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Dissertations / Theses on the topic 'Cultural identity; English'

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Published: 4 June 2021
Last updated: 6 February 2022

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1

Haeffner, Nicholas. "English cinema and cultural identity under Thatcherism." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363364.

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2

Murphy, Anna. "The people's princess : Grayson Perry and English cultural identity." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:d53f1307-9cce-489c-ad27-0354d3f99b03.

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This thesis will consider the art and persona of Grayson Perry in relation to ideas of national identity. In particular, it will argue that Perry has been occupied with ideas of class and national identity throughout his career, but that these underlying concerns have often been subsumed, or obfuscated, by the foregrounding of other more obvious aspects of his work, such as his transvestism. At the centre of this thesis is the argument that Perry's vision of England, and the purportedly ambivalent way in which he presents it, functions as a way of negotiating - and repatriating - English national identity at a time of crisis. I want to further argue, however, that this has been complicated by Perry's self-positioning, and I propose that he has cultivated an air of subversion and transgression that has tempered the more affirmative aspects of his work. This half-subversive, half-affirmative stance allows him and his work to resonate with both those critical of the usual institutions of contemporary art - including many sections of the public and certain newspapers, tabloid and broadsheet alike - as well as the institutions themselves. This stance has implications not only for Perry's engagement with contemporary art but for his considerations of national identity as well, enabling an enquiry into, and ultimately a restitution of, 'Englishness' (and, to a lesser extent, 'Britishness'), by framing it within a rhetoric of ambivalence and diminishment rather than overt nationalism, the latter of which would have more problematic associations. Similarly, I want to suggest that it is this stance and its mediatory properties, coupled with his earlier self-positioning and his subtle but consistent foregrounding of domestic and demotic issues of national identity throughout his career, that has made Perry such a popular candidate to take on the task of reinvigorating this identity now.
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3

Jackson, Ellen-Raïssa. "Cultural identity in contemporary Scottish and Irish writing." Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/2548/.

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4

Martin, Jocelyn S. "Re/membering: articulating cultural identity in Philippine fiction in English." Doctoral thesis, Universite Libre de Bruxelles, 2010. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210163.

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This dissertation examines how Philippine (or Filipino) authors emphasise the need for articulating or “re/membering” cultural identity. The researcher mainly draws from the theory of Caribbean critic, Stuart Hall, who views cultural identity as an articulation which allows “the fragmented, decentred human agent” to be considered as one who is both “subject-ed” by power but/and one who is capable of acting against those powers (Grossberg 1996 [1986]: 157, emphasis mine). Applied to the Philippine context, this writer argues that, instead of viewing an apparent fragmented Filipino identity as a hindrance to “defining” cultural identity, she views the “damaged” (Fallows 1987) Filipino history as a the material itself which allows articulation of identity. Instead of reducing the cultural identity of a people to what-they-could-have-been-had-history-not-intervened, she puts forward a vision of identity which attempts to transfigure these “damages” through the efforts of coming-to-terms with history. While this point of view has already been shared by other critics (such as Feria 1991 or Dalisay 1998:145), the author’s contribution lies in presenting re/membering to describe a specific type of articulation which neither permits one to deny wounds of the past nor stagnate in them. Moreover, re/membering allows one to understand continuous re-articulations of “new” identities (due to current migration), while putting an “arbitrary closure” (Hall) to simplistic re-articulations which may only further the “lines of tendential forces” (such as black or brown skin bias) or hegemonic practices.

Written as such (with a slash),“re/membering” encapsulates the following three-fold meaning: (1) a “re-membering”, to indicate “a putting together of the dismembered past to make sense of the trauma of the present” (Bhabha 1994:63); as (2) a “re-membering” or a re-integration into a group and; as (3) “remembering” which implies possessing “memory or … set [ting] off in search of a memory” (Ricoeur 2004:4). As a morphological unit, “re/membering” designates, the ways in which Filipino authors try to articulate cultural identity through the routes of colonisation, migration and dictatorship.

The authors studied in this thesis include: Carlos Bulosan, Bienvenido Santos, N.V.M. Gonzalez, Nick Joaquin, Frank Sionil José, Ninotchka Rosca, Jessica Hagedorn, and Merlinda Bobis. Sixty-years separate Bulosan’s America is in the Heart (1943) from Hagedorn’s Dream Jungle (2003). Analysis of these works reveals how articulation is both difficult and hopeful. On the one hand, authors criticize the lack of efforts and seriousness towards articulation of cultural identity as re/membering (coming to terms with the past, fostering belonging and cultivating memory). Not only is re/membering challenged by double-consciousness (Du Bois 1994), dismemberment and forgetting, moreover, its necessity is likewise hard to recognize because of pain, trauma, phenomena of splitting, escapist attitudes and preferences for a “comfortable captivity”.

On the other hand, re/membering can also be described as hopeful by the way authors themselves make use of literature to articulate identity through research, dialogue, time, reconciliation and re-creation. Although painstaking and difficult, re/membering is important and necessary because what is at stake is an articulated Philippine cultural identity. However, who would be prepared to make the effort?

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Cette thèse démontre que, pour les auteurs philippins, l’articulation ou « re/membering » l'identité culturelle, est nécessaire. Le chercheur s'appuie principalement sur la théorie de Stuart Hall, qui perçoit l'identité culturelle comme une articulation qui permet de considérer l’homme assujetti capable aussi d'agir contre des pouvoirs (cf. Grossberg 1996 [1986]: 157). Appliquée au contexte philippin, cet auteur soutient que, au lieu de la visualisation d'une identité fragmentée apparente comme un obstacle à une « définition » de l'identité culturelle, elle regarde l’histoire philippine «abîmée» (Fallows 1987) comme le matériel même qui permet l'articulation d’identité. Au lieu de réduire l'identité culturelle d'un peuple à ce qu’ ils auraint pû être avant les interventions de l’histoire, elle met en avant une vision de l'identité qui cherche à transfigurer ces "dommages" par un travail d’acceptation avec l'histoire.

Bien que ce point de vue a déjà été partagé par d'autres critiques (tels que Feria 1991 ou Dalisay 1998:145), la contribution de l'auteur réside dans la présentation de « re/membering » pour décrire un type d'articulation sans refouler les plaies du passé, mais sans stagner en elles non plus. De plus, « re/membering » permet de comprendre de futures articulations de « nouvelles » identités culturelles (en raison de la migration en cours), tout en mettant une «fermeture arbitraire» (Hall) aux ré-articulations simplistes qui ne font que promouvoir des “lines of tendential forces” (Hall) (tels que des préjugés sur la couleur brune ou noire de peau) ou des pratiques hégémoniques.

Rédigé en tant que telle (avec /), « re/membering » comporte une triple signification: (1) une «re-membering », pour indiquer une mise ensemble d’un passé fragmenté pour donner un sens au traumatisme du présent (cf. Bhabha, 1994:63); (2) une «re-membering» ou une ré-intégration dans un groupe et finalement, comme (3)"remembering", qui suppose la possession de mémoire ou une recherche d'une mémoire »(Ricoeur 2004:4). Comme unité morphologique, « re/membering » désigne la manière dont les auteurs philippins tentent d'articuler l'identité culturelle à travers les routes de la colonisation, les migrations et la dictature.

Les auteurs inclus dans cette thèse sont: Carlos Bulosan, Bienvenido Santos, NVM Gonzalez, Nick Joaquin, Frank Sionil José, Ninotchka Rosca, Jessica Hagedorn, et Merlinda Bobis. Soixante ans séparent America is in the Heart (1943) du Bulosan et le Dream Jungle (2003) du Hagedorn. L'analyse de ces œuvres révèle la façon dont l'articulation est à la fois difficile et pleine d'espoir. D'une part, les auteurs critiquent le manque d'efforts envers l'articulation en tant que « re/membering » (confrontation avec le passé, reconnaissance de l'appartenance et cultivation de la mémoire). Non seulement est « re/membering » heurté par le double conscience (Du Bois 1994), le démembrement et l'oubli, en outre, sa nécessité est également difficile à reconnaître en raison de la douleur, les traumatismes, les phénomènes de scission, les attitudes et les préférences d'évasion pour une captivité "confortable" .

En même temps, « re/membering » peut également être décrit comme plein d'espoir par la façon dont les auteurs eux-mêmes utilisent la littérature pour articuler l'identité à travers la recherche, le dialogue, la durée, la réconciliation et la re-création. Bien que laborieux et difficile, « re/membering » est important et nécessaire car ce qui est en jeu, c'est une identité culturelle articulée des Philippines. Mais qui serait prêt à l'effort?


Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished

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Fowler, Adrian. "Distinct society: Cultural identity in twentieth-century Newfoundland literature." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/28954.

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This thesis examines selected representations of Newfoundland cultural identity in twentieth century Newfoundland literature from Norman Duncan, E. J. Pratt and George Allan England to Bernice Morgan, Patrick Kavanagh and Wayne Johnston. The discussion is located within a broad context of popular and scholarly writings on the subject and a conceptual framework influenced by Benedict Anderson's book Imagined Communities and Seamus Heaney's essay "The Sense of Place." Nineteenth century attempts to maintain the distinctiveness of Newfoundland identity were politically motivated by advocates of home rule, civil liberties and sovereignty, and constituted part of the rhetoric and mobilization that resulted in responsible government and dominion status for the colony. In the twentieth century, a variety of writers addressed the subject, some from the perspective of visitors, others from the perspective of residents. Early in the century, this resulted in representations in the heroic mode that focussed upon the struggle of outport Newfoundlanders to wrest a living from the sea. At mid-century, this myth of heroic Newfoundland was supplanted by the romantic myth of the old outport in which the community life of Newfoundland coastal villages was recorded and extolled. By the 1970s, the outports had become symbolic of Newfoundland but by this time they were also beset by enormous changes brought about by the Second World War, Confederation with Canada, and government policies of industrialization and resettlement. Some writers responded by intensifying explorations of the cultural roots of the province in the traditional life, others addressed the challenges of the present, which included issues of neo-colonialism and economic imperialism as well as cultural dislocation. In all of this, Newfoundland writers contributed in significant ways to the imagining of their community and the survival of a country of the mind.
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Frübing, Judith. "The third generation of Indians in Britain : cultural identity and cultural change." Master's thesis, Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2010/4266/.

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Over the last decades Britain´s ethnic minorities have successfully established themselves in a multicultural society. In particular, Indian – Hindu communities generally improved their social and economic situation. In this context, the third generation of British Indians is now growing up. In contrast to the previous generation of the Indian diaspora, these children grow up in an established ethnic community, which learned to retain its religion, traditions and culture in a foreign environment. At the same time, these children are part of the multicultural British society. Based on the academic discussion about the second generation of immigrated ethnic communities, when the youth often suffered from cultural differences, racism and discrimination and therefore rejected aspects of their culture of origin, this paper assumes that the loss of the culture of origin further increases in the third generation. This thesis follows the main theories about the connection between generation and integration. It is believed that the preference of western culture influences the personal, ethnic and cultural identity of young people. This leads to the rejection of traditional bonds. Before introducing this thesis various theoretical concepts are discussed which are inevitable for the comprehension of the diasporic situation in which British Indian youngsters grow up. As part of the worldwide Asian Indian diaspora Indian families in Britain maintain manifold links to Indian communities in various countries. Particularly, the link to India plays a decisive role; the subcontinent is referred to as an abstract homeland, especially by the first generation. While the grandparents strongly adhere to their Indian culture and Hindu religion, the second generation already generated cultural change. In this process various cultural values of the Indian ethnic community have been questioned and modified. Further, the second generation pushed the integration into the British society by giving up the dependence on the ethnic network. This paper is based on a hybrid and fluent definition of culture. This definition also applies to the underlying understanding of identity and ethnicity. Due to migration, cultural contact and the multilocality of the diaspora, diasporic and post-diasporic identities and cultures are characterized by hybridity, heterogeneity, fragmentation and flexibility. Particularly, in the younger generation – though dependent on a number of social and structural factors - cultural change and mixture happen; in this process new ethnicities and identities evolve. In the second and third part of this paper the thesis of loss of culture of origin is refuted on the basis of findings from empirical research. British - Indian youngsters in London have been questioned for the study. Half of the youngsters are related to a sampradaya, a Hindu sect. This enables the author to compare youngsters who do not belong to a particular religious group with those who are included into a religious and / or ethnic community through a sampradaya. The analysis of the findings which are based on qualitative and quantitative social research shows that the young people have great interest in their culture of origin and that they aim to maintain this culture in the diaspora. They identify as Indian and are proud of their cultural differences. In this, they differ from the second generation. In contrast to the generation of their grandparents the Indian identity of the third generation is not based on nostalgic memories. They confirm and emphasize their postdiasporic difference in a western multicultural society. The findings from the survey hereby exceed the thesis from Hansen’s theory about the rediscovery of the culture of origin in the third generation. The comparison of both groups shows that in the context of the differentiation of postmodern and postcolonial communities also ethnic groups become increasingly differentiated. Therefore, the Indian heritage and culture does not play the same role for every young British Indian.
In den letzten Jahrzehnten haben sich Großbritanniens Minoritäten zunehmend in einer multikulturellen Gesellschaft etabliert. Insbesondere die indisch-hinduistischen Gruppen haben dabei ihre soziale und ökonomische Situation größtenteils verbessert. So wächst nunmehr die dritte Generation von Indern in Großbritannien heran. Im Gegensatz zu den vorhergehenden Generationen der indischen Diaspora wachsen diese Kinder in einer etablierten ethnischen Gemeinschaft auf, die es gelernt hat ihre Religion, Tradition und Kultur in der fremden Umgebung zu erhalten. Gleichzeitig sind sie Teil der multikulturellen britischen Gesellschaft. Ausgehend von der Diskussion der Literatur über die zweite Generation in immigrierten ethnischen Gemeinschaften, deren Jugendliche oft unter den kulturellen Gegensätzen, Rassismus und Diskriminierung litten und daher verschiedene Aspekte ihrer Herkunftskultur ablehnten, geht diese Arbeit von der These aus, dass sich der Verlust der Herkunftskultur in der dritten Generation verstärkt. Diese Annahme folgt gängigen Theorien über den Zusammenhang zwischen Generation und Integration. Dabei wird weiterhin angenommen, dass sich die Präferenz der westlichen Kultur auch auf die persönliche, ethnische und kulturelle Identität der Jugendlichen auswirkt, was zu einer Abkehr von traditionellen Bindungen führt. Hinleitend auf diese These werden zunächst verschiedene theoretische Konzepte diskutiert, die für das Verständnis der diasporischen Situation, in der britisch-indische Jugendliche aufwachsen, unumgänglich sind. Als eine der Größten umspannt die indische Diaspora die Welt. Dies bedeutet, dass Familien vielfältige Verknüpfungen zu indischen Gemeinden in verschiedenen Ländern unterhalten. Insbesondere aber die Verbindung nach Indien spielt eine herausragende Rolle, als dass der Subkontinent in vielen Familien als abstrakte Heimatreferenz erhalten bleibt, die besonders von der ersten Generation konserviert wird. Während die Großeltern stark an der indischen Kultur und hinduistischen Religion festhalten, bewirkte bereits die zweite Generation einen kulturellen Wandel. Dabei wurden verschiedene kulturelle Werte der ethnischen Gemeinde in Frage gestellt und modifiziert. Weiterhin trieb die zweite Generation die Integration in die britische Gesellschaft voran, indem sie die Abhängigkeit von einem ethnischen Netzwerk aufgab. In der vorliegenden Arbeit wird von einem hybriden und nicht-statischen Kulturbegriff ausgegangen. Diese Definition trifft auch für das Identitäts- und Ethnizitätsverständnis zu, von denen in dem vorliegenden Text ausgegangen wird. Aufgrund von Migration, Kulturkontakt und der Multilokalität der Diaspora sind diasporische und postdiasporische Identitäten und Kulturen geprägt von Hybridität, Heterogenität, Fragmentierung und Flexibilität. Besonders in den jüngeren Generationen kommt es abhängig von verschiedenen sozialen und strukturellen Faktoren zu kulturellem Wandel und Vermischung, wobei neue Ethnizitäten und Identitäten entstehen. Im zweiten und dritten Teil wird die These des Verlustes der Herkunftskultur auf Grundlage empirischer Forschungsergebnisse widerlegt. Dafür wurden indisch-stämmige Jugendliche in London untersucht. Etwa die Hälfte der Jugendlichen ist an eine sampradaya, eine hinduistische Sekte, gebunden. Dies ermöglicht einen Vergleich zwischen nicht religiös-gebundenen Jugendlichen und solchen die über eine sampradaya in eine ethnische und / oder religiöse Gemeinde eingebunden sind. Die Analyse der auf qualitativer und quantitativer Sozialforschung basierenden Ergebnisse kommt zu dem Ergebnis, dass die Jugendlichen ein sehr großes Interesse an ihrer Herkunftskultur und deren Erhalt in der Diaspora haben. Sie fühlen sich als Inder und sind stolz auf ihre kulturelle Differenz. Darin unterscheiden sie sich von der zweiten Generation. Im Gegensatz zur Generation ihrer Großeltern, basiert die indische Identität der dritten Generation jedoch nicht auf nostalgischen Erinnerungen. Sie betonen und bestätigen ihre postdiasporische Andersheit in einer westlich multikulturellen Gesellschaft. Die Ergebnisse der Untersuchung gehen dabei über die These von Hansens Theorie über die Wiederentdeckung der Herkunftskultur in der dritten Generation hinaus. Durch den Vergleich der unterschiedlichen Gruppen wird deutlich, dass es im Rahmen der Ausdifferenzierung postmoderner und postkolonialer Gesellschaften auch zu einer Ausdifferenzierung der ethnischen Gruppe kommt. Die indische Herkunft und Kultur spielt daher nicht für jeden jungen British Inder die gleiche Rolle.
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7

Weight, Richard Anthony James. "Pale stood Albion : the formation of English national identity 1939-56." Thesis, University of London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283524.

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8

Gomes, Margaret da Costa Seabra. "English and social identity among portuguese university students." Master's thesis, Universidade de Aveiro, 2008. http://hdl.handle.net/10773/2823.

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Mestrado em Estudos Ingleses
Esta dissertação propõe-se estudar o uso de empréstimos linguísticos ingleses no discurso oral de estudantes universitários portugueses. No contexto actual, marcado pela globalização, a cultura jovem parece particularmente consciente da importância e do alcance do inglês como lingua franca, apropriando-se dele e integrando os elementos seleccionados desta língua na comunicação. Partindo desta perspectiva, a investigação realizada no âmbito deste estudo procura identificar os empréstimos linguísticos ingleses mais frequentes utilizados por 205 universitários portugueses, que representam 3 universidades, avaliando a intensidade e a extensão do seu uso, assim como o seu contributo para a criação de uma ‘cultura jovem’, simultaneamente particular e global, dentro da sociedade mais alargada. Os resultados revelam que a língua inglesa é utilizada de forma abrangente no discurso oral de jovens universitários e que essa utilização aumenta ao longo do seu percurso académico. Também sugerem que os participantes demonstram uma maior abertura à globalização e que a língua inglesa é o veículo que permite comunicar de forma eficaz, tanto a nível local como global. ABSTRACT: This dissertation addresses the issue of the use of English borrowings in the native oral discourse of Portuguese university students. In today’s era of globalisation, young people seem to be increasingly aware of the role of English as a lingua franca, appropriating its borrowings and integrating them when communicating. In the light of this situation, a study was developed and carried out with 205 Portuguese university students, representing 3 universities, which aimed to identify which English borrowings are used, the extent of their use and their contribution towards the creation of an individual, group or global youth identity within the community. The results revealed that English is used extensively in the oral discourse of young people and that its use increases as they progress through their degree. The findings also showed that the university students who participated in this study showed an openness to globalisation with English as the means through which they could achieve communication on a global as well as on a local level.
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Bailey, Arthur Allan. "Misunderstanding Japan : language, education, and cultural identity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46313.pdf.

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Walser, Robert Young. "Musical difference and cultural identity : an African musical tradition in English classrooms." Thesis, SOAS, University of London, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251739.

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James, Kathryn. "England : spatial and chronological conceptions of the realm of Elizabeth and James I." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325247.

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CHUANG, HSUN-YU. "IDENTITY MANAGEMENT POLITICS IN GLOCALIZED ENGLISH HEGEMONY: CULTURAL STRUGGLES, FACEWORK STRATEGIES, AND INTERCULTURAL RELATIONSHIPS IN TAIWANESE ENGLISH EDUCATION." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1345.

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The globalization of the English language has rendered both positive and negative impacts to countries around the world. With the ever-increasing pervasiveness of the English language, many non-native-English-speaking (NNES hereafter) people and countries have shown growing interests in teaching and learning English. Some governments of these NNES countries have decided to implement “English” as a mandatory school subject into their compulsory curriculum in order to “connect with the world” and/or to increase their nation’s international image. However, in these NNES countries, English often does not hold official capacity and is taught as a foreign language (EFL). Although English (language) education can bring positive changes to a nation, it is not free of problems. Essentially, English education influences many NNES countries and their citizens in sociocultural, economic, and educational arenas. Some scholars, such as Tsuda (2008), assert that the “problems” and impacts are inseparable from “English language hegemony.” My country of origin, Taiwan, is one of the EFL and NNES countries that implements English education in our nation’s compulsory education. In recent decades, communicative-based English educational approaches have received great support from the Taiwanese Ministry of Education. In an EFL setting, such as that in Taiwan, the said educational approaches have complicated English education even further. In particular, the communicative-based approaches focus on teaching and practicing English oral proficiency, which average Taiwanese citizens do not need in their daily lives. Many Taiwanese people experience identity struggles and self-esteem issues because of their less-than-desirable English oral proficiency. In addition to Taiwanese, native-English-speaking (NES) teachers who are recruited to teach English in Taiwan are an integral part of the Taiwanese English education. As a Taiwanese citizen and an intercultural communication scholar, I recognize the intricate complexity of Taiwanese English education and am compelled to examine it in this dissertation as it has not received much attention in the discipline of Communication Studies. In this dissertation, I employ Identity Management Theory (IMT) (Cupach & Imahori, 1993; Imahori & Cupach, 2005) as the primary theoretical framework to examine Taiwanese English education. Particularly, I utilize IMT to study the identity construction and management (such as identity freezing), facework strategies, and intercultural relationship development among NES teachers, Taiwanese English teachers, and Taiwanese students. To carry out this research, I employ critical complete-member ethnography (CCME) (Toyosaki, 2011) as the central research methodology, because I see myself as a complete-member researcher with my research participants. I share complete-memberships with them in nuanced, complex, and contextual manners. Methodologically, CCME entails ethnography of communication, autoethnography, and critical ethnography; all are informative of my data collection methods, including ethnographic participant observation, ethnographic interview, and autoethnographic journaling inside and outside of English classes at different Taiwanese universities. These three methods helped me gather rich data for this research. To analyze and discuss the data, I employed thematic analysis (Owen, 1984) and critical examinations of consensual and conflictual theorization (Fiske, 1991; Toyosaki, 2011). Both methods render complex findings. In particular, the analysis and discussion reveal and explain (a) how the research participants manage cultural identities through marking scope, salience, and intensity with different English educational participants, (b) how they apply facework strategies to cope with identity freezing experiences, and (c) how they establish and maintain intercultural relationships with other English educational participants as they transition across different relational phases of their relationships. I deliver the findings thematically in an analytical and narrative-like manner, as I layer and weave together the field notes, the interview responses, and my autoethnographic journaling. Ultimately, I argue that English hegemony has glocalized in Taiwanese English education and is manifested through research participants’ identity management politics and their intercultural relationships. Essentially, my research shows that identity management politics is inseparable from the power differentials and inequalities imbued in Taiwanese English education. Voluntarily and/or involuntarily, the research participants and I have normalized English hegemony, embodied its presence in our knowledge production and consumption, and given English/Western ideologies consent to dominate our communicative choices, our (sub)consciousness, and our intercultural relationships. Aside from perpetuating English hegemony, I have also observed resistance against the said hegemonic impacts inside and outside of the English classrooms. In a power-laden intercultural communication context, such as Taiwanese English education, critical analyses and examinations play essential roles in revealing the identity management politics and power differentials embedded in the (mythically) “innocent” English classrooms. I further recognize how this research serves as an example to other EFL and NNES countries. In due course, I conclude that my research makes contributions to the scholarships of intercultural communication and to English education in Taiwan and beyond.
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Huff, Leslie Diane. "It's a bucket with holes in the bottom a study of bicultural identity development /." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Summer2008/l_huff_082308.pdf.

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Thesis (Ph. D.)--Washington State University, August 2008.
Title from PDF title page (viewed on Jan. 13, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 57-61).
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Li, Xuemei. "Identity re/construction of cross-cultural graduate students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1130.

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Valjee, Kiren. "The rediscovery of South African cultural identity in Zakes Mda's Ways of dying." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/theses/267/.

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Hyatt, John Gilbert. "The Development of an English Antislavery Identity in the Eighteenth Century." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1367.

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This thesis explores the growth of antislavery sentiment in the English-speaking world during the eighteenth century. I examine the institutional processes, transatlantic discourses, and ideological schema with which individuals and groups reformulated their identities as a means of extricating themselves from slavery's various social, economic, and ethical implications. I argue that abolitionism in England is best understood as the cumulative outcome to a series of identity reconstructions, and that a Histoire des Mentalités, as drawn from the Annales School, is an apt methodology for unmasking the structural underpinnings of an antislavery identity.
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Bamiro, Edmund Olushina. "The English language and the construction of cultural and social identity in Zimbabwean and Trinbagonian literatures." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23975.pdf.

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Sun, Christine Yunn-Yu. "The construction of "Chinese" cultural identity : English-language writing by Australian and other authors with Chinese ancestry." Monash University, School of Languages, Cultures and Linguistics, 2004. http://arrow.monash.edu.au/hdl/1959.1/5438.

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Hopkyns, Sarah Lynsey. "A conflict of desires : global English and its effects on cultural identity in the United Arab Emirates." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40444.

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The United Arab Emirates’ (UAE) complex history, its current demographics, its youthfulness as a country, and the fact that it is a region undergoing fast-paced change make the issue of cultural identity particularly relevant and urgent to address in this part of the world. This is especially true given the rapid spread of English in the sphere of education and everyday life in recent years. The study investigates the effects of global English on cultural identity in the UAE through the perspectives of three distinct participant groups all working or studying at a large state university in the UAE’s capital, Abu Dhabi. Taking a hybrid approach in the form of a phenomenological case study, the research draws on in-depth qualitative data from open-response questionnaires, focus groups and the researcher’s research journal. Salient findings from the study revealed vastly differing views concerning English and Arabic. While English was associated with the wider world, education, future careers and global communication, Arabic was connected to religion, home life, traditions and the region of the Middle East. Although the majority of Emirati participants held positive views towards English, seeing it as important, necessary and enabling, concerns were raised throughout the study over its dominance in multiple domains, including education, and its effects on the Arabic language and local culture, especially for the next generation. The study revealed Emirati cultural identities to be complex, multifaceted and at times conflicting. Hybridity in identity construction was prominent in terms of differentiated bilingualism, code switching and use of an informal creative written language combining English and Arabic, known as ‘Arabizi’. In terms of teaching preferences, native-speaker English teachers were favoured, along with a marked interest in learning about western culture as part of an English course. The majority of participants called for a choice between or combination of English Medium Instruction (EMI) and Arabic Medium Instruction (AMI) in Emirati Higher Education (HE). The findings led to four main recommendations for future policy and practice. These include challenging contrasting views of English and Arabic, promoting Arabic and local culture in education, a greater acceptance of hybridity over purity, and providing a choice regarding medium of instruction in higher education.
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Rayner, Nick. "Community, identity and social group formations : a comparartive ethnograhic investigation and theoretical analysis of first generation migration into an English town." Thesis, Southampton Solent University, 2006. http://ssudl.solent.ac.uk/586/.

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This research outlines the theoretical positions of Pierre Bourdieu's structuralist constructivism and Fredrik Barth's generative transactional ethnic process in relation to social practices, identity constructions and community formations of first generation migrant Muslims and Latina/Hispanic groups. It is proposed that although each theory appears to oppose the other, they can be synthesised to form a reflexive, mutually supportive and flexible discursive theoretical framework that can be effectively applied to the process of migration and its resultant social formations. The research theoretically considers the social delineation of such groups, the internal processes of group formation, and the significance of wider points of identity and belonging within group construction. It is found that the experiential process of migration is only made meaningful in relation to the current social world that both groups exist within and the subjective meanings of individuals collected within each group. Such subjective elements of knowledge often focus upon points of origin and current manifestations of identity. The research is based upon 12 months of residential fieldwork using methods of participant observation and various forms of interviewing.
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Mendes, Kelly Aparecida. "Inglês é fashion: a interferência da cultura americana na cultura brasileira - reflexões sobre língua e cultura." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/14252.

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Made available in DSpace on 2016-04-28T19:33:38Z (GMT). No. of bitstreams: 1 Kelly Aparecida Mendes.pdf: 22000835 bytes, checksum: 06b8903bf1634e1239c499c3a8198883 (MD5) Previous issue date: 2012-11-22
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This essay discusses the theme of the interference of American culture in Brazilian culture, manifested by words of English Language in the clothing trade in the city of São Paulo. It aims to analyze the influence of American language and culture in the Brazilian context focusing on linguistic practices and the relationship between language and culture. The specific objective is to analyze the words of the English language presents on the names of shops of three streets in the clothing trade in the city of São Paulo in what regards grammatical classes and semantic aspects, and the relationship of those words with Brazilian culture. The analysis will be based on theoretical reflections of scholars on cultural identities and relationships between language and culture, which are revealing the influences of cultural contacts promoted by globalization nowadays. In the specific case of this paper, we focus on the hypothesis that there is an influence of American culture in Brazilian culture that motivates the preference for words in the English language to compose the names (brands) of shops, confirmed by the results obtained
Esta dissertação tem como tema a interferência da cultura americana na cultura brasileira, manifesta pela presença de palavras de língua inglesa no comércio de vestuário na cidade de São Paulo. Tem como objetivo geral analisar a influência da língua e da cultura americanas no contexto brasileiro com ênfase nas práticas linguísticas e nas relações entre língua e cultura. O objetivo específico é analisar as palavras de língua inglesa presentes nos nomes de lojas de três ruas do comércio de vestuário da cidade de São Paulo no que tange a classes gramaticais e aspectos semânticos, bem como a relação dessas palavras com a cultura brasileira. A análise terá como base teórica as reflexões de estudiosos sobre as identidades culturais e a relações entre língua e cultura, que são reveladoras das influências dos encontros culturais promovidos pela globalização na atualidade. No caso específico deste trabalho, nos concentramos na hipótese de que há uma influência da cultura americana na cultura brasileira que motiva a preferência por palavras de língua inglesa na composição de nomes (marcas) de lojas, confirmada por meio dos resultados obtidos
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Wan, Teng Long. "Reconstructing cultural identity through translation : a case study of the Chinese and English translations of a Macanese novel." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2178648.

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Olsson, Fredrik. "Post-Colonial Reading: Cultural Representations of Ethnicity and National Identity in English Textbooks for Swedish Upper Secondary School." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28232.

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The aim of this study is to examine if English textbooks offer a cultural perspective of the English-speaking world in accordance with Swedish ordinances and recent research. The research question is: How is the English-speaking world culturally represented in English textbooks for Swedish upper secondary school course A in terms of ethnicity and national identity? The study comprises four textbooks from 2000 or later. The analysis is carried out within the framework of post-colonial theory. Four aspects are focused on: the ideological point of view, the representation of ethnicity, the representation of national identity and how these issues correspond to the ordinances. The results display that the books contain almost no biased stereotypes and that they fulfil several, if not always all, of the requirements of the English syllabus. All books include texts that provide balanced information about the ways of living, the cultural traditions and the historical conditions of a few selected countries. There are also exercises and activities that encourage intercultural understanding. However, the focus is mainly on the West and the view of culture is remarkably often based on national and monolithic assumptions. In particular, the positive values of cultural and ethnic diversity are still not fully acknowledged. In order to develop international solidarity and greater understanding and tolerance of other people, a higher degree of post-colonial and diasporic writing is needed. Above all, cultural issues have to be allowed to imbue the entire material.
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Mantovani, Alexandra. "The languages of postcolonial ireland and their potential for cultural expression." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amslaurea.unibo.it/7496/.

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Ireland is a country in which two languages are spoken: English and Irish. This thesis analyzes the historical relationship between the languages, the cultural codes and meanings attached to each of them, as well as how much of the culture of its speakers each is able to carry. Beyond that, the influence the two languages have exercised on one another and their mutual entwinement is taken into closer examination.
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Yang, Se Jeong. "An Investigation of Identity Construction and Language and Cultural Learning in an eTandem Experience: Focusing on Korean- and English Speakers." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500578149162865.

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Yeh, Ling-Miao. "Determination of legitimate speakers of English in ESL discourse social-cultural aspects of selected issues - power, subjectivity and equality /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092350762.

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Thesis (Ph. D.)--Ohio State University, 2004.
Document formatted into pages; contains 299 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Aug. 13.
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Traister, Laura. "Immigration and Identity Translation: Characters in Bharati Mukherjee’s Jasmine and Jhumpa Lahiri’s The Namesake as Translators and Translated Beings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/honors/335.

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Bharati Mukherjee’s 1989 novel Jasmine and Jhumpa Lahiri’s 2003 novel The Namesake both feature immigrant protagonists, who experience name changes and identity transformations in the meeting space of Indian and American cultures. Using the theory of cultural translation to view translation as a metaphor for identity transformation, I argue that as these characters alter their identities to conform to cultural expectations, they act as both translators and translated texts. Although they struggle with the resistance of untranslatability via their inability to completely assimilate into American culture, Jasmine and Gogol ultimately gain the ability to bypass the limitations of a foreigner/native binary and enter a space of negotiation and growth.
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Di, Biase Adriana. "The Representation of Central-Southern Italian Dialects and African-American Vernacular English in Translation: Issues of Cultural Transfers and National Identity." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1437053857.

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Dolmans, Emily. "Regional identities and cultural contact in the literatures of post-conquest England." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:1a791675-9c4e-422b-ba8e-34d3d2eda0e9.

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This thesis explores the geographic complexity of English identity in the High Middle Ages by examining texts that reflect moments and spaces of cultural contact. While interaction with a cultural Other is often thought to reinforce national identity, I challenge this notion, positing instead that, in the texts analysed here, cultural meetings prompt the formation or consolidation of regional identities. These identities are often simultaneously local and cross-cultural, inclusive but based in community ties and a shared sense of place. Each of the four chapters examines a different kind of regional identity and its relation to Englishness through romances and historiographical texts in Anglo-Latin, Anglo-Norman, and Middle English. Discussion primarily focuses on the Gesta Herwardi, Gaimar's Estoire des Engleis, Fouke le Fitz Waryn, Gui de Warewic, Boeve de Haumtone, Le roman de toute chevalerie, and Richard Coer de Lyon. Each of these texts negotiates English identity in relation to a cultural Other, and balances various aspects of cultural identity and scales of geographic affiliation. While some focus exclusively on a particular locality, others create inclusive regional identities, draw together the foreign and the familiar, or depict England as a region on the edge of an interconnected world. These texts show that Englishness can carry different meanings, nuances, and identitary strategies that depend on context, location, or ideology. Together, they forge an image of England that is diverse and multinucleated. Its borders become spaces of meeting, connection, and cultural overlap, as well as division. These works establish a strong English identity while articulating England's necessary relationship with other places, spaces, and peoples, challenging not the borders of England, but the borders of Englishness.
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Cheong, Sung Hui. "The role of listener affiliated socio-cultural factors in perceiving native accented versus foreign accented speech." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180456503.

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31

Garcia, Rocio Janet. "BUILDING A STRONG CHICANA IDENTITY: YOUNG ADULT CHICANA LITERATURE." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/778.

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This thesis considers the use of Young Adult Chicana Literature in the classroom to help young Chicanas work through their process of finding their identities. It begins by making the case that Chicana identities are complex because of their intersectional borderland positioning between Mexican and U.S. American cultures, which makes the identity formation process more difficult for them than others. By relating these complex issues facing young Chicanas to literature that is more relevant to them and their struggles, it is argued that teachers can help ease some of the tensions that exist within their students and help them work more easily through the identity issues they may be facing. This text engages in an analysis of two pieces of Young Adult Chicana Literature, Sandra Cisneros’ The House on Mango Street and Isabel Quintero’s Gabi, A Girl in Pieces, through the critical lens of autohistoria-teoría to argue that because the forms of these novels follow this pattern of theorizing through experience and reflection, they can be of critical assistance in helping young Chicanas work through their own experiences and issues. Finally, this thesis moves into my own autohistoria-teoría in which I reflect on my own experiences with the identity formation process and how recognition of myself in literature played a critical role in my own process, and how the overwhelming lack of this type of literature stunted my identity formation process.
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Hermerschmidt, Monika. "Social identity, learning and social interaction in multi-cultural groups of students : case studies from Master's courses in E.L.T. (English language teaching) in Britain." Thesis, King's College London (University of London), 2006. https://kclpure.kcl.ac.uk/portal/en/theses/social-identity-learning-and-social-interaction-in-multicultural-groups-of-students--case-studies-from-masters-courses-in-elt-english-language-teaching-in-britain(2b2e6610-6afe-46bb-83f7-fe3dd5fde985).html.

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Callais, Rory J. "Come As You Are, As I Want You to Be: Grunge/Riot Grrrl Pedagogy and Identity Construction in the Second Year Writing Program." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1516.

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A look at how artists in the grunge and Riot Grrrl movements constructed public identities that typically appealed to the economic, cultural, and social conditions of the early 1990s. These public personas -- perceived as “honest” -- were defined by negotiation with mainstream culture, the notion of the “confessional,” and gender construction. By examining how these identities were constructed, composition students can see how cultural influences mediate their own identity construction. A “grunge/Riot Grrrl” pedagogy is proposed that encourages students to look at how identities are constructed across a multimedia landscape, reflecting the way grunge and Riot Grrrl artists built public personas using music, lyrics, interviews, album covers, photo shoots, and videos. An online assignment is suggested that would allow students to “profile” their public selves and the cultural conditions that influence them so that students can use multimedia to show their public identities.
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Gonzalez, Oscar A. "The Central American Question: Nicaraguan Cultural Production and Francisco Goldman's The Ordinary Seaman." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2225.

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This study examines the cultural production and political history of Nicaragua from the 1960s to the early 1990s and interprets Francisco Goldman’s The Ordinary Seaman alongside Central America’s literary boom period, the nation-building project of the revolutionary letrados, and race relations between Nicaragua’s Pacific region and its two autonomous sectors of the Atlantic coast. It is argued that Central American ways of seeing are colored by the interplay between a revolutionary past, the myth of the pure Indio or mestizo, and the erasure of national identity in the US contact zone. Rather than recuperating a Central American identity, it is maintained that exposing the construction of said identity uncovers the hidden blackness and the heterogeneity of the Central American isthmus. Ultimately, the thesis aims at giving visibility to forgotten and ignored Central American narratives, histories, and people, and stresses the significance of studying the region within a literary and black Atlantic perspective.
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Woo, Chimi. "Cross-Cultural Encounter And The Novel: Nation, Identity, And Genre In Nineteenth-Century British Literature." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1204725332.

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

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Though bound historically through hundreds of years, the African-Native American relation has not received much attention by scholars of literature; hence, the emphasis of this thesis is to investigate the literary portrayal of the interethnic relation between African Americans and Native Americans through the blues trope. The blues trope provides an intriguing literary platform for the psychological and physical struggles in finding an identity within such a diverse multiethnic society like the United States. For African American writer Alice Walker and Native American author Sherman Alexie the blues trope is a successful literary device in expressing long lost and rediscovered emotions, identities and hopes among an ever growing multiethnic nation.
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Kazi-Nance, Ambata K. "Traumatic and Healing Memory in Leslie Marmon Silko's Ceremony and Toni Morrison's Song of Solomon." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1450.

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A comparative analysis of Leslie Marmon Silko’s Ceremony and Toni Morrison’s Song of Solomon, with a focus on individual as well as collective memory work in historically marginalized indigenous and African-American communities, respectively. This represents a critical study of how the novels invoke progressive and redemptive models of remembering, as well as foreground the role of spiritual guides in the transformative process from trauma towards healing.
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McCrotty, Micah. "North of Ourselves: Identity and Place in Jim Wayne Miller’s Poetry." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3581.

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Jim Wayne Miller’s poetry examines how human history and topography join to create place. His work often incorporates images of land and ecology; it deliberately questions the delineation between place and self. This thesis explores how Miller presents images of water to describe the relationship between inhabitants and their location, both with the positive image of the spring and the negative image of the flood. Additionally, this thesis examines how the Brier, Miller’s most prominent persona character, grieves his separation from home and ultimately finds healing and reunification of the self through his return to the hills. In his poetry, Miller argues that an essential piece of people’s identity is linked with the land, and, through recognition of the importance of topography on the development of the self, individuals can foster a deeper sense of community through appreciation of their place.
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AlAjmi, Alanoud Badah. "Uncharted Waters." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311263424.

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Clark, Leisa Anne. "Butterbeer, Cauldron Cakes, and Fizzing Whizzbees: Food in J.K. Rowling's Harry Potter series." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4012.

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ABSTRACTThis thesis situates the Harry Potter books into the greater body of food studies and into the extant children's literary tradition through an examination of how food can be used to understand cultural identity. Food is a biological need, but because we have created social rules and rituals around food consumption and sharing, there is more to eating than simple nutritional value. The Harry Potter series is as much about overcoming childhood adversity, and good versus evil, as it is about magic, and food in the Harry Potter series is both abundant and relevant to the narrative, context, and themes of the books. Sweets such as candy, puddings, and cakes, help construct both wizard and Muggle identity in addition to serving as a bridge between readers and characters. How the characters use sweets to create and reinforce friendships or exclude those who do not belong is important, especially since children usually lack other cultural capital and, in their worlds, food is reward, treat, and punishment. Examples of this are shown in the scene where Harry first travels on the Hogwarts Express, in the ways the Dursleys deny Harry birthday celebrations, and in how holidays are celebrated by the witches and wizards in the series.The sharing of food in the novels builds tensions, creates bonds, and codes different characters as "acceptable" or "unacceptable" based on their willingness, or refusal, to share food. Teatime and feasting are examples of how food is shared by analogous and disparate groups of people in the series. Tea is served most often by those in subordinate positions of power, but is one way in which the characters can socialize and create community. Feasts at the beginning and end of the school term bookmark the year by immersing students and faculty into a shared world at first, and then by sending them back to their families, aware of their own triumphs and accomplishments. When feasts are used to unite outside groups, such as before the Triwizard Tournament, the ways that different foods are embraced or rejected serve to reinforce identity and inclusion.Using cultural studies methods in conjunction with food studies and Reader-Response critical theory, this thesis argues that food in the Harry Potter series represents the socially constructed identities of the characters within the texts, and also serves to bridge the gap between the readers and the characters.
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El-Hassanieh, Siham Salem. "An investigation of the cultural identity of four Lebanese university students as manifested in their academic essay writing (mainly argumentative) in Arabic and in English and some implications for teaching." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30857.

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The cultural identity of multilingual Lebanese students is examined in academic writing (mainly argumentative) in Arabic and in English essays using case studies. This area is important because it helps reach an understanding on whether different languages allow us to take up different identity positions. Ivanid's theory of voice (1998) is used to look at how four students present themselves in their writing. Three research tools were used to collect the data. The first is the actual student scripts on 'Merciful Killing' and the second is semi-structured and in-depth interviews which were used to allow students to explain their attitudes and feelings when they write in both languages. Observations were used in two ways: as a participant observer in the preliminary stages of the investigation for exploring the area as an observer while researching sitting at the back of the class or going around and taking field notes. It was found that the two dimensions of the writer's voice: the 'discoursal self and the 'autobiographical self (ideational self) were in flux in the students' writings. In some cases, this lead to different representations of the self as they wrote in different languages. Findings and analysis suggest that the religious identity issue is consistent across languages reflecting the importance of religion in these students' lives. However, students take different identity positions when writing depending on the topic and the text type. This leads to important implications for teaching English as a foreign language, but requires further research.
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Preciado, Linda Joyce. "Writing inside the caja: Constructing pasos in English composition studies." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2577.

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In this thesis, I examine the resistance, privileges, and costs of Chicana textual identity issues in an academic arena that, by design, fragments voice and dictates choice. The scarcity in research of Chicana identity through mixed-language writing in composition depicts an existing chasm between academic demographics and university sentiments. Educational institutions that neglect to investigate, engage, and participate in textual identity perpetuate accepted pensamiento. Therefore, insight to Chicana thought, culture, and educational experiences may assist and inform the teaching dominant culture, not to separate, but to conjoin information with experience for those seeking diversity.
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Awad, Hiltrud. "Exploring the intercultural competences of High School students: A case study of traditional classroms in a minimal-cultural-gap context." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667672.

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Intercultural education is one way of responding to the current political and social realities resulting from globalization, migration, and political and economic crises. It puts emphasis on educating young people and equipping them with the necessary skills to counter radicalism and embrace diversity. The present dissertation investigates interculturality and intercultural education from a new perspective and in a previously unexplored context: traditional classrooms in minimal-cultural-gap communities. This study points out several research gaps in intercultural research and criticizes contemporary approaches to intercultural development and assessment. It re-conceptualizes interculturality and intercultural education upon the basis of findings from this study, which reveal a different perspective of interculturality and draws a picture of the implications, complications, and challenges of conducting intercultural education in such educational and sociocultural settings. The research study further presents recommendations for scholars and policy makers working in the field of intercultural education.
L’educació intercultural és una manera de respondre a les realitats polítiques i socials actuals resultants de la globalització, les migracions i les crisis polítiques i econòmiques. Aquest tipus d’educació posa èmfasi en educar els joves i dotar-los de les habilitats necessàries per contrarestar el radicalisme i adoptar la diversitat. Amb aquest estudi s’investiga la interculturalitat i l’educació intercultural des d’una nova perspectiva i en un context inexplorat: les aules tradicionals en comunitats amb mínimes diferències culturals. L’estudi revela mancances en la investigació intercultural, critica els enfocaments contemporanis del desenvolupament i l'avaluació de la interculturalitat i reconceptualitza la interculturalitat i l'educació intercultural a partir d’unes conclusions que revelen una perspectiva diferent de la interculturalitat així com les implicacions, complicacions i reptes de l’educació intercultural en entorns educatius i socioculturals d’aquest tipus. L’estudi presenta recomanacions per a recercadors i responsables polítics que treballin en el camp de l’educació intercultural.
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Jabb, Lama. "Modern Tibetan literature and the inescapable nation." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:dd216865-df8b-4973-b562-4e6dc3d525eb.

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Existing scholarship on modern Tibetan writing takes the 1980s as its point of “birth” and presents this period as marking a “rupture” with traditional forms of literature. This study seeks to go beyond such an interpretation by foregrounding the persistence of Tibet’s artistic past and oral traditions in the literary creativity of the present. An appreciation of genres, styles, concepts and techniques derived from Tibet’s rich and diverse oral art forms and textual traditions exposes the inadequacy of a simple “rupture” perspective. Whilst acknowledging the novel features of modern Tibetan literary creations this work draws attention to hitherto neglected aspects of continuities within the new. It reveals the innovative presence of Tibetan kāvya poetics, the mgur genre, biography, the Gesar epic and other types of oral compositions within modern Tibetan poetry and fiction. It also brings to prominence the complex and fertile interplay between orality and the Tibetan literary text. All these aspects are demonstrated by bringing the reader closer to Tibetan literature through the provision of original English translations of various textual and oral sources. Like any other national literature modern Tibetan literary production is also informed by socio-political and historical forces. An examination of unexplored topics ranging from popular music, Tibet’s critical tradition and cultural trauma to radical and erotic poetries shows a variety of issues that fire the imagination of the modern Tibetan writer. Of all these concerns the most overriding is the Tibetan nation, which pervades both fictional and poetic writing. In its investigation into modern Tibetan literature this thesis finds that Tibet as a nation - constituted of history, culture, language, religion, territory, shared myths and rituals, collective memories and a common sense of belonging to an occupied land - is inescapable. Embracing a multidisciplinary approach drawing on theoretical insights in literary theory and criticism, political studies, sociology and anthropology, this research demonstrates that, alongside past literary and oral traditions, the Tibetan nation proves to be an inevitable attribute of modern Tibetan literature.
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Daniel, Candace Jean. "The Evolution of Feminine Loyalty Trends in Twentieth and Twenty-First Century Appalachian Literature." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1954.

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Loyalty to the self, family, and husband create interesting tensions for feminine characters in Appalachian literature. Traditional views of loyalty dictate that the Appalachian woman chooses to be loyal to her husband and family while abandoning her self loyalty. Appalachian women writers define the terms of loyalty and the conflicts these three levels create. Furthermore, studying a progression of novels from 1926 to the present shows that feminine loyalty trends have changed. This argument focuses on examining loyalty trends of feminine Appalachian characters, studying the contentions among those loyalties, specifically showing how loyalty patterns have changed in literature, and offering speculation on why these loyalty patterns have changed progressively in Appalachian literature. The study includes five Appalachian novels: The Time of Man by Elizabeth Madox Roberts, The Dollmaker by Harriette Arnow, Storming Heaven by Denise Giardina, Prodigal Summer by Barbara Kingsolver, and The Midwife's Tale by Gretchen Morgan Laskas.
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46

Khoury, Nicole Michelle. "Hybrid identity and Arab/American feminism in Diana Abu-Jaber's Arabian Jazz." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2862.

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In her novel Arabian Jazz, Diana Abu-Jaber attempts to explore the Arab American identity as something new; as an identity that exists related to, but ultimately separate from, the Arab and American identities from which it was originally created. This thesis discusses the emergence of the depiction of the Arab American female identity in the novel, examining how the characters explore issues of race, class, imperialism, and sex within both the Arab and the American cultures as those issues shape female identity. The thesis also presents a rhetorical analysis of the speeches that allow the characters a voice with respect to how identity is shaped and reshaped throughout the novel.
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47

Christiansen, Martha Sidury Juarez Lopez. "Facebook as Transnational Space: Language and Identity among 1.5 and Second Generation Mexicans in Chicago." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366196872.

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48

Brüning, Angela. "Caribbean connections : comparing modern Anglophone and Francophone Caribbean literature, 1950s to present." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/84.

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In this thesis I investigate connections between modern Anglophone and Francophone Caribbean fiction between the 1950s and the present. My study brings into focus literary representations of inter-related histories and cultures and problematises the fragmentation of Caribbean studies into separate academic disciplines. The disciplinary compartmentalisation of Caribbean studies into English studies on the one hand and French and Francophone studies on the other has contributed to a reading of Caribbean literature within separate linguistic spheres. This division is strikingly reflected in the scarcity of any sustained literary criticism that acknowledges cultural and literary interpenetration within the archipelago. My comparative study of selected Anglophone and Francophone Caribbean fiction allows me to account for the ethnic, cultural, linguistic and historical diversity of Caribbean societies while, at the same time, foregrounding their inter-relatedness. Through a series of specific case studies the thesis illuminates ways in which theoretical concepts and literary tropes have travelled within the archipelago. Through a close reading of selected narrative fiction I will contextualise and analyse significant underlying linguistic, ethnic and cultural links between the various Caribbean societies which are largely based on the shared history of slavery, colonialism and decolonisation processes. The themes of migration, transformation and creolisation will be at the centre of my investigation. Chapter One establishes the historical and literary-critical framework for this thesis by engaging with key developments in Anglophone and Francophone Caribbean writing from the 1920s until the present. My comparison of the most influential trends in both Anglophone and Francophone Caribbean literature and criticism from the discourse of négritude to postcolonial studies seeks to highlight connections between these two linguistically divided fields of study. The analysis of Caribbean fiction in Chapters Two to Four pursues such theoretical, stylistic and thematic links further. Chapter Two challenges the conception of postwar Antillean and West Indian writing produced in the metropolis as distinct literary canons by drawing attention to thematic connections between the two traditions. Through the comparison of The Lonely Londoners by Samuel Selvon and La Fête à Paris by Joseph Zobel it argues that these continuities represent a wider trend in ‘black European’ writing. Chapter Three examines concepts of cultural identity which have been central to Anglophone and Francophone Caribbean literature and criticism during the last two decades. Specifically it focuses on the notions of hybridity, créolité/creoleness and créolisation/creolisation which it discusses in relation to Robert Antoni’s novel Divina Trace and Patrick Chamoiseau’s Texaco. The final chapter focuses on Shani Mootoo’s and Gisèle Pineau’s representations of specific female experiences of trauma which are related to reiterated colonial violence. Their fictional portrayal of suppressed memories can be read in light of recent critical debates about a collective remembrance of the history of slavery and colonialism.
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49

Camargo, Helena Regina Esteves de 1980. "Duas línguas e uma cultura : traços de brasilidade evidenciados em falas de professoras e de adolescentes bilíngues em português e inglês." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269687.

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Orientador: Terezinha de Jesus Machado Maher
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-25T18:46:48Z (GMT). No. of bitstreams: 1 Camargo_HelenaReginaEstevesde_M.pdf: 1169595 bytes, checksum: 9ca3110d6f1d29b9bcca453c233209c0 (MD5) Previous issue date: 2014
Resumo: O objetivo da pesquisa descrita nesta dissertação foi analisar algumas interações orais entre adolescentes e duas de suas professoras, bilíngues brasileiras, em contextos educativos de inglês como Língua Estrangeira (doravante LE), e investigar de que forma esses participantes revelam traços de sua brasilidade em suas falas. A pesquisa em questão é de base qualitativa/interpretativista e insere-se na área da Linguística Aplicada. A investigação ocorreu em três etapas. Na primeira, foram selecionados o tema da pesquisa e os autores relevantes presentes na literatura especializada sobre apropriação de linguagem, bilinguismo e identidade cultural. Na segunda etapa, foram definidos os contextos da pesquisa e o processo de geração de registros, os quais foram coletados por meio de gravações em áudio durante observações de aulas particulares ministradas pela pesquisadora a duas adolescentes e aulas dos 8º e 9º anos em uma escola bilíngue de Ensino Fundamental II na cidade de São Paulo. Notas de diário de campo também constituíram o corpus de investigação. Na terceira etapa, realizaram-se as análises dos registros gerados na fase anterior. A pergunta de pesquisa norteadora das análises dos registros foi: "De que forma as falas produzidas por esses sujeitos nas interações aqui analisadas revelam traços de sua brasilidade?" Os resultados da pesquisa empreendida apontaram que as falas dos participantes transparecem os seguintes traços da cultura brasileira: (i) machismo, (ii) rivalidade entre paulistas e cariocas e (iii) características do "homem cordial", que incluem a prática de "dar um jeitinho" e caráter jocoso do brasileiro. Além disso, ficou evidente que o trânsito entre línguas (tranlanguaging) faz parte da construção de sentidos nas interações entre os participantes, que compartilham a mesma cultura e a mesma Língua Materna (doravante L1). A expectativa é que este trabalho possa oferecer subsídios a professores e demais profissionais do ensino de Língua Inglesa como LE, que atuam em contextos educativos onde tanto alunos como professores partilham da mesma cultura e L1, a ampliar seu entendimento sobre bilinguismo, apropriação de linguagem e identidade cultural. Espera-se que esse entendimento possa servir de base para a promoção de práticas de ensino de inglês como LE que valorizem os falantes brasileiros de inglês, entendendo sua maneira de falar inglês como mais uma variação legítima dessa língua
Abstract: The purpose of the research described in this thesis was to analyze some oral interactions among Brazilian bilingual teenagers and two of their teachers in educational contexts where English was taught as a Foreign Language (henceforth FL) and investigate how these participants disclose features of their brazilianness in their utterances. The research was conducted on a qualitative/interpretative basis within the field of Applied Linguistics and had three phases. In the first phase, the theme of the research and relevant authors of the specialized literature about language appropriation, bilingualism, and cultural identity. In the second phase, the contexts of the research and the process of data generation were defined. The data was collected by audio recording during a period of observation of private lessons taught to two teenage girls by the researcher and observation of 8th and 9th grade classes of a bilingual middle school in the city of Sao Paulo. Field journal notes have also built up the investigation corpus. In the third phase, the analysis of the data generated in the previous phase was conducted. The research question that guided the data analysis was: "How do the utterances produced by the subjects in the interactions herein analyzed disclose features of their brazilianness?" The findings pointed that the participants¿ utterances reveal the following features of the Brazilian culture: (i) sexism, (ii) rivalry between paulistas and cariocas e (iii) characteristics of "the cordial man", which include the practice of figuring out a "jeitinho" and the humorous nature of the Brazilian people. Furthermore, it was clear that translanguaging takes part in the meaning making process in the interactions among the participants, who share the same culture and the same Mother Language (henceforth L1). It is expected that this thesis can aid teachers and other professionals within the field of Teaching English as a Foreign Language (TEFL), who work in educational contexts where both students and teachers share the same culture and L1, to expand their understanding of bilingualism, language appropriation, and cultural identity. It is hoped that this understanding can assist to foster EFL teaching practices that value the Brazilian speakers of English by viewing their way of speaking English as one more legitimate variation of this language
Mestrado
Linguagem e Educação
Mestra em Linguística Aplicada
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50

Fernandez, Cecilia. "Leaving Little Havana." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/306.

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Leaving Little Havana is the story of a young girl who leaves her comfortable middle-class home in La Habana just after the Cuban Revolution and, fighting to overcome cultural and language barriers, forges a new life in Miami. Dealing with a torn identity and discovering her voice are at the center of the narrative. After an endless string of escapades, she finally pulls herself together, learns the value of her inner strength by rising above bleak circumstances and gets accepted to journalism school in California. The book examines the devastating effects of immigration on a family and the struggle of a child of Cuban exiles, coming of age in a foreign society, to beat the obstacles that stand in her way to a stable and satisfying life. The narrator shows that Cuban immigrants share similar challenges with all who have aspired to make America their home.
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