Dissertations / Theses: 'Intercultural processes'

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Davison, Susan Farmar Canney. "Intercultural processes in multinational teams." Thesis, London Business School (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319367.

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Repana, Vasiliki. "Intercultural schooling in Greece : a study of schooling processes and teaching practices in four urban intercultural primary schools." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020561/.

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This is a school based ethnographic style inquiry that took place in four intercultural primary schools in a major metropolitan area of Greece and extended over a period of a school year. Intercultural schools were introduced in Greece by Law in 1996 and that was the first official recognition of the educational needs of children coming from different cultural backgrounds. The overall aim of this thesis is to uncover teachers' beliefs and practices and explore by an in depth analysis, the everyday operation of intercultural schools in Greece by identifying both their explicit aims and hidden agendas in relation to the education of 'foreign' children. It aimed to unravel their everyday schooling processes and examine intercultural ideology in practice. The study used a mixture of qualitative methods that included observations, interviews with the head teachers, classroom and bilingual teachers and analysis of school based and educational policy documents. The findings suggest that the educational practices identified, treated the diversity of `foreign' children as an educational problem that hindered their progress and had to be altered in order to fit the school's culture and norms. As a result, 'foreign' children attended bilingual classes that focused mainly on the teaching of the Greek language and aimed to integrate them quickly into the mainstream classroom, in order to match the school's criteria of 'normality'. Children's previous educational experiences and cultural capital were neglected, as was their first language which was seen as a constraint to their integration in the mainstream classroom and, in effect, to Greek society more broadly. Overall the study suggests that intercultural schools, despite their rhetoric, still work within a monocultural and monolinguistic framework and act as sites for the reproduction of State ideology and culture. The study concludes by proposing a different model of education for all children, based on democratic values and citizenship education, aiming to prepare competent and active citizens with multiple identities to meet the challenges of the national, European and global context.

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Ferrin, Donald Lee. "Do as the Romans? : interpersonal influence processes in intercultural work relationships /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.

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Martins, Denise Andrade de Freitas. "Desvelando para ressignificar: processos educativos decorrentes de uma práxis musical dialógica intercultural." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/2363.

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The aim of this study was to identify and understand the educational processes originated from the construction-reconstruction of an intercultural dialogical musical practice together with a participating community (students, parents, educators) from an extension project, in the city of Ituiutaba, Minas Gerais, the Project Writing the Future (Re) cutting papera, creating pannels. This project, which involves three educational institutions: the University, Universidade do Estado de Minas Gerais, Unidade Ituiutaba, the Music School, Conservatório Estadual de Música Dr. José Zóccoli de Andrade , and the Basic Educational School, Escola Estadual Governador Bias Fortes, is understood as a social practice, given that everybody participates freely, being able to access or leave when they wish to do so. Based on the dialogue and marked by a strong sense of collaboration, companionship is a basic requirement for such practice. The processo of construction-reconstruction of the research had as reference the pedagogical principles of the Brazilian educator Paulo Freire and was composed of two moments: data collection (intervention procedures: questionnaires, interviews, meetings) and development (gatherings, partitura, travelling, performance) of the Generating Music, seen as the step by step of this process, based on the daily lives of the people involved their musical tastes, knowledge and skills. The theoretical reference was basically sustained mainly by the concepts of culture and interculturality. Inspire by phenomenology and of a qualitative nature, the principal tool for data collection was the field journals, with a later analysis, also interviews, photographs, film footages, drawings and texts written by the collaborating participants, term used in this research to refer to the students. The analysis of the data collected during the intervention and registered in the field journals enabled the construction of the following categories: A) Strengthening of the Identity: Oh my, he is strong, he is Zumbi, black warrior just like us! ; B) Respect towards others: I was feeling rather comfortable to play some music! ; C) Desire to become more: When this project started it changed my whole life! [...]. Now I can only do music! . Thus, we consider that practices in Musical Education demand, from those involved in it, commitment and responsability, permanent search of knowledge and skills, respect and acknowledgement of others. However, the process of teachers development, the stimulus of motivation with musical and personal development quality, the c reative and cooperative interaction in the familiarity of the different cultures, the guarantee of a musical education and teaching commited to the development of citizenship and the rights exercise, yet, present themselves as challenges to be face at present.
O objetivo deste estudo foi identificar e compreender os processos educativos decorrentes da construção-reconstrução de uma práxis musical dialógica intercultural junto à comunidade participante (estudantes, responsáveis, educadores/as) de um projeto de extensão, na cidade de Ituiutaba, Minas Gerais, o Projeto Escrevendo o Futuro (Re) cortando papéis, criando painéis. Esse projeto que envolve três instituições de ensino: a universidade, Universidade do Estado de Minas Gerais, Unidade Ituiutaba, a escola de música, Conservatório Estadual de Música Dr. José Zóccoli de Andrade , e a escola de educação básica, Escola Estadual Governador Bias Fortes é compreendido como sendo uma prática social, já que as pessoas participam por vontade e finalidades próprias, com liberdade de acesso e permanência. Com base no diálogo e marcada de forte espírito de co-laboração, a convivência é condição básica em práticas como essas. O processo de construção-reconstrução da pesquisa teve como referência os princípios pedagógicos do educador brasileiro Paulo Freire e constou de dois momentos: levantamento (procedimentos de intervenção: questionários, entrevistas, reuniões) e desenvolvimento (encontros, partitura, viagem, apresentação) da Música Geradora, compreendida como o passo a passo desse processo, com base no dia a dia das pessoas envolvidas seus gostos musicais, conhecimentos e habilidades. O referencial teórico se sustentou principalmente nos conceitos de cultura e interculturalidade. Com inspiração na Fenomenologia e de natureza qualitativa, o principal instrumento de coleta de dados foram os diários de campo, com posterior análise, além de entrevistas, fotos, filmagens, desenhos e textos escritos pelos/as participantes colaboradores/as, termo usado nesta pesquisa para se referir aos estudantes. A análise dos dados levantados na intervenção e registrados em diários de campo possibilitou a construção das seguintes categorias: A) Fortalecimento da Identidade: Nossa, ele é forte, é o Zumbi, guerreiro negro igual nóis! ; B) Respeito ao outro: Eu tava sentindo muito à vontade para tocar música! ; C) Desejo de ser mais: Quando esse projeto entrou, mudou a minha vida inteirinha [...]. Agora fiquei só nas música! . Dessa forma, consideramos que práticas em Educação Musical exigem, das pessoas envolvidas, compromisso e responsabilidade, busca permanente de conhecimentos e habilidades, respeito e reconhecimento do Outro. Entretanto, o processo de formação de professores/as, o estímulo à motivação com qualidade do desenvolvimento musical e pessoal, a interação criativa e cooperativa na convivência das diferentes culturas, a garantia de uma educação e um ensino de música comprometido com a formação para a cidadania e o exercício de direitos, ainda, se apresentam como desafios a serem enfrentados na atualidade.

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Padawer, Ana, and María Laura Diez. "Mobility and identification processes in indigenous and migrant children’s intercultural experiences of life in Argentina." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/79244.

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Este trabajo aborda los procesos de identificación de niños indígenas y migrantes en Argentina, considerando la incidencia de los desplazamientos espaciales y las experiencias interculturales de vida. nos proponemos reflexionar acerca de cómo las identificaciones se vinculan con la movilidad de los niños y sus familias, a partir de dos investigaciones etnográficas sobre experiencias formativas de niños indígenas mbyà-guaraní de la provincia de misiones y migrantes de Bolivia en Buenos Aires.A partir de la reconstrucción de dos historias de vida, analizamos cómo los niños se integran en comunidades de práctica ligadas a la reproducción social en el contexto de desplazamientos, que implican experiencias distintivas en términos generacionales referidas a los procesos de escolarización, actividades productivas y dimensiones expresivas de la vida social. Las investigaciones realizadas nos permitieron advertir que los niños y niñas producen identificaciones en las que se tensionan visiones idealizadas de los territorios deorigen con procesos de transformación, dejando en evidencia las dinámicas intergeneracionales de definición de elementos demembresía de los que son parte activa.
In this paper we analyse migrants and indigenous ‘children identification processes in Argentina, considering the influence of special mobility and intercultural experiences of life in their sense of belonging. We consider how identifications and mobility by two ethnographic researches about formative experiences of mbyà- Guaraní children of misiones province and Bolivian migrants living in Buenos Aires.By two life stories, we analyse how children participate in communities of practice linked with social reproduction in contexts of mobility, which imply generation’s distinctive experiences referred to school, productive activities and expressive dimensions of social life. Our research shows the children are active producers of identifications where origin territories idealized images are stressed by transformation’s process, evidence of inter-generation’s dynamicsof membership’s definitions.

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Liu, Leigh Anne, Chei Hwee Chua, and Günter Stahl. "Quality of Communication Experience: Definition, Measurement, and Implications for Intercultural Negotiations." American Psychological Association, 2010. http://epub.wu.ac.at/3046/2/comm2010_JAP_final_28_Jan_2010_with_author_infox.pdf.

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In an increasingly globalized workplace, the ability to communicate effectively across cultures is critical. We propose that the quality of communication experienced by individuals plays a significant role in the outcomes of intercultural interactions, such as cross-border negotiations. In four studies, we developed and validated a multidimensional conceptualization of Quality of Communication Experience (QCE) and examined its consequences in intracultural versus intercultural business negotiation. We proposed and found three dimensions of QCE, namely Clarity, Responsiveness, and Comfort. Findings from intercultural and same-cultural negotiations supported the hypotheses that QCE is lower in intercultural than intracultural negotiation; and that a higher degree of QCE leads to better negotiation outcomes. Moreover, we found evidence that the beneficial effects of higher QCE on negotiation outcomes are more pronounced in intercultural than intracultural negotiation. We propose an agenda for future research and identify implications for practice.

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Vallazza, Oscar. "Processes of nurturing and maintenance of multicultural identity in the 21st century : A qualitative study of the experience of long-term transcultural sojourners." Thesis, Linköping University, Department of Behavioural Sciences and Learning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-59533.

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In today’s world, exposure to other cultures has become a symbol of increasing globalization processes. Many people leave their home area to embark on a voyage of discovery and learning that affects their original cultural identity.

This study explores the life experience of independent transcultural sojourners, i.e. people who freely decide to relocate to different cultural contexts after their formative years. The inquiry covers three major themes of their intercultural experience: Multicultural identity, processes of intercultural adaptation, and change and transformation ensuing from multiple intercultural relocations. The aim of this study is to show the effects of multiple intercultural experiences on the identity of transcultural sojourners, and how they dealt with relevant emerging processes of intercultural adaptation.

Following a format suggested by Seidman (1996), five respondents were asked to recount and reflect on their transcultural experience in three separate, asynchronous interviews that covered three dimensions of their intercultural experience: past, present, and reflections. The ensuing text comprised about 16,000 words and was analyzed using both a narrative and a thematic approach using a mixed typology of categories and sub-themes made up of indigenous typology stemming from relevant scholarly literature and researcher-constructed typology suggested by the researcher and the respondents.

The analysis indicates that personal factors like mindfulness, motivation, resourcefulness, and intercultural awareness strongly influence processes of Intercultural communication competence and Multicultural identity development. Contextual factors are also relevant, as they include issues of avowed and ascribed identity. The analysis also shows no specific, generalizable link between the presence of intercultural stimuli in the original cultural milieus and the decision to relocate across cultural boundaries. Furthermore, it points to a strong relation between Piagetian constructivist learning theories and the development of ICC competence. The study also indicates that independent transcultural sojourners are in a position to negotiate the level of their integration and marginality, which in turn affects the spectrum of their Intercultural communication competence.

Finally, this study indicates the limited applicability of traditional functionalist approaches to understanding and conceptualizing processes of intercultural adaptation and multicultural identity building. It also suggests the need for a shift towards a dialogical perspective informed by systems-thinking and Chaos theory.

The author would like to acknowledge the inspiration and passion for intercultural issues provided over the years by the Intercultural Insights on-line community.Seattle, summer 2010.

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Cosentino, Leonardo Antonio Marui. "Nós versus eles, eles e elas: comparação intercultural e intersexual na detecção de coalizões e alianças." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-26052009-140148/.

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Duas visões diferentes podem ser identificadas na literatura sobre codificação de raça no processo de formação de primeiras impressões (categorização social): 1) A codificação de raça é um processo automático, inevitável e obrigatório; 2) é um processo dependente do contexto, que diminui com a explicitação de pistas visuais indicativas da afiliação a grupos, mostrando que a codificação de raça não é obrigatória. O objetivo da presente pesquisa foi: medir a codificação de coalizão e raça e seus efeitos na presença e ausência de pistas visuais de coalizão, confrontar o desempenho de uma amostra brasileira com uma amostra norte-americana e comparar os resultados de homens e mulheres. No primeiro estudo, foi usado o protocolo de confusão de memória, uma medida discreta para revelar quais dimensões os participantes estão categorizando dos indivíduos-alvo. Através deste protocolo, 569 participantes de sete estados brasileiros (BA, ES, MT, RJ, RN, SC, SP), 280 homens e 289 mulheres de 17 a 58 anos, foram expostos a uma situação experimental de rivalidade entre dois times em duas condições distintas: pista visual de coalizão presente (camisetas com cores diferentes para cada time) versus ausente (camisetas com cores iguais para os dois times). Foi encontrado que a codificação de coalizão aumentou e de raça diminuiu quando pistas visuais de coalizão foram amplificadas. Esses resultados são semelhantes aos obtidos na amostra norte-americana. Além disso, encontramos, de maneira geral, semelhança entre o desempenho de homens e mulheres, mas uma sutil diferença na condição onde todos os jogadores vestiam camisetas com cores iguais. Adicionalmente, foi realizado um estudo avaliando características atribuídas por juízes aos indivíduos-alvo do primeiro estudo. Verificamos que o indivíduo-alvo mais escolhido pelos homens no primeiro estudo foi julgado como o mais forte no segundo, enquanto o avaliado como mais rico e bem-sucedido tendeu a ser mais escolhido pelas mulheres quando todos os jogadores vestiam camisetas da mesma cor. Os resultados gerais sugerem a universalidade do mecanismo de detecção de coalizões e alianças, que codificação de raça pode ser um subproduto da psicologia da coalizão e que diferenças intersexuais na codificação de informações ambientais podem ter evoluído a partir de diferentes pressões evolutivas relacionadas às dinâmicas da seleção sexual.
Two different perspectives could be identified in literature about race encoding in the formation of first impressions (social categorization): 1) race encoding is an automatic, inevitable and mandatory process. 2) race encoding is a context-dependent process which decreases with the amplification of visual cues indicating group affiliation. The objective of this work was to measure the coalition and race codification and their effects in the presence and absence of coalition visual cues, to compare the results of the Brazilian sample with a North American sample, and to compare the results of men and women. In the first study, the memory confusion protocol - an unobtrusive measure developed to investigate how people use the features of others as a basis of social categorization - was used to assess encoding. 569 participants from seven different states (BA, ES, MT, RJ, RN, SC, SP), 280 males and 289 females, between 17 to 58 years old, were exposed to an experimental context of rivalry between two teams in two different conditions: shared visual appearance (each team wore jerseys of different colors) versus absence of shared visual appearance (all individuals were wearing jerseys of same color). We found that coalition encoding increased and race encoding decreased when visual cues of coalition were amplified, which implies that race encoding is not an inevitable and mandatory process. These results are generally similar with the North-American findings. Moreover, we found, in general, resemblance in men and women performances, but a slight difference in the conditions where all individuals were wearing jerseys of same color. Additionally, another study was conducted to assess features of the experimental models attributed by judges. We verified that the model chosen more by men was judged as the strongest, and the model tended to be chosen more by women was judged as the richest and well succeed, when all models were wearing jerseys of same color. The general results suggest the universality of the detecting alliance and coalitions mechanism; that the encoding by race could be a byproduct of coalitional psychology, and sexual difference in the codification of environmental informations could have evolved by sexual selection.

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Nascimento, Leandro Luis Santos e. "Etnia e coalizão: um estudo sobre categorização social em um contexto de conflito grupal." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-30112009-113837/.

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Para uma comparação intercultural das influências do contexto sobre a codificação de etnia, duas variações do Protocolo de Confusão de Memória (PCM) foram aplicadas em brasileiros. Ambas as variações consistem em uma exibição de slides de uma discussão entre duas equipes esportivas rivais, com membros negros e brancos em ambos os times, em duas condições: Controle (times com roupas de cores idênticas) e Experimental (times com roupas de cores distintas). As variações são: Traduzida, com fotos de jogadores de basquete usadas no experimento original e diálogo traduzido; e Adaptada, com fotos de brasileiros com camisetas de futebol e com o diálogo reelaborado visando consistência com o esporte. O estudo foi dividido em três fases: (I) exposição de 84 participantes, do estado de São Paulo ao PCM Traduzido (II) exposição de 569 participantes em sete estados brasileiros (BA, ES, MT, RJ, RN, SC, SP) ao PCM Traduzido (III) exposição de 77 participantes do estado de São Paulo ao PCM Adaptado. Na Fase I, a codificação etnia acompanhou o aumento da intensidade da codificação de coalizão (condição experimental), em contraposição ao experimento original (Kurzban et al., 2001). Na Fase II, a codificação de etnia diminuiu de intensidade quando a codificação de coalizão aumentou, em taxa similar à da aplicação original, mas a codificação de coalizão manteve taxa mais baixa, em ambas as condições, em relação aos dados originais. Na Fase III os resultados em ambas as dimensões foram análogos aos da aplicação original. O conjunto de dados reforça a teoria da universalidade do módulo de codificação de coalizão e que a codificação de etnia seja subproduto deste. Também refletem a importância de uma adaptação cuidadosa em estudos interculturais.
For a cross-cultural comparison of context influences in ethnicity encoding, two variations of the Memory Confusion Protocol (MCP) were applied on Brazilians. Both variations consist in a slide-show exposition of a discussion between two rival teams, with black and white players on both sides, in two forms: Control (teams with identical grey colour) and Experimental (teams with different colours). The two variations were: Translated Only, with photographs of basketball players used in the original experiment, and the respective translated dialog; and Adapted, with photographs of Brazilian models with soccer uniforms and a re-elaborated dialog, more fitting to this sport. The research was divided, then, in three different phases: (I) a 84 participants experiment with the Translated MCP, in the state of São Paulo (II) a 569 participants experiment with the Translated MCP, in seven different Brazilian states (BA, ES, MT, RJ, RN, SC, SP); and (III) a 77 participants experiment with the Adapted MCP, in the state of São Paulo. In Phase I, the ethnicity encoding, contrary to the original experiment (Kurzban et al., 2001), accompanied the intensity grown of the coalition encoding. In Phase II ethnicity encoding lowered in intensity during a the raise of intensity of coalition encoding, but coalition encoding kept a lower intensity, in both conditions, if compared to the original experiment coalition encoding rates. In Phase III, the results of both dimensions are analogue to those of the Kurzban et al., 2001 experiment. The data obtained strengthens the theory of a universal coalition encoding module, and encoding ethnicity as a byproduct of it. The data also reveals the importance of a carefully planned adaptation in order to run cross-cultural studies.

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Parker, Alan. "Towards heterogeneous faith communities : understanding transitional processes in Seventh-day Adventist Churches in South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/5493.

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Thesis (DTh (Practical Theology and Missiology))--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: This dissertation examines racial transition toward heterogeneity in three Seventh-day Adventist congregations in South Africa. This dissertation aims to uncover social factors involved in this change as well as to set forth a theological direction with application to the local faith community. The first section examines recent studies and literature on multiracial congregations, indicating a possible breakdown between theory and practice. Using insights from Kuhn, Gadamer, Habermas, and Geertz, a critical correlational approach is proposed using narrative, community-based praxis, dialectical thinking, and eschatological vision. The theological methods of Groome and Browning are combined to suggest a four-phase approach to practical theological research. The second section undertakes an ethnographic study of three Seventh-day Adventist congregations on the outskirts of Durban, Cape Town and Johannesburg. Congregations are examined through the fourfold lens of history, identity, process and program. All three congregations are then compared and analysed from both an etic and emic perspective. Differences between various racial groups are examined and congregational challenges and resources identified. It is shown that while positive racial attitudes exist, underlying black distrust, white fears and other reconciliation issues need to be addressed. Common challenges include continuing racial change, mission and identity issues, evangelism issues, leadership issues and worship issues. Helpful resources in the congregations include an accepting culture, a common language, strong leadership, members with previous multicultural experience and an attractive worship service. Cultural adaptation is analysed through a psychological model ('W-Model') and a congregational model, both of which indicated tensions between assimilationist and integrationist patterns. The third section critiques the sociological approach through a theological hermeneutic. Hospitality to the stranger is proposed as an alternative narrative for handling transition to diversity, and is compared with existing narratives of difference and unity. The witness of Scripture shows both the need to embrace otherness as well as how central hospitality is to God‘s mode of interaction with His created order. The implications of this embrace are explored in terms of other theological models of identity and otherness, reconciliation, the missio Dei and the kingdom of God. In the final section a model of showing hospitality to the stranger is examined in terms of the following movements: (a) the invitation or welcome, (b) providing the gift, (c) feasting at the table, (d) sharing stories, (e) providing a room, and (f) becoming part of the household. The goal is to show how to grow in intimacy without destroying identity. Tensions in the practice of hospitality to the stranger are examined: risk is balanced against opportunity, identity against otherness; boundaries are worked out in a context of sacrifice. Nevertheless, in spite of these paradoxical tensions, it is seen that in this narrative there is potential for bringing diverse communities together based on an ethic of self-giving and mutual acceptance.
AFRIKAANSE OPSOMMING: Hierdie proefskrif ondersoek die transformasieproses van homogene na heterogene gemeentes ten opsigte van ras in drie Sewendedag Adventiste gemeentes in Suid-Afrika. Die tesis beoog om sosiale faktore wat die transformasieproses beïnvloed te bespreek sowel as om in die verband teologies rigting te gee aan plaaslike geloofsgemeenskappe. Die eerste afdeling ondersoek onlangse studies en literatuur in verband met veelrassige gemeentes en toon 'n moontlike uiteensetting van teorie en praktyk. Deur gebruik te maak van die insig van Kuhn, Gadamer, Habermas, en Geertz word 'n kritiese korrelatiewe benadering voorgestel wat gebruik maak van narratiewe, gemeenskap gebaseerde praxis, dialektiese denke, en eskatologiese visie. Die teologiese metodes van Groome en Browning word gekombineer ten einde 'n vier-fase benadering tot praktiese teologiese navorsing voor te stel. Die tweede afdeling onderneem 'n etnografiese studie van drie Sewendedag Adventiste gemeentes aan die buitewyke van Durban, Kaapstad en Johannesburg. Gemeentes word bestudeer onder die viervoudige lens van geskiedenis, identiteit, proses en program. Al drie die gemeentes word dan vergelyk en ontleed van beide 'n lokale en globale (etic en emic) perspektief. Verskille tussen rasse word ondersoek en gemeenskaplike uitdagings en hulpbronne word geïdentifiseer. Hierdie ondersoek toon aan dat alhoewel positiewe rassehoudings bestaan, onderliggende Swart wantroue, Blanke vrese en ander versoeningskwessies aangespreek behoort te word. Algemene uitdagings sluit die hantering van voordurende verandering, missie- en identiteitsproblematiek, evangelisasie problematiek, leierskap problematiek en aanbiddingsproblematiek in. Nuttige benaderings tot die problematiek behels 'n kultuur van aanvaarding, gemeenskaplike taal, sterk leierskap, lidmate met multikulturele ervaring en besielende eredienste. Kulturele aanpassing word ontleed met behulp van 'n sielkundige model ('W-Model') en 'n gemeentelike model. Beide modelle toon spanning tussen assimilasie- en integrasiepatrone. Die derde afdeling kritiseer die sosiologiese benadering deur middel van 'n teologiese hermeneutiek. Gasvryheid teenoor die vreemdeling word voorgestel as 'n alternatiewe narratief in die plek van bestaande narratiewe van verskil en eenheid om die transisie na diversiteit te verwerk. Die getuienis van die Skrif wys op die noodsaaklikheid om die verskille tussen mense te versoen binne die konteks van God se 'gasvryheid' wat sentraal staan in Sy interaksie met Sy skepping. Die implikasies van hierdie versoening word ondersoek in terme van die aanvullende teologiese modelle van identiteit en andersheid, versoening, die missio Dei en die koninkryk van God. In die laaste afdeling word 'n model van gasvryheid teenoor die vreemdeling ondersoek in terme van die volgende bewegings: (a) uitnodiging of verwelkoming, (b) bereidheid tot opoffering, (c) viering rondom die tafel, (d) deel van verhale, (e) verskaffing van eie ruimtes, f) eenwording van die huishouding. Die doel is om aan te toon hoe om in intimiteit te groei sonder om identiteit prys te gee. Spanning in die praktiese beoefening van gasvryheid teenoor die vreemdeling word ondersoek: risiko moet gebalanseer word met geleentheid, identiteit met verskil en grense word in die konteks van opoffering uitgewerk. Ten spyte van hierdie paradoksale spannings, het die narratief van die vreemdeling en gasvryheid die potensiaal is om diverse gemeenskappe bymekaar te bring deur middel van 'n etiek van opofferende en gemeenskaplike aanvaarding.

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Henzelmann, Martin. "Tagungsbericht zum 14. Workshop Interkulturelle Kommunikation und interkulturelles Lernen: Institut für Slavistik der Technischen Universität Dresden 12.–14. Mai 2016." De Gruyter, 2016. https://tud.qucosa.de/id/qucosa%3A71061.

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Vom 12. bis 14. Mai 2016 fand bereits zum 14. Mal der Workshop Interkulturelle Kommunikation und interkulturelles Lernen statt, der im jährlichen Wechsel vom Institut für Slawische Sprachen der Wirtschaftsuniversität Wien, dem Institut für Interkulturelle Kommunikation der Stiftung Universität Hildesheim und dem Institut für Slavistik der TU Dresden ausgerichtet wird. Der thematische Schwerpunkt war auf differenzierte Analysen kultureller und sprachlicher Hybriditäten gerichtet, während die Vorträge den vielfältigen kulturspezifisch bedingten Hybridisierungsprozessen, ihren unterschiedlichen Ausprägungen und ihren kontextuellen Funktionen, marginalen, sprachlichen und kulturellen Übernahmen sowie hochgradig hybriden Formen gewidmet waren. Die Dresdner Organisatoren Martin Henzelmann und Holger Kuße begrüßten anlässlich der Tagung Gäste aus insgesamt sieben Ländern, die die Ergebnisse ihrer aktuellen Forschungsprojekte vorstellten und diskutierten.

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de, Silva Moira Eilona Margaret. "Linguistically and culturally diverse students' experiences of small group projects at a university in Canada : the significance of relationships and identity building processes to the realisation of cooperative learning." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15828.

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Cooperative learning is a pedagogic approach that is prevalent in all levels of education as it is seen to yield higher learning outcomes than individual learning (Johnson & Johnson, 2009). In the global university, it is believed to have the potential of increasing intercultural contact since students work together in small groups to conduct projects related to their discipline. The assumption is that students will learn the intercultural skills they need for an interconnected world by studying and learning in groups with linguistically and ethnically diverse others (Association of Community Colleges Canada, 2010). Although cooperative learning is based on social interdependence in which group members work together for the mutual benefit of their group, there has been very little research conducted into the relationships that the group members actually have with each other. It is the aim of this study to examine these relationships and find out their impacts on cooperative learning experiences. Drawing upon insights from pragmatism and dialogism, in this thesis, learning is conceptualised as an embodied, socially situated, and relational process. This means that the key to learning is the relationships that learners can construct with others. An integral part of forming relationships is the negotiation of identities in which people see themselves and others as certain kinds of people. In learning in cooperative groups, the ability to negotiate legitimate, competent identities is regarded as essential. For this reason, the study reported in this thesis uses a view of identity as socially constructed as a lens though which to analyse relationships in cooperative learning. The study focuses on the experiences of 12 students participating in group learning projects in first year business courses. Narrative inquiry is the methodology used as it is ideal for highlighting the complexities in human relationships and issues of power. The narratives of four international, four Canadian immigrant, and four Canadian-born students are analysed. A key finding from the analysis is that the relationship students are able to negotiate in cooperative groups and the types of identities they are able to construct with others strongly impacts their learning. There appeared to be a hierarchical order to student identities in groups with Canadian-born students assuming more powerful identities. Frequently these students are results oriented showing only interest in achieving high marks in their group projects. This leads to an absence of emotional connectedness amongst students and a disregard for the process aspect of working together which is core to cooperative learning. The thesis concludes with a discussion of the ways that cooperative learning could be changed to make it more process oriented. Finally, I make recommendations for further research which can build on the findings from this study.

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Wang, Ting, and n/a. "Understanding Chinese educational leaders' conceptions of learning and leadership in an international education context." University of Canberra. Education and Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20050630.090724.

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This thesis presents an interpretative study of an Australian offshore education program in educational leadership conducted at Hangzhou, Zhejiang Province in China from 2002 to 2003. It is a study of the influence of international education on the conceptions of the participants in a particular context, where Chinese culture and Western cultures came into contact. The study is significant because it investigated a relatively new aspect of international education, offshore education, this time from the perspective of the participants. It explored the conceptions of learning and leadership brought by a group of Chinese educational leaders to the course and investigated the perceived influence of the course upon their conceptions and self-reported leadership practice. It employed a culturally sensitive approach which recognizes that a complex interaction between Chinese and Western cultures is occurring in the participants of this study. This interpretative study was inspired by the phenomenographic approach. Phenomenography is an approach to research that has been used to help understand the key aspects of the variations in the experiences of groups of people (Marton & Booth, 1997). The study examined the experiences and understandings about learning and leadership of Chinese leaders in an offshore program, a Master of Educational Leadership. The program was delivered in a flexible mode in three intensive teaching brackets of six subjects. The study employed a semi-structured and in-depth interview technique. Twenty participants were interviewed twice over a 12-month period. The study sought a better understanding of their conceptions by making a comparison between their perceptions prior to and after undertaking the course. Participants were from schools, universities and educational departments. Potential differences across the three sectors were also considered in the analysis. The findings showed that most participants developed more complex understandings of learning and leadership throughout the course. Comparison of conceptions prior to and after the course indicated an expanded range of conceptions. There was reportedly a movement towards more complex and diversified perspectives. Prior to the course, participants reported comparatively traditional conceptions of learning and leadership in quite a limited range. Learning experience and exposure to Western educational ideas and practices seems to have led participants to reflect on their inherited assumptions and to expand their conceptions. They generally increased their awareness of key aspects of variations in learning and leadership. This study identified a general shift from content/utilitarian-oriented learning conceptions to meaning/developmental-oriented conceptions after undertaking the course. There was also a shift from task/directiveorientated conceptions about leadership to motivation/collaborative-oriented leadership conceptions. Many participants reported that they expanded their leadership practice after the course. The findings also revealed some differences regarding conceptual and practice changes across the three sectors. The study contributes to understanding of learning and leadership in an international education context. The learning and leadership conceptions and self-reported practices are context and culture dependent. The study illustrates the tensions between different cultural forces in the process of teaching and learning. The methodology which explores the subjective understandings of participants renders more complex understandings of intercultural processes than cross-cultural comparisons which have been predominant in the educational leadership field in the past. The results highlight the need for appreciation of local contexts in designing international programs. The discussion questions the universal applicability and transferability of Western ideas, and also highlights the importance of critical reflection and adaptation on the part of educational practitioners from non-Western cultures. It highlights the potential for growth of change in both providers and recipients of international education as a result of very different cultures and traditions coming into contact. Intercultural dialogue and integration of educational ideas and practices are likely to come about when East meets West in an open and reflective dialogue.

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Ferrand, Olivier. "Le management interculturel : Le processus d'intégration des juniors en cabinet d'audit au Luxembour, en Espagne, au Royaume-Uni et en France." Thesis, Paris Est, 2008. http://www.theses.fr/2008PEST3001.

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De nombreuses entreprises sont confrontées aux problèmes issus de la pratique de la gestion dans des contextes culturels différents ou avec des équipes internationales provenant de cultures différentes. La délocalisation de certaines activités de l’entreprise, leur expansion commerciale vers de nouveaux marchés, le recours à des fournisseurs lointains et situés dans différents pays, le développement de l’immigration avec des ressources humaines caractérisées par une diversité culturelle engendrent des obstacles à la mise au point de procédures managériales uniformes et un retard dans les prises de décision à cause des facteurs culturels reliés aux décisions managériales. La finalité de l’entreprise est la création de richesses dont bénéficient, directement ou indirectement et à différents degrés, les actionnaires, les employés, la collectivité et les pouvoirs publics. Divers facteurs favorisent le développement des entreprises multinationales implantées dans divers marchés avec des équipes d’employés, d’ouvriers de culture différente ; dont notamment la globalisation des marchés et les nouvelles techniques d’information et de communication qui incitent les entreprises à standardiser l’organisation et les procédures de travail dans toutes leurs activités tout en instaurant un contrôle plus efficace. Cette thèse vise à étudier une situation particulière du management interculturel, l’étape première constituant la rencontre entre des styles managériaux différents : à savoir l’intégration d’une équipe interculturelle. Notre étude porte sur le secteur de l’audit où les processus sont relativement normés au niveau international ; ce choix réside en partie dans la volonté de mettre en évidence les pratiques locales qui y ont cours et de les comparer entre elles.Notre problématique visait à comprendre les formations en management interculturel destinés aux jeunes intégrants des cabinets d’audit. Nous verrons les relations que ces formations entretiennent respectivement avec les notions de sensibilité interculturelle et de compétence interculturelle
Numerous companies are confronted with the problems from the practice of the management in different cultural contexts or with international teams resulting from different cultures. The relocation of certain activities of the company, their commercial expansion towards new markets, the appeal to suppliers distant and situated in various countries, the development of the immigration create obstacles to the clarification of uniform manager procedures and a delay in decision-making because of the cultural factors connected with the manager decisions. The end of the company is to make benefit for the shareholders, the employees, the community and the authorities. Diverse factors faciliate the development of the multinational companies implanted in diverse markets with teams of employees, workers of different culture; among which notably the globalization of markets and new techniques of information and communication which incite companies to standardize the organization and the working procedures in all their activities

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Arroyo, Margarete. "Processos cognitivos e estilos musicais : fundamentos para uma educação musical intercultural." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 1991. http://hdl.handle.net/10183/143438.

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Esta dissertação articula-se sobre dois pontos: a diversidade de culturas musucais com as quais se convive na sociedade contemporânea, tanto a nível nacional quanto a nível internacional e sua presença na educação musical, e os processos cognitivos presentes nos estilos musicais como um fundamento para uma educação musical intercultural. Esta concepção educacional é colocada como proposta para a superação de alguns problemas apresentados pela educação musical no Brasil: adequação à realidade contemporânea nacional e mundial e necessidade de fundamentação teórica. Estudos e propostas sobre uma educação musical intercultural são expostos juntamnete com as perspectivas de Leonard Meyer e Mary Louise Serafine a respeito de procesos cognitivos presentes na criação, compreensão e fruição dos estilos musicais. A contraposição deses dois conjuntos de ideias mostrou que os proessos cognitivos presentes nos estilos constituem-se em fundamentação para uma educação musical intercultural. Algumas estratégias são sugeridas para a consecução da concepção educacional resultante dos dois potnos que nortearam este trabalho.

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Альбу-Али, Х. А., and H. A. Albu-Ali. "Обучение английскому языку иракских студентов (аудирование и говорение) : магистерская диссертация." Master's thesis, б. и, 2020. http://hdl.handle.net/10995/86631.

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The paper discusses the process of teaching listening and speaking to Iraqi students in English classes. The relevance is determined by the expanding international contacts of the Republic of Iraq, on the one hand, and the insufficient development of effective teaching methods for listening and speaking, on the other hand. Based on the analysis of extensive theoretical material from works both Russian and foreign researchers considering various types of listening (intensive and extensive) cognitive and metacognitive processes, stages of information reception and processing and the interrelation of listening and speaking, it is concluded that they need to be integrated. In the practical part of the research, questionnaire data are presented to identify the problems and needs of Iraqi students; authentic tasks for developing listening and speaking skills, taking into account national characteristics, are offered. The approach contributes to the successful cooperation of actors in the educational process (a lecturer and students). In conclusion, factors influencing the teaching process of listening and speaking are generalized and some recommendations are given.
В работе рассматривается процесс обучения аудированию и говорению иракских студентов на занятиях по английскому языку. Актуальность определяется расширяющимися международными контактами Республики Ирак, с одной стороны, и недостаточной разработкой эффективных методик обучения аудированию и говорению, с другой стороны. На основе анализа обширного теоретического материала как российских, так и зарубежных исследователей, рассматривающих различные виды аудирования (интенсивное и экстенсивное) когнитивные и метакогнитивные процессы, этапы принятия и обработки информации и взаимосвязь аудирования с говорением, делается вывод о необходимости их интеграции. В практической части исследования приводятся данные анкетирования, позводяющего определить проблемы и потребности иракских студентов, предлагаются аутентичные задания на развитие навыков аудирования и говорения с учетом национальных особенностей. Данный подход способствует успешному взаимодействию акторов процесса обучения (преподаваетеля и студентов). В заключение обощаются факторы, влиющие на процесс обучения аудированию и говорению, даются некоторые рекомендации.

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Savci, Zeki Arda. "Euro-mediterranean Partnership And The Intercultural Dialogue." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607870/index.pdf.

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The aim of this thesis is to examine, analyse and discuss the ways in which the European Union is structuring its relations with its neighbours in the Mediterranean region, in regards of the Euro-Mediterranean Partnership, its Third Basket which is dealing with the socio-cultural cooperation and human affairs, and the initiative of the intercultural dialogue. In this thesis, it is shown that the human dimension of the Euro-Mediterranean Partnership has experienced an increase in related debates, activities and initiatives within the post-9/11 world order. To organise the intercultural relations and the civil society input in the process, the Anna Lindh Euro-Mediterranean Foundation for the Dialogue between Cultures was established in 2005. It is observed that within the framework of this renewed significance of the Third Basket and the notion of intercultural dialogue, there exist clear problems regarding the issues of the politicisation and securitisation of the process, the representation of cultural entities and the participation of civil society organisations. To conclude, it is suggested that the independence of the Euro-Mediterranean Foundation regarding the issues of funding and civil society participation need to be enhanced extensively as within the current situation the political actors and the governments of the partner countries have strict control over the functioning of the intercultural dialogue which is initiated as a solely non-governmental institution that would regulate the cultural relations in the region.

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Wilhelm, Carsten. "Processus interculturels et apprentissage à distance : de la communication à la communauté." Dijon, 2009. http://www.theses.fr/2009DIJOL011.

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Les occasions de co-présence en ligne se multiplient et avec elles des rencontres d’individus très divers. Les Sciences de l’information et de la communication, qui ont déjà fortement investi les interactions numériques, n’ont pas encore pour autant analysées la nature interculturelle de ces échanges. Dans ce contexte général, le phénomène de l’apprentissage à distance par Internet s’amplifie. Il constitue un cadre intéressant pour nos recherches, car les systèmes et activités dans le champ de l’éducation et de la formation offrent un terrain d’étude particulièrement riche pour une approche en termes de communication. Le cas que nous avons observé se caractérise par l’interaction médiatisée en ligne entre individus d’origines nationales et culturelles diverses, dans le cadre d’un dispositif de formation à distance impliquant des situations de collaboration en ligne. La présente recherche croise alors les approches communicationnelles de contextes interculturels, les approches des Sciences de l’éducation et celles de la médiation technologique pour interroger les processus interculturels à l’œuvre dans un tel dispositif, à travers les interactions pédagogiques et, au-delà, dans la communauté d’acteurs qu’il met en relation. Nous proposons ainsi des modèles de constitution de sens dans des situations de cette nature et, plus spécifiquement, une grille de lecture des espaces collectifs numériques. Globalement, nos travaux visent donc à enrichir la réflexion autour de l’interculturel et de l’incertitude en communication et en éducation
Online communication is an ongoing and an ever growing phenomenon. The population involved is potentially very diverse. Communication and information research has already intensively studied this new context, but less wok has been done on the specifics of intercultural online communication. In this general context, online learning is amplifying in numbers and in approaches. It represent an interesting frame for our research as the systems and activities in the field of education and learning are an object which is particularly rich from a communication studies point of view. Our specific case study is that of an international online diploma caracterised by collaborative interactions of diverse individuals, both nationally and culturally speaking. The present research thus combines the approaches of communication studies in intercultural context, of education studies an of technological mediation with the aim to question the intercultural processes at work in this situation, concerning the learning interactions themselves as well as the community which emerges from them. We propose models to analyse the creation of shared meaning in these situations, as well as, more specifically, a grid to read shared virtual spaces. Last, but not least, our work wants to contribute to the study of intercultural phenomena and contexts of uncertainty, from the point of view of communication as well as education

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Lôbo, Rodolfo Jakov Saraiva. "Processos de adaptação e vivências profissionais interculturais no futebol globalizado: profissionais brasileiros da bola." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/16056.

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This work is focused on intercultural experiences of the actors of the football world. They have been increasingly exposed to different cultures as the ascension on their careers demand it. The object of Organizational Intercultural Studies emphasizes the interactions between people of different cultures, and this is the problem proposed in this discussion, which entails debates, calls for interdisciplinary discussions and evokes a theme that instigates new perspectives about cross-cultural issues. Although the field addresses mostly adaptation and experience of expatriate executives, this study intends to investigate the experience and adaptation of players and football coaches working in different cultural contexts. The theoretical framework is comprehensive, promoting an interdisciplinary conversation, particularly grounded in Administration and Sociology, as well as literature about football, which is the empirical object of the thesis. Methodologically the research adopted a qualitative and interpretative approach. Data collection was done through interviews with recognized professionals who have exercised, or are still exercising, their activities abroad. This study notably, and in a practical way, identifies cultural adaptation issues that may interfere on professional success of person who goes to foreign territories. Moreover, it might influence their personal life, hindering success, by various factors including: the language itself, the difficulty of understanding figures of speech and peculiar expressions that every language has, labor mechanics of each culture, the contrast in lifestyle, cultural codes, body language, lifestyle habits, strangeness to another universe, and eating habits. It is intended that this study will contribute to enlarge the theoretical framework of intercultural management studies, through the experiences and proposals to better adapt and experience of players and foreign soccer coaches
O presente trabalho tem como tema central as vivências interculturais dos atores do mundo do futebol que, a cada dia mais, perpassam diversas culturas como caminho ascensional das suas carreiras. O objeto dos Estudos Organizacionais Interculturais dá ênfase às interações entre pessoas de diferentes culturas, e esta é a problemática proposta nesta discussão, que enseja debates, convida à discussões interdisciplinares e evoca uma temática que instiga novos olhares sobres questões transculturais. Embora a literatura do campo aborde em sua maioria a adaptação e vivência de executivos expatriados, o presente trabalho pretende investigar a vivência e adaptação de jogadores e técnicos de futebol que trabalham em diferentes contextos. O referencial teórico é formado por áreas do conhecimento, promovendo uma conversa interdisciplinar, particularmente oriundas da Administração e Sociologia, bem como a literatura sobre futebol, que é o objeto empírico da tese. Metodologicamente a pesquisa adota uma abordagem qualitativa e interpretativista. A coleta de dados foi feita através de entrevistas com profissionais reconhecidos, que exerceram ou ainda estão exercendo suas atividades no exterior. Notadamente, e de forma prática, identificam-se questões de adaptação cultural que podem interferir no sucesso profissional da pessoa que se desloca para territórios estrangeiros, podendo influenciar na sua vida pessoal, dificultando o seu sucesso, por variados fatores, tais como: o idioma em si, a dificuldade de compreensão das figuras de linguagem e expressões inerentes a cada idioma, a mecânica laboral de cada cultura, o contraste no estilo de vida, os códigos culturais, linguagem corporal, hábitos cotidianos, estranhamento ao universo do outro, hábitos alimentares. Pretende-se que este estudo possa contribuir para ampliar e incitar o arcabouço teórico dos estudos de administração intercultural, através das vivências e proposições para uma melhor adaptação e vivência de jogadores e técnicos de futebol no exterior.

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Franchi, Vijé. "Approche clinique et sociocognitive des processus identitaires et de la représentation de soi en interculturel." Paris 10, 1999. http://www.theses.fr/1999PA100092.

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Une recherche des processus sous-tendant la construction et la gestion de la dynamique identitaire au croisement des cadres de reference culturels a ete menee aupres de 850 jeunes, ages de 11 a 21 ans et scolarises dans des etablissements de la region parisienne. Les donnees ont ete recueillies au moyen d'un instrument extensif axe sur differentes dimensions de l'identite et visant a repondre a la question d'une particularite propre a l'identite du francais d'origine immigree. La repartition des sujets en fonction de leur pays de naissance, celui de leurs parents et le nombre d'annees passees en france a permis de confronter les processus identitaires de jeunes de differentes origines culturelles. L'approche comparative, associee a la demarche clinique et interculturelle, a permis d'identifier quatre axes soustendant la negociation de l'identite et d'en verifier la pertinence pour tout jeune socialise en interculturel : il s'agit de l'ecologie du mesosysteme ; des strategies d'appellation et d'orientation de soi dans l'espace multidimensionnel cree par les dynamiques de contact entre differents groupes de reference culturels ; des styles et parametres d'identification partielle etinterculturelle ; de l'interiorisation d'objets constitutifs d'un monde referentiel interne 'entre-deux' et de la representation de soi a travers un prisme interculturel. C'est au niveau de l'articulation entre ces processus intrapsychiques, intersubjectifs et instrumentaux du soi que nous percevons le plus clairement le sens, la valeur et la fonctionnalite d'une identite << entre-deux >> particuliere aux jeunes d'origines culturelles doublees.

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AIANI, MARINA. "LE NUOVE CITTADINE ED IL CONSUMO DI NOTIZIE: UN'INDAGINE SU PARTECIPAZIONE, APPARTENENZE E TRASMISSIONE CULTURALE DELLE GIOVANI DI ORIGINE ARABA A MILANO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2015. http://hdl.handle.net/10280/6098.

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Sebbene la presenza dei figli degli migranti stia assumendo sempre maggior rilievo anche in Italia la ricerca ha posto poca attenzione alle loro scelte di consumo mediale e all’appropriazione dei media come risorse sociali ed ambientali. La tesi si focalizza sul caso delle giovani donne di origine araba per indagare il ruolo giocato dal consumo di notizie nella cornice più complessa dei processi di negoziazione di identità. Un focus è riservato alle tre dimensioni di appartenenze, partecipazione e trasmissione culturale tra generazioni – in relazione alle madri e ai coetanei. Un’indagine, a livello più “macro”, indaga le possibili implicazioni per il dialogo interculturale. Attraverso la raccolta di quarantotto storie di vita un primo livello di analisi diacronico indaga presenza e intensità del consumo di news nelle fasi della vita per comprendere se possa rappresentare un rito di passaggio all’età adulta, mentre una seconda pista cerca di comprendere come esso si leghi alla questione del sentirsi “cittadini”, in termini di riconoscimento, appartenenza e per scoprire se il consumo di news possa diventare una risorsa per essere soggetti attivi nella sfera pubblica. Tutte le giovani donne di origine araba vivono a Milano, hanno tra i diciotto e i trentadue anni e differiscono per le variabili di 1) nascita o arrivo in Italia dopo i 6 anni; 2) attivismo e 3) religiosità (musulmane, copte ortodosse, atee).
Although the presence of migrants’ sons and daughters is gaining more and more importance also in Italy, the research have not given special attention to their choices concerning media consumption and to the appropriation of the media as social and environmental resources. This thesis is focused on the case of young women of Arab origin in order to investigate the intersections between news consumption and the negotiation of the social identity. A first focus is on three dimensions: participation, belonging and cultural transmission – in comparison with mothers and peers. A second “macro” level of the research investigates the implications as regard to intercultural dialogue. Through the collection of forty-eight life histories, a first level of diachronic analysis investigates the presence and the intensity of news consumption in different stages in order to understand if it could be a rite of passage to the adulthood, while a second track tries to understand how this is connected to the feeling of being “citizens”, in terms of identification, belonging and to investigate if news consumption may be a resource to be active citizens in the public sphere. All young women of Arab origin live in Milan, they are between eighteen and thirty-two years old, and differ in variables 1) they were born or arrived in Italy since they were 6 years old, 2) activism and 3) religion (Muslims, Coptic Orthodox or atheists).

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Aleboyeh, Sahand. "Sport, interculturel et attitude face à la déficience dérangeante : le cas des étudiants étrangers à l'Université de Strasbourg." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAG030/document.

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Cette thèse de doctorat établit la relation entre les représentations de l’activité physique et sportive et les attitudes à l’égard des personnes porteuses de déficience dans un contexte interculturel, celui des étudiants en mobilité temporaire de l’université de Strasbourg. Il a été établi que certaines représentations de l’activité physique et sportive principalement centrée autour de la santé et/ou la compétition ont une influence sur les attitudes à l’égard des personnes porteuses de déficience chez les étudiants étrangers. Une enquête par questionnaire en ligne (N= 399), une démarche d’entretiens semi-directifs (N=20) et un recueil de données ethnographiques ont été articulés pour obtenir le corpus empirique à analyser. Pour examiner les attitudes des étudiants étrangers à l’Université de Strasbourg, nous avons élaboré le concept de « déficience dérangeante » en nous basant sur les notions « d’inquiétante étrangeté » et le concept de « vallée dérangeante » employés respectivement dans le champ de la psychologie et le champ de la robotique. De plus, nous avons utilisé le concept de « dimension culturelle » d’Hofstede, afin de découvrir s’il existe une forme d’homogénéisation culturelle dans la perception des personnes en situation de handicap. Ce travail a permis de mettre en lumière l’existence de discours idéologique sur l’accessibilité et le sport santé, s’exprimant dans toutes les cultures chez les étudiants étrangers. Ces discours sont présents dans les représentations de l’activité physique et sportive et dans les attitudes portées à l’égard des individus porteurs de déficience, ils utilisent d’ailleurs des mécanismes similaires. Il a aussi été démontré qu’il existe chez les étudiants une dichotomie entre le corps et l’esprit qui avait une influence à la fois sur les représentations de l’activité physique et sportive, mais également sur la vision de la déficience. Cette dichotomie s’exprimant chez tous les étudiants interrogés en dépit des différences de culture, bien qu’il existe certaines nuances en fonction de la culture interrogée. Il a également été observé des similitudes entre la façon dont les sportifs de haut niveau et les personnes porteuses de déficience sont perçus par cette population. En effet, ces deux populations sont vues comme « hors norme » ou comme étant des héros. Nous démontrons comment les représentations du sportif de haut niveau sont similaires à celles des personnes en situation de handicap, et en quoi ces deux populations vivent le même processus d’altérisation
This thesis establishes a link between physical and sporting activities and the attitudes toward disabled people. Foreign students at the University of Strasbourg are put in an intercultural context. In this context, we have demonstrated that some physical and sportive activities, which mainly focuses on health and/or competition, have an impact on the attitudes toward disabled people. Quantitative thanks to an online survey (N=399), qualitative thanks to semi directive interview (N=20) and ethnographic methods were used to establish such link. In order to analyze we have elaborated the notion of “disturbing disability,” based on the Freudian notion of “worrying strangeness,” and the concept of the “uncanny valley,” mainly used in the field of robotics. Furthermore, we have used Hofstede’s concept of “cultural dimension” to uncover a cultural homogenization in the perception of disabled people. This homogenization manifests itself in every culture through some ideological speeches that are present in the representation of physical and sporting activities, and the attitudes toward disabled people. These speeches are not identical, but both are based on the same mechanisms. This work has also illustrated that for foreign students there is a dichotomy between mind and body that expresses itself in every culture, and has an influence in the perception of physical and sporting activities, as well as on disability. Finally, in this thesis we have proven that both athletes and disabled people are seen as “special”, “inhuman” or “heroic” because they both go through the same “othering” process

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Santos, Erika Mayra Pereira dos. "Intercultura e globalização nas aulas de espanhol do ensino básico sergipano : identidades de professores e alunos desse contexto escolar." Pós-Graduação em Letras, 2017. http://ri.ufs.br/jspui/handle/riufs/8210.

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Las relaciones sociales a lo largo del tiempo han sufrido tensiones, y discutir sobre la identidad de los actores sociales se vuelve pertinente, a pesar de que se trata de un asunto debatido desde hace algunos años. Comprender los procesos de identidades es algo extremadamente significativo para los estudios discursivos debido a la fragmentación de los actores posmodernos, y, en ese contexto, pensamos en los sujetos de nuestra investigación: asprofesoras y alumnos de la escuela básica sergipana, inmersos en las relaciones dinámicas y contradictorias de los procesos sociales y de la globalización a las que están expuestos, construyendo sus expectativas sociales.Es posible verificar que el enfoque de cultura en las clases de lenguas extranjeras y la influencia de la globalización se hace importante para la comprensión y categorización de esas identidades, considerando que para entender estos procesos identitarios, no podemos perder el horizonte del cruce interrelacional que ocurre también En el aula a través de las dinámicas profesionales, valores, formación, trayectoria de vida, etc.En este trabajo construimos algunos aportes teóricos con base en Hall (2011), Bauman 2013, Mendes (2011), Paraquett, (2011), Rajagopalan (2003), Siqueira (2008), Zacchi (2003), Zacchi (2003, 2010), Matos (2014) y otros.Para trabajar la noción de identidades como acción representada en el otro, partimos de conceptos traídos a la luz de importantes teóricos, en Bajoit (2006): los factores y cambios sociales que llevan a los sujetos a sufrir de un paradigma identitario relacionando la identidad colectiva e individual; en Castells (1999): la identidad colectiva en concordancia con el punto de vista sociológico y construida en un contexto marcado por relaciones de poder; y, finalizando con Martins (2007) se demuestran conceptos como poder, ideas, cultura e ideología utilizados en la concepción de las identidades.Por último, apoyándose principalmente en Bajoit, se pretende, a partir de las teorías descritas, interpretar la configuración de las dinámicas de los procesos identitarios, tanto en el ámbito profesional como en el discente; Para ello, construimos el corpus de análisis discursivo a partir de la recolección de datos de cuestionarios y entrevistas realizadas.Dentro de nuestras expectativas, vislumbramos aún contribuir con discusiones y reflexiones acerca de la enseñanza-aprendizaje de español, las influencias externas sufridas y el aprendizaje, la consiguiente redefinición de las identidades y el intento de inculcar miradas más cautelosas acerca de la difusión de la importancia de estudiar la lengua español
As relações sociais ao longo do tempo têm sofrido tensões, e discutir sobre as identidades dos atores sociais torna-se pertinente, apesar de tratar-se de um assunto debatido já há alguns anos. Compreender os processos de identidades é algo extremamente significativo para os estudos discursivos devido à fragmentação dos atores pós-modernos, e, nesse contexto, pensamos nos sujeitos de nossa pesquisa: as professoras e alunos da escola básica sergipana imersos nas relações dinâmicas e contraditórias dos processos sociais e da globalização às quais estão expostos, construindo suas expectativas sociais. É possível verificar que a abordagem de cultura nas aulas de línguas estrangeiras e a influência da globalização se fazem importantes para a compreensão e categorização dessas identidades, considerando que para entender esses processos identitários não podemos perder o horizonte do cruzamento inter-relacional que ocorre também em sala de aula através das dinâmicas profissionais, valores, formação, trajetória de vida, etc. Assim, para tentar responder a essas questões, neste trabalho construímos alguns aportes teóricos com base em Hall (2011), Bauman (2013), Mendes (2011), Paraquett, (2011), Rajagopalan (2003), Siqueira (2008), Zacchi (2003, 2010), Matos (2014) e outros. Para trabalhar a noção de identidades como ação representada no outro, partimos de conceitos trazidos à luz de importantes teóricos, em Bajoit (2006): os fatores e mudanças sociais que levam os sujeitos a sofrerem de um paradigma identitário relacionando-se a identidade coletiva e individual; em Castells (1999): a identidade coletiva em concordância com o ponto de vista sociológico e construída em um contexto marcado por relações de poder; e, com Martins (2007) demonstra-se conceitos como poder, ideias, cultura e ideologia utilizados na concepção das identidades. Por fim, apoiando-se principalmente em Bajoit, pretende-se, a partir das teorias descritas, interpretar a configuração das dinâmicas dos processos identitários tanto no âmbito profissional quanto discente; para tanto, construímos o corpus de análise discursiva a partir da coleta de dados de questionários e entrevistas realizadas. Dentro de nossas expectativas, vislumbramos ainda contribuir com discussões e reflexões acerca do ensino-aprendizagem de Espanhol, as influências externas sofridas nesse aprendizado, a consequente redefinição das identidades e a tentativa de incutir olhares mais cautelosos acerca da difusão da importância de se estudar a língua espanhola
São Cristóvão, SE

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Casimiro, Teresa Alexandra Sobral. "A problemática da tradução de um conto de Hawthorne." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2010. http://hdl.handle.net/10362/5459.

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Dissertação apresentada para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Tradução - Especialização em Inglês
Esta dissertação visa a apresentação e posterior análise crítica de uma proposta de tradução do conto de Nathaniel Hawthorne, “Ethan Brand”. Inicialmente, será feita uma breve referência à vida e obra do autor, tendo em conta o quadro referencial e mental da sociedade americana do século XIX. Em seguida, serão exploradas as características próprias de um texto do século XIX americano, nomeadamente a temática, o tipo de linguagem, as marcas culturais, procurando reflectir ainda sobre a distanciação temporal do texto em relação à cultura de chegada – a portuguesa – e as implicações que todos estes factores podem ter na elaboração de uma proposta de tradução. Posteriormente, realizar se-á uma breve contextualização da obra de Hawthorne na cultura de chegada. Depois da apresentação da proposta de tradução do conto “Ethan Brand”, seguir-se-ão as necessárias justificações e reflexões sobre as opções tomadas, procurando que esta reflexão se constitua como um caso paradigmático da tradução como processo intercultural.

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Fressoz, Xavier. "La société européenne de la connaissance : Une restructuration du processus d'intégration." Thesis, Lille 2, 2017. http://www.theses.fr/2017LIL20022.

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Depuis le Conseil européen de Lisbonne en 2000, l’Union européenne s’active à devenir une société de la connaissance leader dans l’hypercompétition mondiale. Elle s’attache à enrichir et structurer ses ressources de diversité et de créativité en restructurant sa méthode d’intégration suivant une approche plus ascendante. Elle pousse aussi au décloisonnement de tous les secteurs socio-économiques afin d’en libérer les potentiels d’innovation. Une société en réseau se tisse ainsi grâce au développement des acteurs locaux et d’une connivence public-privé. Toutefois, ces mutations juridiques exigent l’adhésion active des citoyens. Dès lors, à côté des politiques d’éducation, de recherche et d’innovation, l’Union favorise les synergies avec les domaines de l’emploi, de la jeunesse et de la culture. Tous ces changements entraînent une quête effrénée de cohérence globale nécessaire à la compétitivité et à la durabilité du modèle européen de société de la connaissance. Pour atteindre ces objectifs, le droit européen va puiser sa cohérence dans l’articulation des concepts d’Etat social actif, de méritocratie et de démocratisation
Since the European Council of Lisbon in 2000, the European Union tends to become a knowledge society leader in the world competition. It enriches and structures its ressources of diversity and creativity by generating a renewal of its integration method around a bottom-up approach. It stimulates too a decompartmentalization of all the socio-economic sectors to free all the innovation potentials. So, a network society appears thanks to the development of regional actors and a public-private connivance. But, the legal evolutions need to get the adhesion of the citizens. That’s why, in addition to the policies of education, research and innovation, the European Union fosters synergies with the domains of employment, youth and culture. All these transitions trigger a search of global coherence to guarantee the competitiveness and the sustainability of the European model of knowledge society. To reach these goals, the European law finds its coherence by articulating the notions of active welfare State, meritocracy and democratization

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FIGUEIROA, Mariana Carneiro Leão. "Ad argumentandum tantum: um olhar antropológico acerca do processo criminal da morte do cacique Xicão Xukuru." Universidade Federal de Pernambuco, 2010. https://repositorio.ufpe.br/handle/123456789/1096.

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A dissertação consiste em um estudo de caso sobre o processo criminal que tramitou na 16ª Vara Criminal da Justiça Federal do Estado de Pernambuco e teve como escopo a apuração das circunstâncias e a autoria da morte do cacique Xicão Xukuru. Seu objetivo é compreender como a máquina judiciária estatal opera diante da diversidade cultural existente na nossa sociedade. Francisco de Assis Araújo cacique Xicão Xukuru, foi assassinado mediante disparos de arma de fogo na manhã do dia 20 de maio de 1998, no bairro Xukurus, na cidade de Pesqueira, interior do estado de Pernambuco. Líder indígena atuante, respeitado regional e nacionalmente, devido a sua importância na luta do povo Xukuru e das demais etnias do Nordeste brasileiro pelo reconhecimento de seus direitos, em especial aqueles referentes à demarcação da terra indígena. Sua morte causou grande comoção e revolta, repercutindo nacional e internacionalmente, chamando a atenção de entidades de defesa dos Direitos Humanos. Os acusados pelo homicídio, fazendeiros locais, faleceram antes de o processo chegar ao seu final, tendo sido o mesmo arquivado. No intuito de perceber que tipo de cultura jurídica tem predominado nas contendas que envolvem direitos indígenas e como se dá esse diálogo intercultural, foram privilegiados nessa análise, fundamentalmente, os dados que constituem os autos processuais, tomando como método a análise crítica do discurso, para compreender o processo criminal como uma grande narrativa, a fim de evidenciar como o Estado-Juiz articula seus argumentos acerca da questão e quais os aspectos culturais são revelados. Os referenciais da antropologia jurídica, a partir dos princípios relativistas do pluralismo jurídico enquanto paradigma teórico para pensar esse diálogo intercultural possibilitaram a interpretação dos dados; que passa pela necessidade de tentar conjugar a lógica normativa do Estado de Direito com o respeito à diversidade étnico-cultural. Tal conjugação torna-se fundamental, principalmente em processos criminais que envolvam sujeitos coletivos de direitos, assim reconhecidos pela nova ordem constitucional brasileira e normas de acordos internacionais no cenário mundial

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Kanemoto, Emi. "Rhetorical Complexity of Advocating Intercultural Peace: Post-World War II Peace Discourse." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573829203404354.

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Ferrand, Olivier Avenel Jean-David. "Le management interculturel le processus d'integration des juniors en cabinet d'audit au Luxembourg, en Espagne, au Royaume-Uni et en France /." Créteil : Université de Paris-Val-de-Marne, 2007. http://doxa.scd.univ-paris12.fr:8080/theses-npd/th0407055.pdf.

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Griffin, Sánchez María Alessandra, and Duffoó Daphne Andrea Rojas. "Análisis de la aplicación de las competencias culturales e interculturales por los estudiantes de Traducción e Interpretación Profesional de la Universidad Peruana de Ciencias Aplicadas." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652350.

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Para realizar trabajos de traducción, los estudiantes de Traducción hacen uso de sus competencias culturales e interculturales para atender los focos de dificultad cultural que se presenten en el proceso traslativo. Si bien existen investigaciones sobre problemas culturales en la traducción, aún no hay suficientes estudios dedicados a analizar cómo se aplican las competencias culturales para atender estos problemas, sobre todo en el contexto peruano. Por ello, en la presente investigación se analizará de qué manera los estudiantes de la carrera de Traducción e Interpretación Profesional de la Universidad Peruana de Ciencias Aplicadas aplican sus competencias culturales para identificar y solucionar problemas culturales. Con el fin de obtener resultados, este estudio se centrará en estudiantes que cursen las asignaturas de Traducción Directa II y Traducción Inversa I, ya que en estas asignaturas los estudiantes aplican los conocimientos culturales previamente desarrollados en trabajos de traducción. Para el desarrollo de esta investigación se propone utilizar las técnicas de análisis de documentos, observación y entrevistas. El análisis de documentos será útil para analizar las traducciones de los estudiantes y conocer las técnicas de traducción aplicadas. La observación a sesiones de las asignaturas seleccionadas permitirá conocer los problemas culturales que identificaron y, por último, las entrevistas ayudarán a comprender el proceso traslativo de cada estudiante, es decir, las estrategias empleadas para atender los problemas culturales identificados.
In order to carry out translation tasks, translation students use their cultural and intercultural competences to deal with cultural problems that appear in the translational process. Although there are researches on cultural problems in translation, there are still not enough studies focused on analyzing how cultural competences are applied to address these problems, especially in the Peruvian context. Therefore, this research will analyze how Translation and Interpreting students from Universidad Peruana de Ciencias Aplicadas apply their cultural competences to identify and solve cultural problems. In order to obtain results, this study will focus on students who are taking Traducción Directa II y Traducción Inversa I, since the students apply the cultural knowledge previously developed in translation tasks in these subjects. For the development of this research, it is planned to use the techniques of document analysis, observation and interviews. The analysis of documents will be useful to analyze students' translations and to learn about the translation techniques they have applied. The observation of the selected subjects will allow us to understand the cultural problems they have identified and finally, the interviews will help us to understand the translation process of each student.
Trabajo de investigación

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Moigno, Claude. "La relation interculturelle dans le processus d'innovation pour les marchés d'Afrique Subsaharienne." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100011.

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Développer de nouveaux produits pour les consommateurs à très faibles revenus d’Afrique Subsaharienne est un enjeu majeur pour les entreprises mondialisées. Un enjeu qui relève de la relation interculturelle comme l'affirme le courant du "Bottom of the Pyramid" (BoP). Une relation interculturelle que le courant essentialiste explique par la réduction de la distance entre des variables d'innovation. La thèse adopte une perspective constructiviste de la relation interculturelle dans le processus d'innovation: la différence naît de la rencontre. En effet, l'écosystème BoP est très dynamique et hautement ambivalent. Nous cherchons à savoir si dans cet écosystème aimer, comme modèle culturel de la dynamique de la relation, est un modèle plus robuste de la relation interculturelle que le modèle de la distance. L'étude de cas a pour objet le développement d'une solution de paiement mobile dans une banque mondialisée pour des marchés d'Afrique Subsaharienne. L'analyse des données est faite grâce à une grille qui se fonde sur la "Practice Based View" et les théories de l'action. Malgré de bonnes idées, des ressources à foisons et des leaders forts, les données font apparaître le défaut de résolution efficace de fortes ambivalences. Nous écartons la réduction de la distance comme variable explicative majeure, car plus les obstacles s'accumulent, plus le dialogue, qui résout la distance selon le courant essentialiste, est évité. Par un raisonnement abductif, qui s'appuie sur une étude de la dynamique de la relation dans ses dimensions cognitives et affectives culturalisées, nous montrons qu'aimer est cette relation hautement intégrative qui fait défaut dans cet environnement spécifique
New product development for the markets of the very low-income customer of Sub-Saharan Africa is a major stake for globalized companies. This stake pertains to intercultural relationship as claimed by the scholars belonging to the "Bottom of the Pyramid" (BOP) stream. The essentialist current explains intercultural relationship by the reduction of distance between the variable of innovation (resources commitment, capabilities of actors, senior management involvement). This thesis adopts a constructivist perspective of the intercultural relationship in the innovation process: the difference emerges out of the encounter. Indeed, the BoP ecosystem is very dynamic and highly ambivalent. We want to know if in this ecosystem, love as a cultural model of the dynamics of the relationship, is a more robust model of intercultural relationship than the model of distance.The case study has for object the development of a solution of mobile payment in a global bank for Sub-Saharan African markets. Data analysis is done through a grid based on the "Practice Based View" and action theory. Despite good ideas, extensive resources and strong leaders, the data reveal strong ambivalences solved inefficiently. We close the option of distance reduction as main explanation for the more obstacles arise in the project, the more the dialogue, that is supposed to solve distance, is avoided. By abductive reasoning, based on a study of the dynamics of the relationship in its culturalized cognitive and affective dimensions, we show that loving is this highly integrative relationship that is lacking in this specific ecosystem

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Xerente, Ercivaldo Damsõkekwa Calixto. "Processos de educação Akwẽ e os direitos indígenas a uma educação diferenciada: práticas educativas tradicionais e suas relações com a prática escolar." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6935.

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This paper deals with the educational reality of the Akwẽ / Xerente people, with the objective of understanding the relations between their own oral model of education, and the educational models and practices based on writing. To do so, I describe the system and processes of formation and socialization of Akwẽ and Warã youngs, an educational institution, managed by the elderlies, who are responsible for this formation. I also observed the daily practices of the Kakumhu / Riozinho village and the Wakõmẽkwa school, places chosen to perform the ethnographic research. The main interlocutors of the survey were the village elders and sages, as well as the teachers of the mentioned school. The results of the research reveal, on the one hand, a contradiction between the two models of addressed education. On the other hand, they also reveal a search for dialogue between them and between the specific knowledges of each one. This search for dialogue is perceived mainly in the discourses and practices of teachers, who believes that traditional knowledges should be valued and incorporated into the school curriculum. The elders, on the other hand, demonstrate distrust of the school and teachers and point out many restrictions on the socialization of knowledge for all in school. This is because the Akwẽ society is subdivided into clans and each of them considers a sacred and particular patrimony the knowledge they have been keeping, from generation to generation. It is necessary that the community take ownership of your school and, at the same time, it earns the trust of your community. I also see the need for consensus, in which are agreed upon the types of knowledges that can be shared in the school.
O trabalho aborda a realidade educativa do povo Akwẽ/ Xerente, com o objetivo de compreender as relações entre o seu o seu modelo próprio de educação, baseado na oralidade, e os modelos e práticas educativas escolarizadas, baseadas na escrita. Para tanto, faço uma descrição do sistema e dos processos tradicionais de formação e socialização dos jovens Akwẽ e do Warã, instituição educativa, conduzida pelos velhos que são responsáveis por essa formação. Também observei as práticas cotidianas da aldeia Kakumhu / Riozinho e da escola Wakõmẽkwa, locais escolhidos para realização da pesquisa etnográfica. Os interlocutores principais da pesquisa foram os anciãos e sábios da região, bem como os professores da escola mencionada. Os resultados da pesquisa revelam, por um lado, uma contradição entre os dois modelos de educação abordados. Por outro lado, também revelam uma busca de diálogo entre eles e entre os saberes próprios de cada um. Essa busca de diálogo é percebida principalmente nos discursos e práticas dos professores, que acreditam que os saberes tradicionais devem ser valorizados e incorporados no currículo escolar. Já os anciãos demonstram desconfiança com relação à escola e aos professores e apontam muitas restrições no que se refere à socialização dos saberes para todos na escola. Isso ocorre porque a sociedade Akwẽ se subdivide em clãs e cada um deles considera sagrado e como patrimônio particular, os conhecimentos que vêm guardando, de geração em geração. É necessário, que a comunidade se aproprie de sua escola e, ao mesmo tempo, que a escola conquiste a confiança da sua comunidade. Percebo também a necessidade de um consenso, em que sejam acordados os tipos de conhecimentos que podem ser compartilhados na escola.

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Kastelic, Eloá Soares Dultra. "Formação de professores indígenas e o contexto sociocultural da microcumunidade de Santa Rosa do Oco'y." Instituto de Letras, 2014. http://repositorio.ufba.br/ri/handle/ri/16258.

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A região do Oeste paranaense é conhecida não só por abrigar uma das maravilhas naturais mais visitadas do Brasil, as Cataratas do Iguaçu, mas também pela circulação de falantes de aproximadamente setenta e duas etnias na cidade de Foz do Iguaçu. Nessa região, encontra-se a aldeia indígena Santa Rosa do Oco‟y, localizada próximo à fronteira do Brasil e Paraguai, contexto no qual foi gerada parte do corpus desta pesquisa. Os sujeitos foram seis professores Avá-guarani de formação obtida em instituições de diferentes configurações e constituições: três deles no Magistério de Nível Médio Indígena, dois no Magistério de Nível Médio não indígena e um no curso de Pedagogia. Nesse cenário, o objetivo da investigação foi o de verificar se o Magistério Indígena oferecido pelo Estado do Paraná contempla em sua organização curricular elementos que contribuam para suprir as necessidades socioculturais dos professores indígenas em formação. Para atingir esse objetivo, buscou-se responder às seguintes perguntas de pesquisa: a) Como se dá a formação de professores no Magistério Indígena de nível médio?; b) O que determinam as Leis quanto à educação escolar indígena?; c) Como se processa a educação linguístico-cultural na microcomunidade de Santa Rosa do Oco‟y? Essas questões foram discutidas nas seis seções que constituem a tese. A abordagem metodológica foi a qualitativa-interpretativista, de cunho etnográfico, da forma como propõem Denzin e Lincoln (2006); Bortoni-Ricardo (2008); Maher (2008); Gramsci (1991); Freire (1987); Meliá (1998); Pires-Santos (1999); Cavalcanti (1999); Cesar (2007); Paraquett (2009); Canclini (2001); Bhabha (2010); Hamel (2000); Kleiman (2001) e outros. Os teóricos supracitados fundamentaram as análises, que procuraram dar visibilidade às vozes dos professores indígenas, tendo contribuído, também, para a discussão sobre cultura, identidade e processos interculturais, de maneira articulada às questões sociais, políticas e linguísticas. Esse posicionamento reforçou o debate sobre a formação de professores indígenas na região Sul do Brasil como reflexo das políticas públicas nacionais representadas por um de seus estados federados. Atualmente, pode-se prever que a formação do professor indígena, com seu modelo organizativo voltado para os princípios da interculturalidade, caminha para atender às necessidades socioculturais das pessoas envolvidas. No entanto, a formação de professores indígenas sofre constantemente com medidas políticas que ora fazem esse processo avançar, ora retroceder, dado que estão relacionadas a uma conquista processual, marcadas pelos conflitos instalados entre indígenas e não indígenas nos cenários plurilinguísticos e pluriculturais das sociedades que os envolvem. Pautado pela valorização da cultura indígena, o Magistério Indígena emerge como elemento significativo e agregador do processo de formação dos professores indígenas, não só do Estado do Paraná, mas de todo o território nacional, constituindo, dessa forma, uma seara de formação humana que apresenta incorporações constantes.

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Wauters, Valentine. "Le vase à anse-goulot en étrier en Amérique précolombienne :un cas d'étude des transmissions et contacts interculturels et de la diversité des processus technologiques." Doctoral thesis, Universite Libre de Bruxelles, 2019. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/280822.

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Depuis l’arrivée de l’homme sur le continent américain, les civilisations précolombiennes sont entrées en contact avec d’autres sociétés, pour certaines voisines, et pour d’autres, plus lointaines. Ce travail vise à étudier les liens, les phénomènes de contacts et les modes de transmissions entre les différentes cultures préhispaniques. Cette problématique est abordée, non pas d’une manière générale mais, au travers de la forme céramique du vase à anse-goulot en étrier. Pourquoi ce vase ?Ayant été produit sur une grande partie du continent durant plus de trois millénaires, il constitue de ce fait une caractéristique essentielle de la culture matérielle de ces civilisations, et plus particulièrement de celles de l’Amérique du Sud. Peu d’éléments permettent d’observer ces phénomènes à grande échelle et notamment entre les deux grandes zones culturelles de l’Amérique du Sud et centrale. Le vase à anse-goulot en étrier est pourtant l’un de ces éléments qui a traversé le temps et l’espace. Pour appréhender cette vaste problématique dans son ensemble trois facteurs sont analysés :la géographie, la chronologie et la technologie.Les deux premiers points sont traités conjointement. L’objectif est de dresser l’inventaire exhaustif des cultures précolombiennes ayant produit cette forme céramique si originale, ainsi que de répertorier ses caractéristiques morphologiques. Ces données rassemblées permettent de mieux comprendre les divers degrés de relations et de liens qui unissaient ces cultures. Ceci afin de reconstituer la diffusion de ce récipient que ce soit au niveau micro ou macro régional tout au long de l’époque préhispanique, depuis les premiers exemplaires d’Amazonie équatorienne jusqu’à ceux produits sous l’empire Inca au Pérou. Le troisième point concerne la technologie. Elle est étudiée au travers de la notion de « chaîne opératoire ». Les recherches se concentrent sur l’étape de la construction même de la forme :le façonnage et sur l’étude des macrotraces de la surface interne. Au total, soixante-trois vases à anse-goulot (dont quarante-neuf spécifiquement pour cette étude) ont été analysé via l’archéométrie et ses techniques issues de l’imagerie médicale (CT scan et radiographie à rayons X) et l’observation à l’œil nu. Ces récipients appartiennent principalement aux cultures de la côte Nord péruvienne. Les données rassemblées permettent de comparer les divers processus de fabrication, d’observer les constances et divergences et d’en apprendre davantage sur la transmission de cette forme et de son savoir-faire technique.
Since man’s arrival on the American continent, pre-Columbian civilizations came in contact with other societies, whether neighbors or distant ones. This work aims to study the links, the contact phenomena and the transmission models between the pre-Hispanic cultures. This matter is tackled not in a general way but through the ceramic shape of the stirrup spout bottle. Why this vessel ?Because it was produced over a large portion of the American continent for more than three millennia. It is therefore an essential feature of the material culture of these civilizations, especially for those of South America. Few elements make it possible to observe these phenomena on a large scale and particularly between the two major cultural zones of South and Central America. The stirrup spout bottle is yet one of those elements that has crossed time and space.Three factors are analyzed to fully comprehend this vast topic: the geography, the chronology and the technology.The first two factors are addressed together. The method consists in drawing up an exhaustive inventory of pre-Columbian cultures that produced this unique ceramic shape as well as to list its morphological characteristics. These data allow to better understand the degrees of relationship uniting these cultures. This will enable to map its diffusion at micro or macro regional level throughout the pre-Hispanic era, from the first copies found in Ecuadorian Amazon to the ones produced under the Inca Empire in Peru.The third factor addresses the technology. It is approached through the notion of "operational chain". The research focuses on the construction stages of the bottle with an emphasis on the analysis of the macro-traces found on its inner surface. The study is based on a sample of sixty three stirrup spout bottles of which forty-nine were specifically analyzed for the purpose of this thesis via archaeometry and its medical imaging techniques (CT scan and X-ray radiography) as well as with the naked eye observations. The analyzed bottles mainly belong to the cultures of the Peruvian North Coast. The collected data enables to compare the manufacturing processes, identify convergences and divergences, and better understand the transmission and the technical know-how of this unique form.
Doctorat en Histoire, histoire de l'art et archéologie
info:eu-repo/semantics/nonPublished

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Toua, Léonie. "Enjeux du conte de source orale dans le processus d’éducation langagière en contexte scolaire.Intervention didactique dans quatre collèges francophones au Cameroun." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAL012.

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Souvent considéré comme une pure littérature ludique et enfantine, le conte ne relève pas seulement d'une pratique culturelle ancrée dans les arts et modes de vie, mais d'une modalité pédagogique émanant de la dialectique de l'oralité. Bien plus, il semble occuper une place primordiale dans le contexte socio-culturel africain/camerounais et ce, malgré le développement et l'expansion de la « société de l'écriture ». Mais au vu des difficultés auxquelles seraient confrontés certains acteurs de l’éducation (enseignants, conteurs, élèves) à transmettre cet art de la parole, ne serait-il pas temps de découvrir la manière et la pédagogie avec lesquelles le conte peut permettre aux élèves de déployer des compétences orales? Comment initier les apprenants à une pratique artistique du conte qui différencie l'action de lire à celle de conter oralement? Partant de différents niveaux de médiation, les pistes de ce travail explorent l'approche pédagogique de l'oralité et proposent des activités langagières dans trois collèges au Cameroun. Nos résultats (dé)montrent qu’à défaut de perpétuer et de renforcer la culture de l'oralité, le conte oral développe et contribue à la valorisation des compétences narratives chez les apprenants. La visée de la présente étude est, d’une part d’intégrer le conte comme un moyen propice au langage et un vecteur d'identité interculturelle, et d’autre part de renouveler les approches et perspectives, tant dans l'enseignement de l’oral que dans l’ingénierie pédagogique
Often considered as a linguistic and narrative process reserved to children, tale's approach can not be overlooked in Cameroonian socio-cutural and anthropological context. Even though, nowadays, there is an evident development and the expasion of a rampant writing culture. In fact, in oral tradition, tale occupies an essential place in the learning process. But, then, how, and with what specific pedagogy, the tale can be hepful for pupils in their curriculum as far as learning is concerned ? Since, each tale is mainly given orally, how can it be proposed to learners who are of a different cultural background, namely, a writing culture ? In this work, taking into consideration didactic approach of educational actors, our main purpose is to establish that the pedagogic dimension of tale does not rely only on its artistic relevance but has a primordial role in oral tradition. Consequently our results first of all show that trough this cultural chanel, that is, tale, is an efficient instrument for a reliable communication in oral tradition; tale is a bridge in cultural transmission. Secondly, by using tale's approach, learners are better equiped in their narrative skills. Therefore, the present work puts accross the importance of tales in oral tradition speciffically and in a writing culture as well. Indeed tale is a valuable pedadogic agent. As our research work try to show, tale can no longer be considered as a pure playful and childish literature, but an indispensable vector of intercultural identity in Cameroonian context. Taking into account various levels of mediation, the present work proposes concrete linguistic activities, not from the tales gathered in various textbooks of the official schools' curricula, but from a new directory which may enable eventual users to explore the didactic approach yet to be discovered in tale's wisdom

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Hobel, Peter. "When the Entire World is pushed into the Classroom : Reflections on Communication, Interculturalism and Education and on Intercultural Education in the Danish Upper Secondary School." University of Southern Denmark, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27406.

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In this article intercultural education is discussed, cases from the Danish upper secondary school are analyzed, and some requirements for further development are proposed. First definitions of the concepts communication, communicative action, intercultural communication and intercultural education are given. Starting from these definitions it is argued that intercultural communication as well as intercultural education is possible. Then two cases are analyzed. Finally – in the Discussion – it is underlined that the students’ metareflection on the context dependence of the knowledge construction process is a pivotal precondition for successful intercultural education.

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Sosnowski, Katyúscia. "Telecolaboração, arte e educação : diálogos interculturais e a negociação da autoria em vídeos coletivos sob uma perspectiva bakhtiniana." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/131347.

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Sob um princípio dialógico e à luz de uma perspectiva teórico/metodológica ético-estética bakhtiniana, apresentamos nesta tese um estudo realizado com dois grupos de estudantes de licenciatura em Artes Visuais. Os estudantes, situados em contextos culturais diferentes, comunicam-se e produzem colaborativamente objetos estéticos com a linguagem videográfica. Promovemos um diálogo intercultural entre esses sujeitos (estudantes brasileiros e norte-americanos) por meio do Projeto AprenDi 2.0 em conexão com a 9ª Bienal do Mercosul | Porto Alegre, um projeto de extensão concomitante ao currículo universitário. O objetivo foi aproximar estudantes de licenciatura para um diálogo sobre a cultura local e sobre arte contemporânea, bem como experimentar modos de trabalhar colaborativamente à distância. O projeto foi organizado em três modos de dialogar: a) Diálogos sobre cada um de nós, que teve o objetivo de promover o primeiro contato entre os participantes do projeto, através da produção e compartilhamento de videocartas. b) Diálogos sobre arte contemporânea, que objetivava o compartilhamento das experiências estéticas e a compreensão mútua da arte contemporânea vigente, nos dois contextos, por meio da troca de vídeos autorais produzidos pelos estudantes; e c) Diálogos com a 9ª Bienal do Mercosul, que teve como objetivo a criação coletiva à distância de um vídeo e a participação, propriamente dita, na 9ª Bienal do Mercosul | Porto Alegre, submetendo este vídeo à chamada pública "Invenções Caseiras". Construído o campo, o objetivo principal da pesquisa foi investigar como ocorrem as negociações ético-estéticas de autoria nessa experiência de trocas e produções colaborativas presencialmente e à distância. Na intenção de contribuir para a compreensão do discurso na linguagem videográfica, buscamos explorar o potencial analítico dos conceitos e da metodologia de Mikhail Bakhtin e sua teoria do dialogismo. Numa escuta ética e responsiva, demos atenção especial aos enunciados produzidos por esses dois grupos de estudantes, em relações comunicativas e estéticas por meio de videocartas e vídeos colaborativos. A partir das análises, foi possível inferir que o vídeo pode ser visto como um enunciado verbo-áudio-visual e como elo da cadeia dialógica. O vídeo como um objeto estético híbrido que se constitui como uma voz construída a partir de outros enunciados, um disparador da discussão, um estado, um processo no intercâmbio contínuo de vozes.
From a dialogical foundation, under the light of a Bakhtinian ethical-aesthetic theoretical/methodological perspective, we present in this thesis a study made with two participant groups of the Project AprenDi 2.0 connected to the 9th Mercosul Biennial | Porto Alegre. These students are situated in different cultural contexts, and comunicate with each other and create aesthetic objects in a collaborative fashion using videographic language. We launched an intercultural dialogue among the participants of these study, through a learning project concurrent to the curriculum of their classes. The aim was to bring together preservice art teacher students, in order to foster dialogue about local culture and contemporary art, as well as to experiment with ways of collaborative remote group working. The project was planned in three dialogue modes; a) Dialogues about each of us, which aimed to promote the first contact between project participants, through the production and sharing of videoletters. b) Dialogues about 9th Mercosul and contemporary art, which aimed mutual understanding of contemporary art on display at that moment, in both contexts, through the sharing of copyright videos produced by the participants; and c) Dialogues with 9th Biennalle of Mercosul, with the aim of create, in a collective process, a video, and after that, to participate in the 9th Mercosul Biennial | Porto Alegre, uploading this video to the public call "Home Inventions". In order to contribute with the comprehension of the discourse in the videographic language, we discuss the concept of verbal-audio-visual utterance, that we developed after Mikhail Bakhtin’s perspective. All the data presented are part of a research that was done with undergraduate students of in Visual Arts, concerning the identification of how the authorship processes occur in collaborative experiences either personally or at a distance. Listening from an ethical and responsive position, we pay attention to the utterances produced by these two groups of students (Brazilian and North American students), that consist in communicative and aesthetic relationships through video letters and colaborative videos. From the analysis we can infer that the video can be seen as a voice built from other utterances, a trigger point of the discussion and an enabler of the communication. The video as an hybrid aesthetic object is constituted as a voice from other utterances, a trigger of discussion, a state, a process in a continuous interchange of voices.

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De, Tomin Camilla. ""Tutta la verità nient'altro che la verità": nazismo e stalinismo a confronto al processo di Norimberga nelle memorie dell’interprete russa Tat’jana Stupnikova." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20859/.

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Lo scopo principale del presente elaborato è analizzare la testimonianza di Tat’jana Stupnikova contenuta nel suo libro "Tutta la verità nient'altro che la verità: il processo di Norimberga con gli occhi di un'interprete russa" (Ничего кроме правды: Нюрнбергский процесс. Воспоминания переводчика.) e dimostrare come si possano trovare numerose somiglianze tra nazismo e stalinismo. Nel gennaio del 1946, Tat’jana Stupnikova fu inviata a Norimberga in qualità di interprete simultaneo dal tedesco al russo in occasione del processo dei principali criminali di guerra davanti al Tribunale militare internazionale, che giudicò ventiquattro dei più importanti gerarchi nazisti catturati o ancora ritenuti in vita. Il primo capitolo sarà incentrato sui campi di concentramento tedeschi, sui GULAG sovietici e sulle similitudini e difformità tra essi. Successivamente, il secondo capitolo sarà dedicato al periodo che precedette il secondo conflitto mondiale, con speciale riguardo alle epurazioni militari avvenute in Unione Sovietica e nel Terzo Reich. La terza sezione del mio elaborato verterà sulla giustizia e, in particolare, sul processo ai criminali nazisti e sulla mancata udienza alla controparte sovietica. Infine, il quarto e ultimo capitolo sarà dedicato alle organizzazioni criminali naziste e sovietiche e al loro destino dopo il 1946.

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Stock, Cheryl F. "Making intercultural dance in Vietnam : issues of context and process from the perspective of an Australian choreographer and her colleagues from Vietnam Opera Ballet Theatre (Nhà Hát Nhạc Vũ Kịch Việt Nam) 1995-1999." Queensland University of Technology, 1999. http://eprints.qut.edu.au/17527/.

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This thesis explores the creative processes of intercultural performance in an Asian context, through projects undertaken with Vietnam Opera Ballet Theatre, the national dance company in Hanoi. Background research to the study has enabled previously elusive research areas to be made available to English-language scholars and artists - namely, contemporary preservation of Vietnamese dance traditions and professional practice of Vietnamese dance in the đổi mới (open door policy) period. This contextual background highlights the importance of cultural specificity in intercultural performance practice, revealing insights into how and why artistic and aesthetic sensibilities shift when choreographic processes are transferred from an Australian to a Vietnamese setting. The study began with a premise of intercultural performance practice as an equitable sharing of ideas and has ended with the experience of intercultural collaboration as a transforming process, involving cultural translation to and by the local context - in this study through a process of Vietnamisation. Transformations are seen to occur via alteration of professional practices and the metamorphosis of meaning, metaphor and myth, providing substantially new readings of the original ideas. Importantly, the study points to the body as the central site of cultural difference, cultural commonalities and complex intercultural sensibilities. A dual methodology for the research combined artistic practice with theoretical reflection, resulting in a polyphonic text of written, visual and kinetic data. From the extant practice of the researcher/choreographer, a model of intercultural performance was devised which was refined as the two research projects of the pilot and case studies progressed. Reflective analysis of the model was undertaken through the framework of intercultural performance theories, parallel to the artistic practice. Throughout the research process, privileging the voices and bodies of the Vietnamese artists in both their practice and their perceptions of that practice have been fundamental to the outcomes of the study. This is the first in-depth study of contemporary professional dance practice in Vietnam and of intercultural performance practice between Australia and Vietnam.

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Chan, Yie Leng. "How national culture on consumers' decision-making styles: a comparative study among Americans, Brazilians, Chinese, and japanese in the purchase of cell phones." reponame:Repositório Institucional do FGV, 2009. http://hdl.handle.net/10438/11007.

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The influence of the national culture on consumer decision-making styles is investigated using a sample of Americans, Brazilians, Chinese, and Japanese consumers who have purchased a cell phone in the past three years. To make the research possible, a survey was used as a method of data collection. It relates Hofstede’s cultural classification typology with Sproles and Kendall’s consumer style inventory (CSI). The multivariate analysis of variance (MANOVA) results indicate six decision-making styles together with other consumer behavioral characteristics that can be used to distinguish and profile consumers who purchase cell phones. Empirical findings reveal that among Americans, Brazilians, and Japanese; Americans are the most quality conscious, brand conscious, innovative, and hedonistic shoppers; Brazilians are the most loyal, and Japanese, the most confused by overchoice consumers. Conceptual contributions and managerial implications are discussed.

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Thers, Alain. "Les autels religieux, analyseurs des dynamiques subjectives dans les processus d'interculturation chez les migrants vietnamiens : une approche en psychologie interculturelle." Thesis, Bordeaux 2, 2012. http://www.theses.fr/2012BOR21925/document.

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Notre présence de 1990 à 2010 en qualité d’éducateur spécialisé sur Beaubreuil, quartier de la ville de Limoges, Haute-Vienne, nous a permis d’accompagner, d’observer et de prendre part pendant plus de vingt années aux processus migratoires vietnamiens. Durant tout ce temps nous avons pu constater d’un point de vue psychologique que les ruptures consécutives à l’exil, puis au choc culturel né du contact avec la société d’accueil, ont fait surgir chez les individus des problématiques complexes, notamment identitaires. Dans l’exil, pour faire face aux risques psychosociaux provoqués par l’instabilité de leur structure psychique et de leur système culturel, les vietnamiens ont investi l’espace public et l’espace privé proposés par la culture d’accueil. Ces démarches, multiples, leur ont permis dans le réaménagement de ces espaces, de retrouver, de recréer, les éléments perçus par eux comme fondamentaux de leur culture d’origine, nécessaires et indispensables au travail de rééquilibrage psychique. En France, l’injonction culturelle vietnamienne d’élaboration d’autels religieux au sein de leurs habitations a conduit les personnes à réinterpréter, au sein de dynamiques subjectives, la question des différentes composantes de leur identité, personnelle et sociale, culturelle et religieuse. Les interactions entre l’injonction de la culture d’origine et l’espace proposé par la culture d’accueil ont conduit les sujets à engager des transformations, des modifications dans l’élaboration de leurs autels religieux. En ce sens ces élaborations rendent compte et constituent des analyseurs particulièrement pertinents des processus d’interculturation
Our presence from 1990 to 2010 as a social worker in Beaubreuil, district of the city of Limoges, Haute-Vienne, allowed us to support, observe and take part for over twenty years in the Vietnamese migration processes. All this time, we noted from a psychological perspective, that ruptures, resulting from the exile, then from the culture shock, were born by contacts with the host society, have given rise to individuals, complex problems including identity ones. In exile, to face the psychosocial risks caused by the instability of their psychic structure and their cultural system, the Vietnamese have invested public and private areas offered by the host culture. These approaches, multiple, allowed them in the redevelopment of these areas, to find, to recreate the elements perceived by them as fundamental in their native culture, necessary and essential to their work of psychic restructuring. In France, the cultural injunction of religious altars development in the private sphere has led them to reinterpret in a subjective way the question of the different components of their identity personal and social, cultural and religious The interactions between the native culture injunction and the space proposed by the host culture has engaged transformations, changes in the elaboration of religious altars. In that way, they are reflecting and are forming analyzers, particularly relevant to us, the intercultural exchange process

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Churaňová, Martina. "Akulturace imigrantů v ČR." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-206854.

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This diploma thesis deals with the process of acculturation of immigrants in the Czech Republic. The aim is to analyze the process of acculturation and its particular phases in case of foreigners with different nationalities and identify a possible tendency in ways they are able to integrate into the new society, including factors, which can possibly affect this process. Outcomes of the thesis are concrete recommendations for immigration authorities in the Czech Republic and determination of acculturation strategy, which is characteristic for immigrants.

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Trautmann, Friederike Konstanze. "A cross-cultural analysis of Brazilian and German planning orientations." Master's thesis, reponame:Repositório Institucional do FGV, 2017. http://hdl.handle.net/10400.14/26187.

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This thesis investigates whether time orientation (long-term orientation versus short-term orientation) moderates the relationship between conscientiousness and planning orientation (process orientation versus outcome orientation) among Brazilians and Germans. According to Hofstede (2001), Brazilians are short-term oriented, whereas Germans are highly long-term oriented. An online survey was conducted with 103 Brazilian and 106 German participants. The survey included the HEXACO-60 model’s conscientiousness items, self-developed items based on Hofstede’s time orientation summary (Hofstede, 2001), and Woolley’s measures for planning orientation (Woolley, 2009a, 2009b). Regression analyses, frequencies, and independent samples t-tests were conducted with SPSS, with conscientiousness, time orientation and nationality as predictors and planning orientation as dependent variable. Demographic control variables were analyzed with ANOVA and multiple regression. Neither was there a significant relationship between conscientiousness and planning orientation, nor was this relationship moderated by time orientation or nationality. There was no significant positive relationship between conscientiousness and process orientation in either of the two country samples. Time orientation did also not have a direct impact on planning orientation. Brazilians were not more likely to display outcome orientation, and neither were Germans more likely to display process orientation. The demographic control variables failed to consistently and significantly predict planning orientation. A surprising finding was that other than proposed by Hofstede (2001), Germans scored as high on short-term orientation as Brazilians. Research limitations, implications for practice, and recommendations for future research were explored by the author.
Esta tese investiga se o foco temporal (foco no longo prazo versus foco no curto prazo) influencia a relação entre conscienciosidade e o foco do planejamento (foco no processo versus foco no resultado) entre brasileiros e alemães. De acordo com Hofstede (2001), brasileiros focam no curto prazo, enquanto alemães são altamente focados no longo prazo. Uma pesquisa online foi feita com 103 participantes brasileiros e 106 participantes alemães. A pesquisa incluiu os itens de consciência do modelo HEXACO-60, itens autodesenvolvidos baseados no sumário de foco temporal de Hofstede (Hofstede, 2001) e nas medidas para foco do planejamento de Woolley (Woolley, 2009a, 2009b). Análises de regressão, frequência e testes-t de amostras independentes foram conduzidos por meio do SPSS, com conscienciosidade, foco temporal e nacionalidade como preditores e foco do planejamento como variável dependente. Variáveis de controle demográfico foram analisadas por meio do ANOVA e múltiplas regressões. Não foi encontrada relação significativa entre conscienciosidade e foco no planejamento, tampouco foi esta relação influenciada pelo foco temporal ou pela nacionalidade. Não houve relação direta significativa entre conscienciosidade e foco no processo em ambos os países analisados. O foco temporal também não demonstrou um impacto direto no foco do planejamento. Brasileiros não demonstraram ser mais propensos ao foco no resultado e nem alemães demonstraram ser mais propensos ao foco no processo. As variáveis demográficas de controle falharam em predizer o foco do planejamento de forma significativa e consistente. Uma descoberta surpreendente foi que, diferentemente do proposto por Hofstede (2001), alemães pontuaram tão alto quanto brasileiros em foco a curto prazo. Limitações de pesquisa, implicações práticas e recomendações para o futuro foram exploradas pela autora.

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Tabane, Ramodungoane James. "The influence of cross-cultural interviewing on the generation of data." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-02042005-142212.

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Trautmann, Friederike Konstanze. "A cross-cultural analysis of Brazilian and German planning orientations." reponame:Repositório Institucional do FGV, 2017. http://hdl.handle.net/10438/18187.

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This thesis investigates whether time orientation (long-term orientation versus short-term orientation) moderates the relationship between conscientiousness and planning orientation (process orientation versus outcome orientation) among Brazilians and Germans. According to Hofstede (2001), Brazilians are short-term oriented, whereas Germans are highly long-term oriented. An online survey was conducted with 103 Brazilian and 106 German participants. The survey included the HEXACO-60 model’s conscientiousness items, self-developed items based on Hofstede’s time orientation summary (Hofstede, 2001), and Woolley’s measures for planning orientation (Woolley, 2009a, 2009b). Regression analyses, frequencies, and independent samples t-tests were conducted with SPSS, with conscientiousness, time orientation and nationality as predictors and planning orientation as dependent variable. Demographic control variables were analyzed with ANOVA and multiple regression. Neither was there a significant relationship between conscientiousness and planning orientation, nor was this relationship moderated by time orientation or nationality. There was no significant positive relationship between conscientiousness and process orientation in either of the two country samples. Time orientation did also not have a direct impact on planning orientation. Brazilians were not more likely to display outcome orientation, and neither were Germans more likely to display process orientation. The demographic control variables failed to consistently and significantly predict planning orientation. A surprising finding was that other than proposed by Hofstede (2001), Germans scored as high on short-term orientation as Brazilians. Research limitations, implications for practice, and recommendations for future research were explored by the author.
Esta tese investiga se o foco temporal (foco no longo prazo versus foco no curto prazo) influencia a relação entre conscienciosidade e o foco do planejamento (foco no processo versus foco no resultado) entre brasileiros e alemães. De acordo com Hofstede (2001), brasileiros focam no curto prazo, enquanto alemães são altamente focados no longo prazo. Uma pesquisa online foi feita com 103 participantes brasileiros e 106 participantes alemães. A pesquisa incluiu os itens de consciência do modelo HEXACO-60, itens autodesenvolvidos baseados no sumário de foco temporal de Hofstede (Hofstede, 2001) e nas medidas para foco do planejamento de Woolley (Woolley, 2009a, 2009b). Análises de regressão, frequência e testes-t de amostras independentes foram conduzidos por meio do SPSS, com conscienciosidade, foco temporal e nacionalidade como preditores e foco do planejamento como variável dependente. Variáveis de controle demográfico foram analisadas por meio do ANOVA e múltiplas regressões. Não foi encontrada relação significativa entre conscienciosidade e foco no planejamento, tampouco foi esta relação influenciada pelo foco temporal ou pela nacionalidade. Não houve relação direta significativa entre conscienciosidade e foco no processo em ambos os países analisados. O foco temporal também não demonstrou um impacto direto no foco do planejamento. Brasileiros não demonstraram ser mais propensos ao foco no resultado e nem alemães demonstraram ser mais propensos ao foco no processo. As variáveis demográficas de controle falharam em predizer o foco do planejamento de forma significativa e consistente. Uma descoberta surpreendente foi que, diferentemente do proposto por Hofstede (2001), alemães pontuaram tão alto quanto brasileiros em foco a curto prazo. Limitações de pesquisa, implicações práticas e recomendações para o futuro foram exploradas pela autora.

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Vasconcelos, Luciana Machado de. "Musique baianaise?: um estudo do processo de compra de espetáculos musicais baianos na França." Programa de Pós-Graduação em Cultura e Sociedade da UFBA, 2008. http://www.repositorio.ufba.br/ri/handle/ri/10837.

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A pesquisa analisa o processo de compra de espetáculos musicais baianos na França, um dos países que, tradicionalmente, acolhe as músicas provenientes de várias partes do mundo. O objetivo geral do estudo é contribuir para compreensão dos processos de exportação da música produzida na Bahia. Investigou-se o que os franceses entendem como música brasileira e, particularmente como música baiana; buscou-se conhecer os padrões que norteiam os compradores franceses na decisão pela compra de determinado espetáculo de musique du monde e procurou-se saber se existe um fluxo de informação entre a atual produção musical da Bahia e o consumidor francês. Tentou-se, ainda, identificar as estratégias que outras regiões ou países, em concorrência com o Brasil no setor musiques du monde, estão utilizando para promover a atividade de exportação de suas músicas. Por fim, averiguou-se como é avaliado o grau de profissionalismo dos brasileiros envolvidos com os espetáculos e como se dão as negociações para a contratação e apresentação dos mesmos. O material empírico foi colhido a partir de entrevistas semi-estruturadas realizadas com 14 profissionais franceses, ou que atuam na França, - envolvidos diretamente com a categoria musical world music - que trabalharam com artistas brasileiros nos últimos 5 anos. Foram entrevistados diretores de festivais, diretores de programação de espaços culturais públicos e privados, produtores e agentes especializados em representar artistas brasileiros. Os profissionais pesquisados possuíam diferentes graus de conhecimento sobre a música brasileira, o que permitiu montar um quadro diversificado de informações sobre o assunto pesquisado.
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Hößler, Ulrich. "Interkulturelle Qualifizierung im Rahmen des Hochschulstudiums in Deutschland." Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2017. http://dx.doi.org/10.18452/17721.

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Die vorliegende Arbeit verfolgt das Ziel, ein Modell interkultureller Qualifizierung im Rahmen des Hochschulstudiums in Deutschland zu generieren. Im theoretischen Teil wird der Qualifizie-rungsbegriff in Bezug zum Qualifizierungsziel interkulturelle Kompetenz und zum Anwen-dungskontext Hochschulstudium in Deutschland erörtert sowie das Thema innerhalb der Erzie-hungswissenschaften verortet. Auf die Themen interkulturelle Kompetenz und interkulturelles Lernen wird gesondert eingegangen. Darauf aufbauend werden im empirischen Tiel die zwei durchgeführten Studien beschrieben und abschließend die Ergebnisse interpretiert. Aus einer qualitativ-explorativen Interviewbefragung von 18 ehemaligen Teilnehmenden am Zusatzstudi-um Internationale Handlungskompetenz der Regensburger Hochschulen und einer quantitativ-explanativen Fragebogenstudie mit 129 damals aktuellen Teilnehmenden am Ende des Zusatz-studiums konnten relevante Eingangsbedingungen, Lernprozesse und Wirkungen sowie Kon-trollvariablen interkultureller Qualifizierungsmaßnahmen identifiziert werden. Die identifizierten Variablen werden zu den fünf Nutzungsprofilen interkultureller Qualifizierung 1) Sensibilisie-rung, 2) kognitive Anwendung, 3) Aktivierung, 4) aktionale Anwendung und 5) Potenzierung zusammengefasst. In einem Transfermodell werden die Nutzungsprofile schießlich in Bezug auf Wissenstransfer und Handlungstransfer verortet und in einem Input-Prozess-Output-Modell auf-steigend angeordnet. Das Ergebnis der Arbeit besteht somit in einem theoretisch fundierten und empirisch geprüften lern- und handlungstheoretischen Modell interkultureller Qualifizierung, das exemplarisch Bedingungen, Prozessverläufe und Wirkungen interkultureller Qualifizie-rungsmaßnahmen an deutschen Hochschulen beschreibt und dadurch Anwendungswissen für Konzeption, Implementation und Evaluation weiterer bestehender und geplanter interkultureller Qualifizierungsmaßnahmen bietet.
This study aims at generating an input-process-output model of intercultural qualification in the context of academic education in Germany. The theoretical framework consists of defining in-tercultural qualification and localizing the topic within educational sciences. The topics intercul-tural competence and intercultural learning are discussed separately. There were two empirical studies: 1) 18 former participants of the Extracurricular Study Program for Intercultural Compe-tence at the Regensburg universities have been interviewed about the program’s learning pro-cesses and learning outcomes. Resulting data were analysed using qualitative methods, yielding a set of hypotheses on relations between preconditions, processes and outcomes of intercultural qualification. 2) At the end of the program, 129 participants completed a questionnaire con-structed on the results of the interview study producing quantitative data. Relevant input, pro-cess and output variables could be identified and were integrated into five user profiles: 1) sensi-tisation, 2) cognitive application, 3) activation, 4) behavioral application, and 5) potentialisation. These profiles were finally arranged in relation to knowledge transfer and behavioral transfer, thus yielding a transfer model of intercultural qualification, and were put in ascending order in an input-process-output model. This theoretically founded and empirically tested model de-scribes exemplarily preconditions, learning processes, learning outcomes, and control variables of intercultural qualification in the context of academic education in Germany. It can be used as a theoretical framework for further research or conceptualisation, implementation, and evalua-tion of intercultural qualification programs.

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Casteigts, Michel. "Le management territorial stratégique. De la territorialisation en général et des territoires en particulier. L’aménagement de l’espace Aménagement du territoire Les réseaux territoriaux de savoirs Le design organisationnel territorial: le territoire comme organisation : biens collectifs, économies externes et compétitivité Le management territorial stratégique Transports urbains; la gouvernance territoriale face aux défis du développement durable La gouvernance urbaine entre science et idéologie Processus de territorialisation de l'espace Transactions interculturelles et intégration territoriale: le cas du Pays Basque Mythes métropolitains et territorialités urbaines dans le processus de globalisation: un repérage critique Quelques enjeux interculturels de la mondialisation, autour des notions de proximité, d'identité et de territoire Les paradoxes de l'équité territoriale L'invention stratégique du territoire, entre projets, transactions et conventions." Thesis, Pau, 2019. http://www.theses.fr/2019PAUU2070.

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Le territoire est un dispositif socialement construit et non une entité transcendantale. La compréhension des phénomènes territoriaux passe par l'identification des mécanismes de cette construction. L'objet de cette thèse est de décrire ces processus de territorialisation, dans une approche comparative permettant de dégager la figure centrale du management territorial stratégique, configuration idéal-typique d'action collective qui apparaît quand des dispositifs juridiquement institués contrarient l'expression territoriale de dynamiques sociétales fortes.Le management territorial stratégique, dont l’émergence est étroitement corrélée à celle du développement durable, combine le territoire comme cadre de régulation, la mutualisation des savoirs comme principe cognitif, la coopération comme organisation opérationnelle et la gouvernance comme processus décisionnel. Dans ce contexte, l’invention du territoire met en jeu des dynamiques de projet mobilisant démarches transactionnelles et logiques conventionnelles
The territory is a socially constructed apparatus and not a transcendental entity. Understanding the territorial phenomena requires to identify the mechanisms of this construction. The purpose of this thesis is to describe these territorialization processes, in a comparative approach to uncover the central figure of strategic territorial management, an ideal-typical configuration of collective action that appears when mechanisms legally instituted impede the territorial expression of strong societal dynamics.Strategic territorial management, the emergence of which is closely correlated with that of sustainable development, combines the territory as a regulatory framework, knowledge sharing as a cognitive principle, cooperation as an operational organization and governance as a decision-making process. In this context, the creation of the territory involves project based dynamics on transactional approaches and conventional logics

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Mor, Shira. "Cultural Metacognitive Processes: Psychological Mechanisms Promoting Intercultural Effectiveness." Thesis, 2013. https://doi.org/10.7916/D8BG2W5Q.

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In Chapter 1, I provide a general theoretical framework for the dissertation. In Chapter 2, I examine the association between cultural metacognition and intercultural effectiveness. In Chapter 3, I examine the conditions and cognitive mechanisms that facilitate application and updating of cultural knowledge among individuals high on cultural metacognition. I further test whether related individual difference factors can explain the hypotheses I proposed in Chapter 3. Multiple methods were employed to test my hypotheses using quasi-field surveys with executives, 360 degree multi-rater surveys with MBA students as well as experimental designs with lab and crowdsourcing participants.

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Fernandes, Helena Maria Verdasca 1970. "A integração da perspectiva intercultural nos processos de RVCC." Master's thesis, 2011. http://hdl.handle.net/10451/5755.

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Trabalho de projeto de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2011
A presente investigação, desenvolvida no âmbito do Mestrado em Ciências da Educação: Educação e Formação de Jovens e Adultos pouco escolarizados, pretende saber como pode o processo de RVCC contribuir para a integração da população imigrante. O objectivo deste trabalho é ajudar na compreensão da problemática da imigração e deixar pistas de intervenção com um segmento da população que está envolvida em processos de RVCC e se encontra em situação acrescida de vulnerabilidade e de exclusão social. Para contextualizar esta problemática, comecei por fazer uma reflexão autobiográfica e procurou-se construir um quadro teórico que sustente a evolução do campo da educação e formação de adultos. A partir de uma abordagem humanista do fenómeno da imigração, tentou-se dar a conhecer a sua complexidade. Recorreu-se à metodologia do estudo de caso múltiplos, a partir de entrevistas com o objectivo de conhecer as perspectivas de três adultos estrangeiros, de forma a perceber como o processo pode contribuir para a sua integração. Os dados recolhidos foram estruturados em diferentes dimensões desta problemática, que sugerem áreas de interesse que poderão ser trabalhadas junto deste público. Considera-se que este estudo vai de encontro a uma abordagem holística do ser humano, que está subjacente ao modelo do RVCC, cumprindo por isso essa missão, rumo à qualidade do processo de RVCC.
This research, carried out within the Adult Education and Training: Adults and Young Education and Training with low qualifications, focuses on the study of how can RVCC process contribute to integrate the immigrant population. The aim of this work is to help a deeper comprehension of the immigration issue and leave a trail for future intervention with a population segment that is involved in the RVCC process and is in an increased situation of vulnerability and social exclusion. To contextualize this issue, I began to make an autobiographical reflection and tried to build a theoretical framework that supports the evolution of the field of education and training of adults. From a humanistic approach to the phenomenon of immigration, I have tried to make known its complexity. This research used the methodology of multiple case study, based on interviews with the aim to know the point of views of three foreign adults, to understand how the process can contribute to their integration. The data collected were organized into different dimensions of this problem, which suggest areas of interest that can be worked with this public. It is considered that this study makes a holistic approach to the human being, which underlies the model of RVCC, so fulfilling that mission, to quality of the RVCC process.

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Giersberg, Lynn. "Intergroup implications of moral divides over arranged marriages in Germany." Master's thesis, 2020. http://hdl.handle.net/10071/20727.

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Due to migration, two different marriage systems came to co-exist in Germany: love marriages and arranged marriages, with the latter triggering a heated debate in the German society. This study investigated the moral underpinnings of negative attitudes towards groups that engage in arranged marriages amongst adult Germans (N =327). Based on the Moral Foundations Theory, the individualizing and libertarian moral foundation were hypothesized to predict negative attitudes towards people who engage in arranged marriages, with the attitudes towards arranged marriages mediating this relationship. Intercultural competences were expected to buffer the relationship between moral foundations and attitudes towards arranged marriages. Unexpectedly, the results showed that individualizing and libertarian moral foundations predict more positive attitudes towards the groups that engage in arranged marriages (i.e., less social distance and less dehumanization). By contrast, the binding foundation predicted more social distance and more dehumanization of groups that engage in arranged marriages. The mediating role of attitudes towards arranged marriages was not supported. Intercultural competences were not significant moderators. The results and their implications are discussed.
Devido à migração, dois sistemas matrimoniais vêm a coexistir na Alemanha: casamentos por amor e casamentos arranjados, sendo esto último desencadeado um debate intenso na sociedade alemã. Este estudo investigou os fundamentos morais das atitudes negativas em relação aos grupos que se envolvem em casamentos arranjados entre cidadãos adultos alemães (N =327). Com a base na Teoria das Fundações Morais, os fundamentos morais individualizados e libertária foram hipoteticamente para prever as atitudes negativas em relação aos casamentos arranjados, sendo as atitudes em relação aos casamentos arranjas a mediadora desta relação. A partir daí, são introduzidas competências interculturais como moderadores, que amortecem a relação entre convicções morais e as atitudes negativas em relação aos casamentos arranjados. Inesperadamente, os resultados mostraram que os fundamentos morais individualizados e libertários têm atitudes mais positivas em relação aos grupos que se envolvem em casamentos arranjados (i.e., menor distância social e desumanização). Em contraste, a fundação vinculativa prevê um maior distanciamento social, e desumanização dos grupos que se empenham em casamentos arranjados. O papel do mediador em relação às atitudes da prática não foi apoiado. As competências interculturais não foram moderadoras significativos. Os resultados e as suas implicações são discutíveis.

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Dissertations / Theses on the topic 'Intercultural processes'

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