 contribuiu para a construção do posicionamento político da Associação. Porém, a aproximação nas discussões, ações e lutas concernentes à garantia de direitos - principalmente no que tange o atendimento à crianças e adolescentes em situação de risco pessoal e social nos anos 90 - acirrou as diferenças internas, incorrendo em rompimentos e definição de novas diretrizes na Associação. Essa conjuntura ocasionou o fortalecimento da posição de Ms Tigrão e tornou o processo de aprendizagem da capoeira o cerne da atuação político-cultural da Associação. Concentramos nossas preocupações no processo de aprendizagem da capoeira como instrumento de formação do indivíduo e nos aspectos culturais e políticos que contribuíram para que a Associação escolhesse o caminho de parcerias com a Sociedade Civil Organizada e com o Poder Público enquanto estratégia de ampliação, acessibilidade e gratuidade de seu atendimento, tendo em vista contribuir para a construção da cidadania

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Leal, Anna Kosmider. "A Culturalidade, Cidadania e Identidade como fatores da negociação cultural: modos de tradução cultural dos alunos polacos e portugueses." Doctoral thesis, [s.n.], 2013. http://hdl.handle.net/10284/4227.

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Tese apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Doutor em Ciências Sociais, especialidade de Antropologia
Na era da Interculturalidade e Globalização, os fatores influenciadores da construção dos futuros cidadãos – a Culturalidade, Cidadania e Identidade - tornam-se cada vez mais marcantes pois são eles os que contribuem para a paz e o equilíbrio social. Qual será a perceção dos jovens para conceitos como tolerância, diálogo intercultural, curiosidade ou aceitação do “outro”? Qual a relação cultural existente nos alunos da nova geração? Baseando-se na população estudantil de dois países europeus – Polónia e Portugal - geograficamente distantes mas ligados por um denominador comum, a Comunidade Europeia, esta pesquisa tem como objetivo geral saber se os jovens destes dois países apresentam uma atitude aberta ou fechada, no sentido de saber os fatores de negociação cultural. Tendo em conta que na pesquisa trabalhou-se com os representantes das duas nacionalidades, o nosso outro objetivo foi estabelecer as diferenças entre os tipos de Culturalidade, Cidadania e Identidade dos alunos polacos e portugueses, através de modos de Tradução Cultural. As dimensões de Tradução Cultural estarão em causa, a primeira mais em função da relação entre professor e alunos e as ideologias inscritas nos manuais escolares; enquanto a segunda dimensão permeará mais as relações horizontais (entre professores e entre alunos). A Tradução Cultural em Antropologia tem sido discutida em função do próprio lugar epistémico do antropólogo e da sua autoridade de tradutor de culturas enquanto uma segunda perspetiva é porventura até mais importante, a que discute a Tradução Cultural como processo contemporâneo quotidiano entre pessoas de (sub) culturas diferentes. Por fim tentaremos saber o que constrói as identidades dos futuros cidadãos europeus e saber como estão a construir-se os conceitos VII de tolerância, de cidadania e também, consequentemente, os fatores de negociação cultural. Para a recolha de dados utilizaram-se técnicas como um questionário com técnica projetiva (coloração duma imagem), entrevista (realizadas com educadores polacos e portugueses),observação e análise dos manuais escolares nos dois países. In the era of Globalization and Interculturality, the factors influencing the construction of future citizens - Culturality, Citizenship and Identity -are becoming increasingly salient as it is these that contribute to peace and social balance. What is the perception of young people to concepts like tolerance, intercultural dialogue, curiosity and acceptance of the "other"? What is the cultural relationship among students of the new generation? Based on the student population of two European countries - Poland and Portugal - geographically distant but linked by a common denominator, the European Community, this research aims to explore whether the youth of the two countries have an open or closed attitude with regards to the factors of cultural negotiation. Given that the research worked with representatives of the two nationalities, our other goal was to establish the differences between the types of Culturality, Citizenship and Identity of Polish and Portuguese students through modes of Cultural Translation. The dimensions of Cultural Translation are in question, the first is more a function of the relationship between teacher and students and ideologies described in textbooks, while the second dimension permeates more horizontal relationships (between teachers and between students). Cultural Translation in anthropology has been discussed in the light of the epistemic location of the anthropologist and his/her authority as a translator of cultures while a second perspective is perhaps even more important; it discusses the Cultural Translation as a process between contemporary everyday people from different (sub) cultures . Finally we explore how the identities of future citizens are built and how they are constructing concepts of tolerance and citizenship and thus the factors of cultural negotiation. The data IX collection techniques included a questionnaire with technique of projection (colouring a picture), interviews (conducted with Polish and Portuguese educators), observation and analysis of textbooks in both countries. À l’ère de l’Interculturalité et de la Globalisation, les facteurs ayant une incidence sur la construction des futurs citoyens – la Culturalité, la Citoyenneté et l’Identité – deviennent chaque fois plus notables étant donné que ce sont eux qui contribuent à la paix et à l’équilibre social. Quelle sera la perception des jeunes des concepts de tolérance, de dialogue interculturel, de curiosité ou d’acceptation de l’ “autre” ? Quelle sera la relation culturelle parmi les élèves de la nouvelle génération ? Établie à partir de la population étudiante de deux pays – la Pologne et le Portugal – géographiquement distants mais liés par un dénominateur commun, à savoir la Communauté européenne, cette recherche a pour objectif général de savoir si les jeunes de ces deux pays présentent un esprit ouvert ou fermé, afin de déterminer les facteurs de négociation culturelle. Prenant en compte que lors de cette recherche nous avons travaillé avec les représentants de ces deux nationalités, notre second objectif était de mettre en évidence les différences entre les types de Culturalité, Citoyenneté et Identité des élèves polonais et portugais, et ce à travers leurs modes de Traduction Culturelle. Les dimensions de la Traduction Culturelle seront analysées, la première en fonction de la relation professeur – élève et des idéologies inscrites dans les manuels scolaires, la deuxième sous le filtre des relations horizontales (entre professeurs et entre élèves). La Traduction Culturelle en Anthropologie est remise en question d’après la propre place épistémique de l’anthropologue et son autorité en tant que traducteur de cultures, alors qu’une seconde perspective, peut-être plus importante, est celle qui discute la traduction culturelle comme procédé contemporain et quotidien entre personnes de (sous)-cultures différentes. Enfin, nous essaierons de savoir ce qui construit les identités XI des futurs citoyens européens et comment se forment les concepts de tolérance, de citoyenneté et par conséquent les facteurs de négociation culturelle. Pour le recueil de données ont été utilisés un questionnaire employant la technique de projection (coloriage d’une image), un entretien (avec les éducateurs polonais et portugais), l’observation et l’analyse des manuels scolaires des deux pays.

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Lee, Dorothy Wing-huen. "The education of ideal citizens : an ethnographic study of two schools in Hong Kong." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11764.

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Soon after the political handover in 1997, Hong Kong Special Administrative Region (HKSAR) government had introduced a series of education and curriculum reforms. Such reforms is said to be proceeded in response to teenagers' lack of national identification towards their motherland China, and also to the public discourse addressing the economic challenges and competition in the universal trend of globalization. Although a few studies had unveiled the underlying values of Confucianism, neo-liberalism and market ideology under these objectives, how the new definitions of "ideal citizens" is understood and promoted in the actual school settings, and how those values influence the process of students' identity construction and their vision on their life trajectories, remains unknown. Drawing on the data from an ethnographic research conducted in 2010, this thesis illustrates how the qualities of an "ideal citizen" propagated in the education and curriculum reform would be understood and transformed in two very different schools in Hong Kong. One is a long-established girls' school located in a middle-class district, which has a reputation of providing "all-rounded" education and nurturing future woman-leaders; the other one is being considered as a "academically-low band" school located in remote area, which struggled to survive and started to admit "Non-Chinese speaking" (NCS) students from Pakistan, Nepal and Philippines three years ago in order to solve the problem of insufficient intake of local students. Apart from the halfyear participant-observation in the two campuses, in-depth interviews of the 2 school principals, 13 teachers, 19 students and 2 alumni of the two schools have also been conducted. Other school documents including official school magazines, school reports as well as students’ publications have also been collected as supporting information. Due to the different historical background, the school management strategy and most of all, the composition of students from very different socio-economic and ethnic backgrounds, the two schools had developed very different ideas and definition of an "ideal citizen", and thus led to different directions of school policies and expectations on students. Through the examples of the provision of the “Other learning Experience” (OLE) and students’ participation patterns in Chapter Five, the different language policies and students’ ability in languages in Chapter Six, and the process of the construction of femininities of young girls in Chapter Seven, this study shows how the problematic of class, gender and ethnics domination still exist under the new context of education reform. This study also reveals that while Hong Kong policy-maker claimed that the education reform ‘bears upon the equity and balance of our society', the socio-economic backgrounds, ethnicity and gender which traditionally being viewed as factors that differentiate education outcomes in sociological studies are completely ignored in the reform.

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Reid, Donald, and n/a. "Cultural citizenship and the TVNZ charter : the possibility for multicultural representation in the commercial television environment." University of Otago. Department of Communication Studies, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070627.112747.

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Summary: Implemented in 2003, the TVNZ Charter is a one-page document that outlines the broadcaster�s objectives to deliver programming that represents New Zealand�s ethnically and socially diverse population. This thesis will examine issues surrounding the representation of diversity especially in the context of the state-commercial television network. Using the notion of �cultural citizenship�, or the demand from minority groups within a society to be represented and included in the institutions of the state, I will examine how TVNZ is attempting to meaningfully represent New Zealand as a bicultural society and a multicultural society, while remaining commercially focused. This thesis argues that institutions of the state, of which the media is the most visible and, possibly, the most pervasive, always function as a tool of society�s dominant culture, therefore any bicultural or multicultural inclusion represented on TVNZ will always be controlled, and be at the discretion, of that singular dominant cultural force.

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Shaw, Nancy (Nancy Alison) 1962. "Modern art, media pedagogy and cultural citizenship : the Museum of Modern Art's television project, 1952-1955." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36790.

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The Museum of Modern Art's television project sponsored by the Rockefeller Brother's Fund between 1952 and 1955 was designed to educate a democratic and cultured citizenry through the principles and practices of modern art and liberal humanism. Through a close reading of four television programs, related policy documents and exhibitions, as well as critical, educational and promotional literature, this study will show how within the context of the MoMA's mandate and history, the television project was a decisive, yet highly troubled attempt to forge cultural citizenship through the burgeoning media of modern art and television. This exploration will establish how the television project was an integral aspect of the MoMA's efforts since World War II to situate modern art as essential to the formation of an international polity shaped around the promise of universality, yet dependent on upholding the primacy of free and creative individuals. In addressing such a challenge, this dissertation will contend that television was not necessarily antithetical to modernism, rather it was just one among an array of struggling forces falling within the rubric of the modern. Moreover, this analysis will consider the importance of culture in logics of liberal governance. In order to elucidate the dimensions of cultural democracy as they emerged through the MoMA's television project, this study will be shaped around a discussion of three components crucial to the formation and maintenance of citizenly conduct---civic education, democratic cultural communications, and cross-cultural governance. To these ends, a range of sources from the disciplines of Communications, Cultural Studies and Critical Artistic Studies will be drawn on in order to investigate the provisional links forged between modern art, media pedagogy, and cultural citizenship in the Cold War period.

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McComas, Amy Benilde. "The relationship of a leader's cultural intelligence to organizational citizenship behaviors in a multicultural work group." Thesis, Indiana Wesleyan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716243.

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Globalization is resulting in increasingly culturally diverse work environments, and prompting the examination of the multicultural leader. This quantitative study explored the relationship of the cultural intelligence (CQ) of the leader and the helping and voice organizational citizenship behaviors (OCB) in a multicultural work group. The cultural intelligence of the leader as well as the organizational citizenship behaviors, particularly helping and voice behaviors amongst peers, of the multicultural work group were assessed to determine if a statistically significant relationship exists. A statistically significant relationship was found between leader metacognitive CQ and helping and voice OCB in a multicultural work group, as well as between leader behavioral CQ and helping and voice OCB in a multicultural work group.

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Dissertations / Theses on the topic 'Cultural citizenship'

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