Dissertations / Theses on the topic 'Indigenous cultures'
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Maria, Maldonado Caceres Claudia. "Indigenous Cultures In Latin America-HU231-201300." Universidad Peruana de Ciencias Aplicadas (UPC), 2012. http://hdl.handle.net/10757/640761.
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This course provides students with basic theoretical and practical competencies required to become event programmers. Using the program development cycle students will create a program which will allow them to observe first-hand the current social and cultural climates of Peru. This course has an experiential component.
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Berno, T. E. L. "The socio-cultural and psychological effects of tourism on indigenous cultures." Thesis, University of Canterbury. Psychology, 1995. http://hdl.handle.net/10092/4941.
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This research addresses the socio-cultural and psychological effects of tourism on the indigenous people of a developing nation. The Cook Islands served as a case study.
Quantitative and qualitative methods were used to collect data on four islands which had experienced varying degrees of tourism and other acculturative influences. The data were then analysed using a methodology informed by grounded theory.
It was found that although residents on all four islands had experienced acculturative influences including tourism, (a highly visible, contemporary form of acculturation), there was no significant indication of psychological dysfunction associated with this. It is suggested that this is due in part to the characteristics of Cook Islands culture, the type of tourism currently experienced in the Cook Islands, and specific ethnopsychological features of Cook Islanders which act to moderate the stressful aspects of intercultural contact resulting from tourism. A conceptual model is proposed outlining this process and its subsequent outcomes.
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Ma, Zhongyun. "Bioremediation of petroleum hydrocarbon contaminated soil using indigenous cultures /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0011/MQ34201.pdf.
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Booth, Sarah. "Teaching and learning indigenous histories and cultures: at the intersection of school culture and curriculum." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2192.
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Australian National and State Curricula require teachers in secondary schools to embed Indigenous histories and cultures (IHCs) into their classroom teaching. The overarching educational goals of schooling, found in the Melbourne Declaration (2009) state that this learning is essential for the process of Reconciliation between Indigenous Australians and other populations who have settled on Indigenous land since 1788. However, the nature of embedding IHCs means that finding evidence of the extent to which they are taught in secondary education is difficult.
This study examined the extent to which IHCs were being taught across a range of schools in Western Australia. This was achieved through a multiple case study methodology. This allowed for an in-depth study of three schools; two were systemic (government and Catholic) and one was Independent, and each had a disproportionately low Indigenous population. Executive level teachers, mid-level leaders such as Heads of Subject areas and classroom teachers from the three schools were interviewed using semi-structured, face-to-face interviews. Data were analysed on a case-by-case basis, and the findings were synthesised in a discussion of the emergent trends.
The findings reveal confusion around how IHCs are taught and who should teach them. The executive school leadership, which largely drives the predominant school culture, have a major influence as they dictate what is prioritised. The lack of emphasis placed on IHCs in each school largely reflected the low number of Indigenous students in the school, which highlights a persistent, mistaken belief that IHCs is mainly, or solely for Indigenous students.
These curricular omissions are partially because IHCs are rarely mandated within the official State curricula; rather, teachers and school leaders are left to decide what could be embedded, and where. These inconsistencies in curriculum implementation result in many from within the cultural majority being unaware of Indigenous perspectives in Australia’s history and culture. Further, they lack understandings of sustained Indigenous disadvantage. Finally, many negative stereotypes around Indigenous peoples persist as they go unchallenged at the formative stages of young people’s lives.
The implications from this study are important. Although not generalisable, the findings reveal important trends that may allow a range of individuals and institutions to reflect and revisit this important curricular issue. There are implications for curriculum organisations, systemic leadership, executive school leadership, middlelevel school leadership and classroom teaching. If these findings here are replicated in most schools across the nation, then Reconciliation is unlikely to develop in the foreseeable future.
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Welford, Gabrielle. "Too many deaths decolonizing Western academic research on indigenous cultures /." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765883251&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1208476968&clientId=23440.
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Nahoum, André Vereta. "Selling \"cultures\": the traffic of cultural representations from the Yawanawa." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8132/tde-15012014-102023/.
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What are the tensions, alliances, negotiations, and translations underlying the traffic of cultural representations in markets? This research analyzes two economic projects maintained by the Yawanawa, an indigenous population from the southwestern Amazon: one project produces annatto seeds for an American cosmetic firm, and the other involves the public performance of cultural and, notably, spiritual practices. The indigenization of market practices and specific Euro-American categories - such as monetary exchange, environmental protection, and cultural difference - allow cultural elements to be translated into representations of enduring cultures, harmonious lifestyles and good environmental practices. The economic valuation of cultural representations is being used as a new tool in local conflicts that occur internally among leaders and groups in their quest for prestige, loyalty, and material resources, and externally with the region\'s non-native population and with national initiatives to develop profitable activities in the Amazon. Part of our global market society, the Yawanawa can also employ the demand and valuation of representations associated with their culture to individual projects on the construction of reputation and leadership, and more broadly, to the reassertion of their collective identity as a specific indigenous population with special rights. This research explores market exchange as an arena of complex sociability and conflict. It analyzes how values are created and exchanged within the market in a true cultural economy, and how individual and collective identity projects are constructed, challenged, and sometimes reproduced by the traffic of material and immaterial objects.Quais são as tensões, alianças, negociações e traduções que subjazem ao tráfico de representações culturais no mercado? Esta pesquisa analisa dois projetos de inserção no mercado dos Yawanawá, população indígena do sudoeste amazônico: um projeto para produção de sementes de urucum para uma empresa estadunidense de cosméticos, e outro que envolve a exibição pública de práticas culturais, notadamente espirituais. A indigenização de práticas de mercado e categorias específicas da cultura Euro-Americana tais como o intercâmbio monetário, a proteção ambiental e a diferença cultural permitem a tradução de elementos culturais em estilos de vida harmoniosos e boas práticas ambientais. A valorização econômica de representações culturais é utilizada internamente como um novo instrumento em conflitos locais entre líderes e grupos em sua busca por prestígio, lealdade e recursos materiais e, externamente, junto à população regional e nacional não-nativa como contraponto a outras iniciativas para o desenvolvimento de atividades lucrativas na Amazônia. Parte de nossa sociedade global de mercado, os Yawanawa também podem empregar a demanda e valorização de representações associadas à sua cultura em projetos individuais de construção de reputação e liderança, e mais amplamente, para a reafirmação de sua identidade coletiva, como uma população indígena com direitos especiais. Esta pesquisa explora a troca mercantil como uma arena de sociabilidade complexa e conflituosa. Ela analisa como valores são criados e intercambiados no mercado em uma verdadeira economia cultural, e como projetos de identidade individual e coletiva são construídos, questionados e, às vezes, reproduzidos por meio do tráfico de objetos materiais e imateriais.
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Alinen, Tiina. "Intercultural dance : exploring a Finnish migrant connection with indigenous cultures through dance." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61062/1/Tiina_Alinen_Thesis.pdf.
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This research is a dance-based, autoethnographic study which explores my connection with place as a Savolainen woman born on Kalkadoon country; an Australian-born Finn. Edward Relph states 'the more profoundly inside a place the person feels, the stronger will be his or her identity with that place' (1976, 49). I am interested in how a sense of "place identity" has informed my choreographic practice. Autoethnography is important because it places the research within a lived experience: my insider account of a lived experience within the White Australia Policy through my lens as a first generation Australian-born Finn. It also speaks to the space in-between for those, like me, who feel they do not fit into mainstream identity but look like they do.
By exploring my lived experience through dance autoethnography, new understandings of my place identity within a cultural, social and political context have emerged. Ellis and Flaherty state ‘subjectivity is situated such that the voices in our heads and the feelings in our bodies are linked to political, cultural, and historical contexts’ (1992, 4). In order to begin my rehearsal process, I wanted a cultural framework which related to connection with land to guide the research. My investigations led me to the Maori examples of "Tikanga Maori" (Tikanga are the customs and traditions), in particular the "Pepeha" (Introduction) and allowed me to challenge my choreographic practice through this cultural framework.
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Jimenez, Quispe Luz. "Indians weaving in cyberspace indigenous urban youth cultures, identities and politics of languages." Thesis, The University of Arizona, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605909.
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This study is aimed at analyzing how contemporary urban Aymara youth hip hoppers and bloggers are creating their identities and are producing discourses in texts and lyrics to contest racist and colonial discourses. The research is situated in Bolivia, which is currently engaged in a cultural and political revolution supported by Indigenous movements. Theoretically the study is framed by a multi-perspective conceptual framework based on subaltern studies, coloniality of power, coloniality of knowledge, interculturality and decolonial theory. Aymara young people illustrate the possibility of preserving Indigenous identities, language, and knowledge while maximizing the benefits of urban society. This challenges the colonial ideology that has essentialized the rural origin of Indigenous identities. Moreover, this research argues that the health of Indigenous languages is interconnected with the health of the self-esteem of Indigenous people. Additionally, this study provides information about the relation of youth to the power of oral tradition, language policies, and the use of technology.
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Jimenez, Quispe Luz. "Indians Weaving in Cyberspace, Indigenous Urban Youth Cultures, Identities and Politics of Languages." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311535.
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This study is aimed at analyzing how contemporary urban Aymara youth hip hoppers and bloggers are creating their identities and are producing discourses in texts and lyrics to contest racist and colonial discourses. The research is situated in Bolivia, which is currently engaged in a cultural and political revolution supported by Indigenous movements. Theoretically the study is framed by a multi-perspective conceptual framework based on subaltern studies, coloniality of power, coloniality of knowledge, interculturality and decolonial theory. Aymara young people illustrate the possibility of preserving Indigenous identities, language, and knowledge while maximizing the benefits of urban society. This challenges the colonial ideology that has essentialized the rural origin of Indigenous identities. Moreover, this research argues that the health of Indigenous languages is interconnected with the health of the self-esteem of Indigenous people. Additionally, this study provides information about the relation of youth to the power of oral tradition, language policies, and the use of technology.
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Heuvel, Lisa L. "Teaching at the interface: Curriculum and pedagogy in a teachers' institute on Virginia Indian history and cultures." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539791817.
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In the 1990s, as Virginia Indians faced the 2007 quadracentennial of Jamestown's founding, they initiated plans to publicly correct inaccuracies and omissions embedded in the historical narrative. The Beyond Jamestown: Virginia Indians Past and Present Teachers' Institute was one such initiative through the Virginia Foundation for the Humanities' Virginia Indian Heritage Program. Designed for educators' professional development regarding Virginia Indian history and cultures, the Institute's first two years (2007 and 2008) featured a Virginia Indian-developed curriculum with both Native and non-Native presenters.;This qualitative, interpretivist study sought evidence of teaching at the interface of cultures by these invited presenters using pedagogy and curriculum as units of analysis, and questioned whether they shared an educational vision or paradigm despite different cultural backgrounds. The study revealed that the Institute demonstrated effective collaboration among presenters influenced by both Indigenous and European-American paradigms It exposed participating educators to a little-known period in Virginia history--the era of the Racial Integrity Act of 1924 and segregation--through the stories of tribal experts who experienced the attempted eradication of cultural identity. These oral histories contributed to the distinct Virginia Indian epistemology that emerged in the program. The BJTI also demonstrated Virginia Indians' 21st-century agency in inviting its non-Native presenters and participating educators to collaborate in decolonizing Virginia education.
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Shier, Sara Ann. "The depiction of indigenous African cultures as other in contemporary, Western natural history film." Thesis, Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/shier/ShierS1206.pdf.
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Galgano, Robert C. "Idol Worship: Religious Continuity among Aztec, Inca, and Maya Cultures in Colonial Latin America." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539626074.
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Simone, Nicole R. "Teachers perspectives of embedding Aboriginal and Torres Strait Islander peoples' histories and cultures in mathematics." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/227459/1/Nicole_Simone_Thesis.pdf.
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This thesis explored how six teachers of mathematics embedded Aboriginal and Torres Strait Islander Peoples’ Histories and Cultures into the core mathematics curriculum. Semi-structured interviews were conducted, then written transcripts were analysed through the use of Bernstein’s Theory of Pedagogic Discourse. Teachers shared their perspectives on how they have developed their cultural capabilities, and how this has informed culturally responsive teaching of mathematics. Recommendations are made for how to support in-service teachers with their personal cultural capabilities to authentically embed Aboriginal and Torres Strait Islander Peoples’ Histories and Cultures in mathematics curriculum.
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Rousselle, Serge. "La diversité culturelle et le droit constitutionnel canadien au regard du développement durable des cultures minoritaires /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102241.
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Within the framework of international trade liberalization which has given rise to considerable thought about the fundamental contribution of cultural diversity to sustainable development, we explore the upholding of the educational rights of recognized linguistic minorities and of the aboriginal and treaty rights of First Nations under the Constitution Act, 1982. We examine these rights in the light of relevant judgments of the Supreme Court of Canada in order to confirm our initial hypothesis that the highest court in the land can show governments here and abroad the steps to take to ensure that the cultural rights specific to some communities and the citizenship common to the population as a whole can coexist in a free and democratic nation.Our analysis shows that, while relying on the historical, equality and cultural-based justification of the existence of these rights, the Court favours an approach centred on three fundamental principles: the duty of the State to act equitably in the "best interest" of cultural minorities through a flexible approach to the interpretation of established rights; a fair participation in the management of and access to resources by minority groups; and finally, the fostering of social cohesion in order for unity in diversity to be maintained through a reconciliation of existing rights which must be achieved, first and foremost, by political discussion aimed at finding durable solutions.
From a cultural sustainable development perspective, the specific cultural rights of minority groups must thus favour a common citizenship within a context of respect for cultural diversity, while still being compatible with and promoting the values of a liberal democracy.
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MONTEIRO, Eliana de Barros. "A temática indígena em culturas escolares e entre interculturalidades: análise de contextos e experiências no sertão do submédio são francisco, Brasil." Universidade Federal de Pernambuco, 2014. https://repositorio.ufpe.br/handle/123456789/18693.
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CAPES
A presente pesquisa teve como objetivo compreender narrativas discursivas sobre a temática indígena em diferentes culturas e contextos escolares da região do sub-médio São Francisco. Para além de buscar compreender modos de representação social sobre os povos indígenas, dentro dos espaços e práticas pedagógicas, e pensando em diferentes percepções da interculturalidade dada no ‘campo intersocietário’ da investigação, buscouse compreender, através de um “contextualismo radical”, continuidades, rupturas e (re)elaborações sobre os povos indígenas, por meio da análise de práticas discursivas de professores/as e estudantes. As perguntas que nortearam a investigação foram: 1) Quais categorias são acionadas quando se aborda a temática indígena? 2) Como se articulam as noções de ‘diferença’, ‘diversidade’ e ‘interculturalidade’ nas práticas discursivas de estudantes e professores? 3) Em quais cenários podemos falar da (im)possibilidade do intercultural? e, isso posto, 4) Em que medida é possível encontrar uma polissemia da interculturalidade nos contextos investigados? A construção de dados se deu de maneira ampla, em diferentes situações de produção de narrativas discursivas, de onde construí a análise por meio da triangulação resultante da etnografia do observado no cotidiano escolar, da observação da prática docente e de contextos de ação política, bem como da realização de grupos de discussão com estudantes da educação básica e do ensino superior, além do recurso da entrevista narrativa. Partindo das leituras teóricas do pensamento decolonial, evidenciou-se estruturas organizativas da colonialidade de poder e de saber nas culturas escolares investigadas, assim como movimentos de ruptura dessas colonialidades, através de mecanismos de (re)elaboração discursiva sobre os povos indígenas e pelos povos indígenas, especialmente quando analiso a experiência de Educação diferenciada do povo indígena Truká (PE). Através das categorias de ‘identificação’, ‘diferenciação’, e ‘posicionalidade’, foi possível identificar múltiplas narrativas discursivas sobre os povos indígenas, bem como de identificar uma polissemia de percepções acerca da interculturalidade e da dimensão intercultural entre atores sociais indígenas e não indígenas, interlocutores da investigação.
This research aims to understand discursive narratives about the indigenous thematic in different cultures and contexts in the region of submedium of the São Francisco River. Besides trying to understand the social representation about indigenous people, through the analysis of spaces and pedagogical practices, and thinking in different perceptions of interculturality presents in an ‘intersocietary field’ of investigation, I tried to understand, also through a ‘radical contextualism’, continuities, ruptures and (re)elaborations about indigenous people, through the analysis of discursive practices of teachers and students. The questions that guided the research were: 1) which categories are mentioned by indigenous thematic approached? 2) How is that possible to articulate the notions of 'difference', 'diversity' and 'intercultural', in discursive practices of students and teachers? Moreover, 3) in which context can we talk about some (im) possibility of the intercultural? Therefore, 4) how can we think about a polysemy of the intercultural in the investigated contexts? I collected the data through an opened sight, in different situations of discursive narratives productions, from which I set the analysis through the triangulation of ethnography of scholars quotidian, of the observation of docent practices and in contexts of politic situations, from groups of discussions, with students from basic education and from universities, and through narrative interviews. Following the decolonial thought, it showed up organizational structures of coloniality of power and knowledge in both school cultures investigated, as well as movements of ruptures from this colonialities, through mechanisms of discursive (re)elaborations about indigenous people and by indigenous people. It showed especially when I analyze the experience of differentiated education of Truká people. Through the categories of 'identification', 'differentiation' and 'positionality', it was possible to identify multiple discursive narratives about indigenous peoples, as well to identify a polysemy of perceptions of interculturality and intercultural dimension between indigenous and non-indigenous social actors, interlocutors of the research.
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Pagani, Camilla. "Politiques de reconnaissance dans les musées d’ethnographie et des cultures au XXIe siècle." Thesis, Paris Est, 2014. http://www.theses.fr/2014PEST0002/document.
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À partir d’une approche généalogique et à la lumière des théories sur le multiculturalisme, ce travail analyse le musée en tant qu’institution publique nationale, fabrique d’identités, instrument de l’État-nation et lieu d’exercice des politiques de reconnaissance. L’objet de cette recherche est le musée d’ethnographie et des cultures qui depuis les années ’80 a été témoin de nombreuses critiques et d’une crise d’identité, du fait notamment de son héritage colonial et de sa mission anachronique dans le contexte du monde postcolonial et globalisé d’aujourd’hui. Suite aux mouvements des peuples autochtones et au développement des normes internationales relatives à la diversité culturelle et au retour des biens culturels promues par différentes agences des Nations Unies comme l’UNESCO ainsi que par les institutions européennes, les musées d’ethnographie sont devenus des théâtres où se négocient et se construisent des identités et où s’arbitrent les demandes de reconnaissance. De nouvelles stratégies institutionnelles ont ainsi été adoptées afin de dépasser le modèle ethnographique. Le principe de reconnaissance est notamment une clé de lecture essentielle pour interpréter et comprendre ce changement de paradigme. En suivant une perspective pluridisciplinaire et à travers des études de cas en Europe et aux États-Unis, ce travail vise à établir une passerelle entre la philosophie politique et la muséologie. Il propose ainsi une analyse de différentes institutions selon quatre principes de reconnaissance concernant le cas des peuples autochtones, le rapport à l’universalisme, la relation à l’histoire coloniale et la globalisationThrough a genealogical approach and in the context of theories on multiculturalism, this work intends to analyse museums as public institutions, builders of identity, nation-state instruments and venues for the exercise of politics of recognition. The following research focuses on ethnographic and cultural museums, which have subject to criticism since the1980's due to their colonial legacy and anachronic mission in today's global and post-colonial world. Thanks to indigenous people movements and the development by European institutions and UN agencies such as UNESCO of international norms on cultural diversity and return of cultural property, museums have turned into theatres where indentities are builtand claims for recognition are negotiated. As a result, new institutional strategies have been adopted in order to go beyond the ethnographic approach. The principle of recognition is key to understand this paradigm shift. Following a pluridisciplinary approach and through case studies in Europe and in the United States, this work aims at building a bridge between political philosophy and museum studies. It proposes an analysis of various institutions based on four principles of recognition in relation to indigeneous peoples, universalism, colonial history and globalisation
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Carucci, Andrea. "Cultures at work: the case of italian expatriates in Brazil." reponame:Repositório Institucional do FGV, 2014. http://hdl.handle.net/10438/11728.
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Esta tese de mestrado tem por intenção entender quais são as mais importantes diferenças culturais para os expatriados Italianos que trabalham no Brasil e aprender as implicações práticas para o ambiente de trabalho. O método utilizado foi qualitativo, com 23 entrevistas em profundidade com expatriados italianos de nível médio ate top management, com experiência de trabalho no Brasil. Os resultados indicam que os expatriados Italianos experimentam dificuldades com as diferenças em termos de comunicação, distinção entre as esfera profissional e privada, distancia do poder e planejamento. Em contrapartida, outros fatores como a discriminação positiva para os estrangeiros, diferenças em geneder equality e masculinidade, assim como com a atitude positiva dos workplaces e uma economia em crescimento, todos influenciam de maneira positiva a experiência do expatriado. Enfim, algumas sugestões práticas sobre os efeitos das diferenças culturais e sobre a estruturação de um possível cross-cultural training são expostas.
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Matos, Maristela Bortolon de. "As culturas indígenas e a gestão das escolas da Comunidade Guariba, RR: uma etnografia." Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3737.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Essa tese tem como tema as Culturas Indígenas e a Gestão das Escolas. Trata-se de um estudo de desenho etnográfico cuja coleta de evidências se deu por meio de entrevistas semi-estruturadas, censo, observação, análise de documentos, mapas e fotografias, com destaque para o diário de campo. O objetivo principal da tese é compreender as interações entre as culturas indígenas e os processos de gestão das escolas na Comunidade Indígena Guariba, no Município do Amajari, Roraima. O corpus da pesquisa é formado por uma contextualização da Educação Escolar Indígena no Brasil e em Roraima (abordando a gestão escolar e a gestão escolar indígena), apoiada nas legislações; uma contextualização do campo empírico, fazendo uma descrição da localidade e dos povos indígenas de Roraima e suas culturas; e uma abordagem da interculturalidade e diversidade cultural. Foram considerados os elementos internos e externos que interferem, bem como os aspectos formais e informais que configuram o cotidiano específico da gestão dessas escolas. Utilizei a análise de conteúdo (BARDIN, 1977 e 2011). A pesquisa tem como marco teórico de referência a Teoria da Complexidade (MORIN, 1991, 1996, 1997, 2009, 2011). A comunidade indígena que constituiu o campo empírico da pesquisa é composta pelas etnias Wapixana e Makuxi, e as escolas estão vinculadas às secretarias estadual e municipal de educação. O processo analítico e a permanência no campo me permitem afirmar que há uma influência mútua entre as culturas indígenas e os processos de gestão das escolas na Comunidade Guariba. Entre outros resultados da pesquisa, concluí que: as interações entre a vida na comunidade e a vida nas escolas têm a cultura indígena local como elemento mediador; a Comunidade Indígena Guariba atualmente utiliza a escola para reafirmar e manter manifestações culturais locais; as interações e inter-relações podem ser percebidas em diferentes e diversas situações (ou ações) que ocorrem nas escolas e na comunidade, amplamente descritas nesta tese; e as manifestações culturais indígenas locais são parte inerente à forma como se configura a gestão das escolas.
This study is focused on the themes of Indigenous Peoples’ Cultures and School Management. It presents an ethnographic drawing whose collection of evidence was built on semi-structured interviews, census, observation, document analysis, maps, pictures, and special regards to field diaries. The main objective of this thesis is to understand the interactions between indigenous cultures and the processes of management adopted by the schools of the Indigenous Guariba Community, in the municipality of Amajari, Roraima. The research corpus is build upon: a study of the Education for Indigenous People in Brazil and in the State of Roraima (considering both regular and indigenous school management) as supported by legislation; a contextualization of the empirical field, with a description of the people of Roraima, their place and traditions; and a study of intercultural dialogues and cultural diversity. Internal and external elements that interfere on the subject, as well as formal and informal aspects that configure the daily life of the management of these schools were considered in this research. Content analysis was used (BARDIN, 1977 & 2011), and the theoretical framework was based on the Complexity Theory (MORIN, 1991, 1996, 1997, 2009 & 2011). The indigenous community that constituted the empirical field of research includes the ethnic groups Wapixana and Makuxi. Their schools are linked to the Municipal and to the State Boards of Education. The process of analysis I used as well as my long term staying in the region allow me to confirm that there is a mutual dialogue between indigenous cultures and the methodsof schools management in the Guariba Community. Some of the conclusions Ihave reached in this study are: the local indigenous culture is used as a mediator in the interaction between community and school lives; today, the Indigenous Community of Guariba uses of the school in order to reaffirm and maintain their local cultural activities; the interactions and inter-relations can be perceived in different and diverse situations (or actions) that happen in the schools and in the community, as widely described in this dissertation; and the local indigenous activities are inherent in the way the school is managed.
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Semones, Catherine M. "Indigenous Agency within 17th & 18th Century Jesuit Missions: the Creation of a Hybrid Culture in Yaqui and Tarahumar Country." Ohio University Honors Tutorial College / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1275931147.
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Henri, Dominique. "Managing nature, producing cultures : Inuit participation, science and policy in wildlife governance in the Nunavut Territory, Canada." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:2cde7bcb-4818-4f61-9562-179b4ee74fee.
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In this thesis, a critical analysis is proposed of the relationships between Inuit participation, science and policy in wildlife governance in the Nunavut Territory, Canada. This analysis situates the emergence of a participatory regime for the governance of wildlife in Nunavut, explores its performance and examines the relations between the ways in which wildlife governance arrangements are currently represented in policy and how they are played out in practice across the territory. To pursue these objectives, this research draws upon a number of theoretical perspectives and methodological strategies poised at a crossroads between environmental geography, science and technology studies, political ecology and ecological anthropology. It combines participant observation, semi-directed interviews and literature-based searches with approaches to the study of actor-networks, hybrid forums and scientific practices associated with Latour and Callon, as well as with Foucauldian and post-Foucauldian analyses of power, governmentality and subjectivity. This analysis suggests that the overall rationale within which wildlife governance operates in Nunavut remains largely based on a scientific and bureaucratic framework of resource management that poses significant barriers to the meaningful inclusion of Inuit views. In spite of their participation in wildlife governance through a range of institutional arrangements, consultation practices and research initiatives, the Inuit of Nunavut remain critical of the power relations embedded within existing schemes, where significant decision-making authority remains under the control of the territorial (or federal) government, and where asymmetries persist with regard to the capacity of various actors to produce and mediate their claims. In addition, while the use of Inuit knowledge, or Inuit Qaujimajatuqangit, in wildlife governance in Nunavut has produced some collaborative research and management endeavours, it has also crystallised a divide between ‘Inuit’ and ‘scientific’ knowledge, generated unresolved conflicts, fuelled mistrust among wildlife co-management partners and led to an overall limited inclusion of Inuit observations, values and beliefs in decision-making.
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Backlund, Sandra. "Ecuadorian indigenous youth and identities : cultural homogenization or indigenous vindication?" Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29122.
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There exists a scholarly debate on the cultural impact of globalization and how and to what extent it is affecting indigenous people in particular. Three theoretical standpoints can be discerned from the debate; the homogenization-perspective which holds that globalization is making world cultures more similar, the hybridization-perspective which emphasizes that it is fragmenting cultural boundaries and the differentiation-perspective which implies that globalization is augmenting differences and making humanity as a whole more diverse. As regards the cultural impact of globalization on indigenous peoples, many question marks can be raised. The objective of this research is to contribute to the debate by bringing to light the perspective of the indigenous movement in Ecuador, CONAIE. An analysis is made on how they perceive globalization affecting the maintenance of indigenous identities and culture among today’s youth. That information is then used as a foundation to analyze CONAIE’s level of success regarding their main objective; to preserve Ecuador’s indigenous nationalities and peoples. The study, which has a qualitative ethnographic approach and is based on semi-structured interviews, was carried out during an eight weeks long field study in Quito and in San Pedro de Escaleras, Cuenca, Ecuador. The research has an abductive approach and the theoretical debate on globalization’s cultural impact on indigenous peoples sets the analytical frame of the study. The three theoretical standpoints; globalization as homogenization, globalization as differentiation and globalization as hybridization play central roles in the analysis of the empirical material. The findings show that there are many elements that obstruct the maintenance of indigenous culture and identity among youth in contemporary Ecuador. There is a connection between youth being exposed to cultural globalization and that they lose cultural characteristics for the indigenous identity. Hybridization of identities due to globalization is presented as a possible factor to play a role in this. Indigenous youth tend to drop characteristics for the indigenous identity as they adopt features from the mestizo culture, in case they see no benefit in maintaining the former. This indicates that what ultimately might be at stake is cultural homogenization. Light is also shed on that CONAIE lacks strategies and possibilities to reinforce the indigenous identity among the youth that is in a process of identity change. The findings thus point at that despite efforts for cultural revival by the indigenous movement in Ecuador, the maintenance of rigid frontiers between the ethnically diverse nationalities in the country is threatened. Seen to a larger picture, this implies that globalization’s impact on indigenous culture among youth is very difficult to counteract. It appears as if the move towards more cultural similarity in Ecuador cannot be hindered.
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Merritt, Maria Torres Betanzos Lourdes. "Teatro en rebeldía generador de cultura /." Auburn, Ala., 2009. http://hdl.handle.net/10415/1927.
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Akindjo, Oniankpo. "Poétique de la Relation Scolaire dans le Roman Francophone." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1167765678.
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Ngwese, Ivo Melle. "Indigenous culture and nascent tourism in Muanenguba, Cameroon." Thesis, London Metropolitan University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540608.
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Silva, Fabiola Andrea. "As Tecnologias e seus Significados. Um Estudo da Cerâmica dos Asuriní do Xingu e da Cestaria dos Kayapó-Xikrin sob uma Perspectiva Etnoarqueológica." Universidade de São Paulo, 2000. http://www.teses.usp.br/teses/disponiveis/8/8134/tde-03122013-165920/.
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Através do estudo da cerâmica dos Asuriní do Xingu e da cestaria dos Kayapó-Xikrin, desenvolvi uma reflexão sobre os diferentes significados das tecnologias. Em outras palavras, tentei evidenciar que os processos produtivos da cultura material não são, exclusivamente, um indicador da adaptabilidade ou da eficiência do homem na resolução dos problemas originado da sua relação com o mundo material, mas que ao mesmo tempo, eles são uma construção social. A partir dos dados coletados, tentei contribuir para as discussões sobre os processos de formação do registro arqueológico e mais precisamente, sobre as causas e consequências da variabilidade artefatual em sua dimensão formal, quantitativa, espacial e relacional. Acima de tudo, este trabalho é um exemplo das possibilidades que a abordagem etnoarqueológica pode oferecer para a reflexão sobre os registros arqueológicos, bem como, para os estudos de cultura material de diferentes populações.Through the study of Asuriní of Xingus ceramic and of Kayapó-Xikrins basket, I develop a reflection on the different meanings of the technologies. In other words, I try to evidence that the productive processes of the material culture are not, exclusively, an indicator of the adaptability or of the mans efficiency in the material culture are not, exclusively, an indicator of the adaptability or of the mans efficiency in the resolution of problems originating from his relationship with the material world, but that at the same time, they are a social construction. Besides, starting from the collected data, I try to contribute for the discussions on the formation process of the archaecological record and, more precisely, on the causes and consequences of the artifact variability in its forma, quantitative, space and relational dimensions. Above all, this work is an exemple of the possibilities that the ethnoarchaeological approach can offer for the reflection on the archaeological records, as well as, for the studies of material culture of different populations.
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Ahmed, Farah. "Pedagogy as dialogue between cultures : exploring halaqah : an Islamic dialogic pedagogy that acts as a vehicle for developing Muslim children's shakhsiyah (personhood, autonomy, identity) in a pluralist society." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278513.
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This thesis presents an argument for the use of dialogic halaqah to develop the personal autonomy of young Muslims in twenty-first century Britain. It begins by developing a theoretical grounding for Islamic conceptualisations of personal autonomy and dialogic pedagogy. In doing so, it aims to generate dialogue between Islamic and ‘western’ educational traditions, and to clarify the theoretical foundation of halaqah, a traditional Islamic oral pedagogy, that has been adapted to meet the educational needs of Muslim children in contemporary Britain. Dialogic halaqah is daily practice in two independent British Muslim faith-schools, providing a safe space for young Muslims to cumulatively explore challenging issues, in order to facilitate the development of selfhood, hybrid identity and personal autonomy, theorised as shakhsiyah Islamiyah. This thesis examines the relationship between thought, language, and the development of personal autonomy in neo-Ghazalian, Vygotskian and Bakhtinian traditions, and suggests the possibility of understanding shakhsiyah Islamiyah as a dialogical Muslim-self. This theoretical work underpins an empirical study of data generated through dialogic halaqah held with groups of schoolchildren and young people. Using established analytic schemes, data from these sessions are subjected to both thematic and dialogue analyses. Emergent themes relating to autonomy and choice, independent and critical thinking, navigating authority, peer pressure, and choosing to be Muslim are explored. Themes related to halaqah as dialogic pedagogy, whether and how it supports the development of agency, resilience and independent thinking, and teacher and learner roles in halaqah, are examined. Moreover, findings from dialogue analysis, which evaluates the quality of educational dialogue generated within halaqah, that is, participants’ capacity to engage in dialogue with each other, as well as with an imagined secular other, are presented. The quality of the dialogic interactions is evaluated, as is evidence of individual participant’s autonomy in their communicative actions.
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Brum, Luciana Hahn. "O kañe (olhar) na cidade : práticas de embelezamento corporal na infância feminina Kaingang." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/37376.
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Esta dissertação tem como questão central as noções de beleza feminina corporal da infância feminina Kaingang moradora da cidade. A investigação foi realizada com dezesseis meninas com idades entre quatro e doze anos residentes em uma comunidade indígena localizada no bairro Lomba do Pinheiro em Porto Alegre. A pesquisa se desenvolveu entre os anos de 2009 e 2011 e buscou investigar, analisar e discutir em que medida as representações de beleza dos corpos femininos veiculadas nos meios de comunicação funcionam como pedagogias visuais e afetam as noções de beleza corporal feminina das meninas Kaingang. Procurou ainda compreender como essas meninas Kaingang absorvem as práticas de embelezamento e da cultura da cidade ao se relacionarem em diferentes territórios urbanos. Foram analisados aspectos corporais relacionados aos marcadores de gênero, classe social, raça e cor como construções históricas, sociais e culturais. A pesquisa de campo de cunho participante foi embasada em aportes da etnografia e em referenciais teóricos dos Estudos da Infância, Estudos Culturais e da Cultura Visual. As análises foram qualitativas nas quais foram cruzados os dados gerados a partir dos dizeres, desenhos e registros fotográficos das meninas Kaingang. Os resultados demonstraram que as meninas Kaingang da cidade possuem preocupações com a aparência de seus corpos que influenciam em suas feminilidades. Pela forma de lidarem com suas peles e cabelos, suas maneiras de vestir e se comportar as análises denotaram que suas valorações quanto ao que consideram ser belo e feio nos corpos femininos são absorvidas por meio das pedagogias culturais e visuais. A investigação explicitou ainda, que as meninas Kaingang sofrem influências dos ambientes territoriais nos quais circulam. Os meios midiáticos ou mesmo sociais e culturais da cidade reverberam nos valores que atribuem à beleza dos corpos femininos e, consequentemente, em suas identidades femininas infantis.The main objective of this dissertation is clarifying notions of urban Kaingang female children‟s bodily beauty. The investigation was conducted with sixteen four- and twelve-year-old girls living in an Indigenous community at Lomba do Pinheiro in Porto Alegre (RS). The research was developed between 2009 and 2011 and sought to investigate, analyse and discuss how representations for female bodies‟ beauty provided in the media work as visual pedagogies and act on notions of Kaingang girls‟ bodily beauty. It has also sought to understand how these Kaingang girls receive cosmetic practices and the city culture as they live in different urban territories. Bodily aspects concerning gender, class, race, and colour markers were analysed. The participating field research was drawn on ethnographic issues and theoretical referential for Child Studies, Cultural Studies and Visual Culture. Analyses were qualitative and data from Kaingang girls‟ statements, drawings and photographic shots were cross-referenced. The results demonstrated that Kaingang girls are concerned about how their bodies look like, which affect their femininity. In tune to the way they treat their skin and hair, the way they dress and behave, analyses noted that the value of what they regard as beautiful and ugly in female bodies are received through cultural and visual pedagogies. The investigation has also shown that the environment act on Kaingang girls. The city media, society and culture act on values ascribed to female bodily beauty and so their female child identities.
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Birrell, Carol L. "Meeting country deep engagement with place and indigenous culture /." View thesis, 2006. http://handle.uws.edu.au:8081/1959.7/20459.
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Thesis (Ph.D) -- University of Western Sydney, 2006.Thesis submitted for the degree of Doctor of Philosophy to the University of Western Sydney, College of Arts, School of Education. Includes bibliographical references.
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Manzoor, Shafta. "Impact of Indigenous Culture on women leadership in Pakistan : How does indigenous culture of Pakistan restricts career progress and leadership abilities of females of Pakistan." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43763.
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“Although the subject of female leadership is very well documented at an international level, Pakistan still lacks enough research in this area. This scarcity of research gives rise to a commonly held belief that gender equality has been achieved in Pakistan which hides the gender stereotypes and discrimination practices still prevailing in the country.” “Digging into the experiences of thirty working women, this study examined the effect indigenous culture of Pakistan has in shaping their life experiences as well as career success. The study followed a qualitative research approach with phenomenological theoretical framework. Fifteen females were interviewed from urban areas and fifteen from rural areas to draw a holistic picture of indigenous culture of Pakistan and its effect on career success of females.” “Female participants of this study were interviewed on skype and the data gathered through these interviews was analysed using grounded theory approach. Interviews were taken in Urdu and transcriptions were prepared in English to conduct analysis for this study. Seven categories were initially developed through open coding, followed by three clusters through axial coding an lastly the study created a theoretical framework through selective coding. Findings of the study indicate that indigenous culture strongly effects the career success of working women in Pakistan. Based on thematic analysis, the study concludes that indigenous culture of Pakistan puts taboos on females in the form of family bevahior, expectations and the structurally enforced inferior status of females which effects their leadership skills negatively and restricts their career growth.” “Indigenous culture of Pakistan creates mobility issues for women which restricts the possibility to join better jobs at other places instead of their home town and it also effects expansion of entrepreneurial ventures by restricting females to their home towns. Apart from social mobility, culture restricts the decision making power of females which effects their self-recognition and vision development and other skills necessary to become a better leader. Females also face difficulty managing work and family life because of the uneven domestic work burden on females and the concept that woman is the caretaker of house no matter how tough her job gets. Single females don’t face the problem of managing house work and family life however they face issues such as social immobility, preference of male colleagues over them because of their perceived short work life, lack of decision making power and lack of self-confidence.” “The participants were of the view that despite of all the challenges brought by culture, they are still struggling for their career and fighting against the taboos put by culture.” “Respondents of this study agreed that their family support is most important factor for them to stand against the cultural taboos and pursue their dreams. Therefore, this study concludes that there is a strong need to change the mind-set prevailing in these societies that female is a creature who has to be agreeable and caretaker of family and who is responsible for saving relationships. Although efforts have been done to give women equal rights in Pakistan, these efforts will become more meaningful if general perception of society about women and their role starts to change which will require awareness programmes and cooperation from academic institutions and policy makers.” Page 4 of 97 Impact of Indigenous culture on Female Leadership in Pakistan “This study recommends a future research on the perception of males about female colleagues working with them in order to examine if males of countries like Pakistan are ready to accept female leaders. As this study was conducted on females only, for future it is recommended to examine the mind set of males of the society to draw a comparison between situation of females and impact of males mind set on this situation.”
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Breske, Ashleigh M. L. "Politics of Repatriation: Formalizing Indigenous Cultural Property Rights." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96766.
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This project will be an empirical study into repatriation as a political practice. This theoretically-oriented project investigates how institutions and cultural values mediate changes in the governance of repatriation policy, specifically its formalization and rescaling in the United States. I propose a critical approach to understanding repatriation; specifically, I will draw together issues surrounding museums, repatriation claims, and indigenous communities throughout the development of the Native American Graves Protection and Repatriation Act (NAGPRA) in 1990 and current repatriation policy. The interdisciplinary academic narrative I build will explore practices of repatriation and how it relates to the subject of indigenous cultural rights.
Using the University of Pennsylvania Museum of Archaeology and Anthropology in Philadelphia, PA and the Field Museum of Natural History in Chicago, IL as models for the repatriation process, I will show the historic political tensions and later attempts to repatriate culturally significant objects and human remains in the United States. By examining entrenched discourses prior to NAGPRA and what changed to allow a new dominant discourse in the debates over repatriation claims, I will show that culturally-structured views on repatriation and narratives surrounding indigenous cultural property were transformed.
By examining ownership paradigms and analyzing discourses and institutional power structures, it is possible to understand the ramifications of formalizing repatriation. The current binary of cultural property nationalism/cultural property internationalism in relation to cultural property ownership claims does not represent the full scope of the conflict for indigenous people. Inclusion of a cultural property indigenism component into the established ownership paradigm will more fully represent indigenous concerns for cultural property. Looking at the rules, norms and strategies of national and international laws and museum institutions, I will also argue that there are consequences to repatriation claims that go beyond possession of property and a formalized process (or a semi- formalized international approach) can aid in addressing indigenous rights.
I will also ask the question, does this change in discourse develop in other countries with similar settler colonial pasts and indigenous communities, i.e. in Canada, New Zealand, Australia? My work will demonstrate that it does. Essentially, the repatriation conversation does not immediately change in one country and then domino to others. Instead, it is a change that is happening concurrently, comparative to other civil rights movements and national dialogues. The cultural and institutional shifts demanding change appear to have some universal momentum. The literatures to which this research will contribute include: museum studies, institutional practices, material cultural and public humanities, and indigenous right.PHD
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Hsieh, Ching-yueh. "Exhibiting minority culture : an exploration of exhibitions of indigenous culture in museums of Taiwan." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38217.
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The research subjects of this study are temporary museum exhibitions of indigenous culture in Taiwan. Via three case studies, each typifying a different approach to exhibition making, this study isolates the factors that affect the process of making museum exhibitions of indigenous culture in Taiwan, examines the effects that exhibition making has on the exhibited subject and delineates the nature and characteristics of such exhibitions themselves. The key findings of this study are that such factors as the rules and resources generated by cultural policy, administration and performance evaluation, the values, exhibition-making experience and reflexive insights -of exhibition planners, and the relationships among key actors in the exhibition-making process function to both constrain and enable the process; and via a mutually interlocking, mutually influencing means construct the exhibition content. The common characteristics produced during the process include 1) rule and resource constraint and enablement, 2) a marked effect on the exhibition produced by multiple-status actors, 2) mutual validation or recognition as the starting point of relationships between actors, and 4) reciprocity as the core behaviour in interpersonal relationships during the process. This study also examines the effects that the making of such exhibitions has on the exercise and development of indigenous rights in Taiwan. Among its discoveries are that top-down cultural policy intended to promote the exhibition-making development of local-level museums ends up narrowing their cultural representation options. Also, cooperation between exhibition planners and the source community can promote indigenous cultural self-determination but also can constrain cultural representation diversity and produce power inequalities within the source community. Based on the findings from its various case studies, this research provides recommendations for concrete ways that museums can foster the enhanced understanding and exercise of indigenous rights.
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Williams, Shayne Thomas, and shayne williams@deakin edu au. "Indigenous values informing curriculum and pedagogical praxis." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20071130.095612.
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As an Indigenous research study into the cultural quality of Indigenous education this thesis focuses on the proposition that mainstream education marginalises Indigenous learners because of its entrenchment in the Western worldview. The thesis opens with an analysis of the cultural dynamics of Indigenous values, the politics of Indigenous identity, and the hegemonic constraints of West-centric knowledge. This analysis is then drawn upon to critically examine the cultural predisposition of mainstream education. The arguments proffered through this critical examination support the case that Indigenous learners would prosper culturally and educationally by having access to educational programmes centred within an Indigenous cultural framework, thereby addressing the dilemma of lower Indigenous retentions rates.
This research study was conducted using a qualitative Indigenous methodology specifically designed by the researcher to reflect the values and cultural priorities of Indigenous Australians. Collective partnership was sought from Indigenous Australians, whom the researcher respected as Indigenous stakeholders in the research. Collegial participation was also sought from non-Indigenous educators with significant experience in teaching Indigenous learners. The research process involved both individual and group sessions of dialogic exchange. With regard to the Indigenous sessions of dialogic exchange, these resulted in the formation of a composite narrative wherein Indigenous testimony was united to create a collective Indigenous voice.
Through this research study it was revealed that there is indeed a stark and deep-seated contrast between the value systems of Indigenous and non-Indigenous Australia. This contrast, it was found, is mirrored in the cultural dynamics of education and the polemics of knowledge legitimacy. The research also revealed that Australias mainstream education system is intractably an agent for the promulgation of Western cultural values, and as such is culturally disenfranchising to Indigenous peoples. This thesis then concludes with an alternative and culturally apposite education paradigm for Indigenous education premised on Indigenous values informing curriculum and pedagogical praxis. This paradigm specifically supports independent Indigenous education initiatives.
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Van, Wye Kalynn Hicks. "Culture Interrupted: Assessing the Effects of the Shining Path Internal Armed Conflict in the Peruvian Highlands." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500169/.
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This study was a qualitative examination of social, economic, political, and cultural dilemmas that face Peruvian survivors of the Communist Shining Path Revolution, an internal armed conflict that cut a swath of terror and destruction during the years 1980-2000, with a reported loss of 69,000 residents either killed or considered “disappeared.” The conflict affected primarily poor, uneducated Andean campesinos and townspeople in the highland areas of the Ayacucho District. In this study, I looked closely at the responsibilities of both government and NGOs in the facilitation of readjustment during and after times of instability. In addition, specific challenges the elderly, women and campesinos face in a post-conflict world are analyzed and possible social policies are discerned that might be developed to better implement the transition to a new form of community. Ideas that emerged from this research may assist policy shapers in other less developed countries involved in similar conflicts by examining how Peru dealt with its own issues. Methodology included participant observation and interviews with long-term Ayacuchan residents who stayed-in-place during war time, along with migrants who went to live in shantytowns in more urban areas. The government-mandated Truth and Reconciliation Commission report serves as a framework as it outlined those ultimately deemed responsible and detailed what those affected may expect in the way of appropriate reparations and compensation in the future. Much emphasis is given to the emerging role of women and how ensuing shifts of gender specific cultural roles may affect familial and communal bonds in small-scale societies.
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Breault, Ainsley. "Native noise: Māori popular music and indigenous cultural identity." AUT University, 2010. http://hdl.handle.net/10292/927.
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This thesis argues that Māori popular music, regardless of genre, is a valuable resource in the formulation of a vibrant and relevant Māori rangatahi (youth) identity. Specifically, the research investigates the complex relationship between popular music, social space, and Māori culture and community in Aotearoa. The researcher interviewed six participants from within the Māori music community and practiced participant observation at popular music events. The findings of this qualitative research are framed by an in-depth literature review into questions of Māori identity, as well as an application of ethnomusicology theories on the relationship of music to place and community. The research output includes both a 30-minute documentary and this accompanying exegesis, which frames the documentary within relevant fields of scholarship and presents a critical analysis of its successes and weaknesses. The researcher elected to create a documentary in recognition of the medium’s ability to maintain the voice of the research participants, capture the dynamism of the Māori popular music scene, and increase the potential for the research to reach a wider audience. The use of documentary also allows for an exploration of the relationship between music and documentary, and begins a discussion on the potential of socially-conscious rockumentaries to reveal crucial social issues. Finally, the exegesis questions the ethics of outsider filmmaking, and explores how the concept of ‘Kaupapa Māori filmmaking’ influenced the process of making the film.
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Cai, Yunci. "Staging indigenous cultural heritage in Malaysia : instrumentalisation, brokerage, representation." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10037973/.
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This thesis examines the politics of heritage-making in Malaysia, focusing on the development of indigenous cultural villages, which have become increasingly prevalent in both West and East Malaysia. Based on ethnographic field research at four case study cultural villages – the Mah Meri Cultural Village and Orang Seletar Cultural Centre in Peninsular Malaysia, and the Monsopiad Cultural Village and Linangkit Cultural Village in East Malaysia, it explores the political, economic, and social dynamics surrounding the process of heritage-making at these four indigenous cultural villages, and considers the outcomes of the instrumentalisation. Drawing on the politics of instrumentalisation as a conceptual framework and expanding it to incorporate other dynamics relating to brokerage, staging and representation, it demonstrates how these indigenous cultural villages are beset with issues of brokerage, tensions over the representation of cultural heritage, and conflicting motivations over the instrumentalisation of the cultural heritage, in which politics of brokerage and representation dominated, reproducing structural inequalities that reinforce the dependency of indigenous communities on external and internal brokers rather build capacity for self-determination and empowerment. The cynical interpretation that indigenous cultural practices have been instrumentalised to serve certain economic, political, and social agendas is then complicated through an exploration of several counter-narratives and anti-discourses, particularly how cultural practices have also been performed for ritual efficacy and for more altruistic interests of indigenous people. This thesis makes an original contribution to indigenous museology by challenging the simplistic conceptualisation of indigenous communities as harmonious and unified wholes, and opens up the complexities for adopting the ‘culture for development’ as a developmental strategy, such that the opportunities for self-representation and self-determination can become dominated by the politics of brokerage, which can in turn facilitate or compromise their intended outcomes.
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Lawson, David Edward. "Indigenous Australians and Islam : spiritual, cultural, and political alliances." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/41738/1/David_Lawson_Thesis.pdf.
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This thesis examines why and how Indigenous Australians convert to Islam in the New South Wales suburbs of Redfern and Lakemba. It is argued that conventional religious conversion theories inadequately account for religious change in the circumstances outlined in this study. The aim of the thesis is to apply a sociological-historical methodology to document and analyse both Indigenous and Islamic pathways eventuating in Indigenous Islamic alliances. All of the Indigenous men interviewed for this research have had contact with Islam either while incarcerated or involved with the criminal justice system. The consequences of these alliances for the Indigenous men constitute the contribution the study makes to new knowledge. The study employs a socio-historical and sociological focus to account for the underlying issues by a literature review followed by an ethnographic participant observation methodology. In-depth open-ended interviews with key informants provided the rich qualitative data to compliment literature review findings. For the Indigenous people involved in this study, Islamic religious identity combined with resistance politics formed a significant empowering framework. For them it is a symbolic representation of anti-colonialism and the enduring scourge of social dysfunction in some Indigenous communities.
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Weerasinghe, Liyana Arachchige Ashesha Paveena. "Cultural diversity and Indigenous participation on Australian corporate boards." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/207760/1/Liyana%20Arachchige%20Ashesha%20Paveena_Weerasinghe_Thesis.pdf.
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This study explores Indigenous Australians’ participation on Australian corporate boards and investigates how Indigenous Australians pursue listed firm directorships, confirming their significant under-representation. A content analysis of Reconciliation Action Plans of listed firms reveals the existence of organisational initiatives to support the future leadership of Indigenous Australians. Through semi-structured interviews with Australian business leaders, perceptions of cultural diversity and pathways for Indigenous Australians to ASX directorships are detailed. Interview participants’ perceptions are organised under current status, views, and recommendations to improve cultural diversity. Key pathways to directorships are skills and experience, education and training, reputation, networking, and organisational support.
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Kaipper, Mávis Dill. "Aragwaksã : a retomada da terra, a festa de casamento e outras manifestações culturais indígenas Pataxó na Reserva da Jaqueira, Porto Seguro, Bahia." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7688.
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La présente recherche a comme objectif présenter l’Araguaksã - fête annuelle de la reconnaissance du territoire indigène Pataxó - et d’analyser les manifestations culturelles et historiques dans le contexte de cette célébration qui a débuté le 1er aout 1998 et que cette année de 2018 célébrera sa 20ème édition. La composition textuelle décrit le processus historique de formation et de dispersion territoriale du peuple Pataxó provoqué par la discrimination et la persécution, tandis que le texte d’imagerie montre les aspects artistiques-culturels et enregistre leurs manifestations traditionnelles, dans sa représentation photographique, dans laquelle sont présents les matériaux, les couleurs et les significations du profond symbolisme ethnique. Dans cette étude nous avons adopté une méthodologie de type qualitatif fondée sur une approche ethnographique. Comme méthodes de recueil de données nous avons utilisé l’observation participante, l’entretien semi-structuré, des enregistrements iconographiques, sonores et des images en mouvement. Pour l’analyse de données, nous avons choisi les principes d’analyse de contenu, afin de procéder à l’articulation théorique avec les rapports oraux, les photos du peuple Pataxó et leur mode de vie. La conclusion met en évidence les points importants de la culture autochtone Pataxó, tout en invoquant les droits constitutionnels de demander la reconnaissance civile des mariages réalisés dans les tribu dans les normes et la pratique juridique.
A presente pesquisa tem como objetivo apresentar o ARAGWAKSÃ, festa anual em comemoração ao reconhecimento do território indígena Pataxó, e analisar as manifestações culturais e históricas no contexto dessa celebração, que se iniciou em 1º de agosto de 1998 e, neste ano de 2018, estará comemorando a sua 20ª edição. A composição textual descreve o processo histórico da formação e dispersão territorial do povo Pataxó, provocada por discriminação e perseguição; enquanto o texto imagético mostra os aspectos artístico-culturais e registra as suas manifestações tradicionais em sua representação fotográfica, nas quais estão presentes materiais, cores e significados de profundo simbolismo étnico. Nesta pesquisa, adotou-se a metodologia qualitativa de princípios etnográficos, sendo que, para a coleta e a produção de dados, utilizaram-se a observação participante, a entrevista semiestruturada, os registros iconográficos e sonoros e as imagens em movimento. Para analisar os dados, foram escolhidos os pressupostos da análise de conteúdo, a fim de proceder à articulação teórica entre relatos orais, as imagens do povo Pataxó e seu modo de vida. As considerações destacam os pontos importantes da Cultura indígena Pataxó, ao tempo em que invocam os direitos constitucionais para requerer o reconhecimento civil dos casamentos realizados nas aldeias, dentro das normas e da praxe jurídica brasileira.
The present research aims to present ARAGWAKSÃ, an annual celebration to commemorate the recognition of the Pataxó indigenous territory, and to analyze the cultural and historical manifestations in the context of this celebration, which began on August 1, 1998 and in this year of 2018 will be celebrating its 20th edition. The textual composition describes the historical process of the territorial formation and dispersion of the Pataxó people, provoked by discrimination and persecution; while the imagery shows the artistic-cultural aspects and registers their traditional manifestations, in its photographic representation, in which are presented materials, colors and meanings of deep symbolism ethnic. In this research, the qualitative methodology of ethnographic principles was adopted. The participant observation, the semi-structured interview, the iconographic and sound records and the moving images were used for the collection and production of data. In order to analyze the data, the assumptions of the content analysis, were chosen in order to proceed with the theoretical articulation with the oral reports, photos of the Pataxó people and their way of life. The conclusion is to highlight the important points of the Pataxó Indigenous Culture, while invoking the constitutional rights to request the civil recognition of marriages in the villages, within the norms and legal practice in Brazil.
La presente investigación tiene como objetivo presentar el Araguaksán, fiesta anual en conmemoración al reconocimiento del territorio indígena Pataxó, y analizar las manifestaciones culturales e históricas en el contexto de esa celebración, que se inició el 1 de agosto de 1998 y, en este año de 2018, celebrará su 20ª edición. La composición textual describe el proceso histórico de la formación y dispersión territorial del pueblo Pataxó, provocada por discriminación y persecución; mientras que el texto imagético muestra los aspectos artístico-culturales y registra sus manifestaciones tradicionales, en su representación fotográfica, en las que están presentes materiales, colores y significados de profundo simbolismo étnico. En esta investigación, se adoptó la metodología cualitativa de principios etnográficos, siendo que para la recolección y la producción de datos, se utilizaron la observación participante, la entrevista semiestructurada, los registros iconográficos y sonoros y las imágenes en movimiento. Para analizar los datos, fueron escogidos los presupuestos del análisis de contenido, a fin de proceder a la articulación teórica entre los relatos orales, las fotos del pueblo Pataxó y su modo de vida. Las consideraciones finales destácan los puntos importantes de la Cultura indígena Pataxó, al tiempo que invocan los derechos constitucionales para requerir el reconocimiento civil de los matrimonios realizados en las aldeas, dentro de las normas y de la praxis jurídica en Brazil.
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Ndee, Hamad S. "Sport, culture and society in Tanzania from an African perspective : a study in historical revisionism." Thesis, University of Strathclyde, 2001. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=20366.
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Despite the significance of sport in the modern evolution of the societies of Africa, until recently, there has been a lack of academic interest in the extent of its assimilation into the fabric of these societies. In contrast, this is a cultural history of sport in Tanzania. It involves both cultural continuity and change, of shifting ideologies over time in response to political stimuli, and of the social processes of diffusion, assimilation, alienation, rejection, adaptation and restoration of culture. The thesis examines the place of sport in Tanzanian society in precolonial, colonial and post-colonial periods. Underlying this approach is a revisionism that permits the exploration of sport from a Tanzanian and an African perspective. The consideration of the pre-colonial period traces the different types of physical activities of early eastern Africa and explores their functions in the lives of the indigenous peoples. Then follows a discussion of the arrival of the Arabs and t heir role in the spread of Islam in later eastern Africa and considers the negative attitudes towards sport that resulted from this Islamisation. Next is the review of the German colonisation of the country and the Teutonic introduction of Western education into German East Africa. Hand in hand with this education went marching drills, parades and German gymnastics which have become significant components of school sport in contemporary Tanzania. The crucial contribution of the British imperialist to modern Tanzanian sport in the form of team games, athletics and gymnastics in the shape of 'adapted Athleticism', is then described and analysed. Finally, sport in independent Tanzania and its association with nationalism, modernisation and globalisation is scrutinised. The central argument of this thesis is that modern sport in Tanzania has been a consequence of a multifaceted evolution embracing three distinct periods of the country's history and three disparate legacies: indigenous, Islamic and European, but that it was the British middle class colonial educationalists, more than others, who were responsible for the sport of modern Tanzania. Thus, in independent Tanzania, as in many other developing countries in Africa, modern sport has become clearly associated with Western culture but now, in addition, is linked to nationalism, modernisation and globalisation. The thesis concludes with the argument that Tanzania keenly aspires to integration into the world of global sport but at the same time searches for a distinctive identity by utilising Tanzanian 'sport', past and present, as an integral part of education and as an important ingredient in her culture.
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Valentini, Aline de Alcântara. "História e cultura indígena nas licenciaturas em História: USP, UNESP/FCL-Assis, UNICAMP e PUC-SP." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19468.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico
The research accomplishes the study of the curricula of four courses of Graduation in History, all of located universities in the State of São Paulo, in search of to understand and to demonstrate the process for which contents of Indigenous History start to be relevant in these courses. The Law 11.645/08, ordained and sanctioned by the then president of the republic, Luís Inácio Lula da Silva - that turns obligatory the teaching of History and Indigenous Culture in every net of the basic teaching - it is direct fruit of the claims of the indigenous movement, NGOs (Non-governmental Organizations), indigenists and universities, that long for to see recognized the contributions of the indigenous people in the process of formation of the Brazilian nation. Referred her law when reinforcing the relevance that the school has when turning obligatory the teaching of the histories and indigenous cultures, it takes to the questioning and understanding of the importance of the University in the process of the teachers' formation and in the production historiographical for the teaching of the theme. In that context, the demand created by the law can appear for inclusion of contents, constitution of a specific academic discipline in the grating curricular, contests for the provision of vacancies for specialists in the area and increase of researches and institutional academic orientations. For the study we analyzed the pertinent legislation and the curriculum of the Degrees in History of USP, UNESP/FCL- Assis, Unicamp and PUC-SP, starting from the reading of the pedagogic projects, programs of disciplines and digest the most recent. The curriculum concepts and discipline used it reference in Ivor Goodson's considerations and André Chervel
A pesquisa realiza o estudo dos currículos de quatro cursos de Licenciatura em História, todas de universidades localizadas no Estado de São Paulo, em busca de compreender e demonstrar o processo pelo qual conteúdos de História Indígena passam a ser relevantes nestes cursos. A Lei 11.645/08, decretada e sancionada pelo então presidente da república, Luís Inácio Lula da Silva - que torna obrigatório o ensino de História e Cultura Indígena em toda rede do ensino básico - é fruto direto das reivindicações do movimento indígena, ONGs, indigenistas e universidades, que almejam ver reconhecidas as contribuições dos povos indígenas no processo de formação da nação brasileira. A referida lei ao reforçar a relevância que a escola tem ao tornar obrigatório o ensino das histórias e culturas indígenas, leva ao questionamento e entendimento da importância da Universidade no processo de formação dos professores e na produção historiográfica para o ensino da temática. Nesse contexto, a demanda criada pela lei pode apontar para inclusão de conteúdos, constituição de uma disciplina acadêmica específica na grade curricular, concursos para o provimento de vagas por especialistas na área e aumento de pesquisas e orientações acadêmicas institucionais. Para o estudo analisamos a legislação pertinente e o currículo das Licenciaturas em História da USP, UNESP/FCL-Assis, Unicamp e PUC-SP, a partir da leitura dos projetos pedagógicos, programas de disciplinas e ementários os mais recentes. Os conceitos de currículo e disciplina empregados referenciam-se nas considerações de Ivor Goodson e André Chervel
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Faaulufalega, Tailetai Pale. "How does Culture Impact on Educational Leadership in Samoa?" The University of Waikato, 2008. http://hdl.handle.net/10289/2260.
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The aim of this research was to explore the relationship between culture and the educational leadership of six secondary school principals in Samoa. Educational leadership is a bounded process and is subject to the cultural traditions and values of the society in which it is exercised. To date, no research has been undertaken on this topic in Samoa. This qualitative study used a semi-structured interview process to gather data from the secondary school principals who had been principals for more than three years in government schools. It also sought to explore how professional development of the principals might be undertaken. The principals in this study were interviewed both face-to-face and by telephone. The findings revealed that culture significantly impacted on their leadership. The matai culture was particularly influential. For example, respect, Christianity, role modelling and the importance of using the Samoan language to communicate within the school context were all influential. The findings also revealed the effective leadership styles applicable to Samoan school context in relation to indigenous cultural leadership. For example, inclusive/consensus/collaborative leadership style that is practiced in Samoan culture is effectively used by principals to lead schools. The organisational culture of the Ministry of Education Sports and Culture in Samoa (MESC) also considerably impacts on educational leadership. For example, the policies from the MESC sometimes contradict with the practice of the principals, such as the principal's practice of corporal punishment is a crime in the MESC and United Nation policies. This research also revealed the gap between the western models of leadership and the Samoan indigenous cultural context and leadership practice by the principals. Therefore, all the principals involved in this study positively engaged with their Samoan cultural values and beliefs to lead schools effectively. However some Samoan indigenous cultural values and beliefs impact negatively on the education system. They need to be considered so as not to inhibit the development of educational leadership of Samoan principals. Today's education has grown rapidly in terms of technology therefore educational leaders must adapt and change their leadership. Principals must be professionally trained so that they would lead effectively. According to Smith (1992, p. 9) To change education is to change society
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Labriola, Christine. "Environment, Culture, and Medicinal Plant Knowledge in an Indigenous Amazonian Community." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/143.
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Diminishing cultural and biological diversity is a current global crisis. Tropical forests and indigenous peoples are adversely affected by social and environmental changes caused by global political and economic systems. The purpose of this thesis was to investigate environmental and livelihood challenges as well as medicinal plant knowledge in a Yagua village in the Peruvian Amazon. Indigenous peoples’ relationships with the environment is an important topic in environmental anthropology, and traditional botanical knowledge is an integral component of ethnobotany. Political ecology provides a useful theoretical perspective for understanding the economic and political dimensions of environmental and social conditions. This research utilized a variety of ethnographic, ethnobotanical, and community-involved methods. Findings include data and analyses about the community’s culture, subsistence and natural resource needs, organizations and institutions, and medicinal plant use. The conclusion discusses the case study in terms of the disciplinary framework and offers suggestions for research and application.
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Xanthaki, Alexandra. "Indigenous rights in the United Nations system : self-determination, culture, land." Thesis, Keele University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394654.
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Afadameh-Adeyemi, Ashimizo. "Indigenous peoples and the right to culture : an international law analysis." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/4502.
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Includes bibliographical references.In the post or neo-colonial era, the question of fair and equitable treatment of indigenous peoples remains a subject of international political and legal discourse. Efforts have been made to study ways of promoting and protecting indigenous rights and to develop international norms for the protection of these rights. These efforts have sprung forth a plethora of questions; these questions include 'who qualifies as indigenous peoples?' and 'what rights do they enjoy under international law.' This thesis takes a cursory look at the conceptual underpinnings of indigenous peoples and specifically evaluates their right to culture in the parlance of international law.
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Karajaoja, Ritva. "Commoditization of indigenous cultures through tourism." Thesis, 1995. http://hdl.handle.net/2429/3606.
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This essay looks at cultural commoditization by indigenous people in Third World countries in response to tourism. The common assumption is that commoditization invalidates a culture and that it somehow becomes inauthentic. I show that even though the Indians of the Peruvian highlands sell their “Indianess” for tourists to photograph, the real commoditization takes place by mestizos who appropriate Indian culture: their dress, rituals, handicrafts. The Indians and
mestizos are both trying to maximize their share of tourism revenue, little of which actually gets to the highlands. Neither culture, however, becomes inauthentic in the process. While the meanings of cultural products may be altered over time, no culture is static and fixed in time: new meanings are relevant within the context of contemporary society.
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Smith, Diane Evelyn. "Cultures of Governance and the Governance of Culture : Indigenous Australians and the State." Phd thesis, 2011. http://hdl.handle.net/1885/8170.
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This PhD Thesis By Publication poses two concepts – ‘cultures of governance’ and the ‘governance of culture’ – as tropes by which to analyse the contemporary condition of Indigenous governance. The thesis publications enable a theoretical understanding of Indigenous governance as being culturally self-referential field of meshed nodal networks, and as also influentially shaped by its intercultural articulation with the governmentality of the Australian state. In doing so, concepts of governance, governmentality, field, power, agency, legitimacy, network, culture and intercultural are investigated and theoretically refined.
Eight published papers are presented which have valuable synergies between them. They are laid out under five Parts which focus on particular aspects of governance and governmentality. The publications provide extensive ethnographic evidence and analyses derived from long-term fieldwork undertaken over a period of 37 years in rural, urban and remote Indigenous locations across Australia, as well as with governments and their departments. These provide the bases upon which a cohesive theoretical framework is newly developed by way of the thesis conclusion. On a more pragmatic level, the Conclusion also highlights he significance of that framework for the ongoing relationship between Indigenous Australians and the state, and their practices of governance and governmentality.The following article: Economy and governance in Aboriginal Australia (pp. 175-186). Sydney : Sydney University Press. (ISBN 1920898204). Paper from the Proceedings of a Workshop of the Academy of the Social Sciences in Australia held at the University of Sydney 30 November-1 December 2004; forms part of the thesis and can be accessed at - Culture, economy and governance in Aboriginal Australia, edited by Diane Austin-Broos and Gaynor Macdonald.http://purl.library.usyd.edu.au/sup/1920898204: Sydney University Press, 2006. ISBN 1920898204
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Yu-Fang, Yeh, and 葉玉芬. "The Digital Issues of Indigenous Cultures in Anthropological Museum." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/a53g6a.
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碩士國立臺東大學
南島文化研究所
97
This thesis proposes to discuss the digital issues of indigenous cultures which about moral and philosophy in anthropological museum in Taiwan. The digital issues of this study are as follow. The first issue is to study the metadata of digital archives of museum. The second issue is to research the relation of museums, anthropologists, and aborigines. The Third issue is to discuss the browsing interface design of digital museum. The final issue is to study the issue about collective knowledge and application of value-add. In light of the outcome of content analyzing, this study draws some conclusions as below: 1.To place importance on construction of metadata for digital archives. 2.Strengthening the relation of inter-subjectivity between museums and aborigines. 3.To combine information with originality. 4.The application of value-add must to think about a user.
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Thompson, Stephanie Lindsay. "Museums connecting cultures : the representation of indigenous histories and cultures in small museums of Western Sydney." Master's thesis, 2003. http://hdl.handle.net/1885/148519.
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CHAPUT, PAUL JOSEPH ANDRE. "NATIVE STUDIES IN ONTARIO HIGH SCHOOLS: Revitalizing Indigenous Cultures in Ontario." Thesis, 2012. http://hdl.handle.net/1974/7075.
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I hypothesize that specific aspects of education are central to the revitalization of culture amongst Aboriginal peoples in Ontario, and that this revitalization is integral to cultural continuity. I will show the relationship between key aspects of education and cultural revitalization as I track and assess the impacts of Ontario's high school Native Studies suite of courses. The key aspects are: the ability to generate and control content, the content itself (who it targets and serves and how it is applied) and how innovative ideas are implemented, through what processes and with whose help.
Recent trends emerging from the analysis of Ontario Ministry of Education (OME) data on the implementation of its suite of ten Native Studies high school courses suggest that the consistent efforts of several generations of First Nations, Métis and Inuit educators working behind the scenes since the late 1960s have resulted in significant and meaningful increases in the number of Native Studies courses offered, the number of schools and school boards offering them, and the number of students enrolling.
Considering the context of Aboriginal education in Ontario since the 1960s these general results may certainly be interpreted as progressive. I discuss seven catalysts that have had an indisputable influence over the ability of Indigenous educators to exercise an increasing degree of control over the Ontario Ministry of Education Native Studies curricula. While acknowledging the perspectives of scholars such as Taiaiake Albert, Maria Battiste, Pamela Palmater and Marie Brant-Castellano who argue for “Indian control of Indian education” based on the inherent right of Indigenous peoples to self-government - enshrined in Canada’s “Constitution Act” (1982) - my findings indicate that, given the resources and opportunity to lead the creation of Native Studies courses in Ontario, many Indigenous educators, leaders and communities have opted to take proactive roles in the process, all the while participating in the struggle for the Indigenous constitutionally-inherent right to control all aspects of their education. I argue that we are seeing a resurgence of Indigenous cultures in Canada, and more particularly in Ontario.Thesis (Master, Geography) -- Queen's University, 2012-04-18 18:20:07.041
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Chu, Yi-Hua, and 朱怡樺. "Food, Indigenous Community, and Identity: The Case of Lalauran People's Millet Cultures." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/qjgzpm.
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碩士國立東華大學
族群關係與文化學系
102
This research studies on Lalauran tribe. It regards food as a cultural symbol. It attempts to explore the inter-ethnic identity in practice by participant observation, In-depth interview and literature analysis. Millet is the staple food in the past Lalauran tribe. Both the rituals of the life and the construction of the tribe are around the millet. But with the social changes and diversification of diet, the rituals of life cycle which around the millet is loosened. Then, with the millet cultural industry being established, Lalauran people link both of past and present millet cultural together. Millet is inseparable from them again. This research discusses the millet cultural industry which includes the context of culture and history on Lalauran tribe. Lalauran people use the symbol of food to express cultural information and ethnic relations. Then the research discovers that the development of community industry is interleaved with whose historical memory together. Thus the research regards ethnic food as a “material”, and infers that the indigenous food culture correlates with the ethnic development of identity. In this way, this research expects to promote the establishment of ethnic autonomous.