Dissertations / Theses on the topic 'Interculturalism'
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1
Gall, Robert. "The Role of Personality in Interculturalism and the Self-Enhancement of Interculturalism| A Cross-sectional Multivariate Analysis." Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731109.
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Research on the Big Five Factors of personality has generally demonstrated its predictive ability in regards to a variety of psychological constructs. This study addressed whether or not the Big Five Factors of personality had the same predictive ability in regards to an intercultural mindset, a constructivist construct that determines how individuals assess and interact with difference, and an individual’s tendency to self-enhance their intercultural mindset. Since most of the research has been focused on the Big Five Factors of personality, the subfacets of each of the Big Five Factors were also examined to determine if the subfacets provided a better predictive model. Data collected from first year college students in a Midwest parochial university through a cross-sectional design was utilized. Maximum Likelihood Methods were then utilized to reduce the number of personality factors for an intercultural mindset and the self-enhancement of an intercultural mindset followed by multiple backwards regressions to determine the potential relationships. Extraversion was negatively correlated and Agreeableness was positively correlated to an intercultural mindset at the Big Five level of personality (p = 0.005, R2 = 0.056, f2 = 0.059), while Excitement Seeking was negatively correlated and Ideas were positively correlated to an intercultural mindset at the subfacet level of personality (p = 0.002, R2 = 0.068, f2 = 0.073). While the effect size of these two research questions is small, it does provide some understanding to the value that self-reflection, the ability to cope with anxiety, and a capacity for cognitive complexity may play in developing an intercultural mindset. For the self-enhancement of an intercultural mindset, Extraversion was positively correlated and Agreeableness was negatively correlated at the Big Five level of Personality (p = 0.005, R2 = 0.056, f2 = 0.059), while Excitement seeking and Anxiety were both positively correlated at the subfacet level of personality (p = 0.000, R2 = 0.084, f2 = 0.092). It appears that cognitive complexity, effective coping strategies for anxiety, and empathy are necessary skills to minimize the self-enhancement of an intercultural mindset.
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com, ssigler227@gmail, and Steven Matthew Sigler. "Renewing Societies: Interculturalism and the Creative Sojourner." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100203.142632.
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From their nascent beginnings during World War II to their good governance and capacity building focus under the Post-Washington Consensus of the early 21st century, international development activities have encompassed a particular world view. This world view, founded on Western historical materialism and a normative perspective, rationalizes the project as the predominate form of development assistance and the expert or volunteer as its agent. Yet this approach to development, although at times successful, has often proved to be unsustainable in the absence of international financing and expertise.
Still, there is an alternative approach available when one recognizes that what the vast majority of people want is security for themselves, their families, and their lifestyles.1 From this approach, the focus of development is shifted away from what people do not have (be it material comforts, infrastructure, or good governance) and sets it on the critical roles culture, individual growth, and informal association have in community development. In this approach, human agency at the interpersonal level becomes critical in the diffusion of social, political, economic, and technological innovation and, accordingly, the decisive factor in poverty reduction. That is to say, development that can address poverty must come from within the social classes that experience it.
To explore how the international development community can act on this alternative approach, this thesis provides a review of the theory, practice, and consequences of international development to the present day and, from that lead, builds a theoretical argument for the individual creative sojourner as a primary messenger of development. In addition, it presents an exploratory case study of creative sojourners in Timor-Leste and, from their ideas and insights, proposes policy considerations for an overseas apprenticeship program that would support the efforts of trades people, agriculturalists, and small entrepreneurs in improving their lives and, in the process, renewing their societies.
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Sigler, Steven M. "Renewing societies : interculturalism and the creative sojourner /." Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100203.142632.
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Sigler, Steven. "Renewing Societies: Interculturalism and the Creative Sojourner." Thesis, Sigler, Steven (2007) Renewing Societies: Interculturalism and the Creative Sojourner. PhD thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/1691/.
Full textAbstract:
From their nascent beginnings during World War II to their good governance and capacity building focus under the Post-Washington Consensus of the early 21st century, international development activities have encompassed a particular world view. This world view, founded on Western historical materialism and a normative perspective, rationalizes “the project” as the predominate form of development assistance and the “expert” or “volunteer” as its agent. Yet this approach to development, although at times successful, has often proved to be unsustainable in the absence of international financing and expertise.
Still, there is an alternative approach available when one recognizes that what the vast majority of people want is security for themselves, their families, and their lifestyles.1 From this approach, the focus of development is shifted away from what people do not have (be it material comforts, infrastructure, or good governance) and sets it on the critical roles culture, individual growth, and informal association have in community development. In this approach, human agency at the interpersonal level becomes critical in the diffusion of social, political, economic, and technological innovation and, accordingly, the decisive factor in poverty reduction. That is to say, development that can address poverty must come from within the social classes that experience it.
To explore how the international development community can act on this alternative approach, this thesis provides a review of the theory, practice, and consequences of international development to the present day and, from that lead, builds a theoretical argument for the individual creative sojourner as a primary messenger of development. In addition, it presents an exploratory case study of creative sojourners in Timor-Leste and, from their ideas and insights, proposes policy considerations for an overseas apprenticeship program that would support the efforts of trades people, agriculturalists, and small entrepreneurs in improving their lives and, in the process, renewing their societies.
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Sigler, Steven. "Renewing Societies: Interculturalism and the Creative Sojourner." Sigler, Steven (2007) Renewing Societies: Interculturalism and the Creative Sojourner. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/1691/.
Full textAbstract:
From their nascent beginnings during World War II to their good governance and capacity building focus under the Post-Washington Consensus of the early 21st century, international development activities have encompassed a particular world view. This world view, founded on Western historical materialism and a normative perspective, rationalizes “the project” as the predominate form of development assistance and the “expert” or “volunteer” as its agent. Yet this approach to development, although at times successful, has often proved to be unsustainable in the absence of international financing and expertise.
Still, there is an alternative approach available when one recognizes that what the vast majority of people want is security for themselves, their families, and their lifestyles.1 From this approach, the focus of development is shifted away from what people do not have (be it material comforts, infrastructure, or good governance) and sets it on the critical roles culture, individual growth, and informal association have in community development. In this approach, human agency at the interpersonal level becomes critical in the diffusion of social, political, economic, and technological innovation and, accordingly, the decisive factor in poverty reduction. That is to say, development that can address poverty must come from within the social classes that experience it.
To explore how the international development community can act on this alternative approach, this thesis provides a review of the theory, practice, and consequences of international development to the present day and, from that lead, builds a theoretical argument for the individual creative sojourner as a primary messenger of development. In addition, it presents an exploratory case study of creative sojourners in Timor-Leste and, from their ideas and insights, proposes policy considerations for an overseas apprenticeship program that would support the efforts of trades people, agriculturalists, and small entrepreneurs in improving their lives and, in the process, renewing their societies.
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Avena, Koenigsberger Alexandra Danielle. "Latin-American interculturalism: a multicultural model of education for Mexico." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/664891.
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This thesis analyses whether multiculturalism is an adequate framework in order to advance in ethnocultural justice in the Latin American region, with a special focus on Mexico. Simultaneously, it analyses whether the claim of interculturalists regarding the need to leave behind multiculturalism is an accurate claim. Despite the critiques directed to multiculturalism, it will be argued that its principles are still adequate for these societies. To arrive to that conclusion, an analysis will be done of the different versions of interculturalism. While doing so, it will bring to the foreground the version of Latin American interculturalism which will be critically analyzed. After doing so, a model of multiculturalism for Latin American societies will be suggested, which puts together the principles of multiculturalism and the concerns of Latin American interculturalists. This model will be called Latin American Interculturalism.Esta tesis analiza si el multiculturalismo es una teoría adecuada para avanzar hacia una mayor justicia etnocultural en la región latinoamericana y, con especial énfasis, en México. De manera simultánea, analiza si los reclamos hechos por el interculturalismo con respecto a la necesidad de dejar atrás al multiculturalismo son válidos. Aun cuando el multiculturalismo ha sido arduamente atacado por el interculturalismo, en esta tesis se defenderá que los principios del multiculturalismo son válidos para nuestras sociedades. Para llegar a esta conclusión, se hará un análisis de las distintas versiones de interculturalismo. Con motivo de ello, a su vez, se traerá a debate la versión Latinoamericana de Interculturalismo, la cual será críticamente analizada. Finalmente, se desarrollará y propondrá un modelo de multiculturalismo para las sociedades latinoamericanas, la cual junta los principios del multiculturalismo y las preocupaciones de los interculturalistas en Latinoamérica. Este modelo multicultural será llamado Interculturalismo Latinamericano.
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Sherlow, Lois Juanita. "Towards interculturalism: A critical history of contemporary drama in Canada." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/10363.
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In the late sixties in Canada, the emerging alternative theatre adapted dramaturgical models, many of them from the international countercultural movement of the period, which served as means of challenging the primacy of the playwright and of creating a new decentralized iconography of the Canadian people. In the process of doing so, however, this theatre left many colonialist practices unexamined, and effectively succeeded in disseminating nationalist or centralizing mythologies of utopian populism. Thus, the suppressive effects of colonialism were ironically prolonged as the new nationalist theatre continued to produce marginalizing effects. This study reframes critical perspectives on contemporary theatrical values and practices in Canada by revisiting the ways in which colonialist representation inscribed subordination and marginality in the first place. Since 1980, there has been a significant subversion and effacement of nationalist ideology by the very groups which had been suppressed by the universalizations of populism. In addition, the adoption by many practitioners of decentred, postmodern textuality combined with experimentation in interdisciplinary techniques has created performance modes more adaptable to cultural reality. In Canadian theatre of the nineties, it has become common practice to historicize unitary narratives of culture and self-identity and to construct, instead, intercultural texts which acknowledge the co-presence of universality and difference, and which assist in drawing spectators with diverse cultural expectations into communal experience.
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PAIXÃO, ANTONIO JORGE PARAENSE DA. "INTERCULTURALISM AND POLITICS IN SCHOLL EDUCATION INDIGENOUS VILLAGE TEKO HAW - PARÁ." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17637@1.
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Este trabalho investiga a relação que a comunidade indígena Tembé, da
aldeia Teko Haw, localizada à margem esquerda do Rio Gurupi, município de
Paragominas (PA), divisa com o estado do Maranhão, mantém com a sua escola.
Utilizando-nos da observação participante, de entrevistas junto aos professores
indígenas e não indígenas e à coordenação das escolas, bem como da incursão a
documentos e leis que fundamentam esta modalidade de ensino, buscamos
compreender os significados e percalços locais assumidos por uma política
educacional pautada pelo conceito de interculturalidade. Para isso, nos
utilizamos do conceito de cultura da escola, de forma a investigar como a escola
da aldeia Teko Haw constitui um território físico e simbólico separado da cultura
da aldeia, tanto no que diz respeito às concepções e à gestão do tempo, quanto
naquilo que os atores identificam como o objetivo da educação escolar. O trabalho
discorre inicialmente sobre a legislação e contextualiza a Educação Escolar
Indígena (EEI) no Estado do Pará e em Paragominas, sobre o povo Tembé, os
conceitos de Interculturalidade e Cultura Escolar e finalmente apresenta a relação
escola x comunidade. Deu-se especial atenção aos modos pelos quais a
comunidade indígena faz uso simbólico e político da escola, tanto no contexto
étnico das aldeias tembé, quanto no contexto interétnico, na sua relação com a
sociedade regional. Tais usos nos servem para analisar tanto as condutas dos
gestores e professores não indígenas que atuam junto às escolas indígenas, quanto
o modo pelo qual as lideranças indígenas atuam junto à escola, de forma a tornar a
relação intercultural menos assimétrica.The thesis investigates the relation that the indigenous community Tembe, Teko Haw village, located on the left bank of the River Gurupi, county Paragominas (PA), border with the state of Maranhao, keeps with their school. Using the participant observation, interviews with teachers indigenous and non indigenous and the coordination of schools, as well as the incursion of documents and laws that support this type of education, we seek understand the local meanings and mishaps made by a educational policy based the concept of interculturalism. For this we use the concept of school culture in order to investigate how the village school Teko Haw constitute a physical and symbolic territory separated from the culture of the village, both with regard of the conceptions and the management of time, when what actors to identify how the goal of the school education. The paper deals initially with the legislation and sets the ERA in the state of Pará and Paragominas on the Tembe people, the concepts of Culture and Intercultural school and finally presents the relation x community school. Gave up a particular attention to the ways in which the Indian community makes use of the school in a symbolical and political way, both in the context of ethnic villages Tembe, as in the interethnic context of its relationship with the regional society. Such uses will help us analyze the behavior of both managers and non-native teachers who work with indigenous schools, and the way in which indigenous leaders make the school so as to make the intercultural relation less asymmetrical.
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Luca, Ana. "Convivência intercultural e interétnica através da arquitetura." Master's thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2018. http://hdl.handle.net/10400.5/16784.
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Dissertação de Mestrado Integrado em Arquitetura, com a especialização em Arquitetura apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.O presente Projeto Final de Mestrado tem subjacente a exploração e análise teórica da temática do multiculturalismo. A necessidade de conceptualizar este tema e temáticas associadas, teve como finalidade entender a vivência em comunidades em que a coexistência e até a fusão de culturas é notória. A área de intervenção delimitada foi um quarteirão adjacente à zona do Martim Moniz em Lisboa, sendo esta zona da cidade particularmente caracterizado pela multiculturalidade, é um polo de atração para a fixação e deambulação de imigrantes, autóctones, visitantes, turistas. O entendimento do espaço e das suas características permitiu delinear uma proposta de intervenção arquitetónica, possibilitando a proposição de um programa que responda às necessidades detetadas, de modo a promover a integração e interação social. No fundo a intenção passa por promover a requalificação do quarteirão junto à Praça do Martim Moniz, tendo como estratégia primordial a proposição e criação de um mercado multicultural, enquanto espaço público possibilitador de dinâmicas de interculturalidade e que seja um ponto de atratividade e de referência não só local, mas no contexto da cidade global.
ABSTRACT: This Final Master’s degree Project has underlying the exploration and theoretical analysis of the theme of multiculturalism. The need to conceptualize this theme and associated topic, had intended to understand the living in communities in which coexistence and fusion of cultures is notorious. The intervention area enclosed was a block adjacent to the area of Martim Moniz in Lisbon, and this part of the town is particularly characterized by multiculturality, being a pole of attraction for fixing and ambulation, autochthonous, immigrant visitors, tourists. The understanding of space and its features made it possible to outline a proposal for architectural intervention enabling the proposition of a program that responds to the needs detected, in order to promote integration and social interaction. Deep down, the intention is to promote the requalification of the block next to Martim Moniz Square, having as primary strategy the proposition and the creation of a multicultural market, while enabler of dynamic public space of interculturality and be a point of reference and attractiveness not only locally, but in the context of the global city.
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Cuxima-Zwa, Chikukuango Antonio. "Angolan body painting performances : articulations of diasporic dislocation, postcolonialism and interculturalism in Britain." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7589.
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This ‘practice-informed’ doctorate research is the beginning of a creative investigation, integration and unification of theory and practice as a method of analysis of ideas about my performances, and the context it emerged from: my experiences of the postcolonial and intercultural relationship between Angola and Britain. It focuses on the trajectories of the self that are ‘re-invented’ as a process of evolution and as a result of migration and dislocation in the British diaspora. It looks deeply at the complex interplay of my practice of body painting, as a symbolic ritual and dance in relation to notions of “origin” and “identity” and other sources of influences. The roots of Angolan cultural traditions and the veneration of the Angolan ancestral spirit when I perform play an important part in my work and this research strives to simplify my ideas of body and spirit, material and aesthetic. However, this research analyses, investigates and interrogates Angolan contemporary arts and artists and the progress of their practice in the Britain postcolonial and intercultural setting. At the core of this research is a comparative interrogation of contemporary art practices, artists and their influences on my work in order to contextualise my own practice and its implications and generative potential. I describe the main artists that influenced my practice (Pablo Picasso, ean- ichael as uiat and ela ansome ni ulapo-Kuti compare my or ith the or s of other non- estern artists oco usco, uillermo me - e a and ani-Kayode) who work with reference to ancient traditions as a fictional and racial identity. Furthermore, it is suggested by Gen Doy that artists working with ancient traditions and producing these types of works in the west are stereotyped and their works are considered backward and unsophisticated; their or s suffered and continue to suffer “discrimination on the grounds of race…” Doy, 2000: 15 n other words, this takes place when these artists attempt to present their works in mainstream western galleries, shows and festivals. I argue that much ancient Angolan tradition has lost its voices through the process of modernisation, civilisation, colonialism and capitalism. The key issue I am addressing is that my performances and the or s of these artists use the body to explore notions of ‘primitivism’ and ‘ethnicity’ and ritual to address personal and cultural concerns. In this light, through the dialectics of practice and theory, this thesis is searching for more attention to be paid to or s derived from concepts of ‘primitivism’ and ‘tribalism’ that are considered inferior ithin the estern parameters of modern art. At the very core of this thesis, propose that the practice of body painting and ‘primitivism’ and ‘tribalism’ are under recognised in the west because of western ideas of racial superiority, civilisation and colonialism (Darwinism).
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Williamson, Yvonne J. "Towards Interculturalism: Leaders' beliefs and Actions in a Multicultural K-12 International School." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/418636.
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International school leaders are privileged with the task of leading culturally diverse communities, creating a sense of connection and belonging, and ensuring academic success. When international school leadership teams are themselves similarly culturally diverse, skills and practices in intercultural understanding and community relationships become paramount.
The study explored the values, beliefs and actions of three local and three international school leaders at a multi-cultural K–12 international school. The theoretical framework adopted for the study, Seiler's Model of Intercultural Leadership Behaviour (2015) from the field of military leadership, describes five factors that influence leader's behaviour including individual competence, the group, the organisation, the context and the situation and was used as a lens through which to conduct the study. The study sought to answer the following questions:
• What are the values and beliefs of an international school leadership team in relation to interculturalism and family-school-community relationships?
• How are these values and beliefs enacted?
To accurately capture the various perspectives of the leaders, a qualitative case study design including a demographic survey and individual semi-structured face-to-face interviews was employed. Participants were invited to share their personal reflections and self-reported actions in response to the interview questions. Using thematic analysis, the data was analysed with four broad themes emerging: cultural difference within the school community, the complexities of communication, the connection between leadership and interculturalism and the impact of external influences.
The findings indicated that leaders had a clear sense of personal values and beliefs that guided their individual actions and of those that supported working across difference both in the team and in the community. Leaders were aware of the cultural diversity of parent expectations and beliefs in relation to learning, engagement, trust and communication, and shared both positive strategies and challenges that they encountered. Although this study set out to explore leaders’ values and beliefs in relation to interculturalism and family-school-community relations, the findings suggested that the predominant focus of leaders was around the cultural complexities of working as a multi-cultural team. iii Both local and international leaders expressed a strong desire to be successful individually and collectively in relation to interculturalism. However, the findings indicated that all leaders felt a degree of tension around interpersonal communication within the team when difference was seen as a liability rather than a benefit. Different cultural norms and beliefs around the ideas of power and hierarchy were noted as factors that inhibited open and effective collaboration. While the findings confirmed that all school leaders were familiar with the idea and necessity of individual intercultural competence, the exacerbating stress-effect of the pandemic could not be ignored. One of the local leaders shared that her belief and practice in Confucianism assisted her in striving for harmony during challenging interactions.
The findings indicated that external influences such as duality of culture and governance, a perceived lack of internal and external support, and the pressures and uncertainties resulting from the pandemic had a significant effect on the attitudes and responses of individual leaders. These were notably different in several instances between local and international participants and at times, were seen to have a negative effect on relationships within the team and with the ability of the team to function with maximum efficiency and effectiveness.
The overwhelming implication from this study is that international schools and leaders need to intentionally and actively engage with the concept of interculturalism in order to successfully meet the social, emotional and academic needs of culturally diverse communities. The findings of the study support Seiler's framework and in doing so, the study contributes to the field of international school leadership by presenting a more holistic conceptual understanding of the complexities inherent in working as part of a multi-cultural team within a multi-cultural environment.
In this study, the researcher was also a full participant in the study. While not without challenges, I hope this study will encourage other international school leaders to engage in critical research in order to further illuminate effective strategies to build interculturalism in international schools.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Ganji, Farnaz. "Everyday interculturalism in urban public open spaces : a socio-spatial inquiry in Bradford city." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22043/.
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Freire, Maria do Céu Bessa. "A criança Indígena na escola urbana: um desafio intercultural." Universidade Federal do Amazonas, 2006. http://tede.ufam.edu.br/handle/tede/3247.
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Previous issue date: 2006-09-29This work aims at verifying how the urban public school system in Manaus deals with indigenous students as well as at understanding how the image of the Indian present in the school practices are received by these students. In order to achieve this objective, the work approaches the urban public school examining some of the contradictions that show up when it deals with the culture of the subjects that are part of it, namely the urban Indians belonging to the Sateré-Mawé ethnic group dwelling in Manaus. It also presents analysis on the challenges that the indigenous children face and on how this situation can be noticed throughout the practices and discourses in the urban school context. This research is based on theoretical presuppositions anchored in the notions of culture, cultural diversity, multiculturalism, interculturalism, and their relation with the teaching practice. The methodology through which the objective is sought stems from a qualitative approach to point out research alternatives that can respond to the guiding questions of the research. It makes use of semistructured interviews with the students, the teachers, the pedagogue, and the director in a public school to capture the meanings present in their discourses. In addition, as an ethnographic research, this work starts from the observation of the subjects in their pedagogic relations, more specifically the indigenous children, and of the feelings they have towards a world so culturally different from theirs. To do so, it has been used the technique of collective interview using the child story The skunk that could not smile in order to get 10-to-17-year-old fourth graders involved in the approach on differences, similarities and alterity, as well as in showing their way of making sense of the world. Information on the indigenous culture/urban school culture relation and among the different subjects in the school arena (indigenous and nonindigenous teachers and students), mediated by different cultures, allows us to reflect on the so-called plural school, a school that indeed makes these plural theoretical concept invisible in its day-by-day practices. The work ends with the proposal of educational, social and cultural adjustments in the existent school system as a way to reduce discrimination and to make of the differences present in diversity the meaning of individual and collective subject construction, using as a reference the Political and Pedagogical Plan of the school. The collective construction and execution of the Plan must be the possibility of reflecting on the practices, taking into account the possible intercultural perspective in each school context, starting from the conflict posed by the differences as an opportunity for a fairer society.
O trabalho de pesquisa cujo tema A criança Indígena na Escola Urbana: desafio intercultural tem como objetivo verificar como a escola pública urbana de Manaus trata os seus alunos indígenas e como esses alunos percebem a imagem do índio difundida nas práticas docentes, discentes e das demais pessoas que compõem o espaço educacional. Para isso, faz uma abordagem sobre a Escola pública urbana, evidenciando algumas das suas contradições presentes no tratamento das culturas dos sujeitos que dela participam, em particular, os índios citadinos da etnia Sateré-Mawé, que residem na cidade de Manaus. Apresenta algumas reflexões sobre os desafios que as crianças indígenas enfrentam e a forma como isso se constata nos discursos e nas práticas veiculadas no contexto escolar urbano. Utiliza pressupostos teóricos partindo das concepções de cultura, diversidade cultural, multiculturalismo, interculturalismo e sua relação com as práticas docentes. A metodologia utilizada para alcançar os objetivos, parte de uma abordagem qualitativa, na tentativa de apontar alternativas de investigação que atendam à problemática expressa nas questões norteadoras, utilizando entrevistas semi-estruturadas com alunos, professoras, pedagoga e diretora de uma escola pública, bem como os sentidos expressos nos seus discursos. Mas, sobretudo, como pesquisa de natureza etnográfica, parte da observação dos sujeitos em suas relações pedagógicas, particularmente as crianças indígenas e o sentimento que externam frente a este mundo diferente da cultura a qual pertencem. Para isso, experiencia entrevista coletiva com a utilização da história infantil O Gambá que não sabia sorrir , como tentativa de envolver alunos da 4ª série na faixa etária de 10 a 17 anos, através do universo lúdico, para a abordagem sobre a diferença, igualdade e alteridade, bem como a sua forma de ver e sentir-se no mundo. As informações sobre a relação cultura indígena/ cultura escolar urbana; relações entre os diversos sujeitos da Escola, entre professoras e alunos índios e não índios, mediadas pelas diferentes culturas, proporcionam uma reflexão sobre a escola plural que sempre existiu, mas que torna essa realidade invisível nas práticas pedagógicas. Finaliza com uma proposta de adequação da escola que está posta (educacional, social e culturalmente), como forma de minimizar a discriminação e fazer da diferença presente na diversidade o sentido da construção individual e coletiva de sujeitos, apontando como referência de articulação o Projeto Político Pedagógico de escola. A construção coletiva e a execução deste projeto são apontadas como a possibilidade de uma reflexão sobre a prática, considerando a perspectiva intercultural possível em cada contexto escolar, partindo do conflito entre as diferenças como oportunidade para a construção de uma sociedade mais justa.
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Jacobée-Sivry, Éric. "La poétique de l’interstice chez Hédi Bouraoui." Thesis, Paris Est, 2014. http://www.theses.fr/2014PEST0039/document.
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Né en Tunisie, ayant passé son enfance en France, ayant enseigné la littérature comparée à l’Université York de Toronto, au Canada anglophone, Hédi Bouraoui s’est trouvé au carrefour de trois cultures, et cela a marqué son œuvre littéraire. Croyant dans le « transculturalisme », c’est-à-dire en un réel dialogue entre les cultures, ce poète et romancier en est venu à écrire entre les cultures, entre les genres et entre les langues. Selon lui, c’est le poétique qui dans l’œuvre littéraire permet le mieux ce type d’écriture ouverte, par laquelle l’écrivain ne se replie pas sur lui-même et sa culture d’origine, mais écrit en symbiose avec toutes les diversités qu’offre le monde. Qu’est-ce que cette poétique de l’interstice a d’original dans l’univers de la littérature francophone d’aujourd’hui ? Que lui apporte-t-elle ? En quoi se démarque-t-elle des préoccupations collectives ou individuelles des écrivains et poètes du mouvement de la négritude ? En quoi se démarque-t-elle aussi, par exemple, de la théorie du « Tout Monde » du poète Edouard Glissant ? Cette poétique de l’interstice en vient à favoriser une écriture de la connivence entre poètes dans le recueil Livr’errance, mais aussi entre l’écrivain et ses lecteurs. Ce désir de connivence dans la création comme dans la réception de l’œuvre littéraire n’est-il pas, même en partie, utopique ? Enfin, Hédi Bouraoui estime que, dans son œuvre, c’est le poétique qui permet le mieux de réaliser une écriture de l’interstice ainsi définie. C’est le poétique qui voyagerait le plus facilement dans les autres genres littéraires. Pourtant le récit vient souvent se glisser dans le poème au sein de son œuvre. Ne s’impose-t-il pas parfois à lui ? De même, le théâtral ne vient-il jamais s’immiscer dans ses récits transpoétiques, dans le conte transpoétique, dans la poésie même ? Faut-il analyser seulement l’œuvre d’Hédi Bouraoui sous l’angle d’une transpoétique, ou également sous l’angle de ce que l’on pourrait nommer une trans-narrativité et une trans-théâtralité ?Born in Tunisia, having past its childhood to France, and having taught the comparative literature with the York University of Toronto, in Ontario, in Anglophone Canada, Hedi Bouraoui was with the crossroads of three cultures, and that mark its literary work. Believing in the “transculturalism”, in a real dialogue between the cultures, this writer came from there to write between the cultures, the literary kinds and the languages. According to him, it is the poetic one which in literary work allows best this kind of writing opened, by which the writer is not folded up on itself and its culture of origin, but written in symbiosis with all diversities which offers the world. What this does poetic of the interstice have of original in the universe of the French-speaking literature of today ? What does they brought to him ? In what she does dissociate collective or individual concerns writers and poets of the movement of the negritude ? In what also she does dissociate herself, for example, of the theory of the “whole world” of the poet Edouard Glissant ? This poetic of the interstice comes from there to support a writing in complicity between poets in Livr’errance, but also between the writer and his readers. This desire in complicity in creation as in the reception of literary work isnt’it, even partly, utopian ? Lastly, Hedi Bouraoui estimates that in its work, it is the poetic one which makes it possible best to carry out a writing of the interstice thus defined. It is the poetic one, in particular, which would travel most easily in the other literary kinds? However the account often comes to slip into the poem within its work. Isn’t it essential sometimes on him ? In the same way, the theatrical one does never come to be involved in its accounts transpoetic, in the tale transpoetic, poetry even ? Is it necessary to analyze only the work of Hedi Bouraoui under the angle of “transpoétique”, or also under the angle of what one could name “trans-narrativité and a trans-theatricalness”?
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O'Toole, Emer. "Rights of representation : an ethics of intercultural theatre practice." Thesis, Royal Holloway, University of London, 2012. http://repository.royalholloway.ac.uk/items/9ceb1133-bc32-192d-f51c-f4d419ac2107/7/.
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This doctoral thesis proposes an ethics of intercultural theatre, offering a materially engaged framework through which to approach both the problematics and positive potential of intercultural practice. Framing intercultural debates in terms of rights of representation, it suggests that the right to represent Othered people and cultures can be strengthened through 1) involvement of members of all represented cultures, 2) equality and creative agency of all collaborators, 3) advantageousness of a given project to all involved, and 4) positive socio-political effects of a production within its performance contexts. Working through four diverse case studies – Tim Supple's A Midsummer Night's Dream, Pan Pan Theatre Company's The Playboy of the Western World, Peter Brook's 11 and 12 and Bisi Adigun and Roddy Doyle's The Playboy of the Western World – this project uses a Bourdieusian theoretical framework to flag elements of contemporary intercultural practice that strengthen and weaken rights of representation. It recognises that Orientalist and Eurocentric modes of representing Otherness still require address; equally, it points to laudable working practices, moving towards a pragmatics of best intercultural theatre practice.
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Hofmanová, Hana. "Multikulturalismus v mezinárodníh vztazích:Případová studie Quebek." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-10987.
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The main aim of this theses is to explore current academic discourse about multiculturalism and to evaluate these theories. Then the second aim is to compare and contrast the theory and the reality in Quebec and Canada, the possibility of the national identity survival is examined.
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Nassrallah, Mireille. "Challenges in Canadian Cultural Discourses: Multiculturalism vis-à-vis Interculturalism and the Political 'Othering' of Canada's Cultural Fabric." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30839.
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The process of identification for émigrés in host countries requires an investigation into the “politics of identity”, and epistemological tensions of how identity is conceptualized and practiced in the context of multicultural environments. Indeed, multiculturalism frameworks in Canada have emerged from attempts to manage coexisting cultures living in the nation-state.
This research is a comparative theoretical discussion that mobilizes postmodern perspectives to open limited notions of Canadian identity, and describes the potential challenges that English Canadian and Francophone Quebec multicultural frameworks raise in cultural identification for Canada as a whole, and specifically for émigrés. Secondary literature for the analysis of multicultural frameworks is examined with citizenship markers from Census of Canada questionnaires, to conceptualize Canadian identity through discourse.
The findings: (1) postulate how the multiculturalist framework in English Canada and the politics of intercultural identity in Quebec intervene in the meaning-making process of national identity and thus impede on the preservation and development of different cultural identities; and (2) discover that both frameworks of multiculturalism and interculturalism, as an institutionalization of social justice and equality, should be reframed or refined due to the limiting conceptualization of cultural identity as fluid. The findings conclude that multiculturalism, interculturalism, and citizenship frameworks may not provide effective strategies to balance the relationship between different groups with regards to ethnic and cultural rights and equality, and that these frameworks should be revisited to account for, and represent, the complexities of identity in Canada.
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Hajisoteriou, Christina. "Inching towards interculturalism : a trajectory study of Cypriot multicultural educational policy in the context of the European Union." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611383.
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Schuitema, Karian. "Children's theatre in the UK : representing cultural diversity on stage through the practices of interculturalism, multiculturalism and internationalism." Thesis, University of Westminster, 2012. https://westminsterresearch.westminster.ac.uk/item/8z914/children-s-theatre-in-the-uk-representing-cultural-diversity-on-stage-through-the-practices-of-interculturalism-multiculturalism-and-internationalism.
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The UK is a diverse society. It has had a colonial past and is now part of an interconnected global world. Past and present immigration have continuously shaped and re-shaped the ethnical, racial and cultural made up of its people. Children’s theatre can be understood as a theatrical dialogue between the adult practitioner and the child as an audience member that takes place at a specific time and place, while set in a wider social historical context. As such, it is important to understand how this diversity, found within the society, is represented on stage and how it informs this theatrical communication between adult and child. This thesis will therefore focus on the related practices of interculturalism, multiculturalism and internationalism, to discuss the importance but also the problems associated with representing cultural diversity. It will specifically focus on interculturalism which, in short, attempts to stage the interaction between multiple cultural influences. Understanding children’s theatre as a dialogue, this practice is particularly interesting as the cultural interaction between the representation on stage and the cultural background of the young audience members should also be considered. The central argument of this thesis is that intercultural productions can acknowledge and contribute to the cultural diversity found in the UK and offer children and young people from a range of different backgrounds, cultural representation and an opportunity to feel included in what is presented on stage. This in turn counters the desire to construct national identities as homogeneous, authentic and superior, excluding the cultural ‘other’ not just from the theatrical experience but denying access and participation in the ‘nation’s culture’. The thesis will discuss the problems associated with interculturalism, as staging the 3 ‘other’ culture might risk stereotypical and exotic representations as well as cultural appropriation and exploitation to underline creative processes. It will also take into account the increasingly negative perception of the terms ‘multiculturalism’ and ‘globalisation’ that generally inhibits the attempts of representing cultural diversity on stage. Overall, this research highlights the difficulties of cultural representation on the stage, but also focuses on the reasons and benefits of creating theatrical productions that more accurately represents the UK’s ‘globalised’ and ‘diverse’ society.
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Guadelupe, Lucila Carneiro. "Um olhar sobre a interculturalidade no livro didático de espanhol: os gêneros como mediadores culturais." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/662.
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The presen t study, which is situated in the Linguistics area - Linguistics and Language Teaching, aims to verify whether the guidelines indicated in the official documents articulate with the intercultural proposals presented by the textbook . In general terms, throu gh an analysis of textbooks, we observed whether interculturality is present in the book and whether the work that has been done with discursive genres takes into consideration an intercultural perspective. We verified if a dialogue between cultures, the c ulture s of the target language and Brazilian culture s , exists considering not only the Peninsular Spanish, but also the presence of Hispanic - America in the teaching materials. We aimed to establish a correlation between the interculturality approach and th e proposals presented by official documents. In order to do that, the corpus analysis was done based on: genre theories, especially , Bakhtin's propositions (1979/2010; 1929/1995), and the concept of culture and interculturality by Aguilera Reija et al , (20 09). We also used as research sources official documents that view language teaching as culture. This study demonstrated that the discourse genres found in the textbook “ Enlaces: español para jóvenes brasileños”, more specifically in the section “ Más cosa s‖, portray representative subjects for the culture s of young people in terms of sociocultural experiences, and also allow a reflection on the construction of meanings in an interculturality perspective. The obtained results also confirmed that the proposa ls presented by the collection, in their majority, are consistent and make the intercultural function of genres clear, mainly, of those that effectively circulate in the social world. Concerning the impacts for future research, this study intends to supply subsidies for the (re)cognition of the importance that must be giv en to the intercultural perspective , considering, primarily, the didactic - pedagogical proposals presented by textbooks and their use in the classroom.
Situado na área de Linguística –Linguística e Ensino de Língua, o presente estudo tem como objetivo verificar se as diretrizes apontadas nos documentos oficiais se articulam com as propostas interculturais assumidas pelo livro didático de espanhol. Em linhas gerais, através de uma análise de livros didáticos, observamos se a interculturalidade está present e no interior da obra e se o trabalho que vem sendo realizado com os gêneros discursivos atende a uma perspectiva intercultural. Verificou-se se existe diálogo entre culturas, a (s) cultura (s) da língua - alvo e a(s) cultura(s) brasileira(s) , considerando não só o espanhol peninsular, mas também a presença da Hispano-América nos materiais didáticos. Procuramos estabelecer correlação entre a visão de interculturalidade e as propostas apresentadas pelos documentos oficiais. Para tanto, a análise do corpus é feita com base em: teorias de gêneros, em especial, na vertente de Bakhtin (1979/2010; 1929/1995), e nos conceito de cultura e interculturalidade, de Aguilera Reija et al, (2009). São também fontes de pesquisa documentos oficiais que tratam do ensino de língua como cultura. Este estudo demonstrou que os gêneros discursivos presentes no livro didático “Enlaces: español para jóvenes brasileños”, mais especificamente na seção “Más cosas‖, retratam temas representativos para a(s) cultura (s) dos jovens em termos de experiências socioculturais, além de permitirem uma reflexão sobre a construção de sentidos dentro de uma visão que traz questões de interculturalidade. Os resultados obtidos confirmam , ainda, que as propostas apresentadas pela coleção , em sua maioria, são consistentes e evidenciam a função inter cultural dos gêneros, em particular, daqueles que circulam efetivamente no mundo social. Com relação aos impactos para futuras pesquisas, esta investigação pretende fornecer subsídios para o (re) conhecimento da importância que deve ser dada à perspectiva intercultural, atentando, principalmente, para as propostas didático - pedagógicas apresentadas pelos livros didáticos e seu uso em sala de aula.
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Pearson, Justine Shih. "In the In-between: Embodying the Intercultural in Performance." Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/12207.
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Caught in a space between a body’s habitual moves and something new, we perform strange and sometimes unexpected manoeuvres. Asked to walk in the shoes of another, to embody a new form of cultural performance, or to occupy the transit spaces of global mobility, the normally second nature way in which we perform our bodies gives way to more fluid, multiple, and confusing performances of self. These in-between moves— moments of being “out of place” or even “out of body”—are examined in this thesis as performances of interculturality. Tracing developments in intercultural performance scholarship within the broader performance studies field, I argue for greater accounting of what it is, in embodied terms, to perform in the in-between. Patrice Pavis (1996) suggests that intercultural performance is most meaningful when it is conceived as intercorporeal work; but what kinds of intercorporealities (and intracorporealities) do performers experience in moments where they encounter their own possibility for cultural variation or change? I argue that scholarship in the field tends to implicitly conceive of the theatrical stage as the zone of cultural interaction, a construction which situates the corporealities of performers as representations of reified cultures. Rather than a recognisable genre of theatrical performance, I propose that “intercultural” and “performance” are discourses, or proposed frameworks for thinking about the world, which can usefully challenge assumptions contained within each other. Organised in three parts, the thesis explores performance examples from locative art (Janet Cardiff) and tourism (Soundwalk), contemporary dance (Akram Khan, Ade Suharto), and everyday life (travel in the airport). The project draws on theory from a wide range of disciplines (including performance and dance studies, sociology, anthropology, philosophy, human geography, and cultural and postcolonial studies) to argue for a rethinking of the embodiment of in-betweenness as a kind of intercultural performing, and for this to be thought via fundamental relations to being a body in space and time.
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Cristaldi, Melita. "Psychomotricité et interculturalité dans la Méditérranée." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00921254.
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L'objet de notre recherche est une enquête sur la dimension psychocorporelle des nouvelles interactions sociales multiculturelles. Pour cette enquête nous faisons référence au répertoire conceptuel de la psychomotricité et en particulier aux concepts de schéma corporel, de l'image du corps, de dialogue tonique et de cadre thérapeutique. La psychomotricité est adoptée comme point de référence privilégié car la motricité, le corps et la relation sont des objets d'intervention propres à cette discipline. A partir d'une méthodologie qualitative, notre analyse mêle l'élaboration théorique avec des analyses empiriques conduites sur le terrain articulant des interviews, des observations vidéo et des tests de psychomotricité. Les résultats obtenus, soulignent que la psychomotricité n'est pas suffisante pour répondre aux besoins de soin des sujets appartenant à d'autres cultures et mettent en évidence la nécessité d'une refondation épistémologique interculturelle de la psychomotricité en tant que pratique d'éducation et de thérapie à médiation corporelle.
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Coelho, Gislene Teixeira. "José Saramago e o interculturalismo na refabulação das narrativas e da crítica cultural contemporâneas: uma experiência de nomadismo e hospitalidade." Universidade Federal de Juiz de Fora, 2012. https://repositorio.ufjf.br/jspui/handle/ufjf/1896.
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Esta tese objetiva desenvolver o estudo de uma nova política cultural e novas práticas culturais à luz de um diálogo crítico entre José Saramago e a teoria do interculturalismo, que encenam uma postura política que se ocupa dos intercâmbios culturais e da formação de parcerias participativas. O interculturalismo transita entre posicionamentos teóricos distintos para discorrer sobre nossa herança cultural, traçando uma análise que comporta uma teoria mais combativa de revisão das origens das hierarquias sociais e culturais vigentes e uma teoria mais conciliadora que enfatiza o processo cultural de hibridização e destaca uma necessidade de trabalhar culturas e sujeitos culturais diferentes. A política intercultural responde a uma necessidade das formações culturais modernas, cujo hibridismo cultural, associado aos incessantes câmbios de mercadorias e pessoas, conduz à criação de novas parcerias a partir de políticas negociativas. Para pensar o conceito como práxis social, utilizar--se-ão as obras A jangada de pedra, A caverna, Ensaio sobre a cegueira e Ensaio sobre a lucidez, de José Saramago. Nessa leitura, ressaltar-se-á a performance metafórica do viajante e do narrador como representações de práticas interculturais nos contextos nacional e internacional, em terra e no além-mar. As duas figuras contribuirão para discutir o discurso identitário cultural a partir dos cruzamentos entre o deslocamento e a fixidez, o universalismo e o particularismo, o estrangeiro e o familiar, a alteridade e a identidade. Isto posto, o interculturalismo busca no viajante seu dinamismo e flexibilidade para se adaptar e assimilar o novo e no narrador sua capacidade de compilar tais informações e realizações culturais com a tradição, com os saberes locais, com o interior e com o familiar, ou seja, ambos contribuem para a criação de espaços culturais fluidos em que o princípio da negociação e da hospitalidade devem estar presentes. Por fim, a política intercultural destaca a importância de incentivar a participação ativa do sujeito sobre seus bens e valores culturais, de forma que contesta o uso de políticas culturais que provocam alienação e dependência e que, consequentemente, continuam a produzir registros de relações culturais desiguais e de inospitalidades. Para tanto, ao mesmo tempo em que o sujeito deve estar respaldado por direitos, deve estar igualmente acompanhado de deveres, palavras que se complementam para traduzir os sentidos de justiça e dignidade para a relação homens e culturas.
This thesis aims to develop the study of a new cultural politics and new cultural practices based on a critical dialog between José Saramago and the interculturalism theory, which play a political posture that occupies itself with the cultural interchanges and with the formation of participating partnership. The interculturalism circulates among distinct theoretical positions to debate our cultural inheritance, tracing an analysis that comprises a more combating revision theory of the origins of the current social and cultural hierarchies and a more conciliating theory that emphasizes the hybridization cultural process and detaches a necessity of working different cultures and different cultural subjects. The intercultural politics answers to a necessity of the modern cultural formations, whose cultural hybridism, associated to the incessant goods and people exchanges, conducts to the creation of new partnerships from negotiating politics. To think the concept as social praxis, it will be utilized The raft of stone (A jangada de pedra), The cave (A caverna), Essay about the blindness (Ensaio sobre a cegueira) e Essay about the lucidity (Ensaio sobre a lucidez), by José Saramago. In this reading, it will be brought out the traveler’s and narrator’s metaphorical performance as representations of intercultural practices in the national and international contexts, overland or overseas. The two figures will contribute to discuss the cultural identitary discourse from the intersections between the displacement and the fixity, the universalism and the particularism, the foreigner and the familiar, the alterity and the identity. Therefore, the interculturalism searches the traveler its dynamism and flexibility to be adapted and to assimilate the novelty and the narrator its capability for compiling such information and cultural realizations with the tradition, with the local knowledge, with the interior and the familiar, it means, both contribute to the creation of more floated cultural spaces in which the principle of negotiation and hospitality may be present. Finally, the intercultural politics detaches the importance of encouraging the subject’s active participation over its cultural properties and values, in order to contest the use of cultural politics that provoke alienation and dependence and that, consequently, continue to produce registers of unequal cultural relations and inospitalities. For that, at the same time that the subject should be supported by rights, should be equally followed by duties, words that complement themselves to translate the meanings of justice and dignity for the humans-cultures relation.
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Boileau, Alana Lise. "Identity, interculturalism, and the "Imaginary Indian" : Francophone Québécois(es) undergraduate students' understanding of Indigenous experiences in history and the present." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44965.
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The relationship between eurodescendant Québécois(es) and Indigenous Peoples is weighted in the layered history of colonization. In an effort to pursue and trouble conversations in the field of education that seek to unsettle the settler mindset, this study attempts to explore the ways in which Francophone Québécois(es) undergraduate students in two different fields of study (history and teacher education) narrate their understandings of the intersections between Québec nationalism, the politics of Indigeneity, and wider questions of belonging in the context of Canada. Drawing on the works of Maori scholar Linda Tuhiwai-Smith (1999) and Plains Cree and Saulteaux scholar, Margaret Kovach (2009), the study also attempts to incorporate decolonizing principles into critical qualitative methods to explore and think through some of the ethical challenges that are elicited by research undertaken with members of a “dominant” population. Through an analysis of transcripts and visual materials, I argue that these Francophone Québécois students have internalized, and are regulated by, the discourses of the ‘two solitudes’ and ‘interculturalism’. I also argue that participants partly embody the practice of what Hutton refers to as the repetition (as cited in Gardner, 2010) of colonial narratives, which denies Indigenous Peoples’ place as the First peoples of Canada, as well as their land claims and demands for sovereignty. Data analysis also points to the ways in which colonial narratives are interrupted, as students display various levels of criticality about their place in Canadian and Québec history and attempt to navigate the matter of theirs and other peoples’ changing identities in the context of a globalizing world. However, such disruptions remain only partial, as students’ accounts of their encounters with Indigeneity appear to have been limited to brushes with an “imaginary Indian” (Francis, 1992), distant in space or vanished in time. It is difficult to say whether the case of Québec is unique. In keeping with scholarship by Québécois Jocelyn Létourneau, and Daniel Salée, this research suggests that the province’s narrative of historical marginalization may be undermining the potential for Québécois to develop an ethical politics of alliance building with Indigenous Peoples in the face of Canadian politics.
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Fellah, Samir. "Identité francophone ? Une littérature entre Transculturalité et Interculturalité dans les romans de Ali BECHEUR, Réjean DUCHARME et Jacques POULIN." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080019/document.
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Le contexte socioculturel se révèle important dans l’approche identitaire des écrits francophones de Jacques Poulin, de Réjean Ducharme et de Ali Bécheur. Notre démarche a tenté de suivre une dialectique synchronique dans les différents épisodes fictionnels qui constituent le champ de recherche de notre étude. Dans cette dernière, la composante interculturelle est repensée en tant que concept permettant de redécouvrir l’altérité, et ce, dans une sorte de distinction résolue à partir d’une conscience d’appartenance qui pilote à son tour un comportement auctorial différent de celui entendu par la notion de transculturalité, d’une manière générale. Cette transculturalité conforte l’idée d’universalité ou encore de cohésion sociale multiethnique en faisant valoir une adaptation polymorphe des influences culturelles qui déterminent les traits des individus d’une même société. Il s’agit également de pointer du doigt l’aspect négatif de la mondialisation assimilationniste dans tout ce schéma transculturel transcendant foncièrement l’œuvre littéraire.Nous nous sommes attardés également sur les différentes caractéristiques narratives des auteurs en vue de mettre en exergue les thèmes récurrents et étroitement liés à la conception identitaire. Aussi, le dialogue interne démontre-t-il un balancement fictionnel qui inscrit deux états déterminants humains : le désenchantement et la passion, dans l’entendement d’une réalité contemporaine manifeste. Faisant suite à une continuité thématique et surtout analytique au sein de cette étude, nous avons choisi de procéder en dernier lieu de cette comparaison francophone, culturelle et identitaire, à une lecture psychanalytique des romans retenus dans le corpusThe sociocultural context proves to be a major element in the identital approach of the francophone writings of JP, of RD and AB. Our own approach has tried to follow a synchronic dialectic one through various fictional episodes which constitute the field of research of our study.In the latter, the intercultural element is reconsidered as a concept leading to the rediscovery of the motif of otherness as a clear-cut distinction coming from a sense of belonging which, in turn, guides the writer's behaviour in a way which is different from what the notion of transculturalism usually implies. This idea of transculturalism supports the idea of universality and of multi-ethnic social cohesion by putting forward a polymorphic version of cultural influences which determines the features of individuals within the same society. It is also meant to point out the negative aspect of globalization as an assimilation process within this transcultural pattern which is part and parcel of the literary work.We have specifically laid the stress on the writers' narrative characteristics in order to enhance the recurring themes closely linked to the idea of identity. As a result, the internal dialogue shows a fictional swing between two determining human conditions: disenchantment and passion resulting from an obvious contemporary reality. As a follow-up to our thematic study and more specifically to our analytical one, we have chosen to end our work based on a francophone cultural and identital comparison with a psychoanalytic interpretation of the novels which are part of the corpus
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Blanco, Ramiro Carlos Humberto Caggiano. "Atenuação pragmática e problemas de intercompreensão: um estudo intercultural entre paulistanos e cordobeses." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8145/tde-06062016-121646/.
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Discutimos nesta pesquisa o uso dos elementos de Cortesia, em especifico, a atenuação, entendida como categoria pragmática que afeta as relações interpessoais enquanto atividade linguística (redução do dito e do dizer) e social (aproximação ou não distanciamento do outro). Enfatizando estes aspectos, o trabalho tem como objetivo comparar o emprego de procedimentos linguísticos de atenuação na produção de atos diretivos e respostas não preferidas (atos de fala não corteses), por estudantes universitários das cidades de São Paulo (Brasil) e Córdoba (Argentina). Ainda, explicar as diferenças tendo como base os conceitos de sociedades de aproximação e distanciamento (HAVERKATE, 2004 e BRIZ, 2007) e analisar as diferenças nas interpretações que realizaram os estudantes da cidade argentina dos enunciados formulados pelos paulistanos. Nesta investigação, formulou-se e aplicou-se questionário de coleta de dados denominado testes sociais no qual apareceram situações de interação no ambiente de trabalho e da faculdade. No processo analítico deste fenômeno, usamos o método comparativo salientando as relações quantitativas e qualitativas dos enunciados estabelecidos pelos paulistanos e cordobeses, analisando dois tópicos, a comparação dos procedimentos de atenuação empregados; e a interpretação dos enunciados (dos estudantes paulistanos) feita pelos alunos de Córdoba. Como resultado, verificamos o uso acentuado de procedimentos de atenuação por parte dos paulistanos, causando interpretações díspares por parte dos cordobeses.Discussed in this study the use of Courtesy elements in specific, attenuation, understood as a pragmatic category that affects interpersonal relationships as linguistic activity (reduction of said and say) and social (approximation or not distancing from another). Emphasizing these aspects, the study aims to compare the use of linguistic attenuation procedures in the production of directive acts and not preferred answers (speech acts not polite), for university students from São Paulo (Brazil) and Córdoba (Argentina). Also explain the differences based on the concepts of proximity and distance in social interactions (HAVERKATE, 1994 and BRIZ, 2007) and analyze the differences in interpretations that made by students of Córdoba city from statements made by students of São Paulo. In this investigation, it is formulated and applied data collection questionnaire called social tests in which appeared interaction situations in the workplace and college. In the analytical process of this phenomenon, we use the comparative method emphasizing the quantitative and qualitative relationships of statements established by Paulistanos and Cordobeses, analyzing two topics, the comparison of attenuation procedures used and the interpretation of these statements (of São Paulo students) made by students of Cordoba. As a result, we see the vast use of mitigation procedures on the part of São Paulo, causing differing interpretations by the students of Córdoba.
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Verona, Aarón. "Los enfoques ético-políticos del Tribunal Constitucional peruano respecto de la diversidad cultural (1996-2012)." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/114294.
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As from the beginning of its functions in 1996 until 2012, before the enactment of the Lawon the Right to Prior Consultation (29785) came into force, the Constitutional Court of Peruhad issued 21 sentences on indigenous issues. Most of them have been subject to analysisrelated to a specifi c indigenous right. However, after almost 20 years of institutionallife, it is necessary to have a comprehensive view on the way how the maximum body for constitutional interpretation in our country has seen and prepared a discourse, not only abouta specifi c right but also about the political, social and legal circumstances that result from thepresence of indigenous people within a modern nation state; that is, the existence of ethnicplurality within the framework of a state structure based on the abstract concept of equality forall its citizens. Therefore, this article envisages four ethical and political proposals for managingethnic plurality in nation states: the assimilationism, the integrationism, the multiculturalism andthe interculturalism. Taking into account these reference frameworks it will be shown how theConstitutional Court of Peru has fl uctuated from a restricted posture toward a more inclusivestance, unfortunately, that does not mean it is the best to protect indigenous rights.Desde el inicio de sus funciones en 1996 y hasta 2012, antes de la entrada en vigenciade la Ley del Derecho a la Consulta Previa (29785), el Tribunal Constitucional peruanohabía emitido 21 sentencias en materia indígena. La mayoría de ellas ha sido objeto deanálisis asociados a un derecho indígena específi co. No obstante, luego de casi 20 añosde vida institucional es necesaria una mirada integral que dé luces sobre la forma en queel máximo órgano de interpretación constitucional en nuestro país ha visto y elaborado undiscurso, no solo sobre un derecho en particular sino sobre las circunstancias políticas,sociales y jurídicas que implica la presencia de pueblos indígenas dentro de un Estadonaciónmoderno; es decir, la existencia de pluralidad étnica en el marco de una estructuraestatal diseñada sobre la base de la igualdad abstracta de todos sus ciudadanos. Así, elpresente artículo plantea cuatro propuestas ético-políticas para la gestión de la pluralidadétnica en estados nacionales: el asimilacionismo, el integracionismo, el multiculturalismo yla interculturalidad. A partir de dichos marcos de referencia se verá cómo el Tribunal Constitucionalperuano ha oscilado entre la postura más circunscripta y una más integradora,pero lamentablemente, no por eso la que mejor protege derechos indígenas.
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Burkinshaw, Catherine. "Intangible heritage in multicultural Brussels: A case study of identity and performance." Thesis, Uppsala universitet, Teologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-259077.
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This paper examines the development of the Zinneke Parade, a new intangible heritage project in Brussels. Using an interdisciplinary approach which encompasses heritage studies and multicultural studies, it analyses the processes and aims of the parade. With rising globalisation and the corresponding fragmenting of societies has come the many legitimacy claims of identity politics. The resulting growth of multiculturalist and interculturalist approaches in ethnoculturally diverse societies and increased pluralism in heritage projects form the background of the Zinneke Parade. Through narratives gathered from interviews and promotional materials, this paper discusses how Zinneke manifests both interculturalist and pluralist heritage approaches.
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Sadeghi, Asal. "De l'art persan à la création iranienne contemporaine des entrelacs texte-image-son." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20071.
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De nombreux arts traditionnels et contemporains présentent une inventivité et une vitalité remarquable, cependant pour beaucoup ils ne sont peu ou pas étudiés.L'approche choisie dans ce mémoire tentera d'examiner la création artistique iranienne du point de vue de son ancrage dans la tradition, ainsi que dans les rapports texte-image-son qui caractérisent l'art persan.Ma démarche consiste à trouver des solutions plastiques (en peinture) qui expriment les rapports entre l’intérieur et l’extérieur. Les différents modes de représentation et les effets formels servent à l’extériorisation des sensations. Donc il en résulte différents niveaux d’interprétation : d’abord celui qui consiste à examiner les messages qui nous viennent de la perception, puis celui du langage et de l’expression plastique qui interprète les formes et reconstruit le message. Il existe aussi un décalage entre l’interprétation plastique d’un état mental (en peinture) ; et l’observation et l’enregistrement de la réalité (par le son) qui servent ici de point de départ pour la peintureMany traditional and contemporary arts have remarkable inventiveness and vitality, and little or no study.The approach chosen in this project will try to examine the Iranian artistic creation from the point of view of its anchoring in the tradition, as well as in the text-image-sound relationship that characterizes Persian art.My approach is to find plastic solutions (in painting) that express the relationship between the inside and the outside. The different modes of representation and the formal effects serve to externalize sensations. So it results in different levels of interpretation: first of all to examine the messages that come to us from perception, then that of the language and the plastic expression which interprets the forms and reconstructs the message. There is also a gap between the plastic interpretation of a mental state (in painting); and the observation and recording of reality (by sound) which serves here as a starting point for painting
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Hamdani, Idris. "L'intertexte des Mille et une nuits dans l'oeuvre de Tahar Ben Jelloun." Thesis, Paris Est, 2020. http://www.theses.fr/2020PESC0027.
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Nous avons étudié comment Ben Jelloun a utilisé l'intertexte des Mille et une nuits dans ses trois romans La prière de l'absent, L'enfant de sable et La nuit sacrée. L'intertexte explicite consiste dans l'utilisation de la structure en abyme, où le texte ne cesse de se réfléchir et de se répéter: les récits s'emboîtent les uns dans les autres comme les contes des Nuits. Il utilise également comme dans les Nuits des conteurs en séries rassemblés en halqa où le conteur pourrait devenir narrataire et vice versa. L'intertexte est également implicite où Ben Jelloun ne cesse d'emprunter le style contique facile et simple des Mille et une nuits, des métaphores des Nuits jalonnent son oeuvre: le corps de la femme, objet d'incarcération nous rappelle les corps des reines persécutées.Ben Jelloun par l'onomastique ne cesse de nous rappeler son oeuvre modèle où des personnages principaux comme Schéhérazade, Sindbad et Tawaddud jalonnent la trilogie. Il contextualise l'intertexte au contexte sociopolitique maghrébin afin de déconstruire les fondements du régime patriarcale, les doxas et les habitudes quotidennes, le regard de l'homme envers la femme. il est également à noter que la valeur interculturelle des Nuits a imprégner l'auteur marocainWe studied how Ben Jelloun used the intertext of the Thousand and One Nights in his three novels The Prayer of the Absent, The Sand Child and The Sacred Night. The explicit intertext consists in the use of the abyssal structure, where the text never ceases to be reflected and repeated: the stories fit into each other like the tales of the Nights. He also uses, as in the Nights, storytellers in series assembled in halqa where the storyteller could become narratary and vice versa. The intertext is also implicit where Ben Jelloun continues to borrow the easy and simple conical style of the Arabian Nights, metaphors of the Nights mark his work: the body of the woman, object of incarceration reminds us of the bodies of the queens Benn Jelloun by onomastics keeps reminding us of his model work where main characters like Scheherazade, Sindbad and Tawaddud punctuate the trilogy. He contextualizes the intertext to the Maghreb socio-political context in order to deconstruct the foundations of the patriarchal regime, the doxas and the daily habits, the man's look at the woman. It should also be noted that the intercultural value of Nights has permeated the Moroccan author
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Donelan, Katriona Jane, and n/a. "The Gods Project: Drama as Intercultural Education. An Ethnographic Study of an Intercultural Performance Project in a Secondary School." Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060609.111246.
Full textAbstract:
This thesis investigates the role of drama in the intercultural education of young people. It considers the relationship between the fields of drama education, intercultural performance and ethnography. The drama curriculum is explored as a site of intercultural learning and performance pedagogy. The thesis also examines the place of ethnography as an embodied, participatory practice in intercultural drama pedagogy and performance research. The study is placed in a context of international exchange and cultural pluralism, and is framed by debates about intercultural performance and the appropriation and representation of cultural narratives. This investigation of interculturalism within the drama curriculum is grounded in an ethnographic study conducted in Melbourne, Australia in a multicultural secondary school community. The study documents the experiences of approximately forty young people who participated in an African drama and performing arts project called The Gods Project. Jean, a Kenyan performing artist who was undertaking a two-year residency in the school, led the intercultural performance project. Participants were involved in drama and performing arts workshops, an African creative arts camp and a performance of a play, The Gods are not to Blame, by Nigerian playwright Ola Rotimi. The interpretative account of the project draws on ethnographic data from the first year of Jeans residency in the school and six months of intensive fieldwork in the second year of her residency. It also includes longitudinal data that was collected from a group of participants up to four years after the project. I collaborated with Jean and with a group of senior students, who volunteered to be student co-researchers, to record and analyse the diverse experiences of participants in The Gods Project and to interpret its educational, social, and aesthetic impact within the school context. Jeans pedagogy of intercultural story telling within the drama classroom and her role as a cultural guide throughout the project was explored. As a participatory ethnographic researcher, drama educator and assistant director, I worked alongside Jean and the students as they played with, talked about, resisted, created, adapted, subverted, embodied and performed intercultural performance texts. Drawing on Turner (1982) and Schechner (1988), I conceptualised The Gods Project as an intersecting social and aesthetic drama. The phases of social drama and ritual were used as a framework for the data analysis and as a structure for the narrative account of the project. Turners concepts of the liminal/liminoid and communitas were applied to the participants experiences at the creative arts camp and within the workshop and performance space. Dark play was identified as the young peoples response to the difficult social drama they were involved in; their subversive play provided a way to engage with the strangeness of the cultural material and the plays dark story and themes. The participants dramatic play informed the emerging aesthetic drama and facilitated their intercultural meaning making. The students efforts to make sense of and interpret a performance text embedded in a Yoruba context resemble the task of an ethnographer attempting to understand and represent socio-cultural experiences. The study demonstrates that through a process of collaborative intercultural reflexivity, ethnography can enhance intercultural drama education. The pedagogical features of The Gods Project are related to Turners concept of performance ethnography and the role of a cultural guide in intercultural teaching and learning is highlighted. With the guidance of their Kenyan teaching artist many of the young people engaged with different socio-cultural perspectives, actively explored new cultural performance conventions and art forms, and experienced the complexities of intercultural representation. The study reveals evidence of significant social, personal, intercultural and artistic learning outcomes for participants within this school-based performance project. However, the study also reveals the difficulties and challenges of implementing an innovative intercultural project within a school context. It demonstrates that kinaesthetic, playful, embodied and performative experiences are central to intercultural teaching and learning.
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Brinn, Michelle. "Exploring intercultural understanding through home-school communication in an international school." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665419.
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This inquiry was prompted by a desire to understand ‘partnership working’ (DfE, 2012, p.3) with the diverse parental body of a British International School Pre-Nursery based in Bangkok. It was hypothesised that this necessitated the co-construction of a shared understanding between home and school about a child’s learning. Nonetheless, the manner in which this could be achieved was unclear. Consequently, an explorative case study was instigated to gain a greater understanding of home-school interactions within this context. Influenced by Early Years policy and literature, as well as concepts of dialogue and interculturalism, it was hypothesised that involving parents within the redevelopment of a reporting and assessment tool may support the co-construction of a shared understanding about the child as a learner. Accordingly, a series of parental meetings were organised to elicit parental views. The parental meetings were illuminating and prompted the adaptation of a range of tools and artefacts to scaffold parents into a greater understanding of Pre-Nursery pedagogy and to engage them in a learning dialogue with school. At the completion of the study, evidence indicated that the development of a shared understanding between home and school had been achieved. This suggested that integrating conceptions of scaffolding and co-construction within home-school communication enhanced the potential for partnership working. Nonetheless, the complexities of engaging with the diverse parental body found within international education were also highlighted. In addition, the inquiry highlighted the difficulties of sustaining and extending practice innovations. It was concluded that further research may be necessary to fully understand partnership working within this context and to develop the consistent whole school approach deemed necessary to support its implementation.
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Donelan, Katriona Jane. "The Gods Project: Drama as Intercultural Education. An Ethnographic Study of an Intercultural Performance Project in a Secondary School." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/368076.
Full textAbstract:
This thesis investigates the role of drama in the intercultural education of young people. It considers the relationship between the fields of drama education, intercultural performance and ethnography. The drama curriculum is explored as a site of intercultural learning and performance pedagogy. The thesis also examines the place of ethnography as an embodied, participatory practice in intercultural drama pedagogy and performance research. The study is placed in a context of international exchange and cultural pluralism, and is framed by debates about intercultural performance and the appropriation and representation of cultural narratives.
This investigation of interculturalism within the drama curriculum is grounded in an ethnographic study conducted in Melbourne, Australia in a multicultural secondary school community. The study documents the experiences of approximately forty young people who participated in an African drama and performing arts project called ‘The Gods Project’. ‘Jean’, a Kenyan performing artist who was undertaking a two-year residency in the school, led the intercultural performance project. Participants were involved in drama and performing arts workshops, an ‘African’ creative arts camp and a performance of a play, The Gods are not to Blame, by Nigerian playwright Ola Rotimi. The interpretative account of the project draws on ethnographic data from the first year of Jean’s residency in the school and six months of intensive fieldwork in the second year of her residency. It also includes longitudinal data that was collected from a group of participants up to four years after the project.
I collaborated with Jean and with a group of senior students, who volunteered to be ‘student co-researchers’, to record and analyse the diverse experiences of participants in The Gods Project and to interpret its educational, social, and aesthetic impact within the school context. Jean’s pedagogy of intercultural story telling within the drama classroom and her role as a ‘cultural guide’ throughout the project was explored. As a participatory ethnographic researcher, drama educator and ‘assistant director’, I worked alongside Jean and the students as they played with, talked about, resisted, created, adapted, subverted, embodied and performed intercultural performance texts.
Drawing on Turner (1982) and Schechner (1988), I conceptualised The Gods Project as an intersecting social and aesthetic drama. The phases of ‘social drama’ and ritual were used as a framework for the data analysis and as a structure for the narrative account of the project. Turner’s concepts of the ‘liminal/liminoid’ and ‘communitas’ were applied to the participants’ experiences at the creative arts camp and within the workshop and performance space. ‘Dark play’ was identified as the young people’s response to the difficult social drama they were involved in; their subversive play provided a way to engage with the ‘strangeness’ of the cultural material and the play’s ‘dark’ story and themes. The participants’ dramatic play informed the emerging aesthetic drama and facilitated their intercultural meaning making.
The students’ efforts to make sense of and interpret a performance text embedded in a Yoruba context resemble the task of an ethnographer attempting to understand and represent socio-cultural experiences. The study demonstrates that through a process of collaborative ‘intercultural reflexivity’, ethnography can enhance intercultural drama education.
The pedagogical features of The Gods Project are related to Turner’s concept of performance ethnography and the role of a ‘cultural guide’ in intercultural teaching and learning is highlighted. With the guidance of their Kenyan teaching artist many of the young people engaged with different socio-cultural perspectives, actively explored new cultural performance conventions and art forms, and experienced the complexities of intercultural representation. The study reveals evidence of significant social, personal, intercultural and artistic learning outcomes for participants within this school-based performance project. However, the study also reveals the difficulties and challenges of implementing an innovative intercultural project within a school context. It demonstrates that kinaesthetic, playful, embodied and performative experiences are central to intercultural teaching and learning.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Full Text
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Ditta, Geoffrey. "Internationalisation et interculturalité : le cas du groupe Utilities-Performance au Chili." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2015/document.
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La gestion de ressources humaines internationales a été l’un des premiers challenges pour toutes compagnies qui désirent travailler et développer son activité sur une région étrangère. Les différents mouvements de ces ressources humaines et de ces compétences provoquent un phénomène de transportation des cultures mondiales. Au travers du développement humain à l’étranger, la diversité doit être acceptée. Le mélange des cultures nous met face à de nouveaux conflits au sein même des entreprises internationales. Les conflits interculturels, les compétences interculturelles, le management de l’interculturalité sont autant de thèmes auxquels les multinationales n’étaient pas confrontées au cours des décennies antérieures. Dans le cadre de l’internationalisation des entreprises, nous entendons travailler sur ces dissemblances pour démontrer comment les humains peuvent accepter et cultiver les différences culturelles en sociétés. Un nouveau rapport de l’OCDE note que le modèle économique du Chili, axé sur les ressources naturelles, est sur le point d’atteindre ses limites. Le Chili a déjà œuvré pour alléger les pressions accrues que sa croissance économique rapide fait peser sur son environnement, notamment en renforçant ses instances de protection de l’écosystème et en appliquant de nouveaux instruments, dont une taxe carbone. Il doit poursuivre dans cette voie et mettre en œuvre pleinement les mesures pour endiguer les risques qui menacent son sol, son air et son eau. « Le Chili est l’un des poumons économiques de l’Amérique latine, mais il reste à savoir si, au cours du quart de siècle à venir, il pourra maintenir cette croissance tout en protégeant son patrimoine naturel », a déclaré le Directeur de l’environnement de l’OCDE, M. Simon Upton, lors du lancement de l’Examen environnemental à Santiago. Le ministère du Commerce encourage le développement des PME françaises sur toute la surface du globe. Dans la ville de Santiago au Chili, nous verrons comment le groupe Utilities-Performance spécialiste de l’économie d’énergies y a développé son activitéThe international management of human resources has been one of the first challenges of any company wishing to work and develop activity in another region. The various movements of this human resources and competencies have implicated phenomena of culture transportation worldwide. Inside the development of human resource abroad, diversity acceptance must be considered. The mix of different cultures shows us new conflicts inside an international company. Intercultural conflicts, the intercultural competencies, management of interculturalism, are topics multinational companies did not face decades ago. Researcher worked on this differences and how humans can accept and cultivate the cultural differences in society. Chile has taken steps to address the rising environmental pressures from its rapid economic growth, strengthening its environmental institutions and introducing new instruments, including a carbon tax. It now needs to move ahead and thoroughly implement policy measures to stem the threat to its land, air and water. Chile is an economic powerhouse in Latin America, and the question for the next quarter century is whether it will be able to continue to deliver that growth in a way that protects its environmental asset base, said OECD Environment Director Simon Upton, launching the Review in Santiago. The French Ministry of Commerce encourages the development of the SMEs all around the world. In the city of Santiago, Chile, we will see how the Utilities-Performance group, which specializes in energy efficiency, developed his activity
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Dias, Botelho Róber. "Le Design automobile face aux défis de la globalisation et du développement durable : à la recherche de nouveaux paradigmes." Phd thesis, Université de Cergy Pontoise, 2012. http://tel.archives-ouvertes.fr/tel-00961215.
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Depuis les premières migrations l'homme a provoqué d'importantes interférences sur l'équilibre environnemental de la planète, souvent irréparables. Avec le développement technologique, surtout depuis la révolution industrielle et plus précisément au XXème siècle, les actions humaines ont gagné une dimension et une intensité à échelle industrielle. Il est alors inévitable d'inter-lier les relations humaines et sociales au développement durable, ainsi qu'au système de production de biens de consommation. L'automobile, l'un des produits les plus présents dans notre quotidien, constitue l'un des principaux vecteurs de la mobilité humaine et du développement industriel de biens de consommation. La mobilité, par le biais des automobiles et des systèmes de transport, a stimulé la formation, l'expansion et la réorganisation des espaces urbains, nous forçant à aller toujours plus loin, plus vite et à consommer toujours plus de ressources naturelles. La voiture efficace écologiquement représente la principale demande de l'industrie automobile de ce siècle. Paradoxalement, en plein XXIème siècle, l'automobile, pleine d'évolutions techniques, stagne dans ses caractéristiques architecturales initiales, datant de la fin du XIXème. Parmi ces archétypes, nous soulignerons dans ce travail trois principaux standards industriels (identifiés au fil de l'histoire de l'automobile), à savoir : le standard de la propulsion (ou standard énergétique) ; le standard de production et le standard de configuration architecturale du produit. En dépit de l'indiscutable évolution technique et dans les relations avec les consommateurs/usagers, l'automobile est pensée pour répondre en priorité à un profil de marché calqué sur les standards cités. Un tel fait contribue à la génération de produits déficients, particulièrement sur le plan socio-environnemental. Orientées par de tels standards, les solutions sont pensées de manière isolée vis-à-vis du contexte de mobilité et des réelles nécessités liées au produit. Quand il est focalisé sur les concepts durables, le résultat du projet favorise les " échanges de valeurs ", et ne consiste pas nécessairement en une action de projet qui " ajoute de la valeur ". On note encore que les stratégies corporatives (qui guident les projets) priorisent de plus en plus la phase de développement de produit, quand elles devraient revenir à la phase de conception, et ainsi repenser la fonction principale de l'automobile dans la mobilité individuelle/collective, en associant aux valeurs techniques (tangibles, matérielles et objectives) des valeurs symboliques (immatérielles, intangibles et subjectives). Actuellement l'automobile constitue une formule, une sorte de recette industrielle tournée vers la compétitivité dans la sphère économique (si l'on aborde le concept durable - social, économique et environnemental). Lesdits standards déterminent le profil de la prochaine automobile avant même que ne soit entamé le processus de conception et de développement. Il ne reste à l'équipe du projet qu'à composer, ajuster et à actualiser les " casse-têtes techniques " par le biais de l'adoption des technologies disponibles, des tendances esthétiques et formelles, dans une limite de coûts industriels et visant un profil déterminé de logique du marché et d'usage. Dans le but d' " ajouter de la valeur ", les produits dits " verts " doivent se présenter comme étant " normaux " (quant à la technique et aux symbolismes) et, en même temps, ne doivent pas générer de pertes et/ou de déficiences vis-à-vis des consommateurs/usagers quand ils sont analysés selon les actuels standards technologiques. Repenser la stratégie de la mobilité (et ne pas se restreindre uniquement à la voiture) exige l'intégration de tous les acteurs sociaux : l'industrie, le gouvernement et les consommateurs/usagers. Au contraire de ce qu'il est pratiqué communément, les automobiles ne doivent pas être pensées de manière isolée, mais comme une " pièce " d'un système plus grand, c
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Gonzalez, Hernandez Julia, and Yevenes Paola Vidal. "Barns flerspråkighetsutveckling : Hur föräldrar till flerspråkiga barn tänker kring flerspråkighet i hem och förskola samt hur deras tankar och upplevelser tas tillvara på förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25785.
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The purpose of our study is to interpret and understand the experiences that parents to multilingual children have towards multilingualism in pre-school. We are also interested in finding out what these parents think about their children’s development in multilingualism both in pre-school and at home. Our study is based on qualitative interviews. We interviewed nine families that have multilingual children in pre-school. The data we collected from our interviews has been analyzed using socio-cultural and inter-cultural theories along with previous research. The result of our study showed that parents to multilingual children have both positive and negative opinions about the multilingual concept. Most of our informants had positive opinions about multilingualism in general. At the same time they all had concerns about what multilingualism can do for the linguistic development of their children. Because of the negative opinion our parents have towards multilingualism in pre-school, everyone but one parent said that they would decline the possibility for their child to participate in mother tongue or first language activities in pre-school. We reach a conclusion that one important thing that needs to improve in order for these parent not to worry about their children’s linguistic development is the collaboration between pre-school and the parents.
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Barros, Filho Mario Thadeu Leme de. "Sociedade civil global e a construção dos direitos humanos." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/8221.
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Previous issue date: 2008-06-24Conselho Nacional de Desenvolvimento Científico e Tecnológico
This thesis aims to analyze the role of the global civil society before the international institutions for the construction of the human rights, comprehended as intercultural. It will defend that, in the legal pluralistic universe, the human rights must be conceived by an intercultural paradigm, in order to overcome the debate about cultural universalism vs. relativism. Firstly, it aims to understand how a new theory of law, which allows the participation of new actors in the global scenario, can present itself as counter-hegemonic. Then, it will try to observe in which moment and in which political context the concept of global civil society starts to appear more frequently, with a view of identifying the historical conditions that enabled the creation and reproduction of different speeches on it. Finally, after having presented the thesis on interculturalism, it will highlight the relevant aspects connected to the participation of the civil society before the United Nations, bringing the empirical experience of the Committee on the Elimination of all Forms of Discrimination against Women
Este trabalho objetiva analisar o papel da chamada sociedade civil global nas instituições internacionais para a construção dos direitos humanos interculturalmente compreendidos. Defenderá que, dentro do universo do pluralismo jurídico, os direitos humanos devem ser concebidos através de um paradigma intercultural, a fim de superar o debate universalismo x relativismo cultural. Em primeiro lugar, visará entender em que sentido uma nova concepção de direito, que permita a participação de novos atores no cenário mundial, poderá se apresentar como contra-hegemônica. Em seguida, procurará observar em que momento e em que contexto político o conceito de sociedade civil global começa a surgir com mais freqüência, almejando identificar as condições históricas que possibilitaram a criação e a reprodução de diferentes discursos a seu respeito. Por fim, após apresentar as teses do interculturalismo, traçará um quadro sobre aspectos relevantes ligados à participação da sociedade civil na Organização das Nações Unidas, trazendo como estudo de caso a experiência empírica do Comitê da Convenção Sobre a Eliminação de todas as formas de Discriminação contra a Mulher
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Augusto, Arboleda Diego. "British Chekhov : an analysis of the United Kingdom's 21st century national identity through contemporary reinterpretations of Anton Chekhov's plays." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/british-chekhov(aa6487da-7274-45fc-9fef-a551b8983adc).html.
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This thesis is a socio-political analysis of the United Kingdom’s contemporary national identity, as expressed through an intercultural examination of eight Anton Chekhov’s productions presented in the country between 2009 and 2011, characterised by their aesthetic and socio-political diversity. The introduction presents a theoretical exploration and definition of the notions of interculturalism and national identity, which serve as the theoretical pillars of this work. A historical contextualisation summarises the reception, assimilation and reinterpretation processes of British Chekhovian discourses from the early 20th century onwards, as well as the urban and regional transformations that the country experienced during the same time frame. The first chapter explores traditional views of national identity through the analysis of double-bill performances, connecting Chekhov’s pieces to ‘national’ works by Terence Rattigan and William Shakespeare. The second chapter discuses international discourses and their influence in the creation of local imaginaries, using foreign Chekhovian productions presented on the British stage to scrutinise reception processes, importation models and the power of sponsors and festivals. The third chapter approaches Scottish and female discourses, emphasising their ‘otherness’ and value in the construction of more plural notions of national identity, through rewritings of the Russian author done by playwrights born and raised within the UK. The fourth chapter reflects on politically progressive and intercultural understandings of nation through new British experimental performances inspired by Chekhov’s iconographies and symbolisms. Finally, the conclusion re-examines Chekhovian dramaturgy, national identity and interculturalism, proposing an abstract outline to understand processes of reception, assimilation and/or reinterpretation of foreign dramatic discourses within any given geographical construct, and highlighting the importance of building a plural and hybrid post-Brexit British society, focused on a constant intercultural negotiation between superimposing cultural forces.
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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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Gillerstrand, Inger. "På väg mot en interkulturell mission : En postkolonial feministteologisk analys av Equmeniakyrkans internationella mission." Thesis, Teologiska högskolan Stockholm, Avdelningen för teologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ths:diva-242.
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The statement and the title of the thesis "Towards an intercultural mission" is the starting point for the essay's purpose and examination. Interculturalism is an ideal in which equality and re-ciprocity are characterized by cross-cultural relationships, which is also an objective of international mission. For an intercultural mission, it is therefore necessary to examine which factors may hinder an intercultural approach, which, for this study, justifies searching for underlying unequal structures. The theoretical frame of reference for the analysis is postcolonial theory and feminist theology, which makes it possible to visualize such structures. The purpose of the thesis is therefore to analyze the intention of the international mission work in the Uniting Church in Sweden based on postcolonial feminist theology, and to propose criteria that need to be found for the mission work to be characterized by an intercultural approach. In order to achieve the purpose, it is necessary to answer the following general questions: 1. Is there an awareness of unequal power structures in the culture-crossing relationships in the intentional discourse on mission in the Uniting Church in Sweden? 2. How does interculturalism appear in the international mission in the Uniting Church in Sweden?And; 3. What criteria need to be found for the mission work to be characterized by an intercultural approach?With the help of qualitative content analysis of the Church's public text material, which constitutes the study object; six thematic areas have emerged; gender equality, woman's vulnerability, patriarchal structures, mission and worldview, postcolonial structures, and cooperation and reciprocity. The result has been analyzed on the basis of the concept of interculturality and a proposal for criteria for an intercultural approach has been prepared, among other things, with proposals for clarification of unequal power structures and a critical self-awareness about their own history and cultural values.
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Wehbe, Fatima Sara. "Composantes multidimentionnelles de l’arbitrage : de la considération locale à l’interculturalité internationale." Thesis, Le Havre, 2016. http://www.theses.fr/2016LEHA0024/document.
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La mondialisation a permis l’instauration de plusieurs institutions d’arbitrage. Cette multitude de choix offerte aux investisseurs pourrait induire les parties à choisir une institution défavorable quant à la résolution de leur litige. L’objectif de la thèse est de présenter un modèle de gestion pour les juristes qui facilite le choix de la juridiction la plus efficace ceci avec la mise en œuvre d’un tableau de notation associant des critères multidimensionnels accordant une notation selon le degré d’importance vue par les parties. A ce sujet, le tableau mis en place regroupe les quatre juridictions les plus connues internationalement qui sont les juridictions étatiques, la CCI, le CIRDI et la CNUDCI. L’arbitrage est composé de plusieurs fondements qui lui accordent sa spécificité. L’analyse multidimensionnelle permettrait donc de faire une analyse arithmétique des valeurs comparatives des composantes juridiques et extra-juridiques de l’arbitrage qui forment le tableau de notation afin de faciliter la prise de décisions des investisseurs. Afin de vérifier l’efficacité du tableau de notation, un questionnaire a été adressé aux investisseurs ainsi que des interviews effectuées avec des juristes ont permis de déceler l’impact de l’expérience sur le choix du centre le plus efficace. L’étude de cas de l’affaire COMMISIMPEX est un exemple de l’effet du choix inefficace sur la résolution du litige et explique comment l’expérience pourrait affecter la décision de l’institution d’arbitrage le plus efficace à la résolution du litige. Pour en conclure qu’il n’y a pas de juridiction intrinsèquement meilleure que les autres. Il faut donc procéder au cas par cas et selon ce que les parties recherchent suite à leur litige, pour en déduire la juridiction ou l’institution qui leur serait la plus favorable afin de leurs garantir le plus de droits lors de la résolution de leur litigeGlobalization has established several arbitral institutions. They offer a multiple of choices to the investors that could induce the parties to choose an unfavorable institution.The aim of this thesis is to present a management model for jurist which facilitates the choice of the most efficient jurisdiction in resolving their dispute, with the implementation of a scoring table combining multidimensional criteria, giving a rating according to the degree of importance for the parties. In this regard, the table regroup four of the most well-known internationally jurisdiction, the State court, the ICC, the ICSID and the UNICITRAL. Arbitration is composed of several fundaments that give it its specificity. Multidimensional analysis thus would make an arithmetical analysis of the comparative values of the legal and extra-legal components of arbitration which form the scoring table to facilitate decision making of investors. To verify the effectiveness of the scoring table a questionnaire was sent to investors as well as an interview conducted with lawyers have identifies the impact of the experience on the choice of the most efficient arbitral center. The Case study of COMMISIMPEX is an example of the effect of inefficient choice on the resolution of the dispute and how the experience may affect the decision of the most effective arbitration institution to the resolution of the dispute. To conclude none of the jurisdiction is inherently better than the others. We must proceed case by case and according to what the parties are looking after their dispute, to deduce the court or institution that would be most favorable to them by guarantying more rights in the settlement of their dispute
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Трояновська, Н. А. "Розроблення та впровадження стратегії інтеркультурного розвитку як інструменту інтеграції територіальної громади." Master's thesis, Сумський державний університет, 2019. http://essuir.sumdu.edu.ua/handle/123456789/76362.
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Дане дослідження присвячене теоретичним та методичним основам розроблення Стратегії інтеркультурного розвитку територіальної громади, рекомендаціям щодо її впровадження, моніторингу та оцінки. Під час дослідження було виявлено те, що тема інтеркультурної інтеграції є інноваційною для України, і лише незначна кількість українських міст та об’єднаних громад публічно декларує впровадження інтеркультурності в політику громади. Тому висвітлення процесу формування інтеркультурної політики для територіальної громади та процесу розроблення, моніторингу й впровадження Стратегії інтеркультурного розвитку громади як інструменту інтеграції територіальних громад стало метою дослідження.
В дослідженні охарактеризовано кращий досвід європейських міст у розвитку успішних місцевих громад, що ефективно використовують ресурси культурного розмаїття та досліджено основні тенденції інтеркультурного розвитку українських міст і формування інтеркультурної політики для об’єднаних громад.
Запропоновані нововведення були реалізовані під час розробки Стратегії інтеркультурного розвитку м.Суми, одним із членів Робочої групи якої є автор роботи. Певні етапи розроблення стратегічного документу розглянуто на прикладі міста Суми (Індекс інтеркультурності, SWOT-аналіз з фокусом інтеркультурного бачення ).
Матеріали роботи будуть корисними для розробки Стратегії інтеркультурного розвитку міста/громади, науковців та представників інститутів громадянського суспільства, діяльність яких пов’язана з вивченням кращого досвіду інтеркультурного розвитку об’єднаних територіальних громад/міст.Данное исследование посвящено теоретическим и методическим основам разработки Стратегии интеркультурного развития территориальной общины, рекомендациям по ее внедрению, мониторинга и оценки. В ходе исследования было выявлено, что тема интеркультурной интеграции является инновационной для Украины, и лишь незначительное количество украинских городов и объединенных общин публично декларирует внедрение интеркультурности в политику общины. Поэтому освещение процесса формирования интеркультурной политики для территориальной общины и процесса разработки, мониторинга и внедрения Стратегии интеркультурного развития общества как инструмента интеграции территориальных общин стало целью исследования. В исследовании охарактеризован лучший опыт европейских городов в развитии успешных местных общин, которые эффективно используют рессурсы культурного разнообразия и исследованы основные тенденции интеркультурного развития украинских городов и формирования интеркультурной политики для объединенных общин. Предложенные нововведения были реализованы при разработке Стратегии интеркультурного развития г.Сумы, одним из членов Рабочей группы которой является автор работы. Определенные этапы разработки стратегического документа рассмотрены на примере города Сумы (Индекс интеркультурности, SWOT-анализ с фокусом интеркультурного видения). Материалы работы будут полезными для разработки стратегии интеркультурного развития городов/общин, ученых и представителей институтов гражданского общества, деятельность которых связана с изучением лучшего опыта интеркультурного развития объединенных территориальных общин/городов.
This research is devoted to theoretical and methodological bases of development of the Strategy of intercultural development of the territorial community, recommendations for its implementation, monitoring and evaluation. The study revealed that the topic of intercultural integration is innovative for Ukraine, and only some of Ukrainian cities and united communities publicly declare the implementation of interculturalism in community policy. Therefore, the coverage of the process of shaping intercultural policy for the territorial community and the process of developing, monitoring and implementing the Intercultural Community Development Strategy as a tool for integration of territorial communities has become a research objective. The study describes the best practices of European cities in the development of successful local communities that make effective use of cultural diversity resources, and explores major trends in the intercultural development of Ukrainian cities and the formation of intercultural policies for united communities. The proposed innovations were implemented during the development of the Sumy Intercultural Development Strategy, one of the members of the Working Group of which is the author of the work. Some steps in the development of the strategic document are considered on the example of the city of Sumy (Intercultural Index, SWOT analysis with a focus on intercultural vision). Materials will be useful for developing a strategy for intercultural development of the city / community, scholars and representatives of civil society institutions whose activities are related to the study of the best experience of intercultural development of the united territorial communities / cities.
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Nzang, Mbele Tounga Marie. "L’interlangue dans les romans de l’Afrique francophone subsaharienne : contributions sociocritiques à la critique de la littérature francophone." Thesis, Rennes 2, 2017. http://www.theses.fr/2017REN20067/document.
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Il est question dans cette recherche de lire les contributions de l’interlangue dans les romans de l’Afrique francophone subsaharienne. Cette notion linguistique et sociolinguistique voit sa première orientation de recherche avec Sélinker (1972). Chercheur américain attaché aux aspects linguistiques et psycholinguistiques de l’apprentissage d’une langue étrangère par les adultes avec l’élaboration du terme « interlanguage » (traduit interlangue en français) pour rendre compte des connaissances intermédiaires de l’apprenant en langue étrangère. Pour cet auteur tout comme pour d’autres chercheurs qui ont orienté les recherches sur la notion, l’interlangue est une « compétence transitoire » (Coder, 1967), « une « langue approximative » (Nemser, 1971) caractérisée par une véritable instabilité d’autant plus que les règles grammaticales de l’interlangue ne correspondent pas aux règles retrouvées dans la langue maternelle de l’apprenant ni celles observées dans la langue cible : en général, l’interlangue n’est pas destiné à évoluer vers une meilleure pratique de la langue.Or, l’observation de l’interlangue dans les textes des romanciers de l’Afrique subsaharienne d’expression française remet en cause cette définition des premiers chercheurs : dans les textes, l’nterlangue fait accroître le lexique du vocabulaire, elle réutilise les structures syntaxiques pour innover la syntaxe, en plus de cela, elle diversifie les figures de styles pour embellir la stylistique existante. Le rajeunissement lexical est visible à travers l’introduction des emprunts, alternances codiques, calques et néologies. Au niveau syntaxique, l'on y observe un emploi inhabituel des outils syntaxiques comme par exemple la détermination, les pronoms, la ponctuation et une insistance des traits morphosyntaxes. A ces structures s'ajoutent les maximes et les proverbes présentant de fait la stylistique comme un élément textuel diversifié.La sociocritique de Zima est l'approche autour de laquelle nous tenons ces informations. Elle se présente ici comme une perspective qui cerne le mieux la socialité du texte littéraire. Elle ouvre la voie à l'analyse de l'interlangue qu'elle a su identifier dans les oeuvres. Grâce à elle, l'on découvre que ce concept fait appel à la cohabitation culturelle des peuples aux microscopes différents. Il suscite la diversité des cultures et évoque le multilinguisme et l'interculturalité, deux poumons importants pour définir la Francophonie institutionnelle, linguistique et littéraire. Les principes auxquelles prône la notion de l'interlangue peuvent restructurer la relation France/AfriqueThis research seeks to read the contributions of interlanguage in the novels of Francophone sub-Saharan Africa. This linguistic and sociolinguistic notion sees its first research orientation with Selinker (1972). American researcher attached to the linguistic and psycholinguistic aspects of the learning of a foreign language by adults with the elaboration of the term "interlanguage" to account for the intermediate knowledge of the learner in a foreign language. For this author, as for other researchers who have oriented research on the notion, the interlanguage is a "transitional skill" (Coder, 1967), an "approximate language" (Nemser, 1971) characterized by real instability Especially since the grammatical rules of the interlanguage do not correspond to the rules found in the mother tongue of the learner or those observed in the target language: in general, the interlanguage is not intended to evolve towards a better Practice of the language.However, the observation of interlanguage in the texts of novelists in French-speaking sub-Saharan Africa calls into question this definition of the first researchers: in the texts, the interlanguage increases the lexicon of vocabulary, reuses structures Syntactics to innovate the syntax, in addition to that, it diversifies the figures of styles to embellish the existing stylistics. The lexical rejuvenation is visible through the introduction of borrowings, codical alternations, layers and neologies. At the syntactic level, there is an unusual use of syntactic tools as well as determination, pronouns, punctuation and insistence of morphosyntax features. To these structures are added the maxims and proverbs presenting in fact stylistics as a diversified textual element.The sociocritic of Zima is the approach around which we hold this information. It presents itself here as a perspective that best identifies the sociality of the literary text. It opens the way to the analysis of the interlanguage which it has identified in works. Thanks to it, it is discovered that this concept calls for the cultural coexistence of peoples with different microscopes. It raises the diversity of cultures and evokes multilingualism and interculturality, two important lungs to define the institutional, linguistic and literary Francophonie. The principles advocated by the notion of interlanguage can restructure the France / Africa relationship
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Crenn, Julie. "Arts textiles contemporains : quêtes de pertinences culturelles." Thesis, Bordeaux 3, 2012. http://www.theses.fr/2012BOR30054/document.
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L’étude propose une vue d’ensemble de la création textile à travers différents prismes puisque nous abordons les pratiques artistiques utilisant les costumes d’époque, la broderie, l’assemblage textile, les cheveux, les tissus traditionnels, la tapisserie ou encore l’art du quilting. Qu’il s’agisse des oeuvres de Yinka Shonibare, Louise Bourgeois, Hassan Musa, Faith Ringgold, Kimsooja ou Tracey Emin, chacun des artistes sélectionnés pour notre étude, propose une recherche visant une pertinence culturelle grâce à l’élaboration d’une pratique plastique où expériences personnelles et collectives s’entremêlent. La pertinence culturelle étant entendue ici comme une reconstruction critique et théorique d’une histoire par l’appropriation de matériaux et/ou de techniques textiles spécifiques. Nous avons opté pour un travail thématique afin d’analyser au mieux ce que nous appelons la scène textile globale. Une première partie propose l’analyse des travaux d’artistes réfléchissant sur l’histoire et la culture noire. Nous étudierons une sélection d’oeuvres mettant en lumière deux traumas : l’esclavage et le colonialisme, ainsi que leurs répercussions actuelles sur la culture et la société. Ainsi les travaux de Faith Ringgold, Yinka Shonibare, Hassan Musa et Maria Magdalena Campos-Pons seront analysés afin de parler de problématiques comme « l’hybridité culturelle », la créolisation, la situation de l’art contemporain africain ou encore la représentation du corps noir dans l’art. Une seconde partie est axée sur les notions d’exil, de diaspora et de l’inconfort induit par le nomadisme, le statut « entre-deux ». Les pratiques de Mona Hatoum, de femmes artistes arabes comme Lalla Essaydi, Shadi Ghadirian ou Ghazel, ainsi que les travaux de Kimsooja, Janine Antoni et Ana de la Cueva nous permettrons d’entrer au coeur d’une scène artistique dont les enjeux critiques nous portent à réfléchir sur la mondialité, dans ses aspects positifs (enrichissement, échange, dialogue) comme négatifs (uniformisation, standardisation, perte des spécificités locales). Grâce au vecteur textile, chacun de ces artistes appréhende le monde et la société d’une manière à la fois poétique, critique et politique. Une troisième partie est dédiée aux artistes (majoritairement des femmes) ayant choisi l’utilisation de techniques textiles traditionnelles comme la broderie, le tissage ou la tapisserie. Avec l’explosion de la scène féministe depuis les années 1970 jusqu’aux travaux actuels, la broderie n’est désormais plus considérée comme un loisir typiquement féminin, mais comme une véritable arme politique. Une arme dirigée vers le machisme, le patriarcat ou encore les inégalités liées au genre. Dans ce cadre, les pratiques d’artistes comme Elaine Reichek, Judy Chicago, Louise Bourgeois, Joana Vasconcelos, Tracey Emin, Ghada Amer, Cathy Burghi, permettront d’aborder la broderie dans l’art contemporain de manière diversifiée et hétérogène. À travers ces différentes analyses, nous observons la déconstruction de la hiérarchie des arts et le fait que l’art textile contemporain apparaît comme un art engagé et pertinent, proposant des perspectives de réflexions riches en lien avec les problématiques du monde actuelThe study advises an overview of the textile creation in the widest sense because we approach the artistic practices using period costumes, embroidery, textile assembly, hair, traditional fabrics, tapestry or quilting art. That it is about works of Yinka Shonibare, Louise Bourgeois, Hassan Musa, Faith Ringgold, Kimsooja or Tracey Emin, each of the artists chosen for the study, is in search of a cultural relevance within his artistic practice where personal and collective experiences are interwoven. The cultural relevance being understood here as a critical and theoretical reconstruction of a (his)story by the mean of appropriation of specific textile materials and techniques. We opted for a thematic work to analyze at best what we call the global textile scene. A first part proposes the analysis of works from artists who think about Black culture and history. We will study works that shade light on two traumas: Slavery and colonialism, as well as their echoes on nowadays culture and society. So the works of Faith Ringgold, Yinka Shonibare, Hassan Musa and Maria Magdalena Campos-Pons will be revealed to speak about issues such as “cultural hybridity”, creolization and the situation of the African contemporary art or also the representation of the Black body in art. A second part is centred on the notions of exile, Diaspora, discomfort caused by nomadism and the “in-between” status. The practices of Mona Hatoum, Arab women artists such as Lalla Essaydi, Shadi Ghadirian or Ghazel, and the works of Kimsooja, Janine Antoni and Ana de la Cueva will allow us to enter the heart of an artistic scene the critical stakes of which carry us to think about the globalisation, within its positive (enrichment, exchanges, dialog) as negatives aspects (standardisation, losing of local specificities). Each of these artists dreads the world and the society in a poetic and political way. The third part is finally dedicated to the women artists who chose the use of traditional techniques as embroidery, weaving or tapestry. Since the explosion of the feminist scene during the 1970s until current works, embroidery is henceforth no more considered as a typically feminine leisure, but as a real political weapon. A weapon steered towards the male chauvinism, patriarchy or gendered disparities. In this frame, the practices of such artists as Elaine Reichek, Judy Chicago, Louise Bourgeois, Joana Vasconcelos, Tracey Emin, Ghada Amer, Cathy Burghi, will allow to approach the embroidery in contemporary art in a diversified and heterogeneous way. Through these various analyses, we observe the deconstruction of art hierarchy and that contemporary textile art appears as a committed and relevant art, proposing perspectives of rich reflections in connection with the actual issues of our world
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REGUIESSÉ, DAPHNÉ. "TRAILS OF AN INDIAN COMMUNITY IN PADOVA. Chasing the invisible migration of Indian students (re)shaping spaces in this Italian medium city." Doctoral thesis, Università IUAV di Venezia, 2021. http://hdl.handle.net/11578/301594.
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L’Italia viene spesso considerata come un paese che ospita o riceve migranti poco qualificati (per lo più illegali), così nel corso degli anni mi sono trovata a spiegare in più occasioni che anche migranti altamente qualificati sono attratti dall’Italia, e che addirittura vi giungono grazie ad accordi internazionali stipulati da paesi che sono tra loro in competizione ‘soft power’ per la ricerca di talenti, con lo scopo di aumentare il proprio potere a livello globale, ovviamente attraverso vie legali.
Gli studenti internazionali costituiscono una categoria di migranti che fino agli anni duemila non ha ricevuto molta attenzione in ambito accademico [Piguet et al., 2017]. Tuttavia, la migrazione per motivi di studio si può far risalire al 1190, e, forse ancora più precisamente, al periodo coloniale tra il XVII e il XIX secolo [Leucci et al., 2018]. A questo proposito, la presente tesi ha evidenziato come il flusso di studenti indiani verso l’Italia sia largamente incoraggiato da politiche internazionali che rimangono per lo più sconosciute. Tra queste politiche figurano vari accordi bilaterali firmati dal Governo italiano per attirare studenti indiani di livello universitario che vogliano “investire il proprio talento” nelle Università italiane. La tesi riesce a coniugare, attraverso un case study sulla città di Padova – città di ‘media’ dimensione che sta guadagnando importanza nel panorama internazionale grazie alla sua Università, fondata 800 anni fa - due livelli di analisi (locale e globale) in un’unica discussione sulle interdipendenze tra l’andamento e la struttura dei flussi migratori degli studenti indiani e la loro spazializzazione in Italia quale nazione di destinazione. La tesi presentata contribuisce quindi ad evidenziare un flusso migratorio rilevante ma inesplorato dalla letteratura accademica in Italia: la migrazione degli studenti internazionali. Allo stesso tempo, un focus sugli studenti universitari indiani, considerati come studenti-migranti dotati di conoscenze e capacità intellettuali, aiuterà a delineare il variegato mosaico dell’attuale migrazione indiana in Italia. In effetti, l’analisi della migrazione degli indiani in Italia resta attualmente limitata a migranti con bassi o medi livelli di specializzazione come, ad esempio, gli indiani Sikh impiegati in agricoltura. In linea generale, la migrazione di lavoratori altamente qualificati e con alti livelli di istruzione non è stata studiata in modo approfondito né in Italia, né in altri paesi europei [Piguet, 2016; McGuill, 2013; King and Raghuram, 2013]. Pertanto, richiamo la necessità di definire un diverso modo di pensare, interpretare e agire che superi l’approccio limitante alla migrazione generalmente associato ai soli irregolari [Ambrosini, 2011, 2017; Panichella & Ambrosini, 2018].
La tesi colma inoltre un’importante lacuna, valutando gli impatti negativi del processo di studentificazione di una città come Padova che ricerca il proprio riconoscimento a livello internazionale, aldilà del suo patrimonio storico noto globalmente per la basilica di Sant’Antonio. In questo contesto, ci tengo a sottolineare come il ruolo illustre dell’Università e il suo spazio fisico fungano da “ponte”, o da crocevia e punto di convergenza dell’interculturalità della città.
Nel complesso, la presente tesi di ricerca fornisce un quadro dettagliato e ricco di sfumature sui vari profili degli studenti indiani presenti in uno stesso territorio, cioè la città di Padova. Questa ricerca mira invece a portare il lettore ad una nuova visione di co-abitazione in uno spazio locale limitato, grazie all’esempio della città di Padova e del suo interessante desiderio di internazionalizzazione che coinvolge l’Università nel processo.
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Jerinic, Zorana. "Interculturalité et expertise dans les services : Cas d’une PME internationale prestataire de services linguistiques." Thesis, Université Côte d'Azur (ComUE), 2018. http://www.theses.fr/2018AZUR0027.
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Devant faire face aux exigences imposées par l’internationalisation de plus en plus prononcée, les entreprises de services misent sur l’enrichissement du capital humain dont elles disposent. Cette recherche ambitionne de proposer une compréhension du processus d’apprentissage qui favorise cet enrichissement. Plus particulièrement, nous souhaitons comprendre l’impact de la culture de l’individu sur les compétences constitutives de son capital humain, et l’évolution de la compétence interculturelle qui est la composante essentielle de ce dernier dans un contexte international. Basée sur l’étude d’une PME internationale et, plus précisément, d’une de ses business units en France qui fait preuve d’une expertise en termes de prestation de service, notre thèse ambitionne de mettre en évidence les éléments constitutifs d’une relation de service de haut niveau. Pour cela, nous avons mobilisé une revue de la littérature reposant sur le management international, le management interculturel et la gestion des ressources humaines. Elle a été alimentée par une étude de cas unique dans le cadre de laquelle nous avons réalisé 25 entretiens semi directifs et environ 83 heures d’observation (non participante et participante). Les résultats obtenus révèlent que l’expertise de l’unité étudiée repose sur la compétence transculturelle du directeur-manager, qui est créatrice d’une culture managériale et de relations pérennes avec les clients, et qui est porteuse de résultats pour l’entrepriseFaced with the demands imposed by increasingly marked internationalization, service companies are banking on the enrichment of human capital they have. This research aims to provide an understanding of the learning process that promotes this enrichment. More specifically, we want to understand the impact of the culture of the individual on the skills that make up his human capital, and the evolution of intercultural competence which is the essential component of the latter in an international context. Based on the study of an international SME and, more precisely, of one of its business units in France which demonstrates an expertise in terms of service delivery, our thesis aims to highlight the constituent elements of a high level service relationship. For this, we have mobilized a review of the literature based on international management, intercultural management and human resources management. It is based on a unique case study in which we conducted 25 semi structured interviews and approximately 83 hours of observation (non participant and participant). The results obtained reveal that the expertise of the unit studied is based on the transcultural competence of the manager, who creates a managerial culture and lasting relationships with customers, which brings results for the company
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Piacentini, Dulce de Queiroz. "Direitos humanos e interculturalismo." Florianópolis, SC, 2007. http://repositorio.ufsc.br/xmlui/handle/123456789/90762.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências Jurídicas. Programa de Pós-graduação em DireitoMade available in DSpace on 2012-10-23T14:53:04Z (GMT). No. of bitstreams: 0
Trata-se de uma pesquisa envolvendo as teorias dos direitos humanos e do interculturalismo, tendo o objetivo de confrontá-las com a prática cultural da mutilação genital feminina, que ocorre sobretudo em 28 países africanos. Em tempos de intensa globalização, o debate sobre a universalidade dos direitos humanos ganha novos contornos. A globalização gera o temor da homogeneização e as reações a esse processo trazem à tona as diferentes identidades e culturas, que clamam ser respeitadas. Por outro lado, algumas práticas culturais, embora pertencentes a culturas bastante preciosas e ricas, acabam reprimindo o desenvolvimento integral da pessoa humana. Assim, a partir da escolha da mutilação genital feminina, verifica-se sob que argumentos se pode sustentar a erradicação de uma prática cultural que parece violadora da dignidade humana, buscando-se um caminho - o diálogo intercultural - para que a defesa dos direitos humanos não configure imperialismo cultural. Considerando que a cultura é uma categoria dinâmica, em constante processo de construção, e que as culturas se relacionam e se mesclam, práticas culturais que aviltem o ser humano, mitigando suas capacidades, merecem ser eliminadas em nome dos direitos humanos - pelo diálogo intercultural, nunca por imposição. Afirma-se ainda que o interculturalismo vem alimentar a possibilidade de viver num mundo plural mas com o igual respeito aos direitos humanos. This is a research on the theories of human rights and interculturalism, with the objective of confronting them with the cultural practice of feminine genital mutilation, which occurs specially in 28 African countries. In times of globalization, the debate on universality of human rights faces new challenges. Globalization creates the fear of homogenization and the reactions to this process bring up the different identities and cultures that claim to be respected. On the other hand, certain cultural practices, even though belonging to rich and interesting cultures, end up reducing the whole development of the individual. By choosing the feminine genital mutilation, we verify the arguments under which we can support the eradication of a cultural practice that seems to violate human dignity. We have searched for a way - the intercultural dialogue - through which the defense of human rights cannot be said to be an act of cultural imperialism. Considering culture as a dynamic category, in permanent process of construction, and considering that cultures relate to one another, cultural practices that harm human being, curbing his capacities, deserve to be eliminated in the name of human rights - through dialogue, never by imposition. Interculturalism comes to nurture the possibility of living in a plural world with equal respect to human rights.
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Holmberg, Madeleine. "Ensam i mångkulturen : En kvalitativ studie om lärares undervisning inom idrott och hälsa i en mångkulturell skola." Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-58617.
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Invandringen till Sverige har under de senaste sex åren ökat kraftigt. Detta har lett till skolor runt om i landet nu har blivit mångkulturella, det vill säga att det finns många kulturer på samma område. Skolans resurser att möta den ökade andelen nyanlända elever är ibland inte tillräckligt. Denna studie syftar till att belysa förutsättningar för lärare att undervisa inom en mångkulturell skola samt vilka möjligheter och hinder lärarna ser i sin undervisning. Utifrån syftet har tre frågeställningar formulerat, ”Har lärares förutsättningar att arbeta i en mångkulturell skola förändras i och med den nya läroplanen?”, ”Hur resonerar och talar dessa lärare kring sin undervisning i en mångkulturell skola?” samt ”Vilka möjligheter och hinder ser lärarna med att bedriva undervisning inom idrott och hälsa i en mångkulturell skola? ” Studiens syfte och frågeställningar besvarades med hjälp av en kvalitativ forskningsmetod där totalt fem aktiva idrottslärare från olika skolor intervjuades enligt en semistrukturerad intervju. Studien är baserad på två olika teorier, den kritiska mångkulturalismen samt läroplansteorin. Teorierna hjälper att besvara lärarnas tankar kring förutsättningarna att undervisa och agera i en mångkulturell skola. Resultaten av studien visade att lärarna ser undervisning i en mångkulturell skola som utmanande och till viss del även ensamt. Den visade också att lärare anser att det är viktigt att se möjligheterna i undervisningen och inte hinder. Alla människor har olika ryggsäckar både när de kommer till skolan och under hela sitt liv. Det är viktigt att lärarna ser individen och drar nytta av all kunskap. Kunskap finns i människors olikheter.
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Antunes, Mariana Pacheco Vaz. "O rosto e a alma." Master's thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2015. http://hdl.handle.net/10400.5/11032.
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Dissertação de Mestrado em Arquitetura, com a especialização em Interiores e Reabilitação do Edificado apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.
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Brito, Marlene Oliveira [UNESP]. "Narrativas negadas: estratégias de resistência à discriminação planejada." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150782.
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O presente estudo teve por objetivo desenvolver uma proposta de planejamento intercultural, por meio de uma sequência didática direcionada ao quinto ano do ensino fundamental. Trata-se de um plano de ação como meio de potencializar a resistência à discriminação planejada, presente no currículo oficial das escolas públicas estaduais paulistas para os anos iniciais. A intenção é dotar a atuação docente de capacidade de respostas, tanto à engenharia de controle curricular exercido pelas agencias estaduais, quanto aos grupos excluídos pela tradição seletiva do currículo oficial. A proposta é de inspiração freireana aliada às reflexões dos estudos decoloniais, em virtude da sintonia que apresentam na crítica epistemológica à modernidade e seus valores eurocêntricos.
This study aimed to develop a proposal for intercultural planning through a didactic sequence directed to the fifth grade of elementary school. This is a plan for action as a means of enhancing the resistance to planned discrimination in the official curriculum of the São Paulo state public schools for the early years. The intention is to provide responses, both the curriculum of control engineering exercised by state agencies, the was groups excluded by the selective tradition of the official curriculum. The proposal is Freire's inspiration combined with the reflections of decolonial studies, because of the line presenting the epistemological critique of modernity and its Eurocentric values.