Dissertations / Theses: 'Language and culture – asia'

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Chang, Suzana. "The Influence of Cultural Factors Including Language on Business Outcomes: Perceptions and Experiences of New Zealand exporters in Asia with reference to South Korea." Thesis, University of Canterbury. School of Humanities, 2013. http://hdl.handle.net/10092/9373.

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This thesis examines the role of language and culture in international business. Through a theoretical framework, it investigates how these are integrated and argues that an understanding of the complexity of the relationship between language and culture in cross-cultural communication is crucial in international business, as essentially it provides an explanation as to what effective communication means. The premise that language and cultural barriers might be preventing New Zealand businesses from enhanced engagement in Asia was investigated using quantitative data obtained from an online survey of New Zealand exporters supported by qualitative data from case studies. The results revealed that New Zealand companies were expressing much apprehension regarding language and cultural barriers prior to entry into Asia but upon entry, they had found that the experience had not been as difficult as anticipated. English alone was sufficient for the most part, particularly during the early phases. However, if businesses wanted to commit fully on a long term engagement with Asia, then English alone was not enough because without the knowledge of the local language and culture, they could not communicate effectively to build long-term relationships. Faced with a rapidly changing, increasingly competitive multilingual global environment, this study suggests that New Zealand businesses will need to find practical solutions to best enhance their opportunities in Asia.

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Meng, Nan. "Chinese Culture themes and Cultural Development: from a Family Pedagogy to a Performance-based Pedagogy of a Foreign Language and Culture." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345312833.

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Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16525/1/Carmen_Boulter_Thesis.pdf.

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Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories. Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.

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Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16525/.

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Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories. Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.

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Hamston, Julie A. "A dialogue for 'new times': Primary students' struggle with discourses of 'Australia' and 'Asia' in studies of Asia curriculum." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36689/1/36689_Digitised%20Thesis.pdf.

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This study investigated the language exchanged in classroom dialogue between primary students about issues of 'Australianness' and 'Asianness' within the field of curriculum referred to as Studies of Asia, a curriculum project designed to problematize both Australia's colonial past and its recent history as a nation-state that must address its dynamic role in the Asian region. Its aim was to examine how this language embodied discourses, or ways of using language that represent particular values and viewpoints about 'being Australian' and 'being Asian'. A review of the current and relevant literature showed that key texts define Studies of Asia as a postcolonial enterprise that aims to raise students' awareness, through dialogue, of how discourses have created and maintained powerful divisions between people. Aligning with other similar definitions of postcolonial education, Studies of Asia so conceived, is informed by theories of discourse and power and pedagogical approaches that centralize students' critique and transformation of discourses. However, these theories present a relatively static and absolute perspective on discourse and power, at some odds with discourse-change. Moreover, they do not foreground the role of the individual in struggling to make meaning from the many and varied social discourses available to them. Accordingly, this study was designed from a perspective on discourse that accounts for the pedagogic role of ongoing dialogue, acknowledges an individual student's struggle for meaning and emphasizes the importance of selfreflection. The study's theoretical framing drew upon Bakhtin's (1981, 1986a,b) conceptualization of language as dialogue. This view of language describes the mutual relationship between the individual and society, between the language she speaks and larger social discourses, and between ongoing dialogue and discourse-change. This concept of language as dialogue provided the theoretical and conceptual framework for the methodology of the study which included the design of a curriculum project and smaller, intimate contexts that centralized dialogue and self-reflection; of research contexts that allowed for a portrait of students' ongoing struggle with discourses to emerge; and of a multi-dimensional framework for the micro-linguistic analysis of the discourses cued in the participants' language. A critical, qualitative case study of the language generated by three particular students was created from the application of dialogue as both a pedagogic and research strategy. In creating interrelated contexts that allowed different discourses of 'Australia' and 'Asia' to 'meet' within and beyond the Studies of Asia curriculum project, it was possible to establish a profile of the ensuing struggle for each case study participant. A method of critical discourse analysis - created from a synthesis of Bakhtin's theory of dialogic relations and the dimensions, tools and techniques which form the basis of Fairclough's (1992a,b, 1995) model of Textually Oriented Discourse Analysis - allowed for a systematic linguistic analysis of the discourses that were both cued in each participant's spoken language and embodied in her body language and gestures. Some sense of each participant's internal and public struggle, and her ongoing engagement with issues of 'Australianness' and 'Asianness,' was thus revealed. The main findings of the study relate to the complexity of the students' dialogic interactions, the contrastive discourses of 'Australia' and 'Asia' revealed in their spoken and embodied language and the various ways that students resisted and appropriated discourses of multiculturalism and racial tolerance that underpinned the Studies of Asia curriculum project. The findings suggest that there was not a wholesale transformation of discourses as proposed in the literature, but rather a more incomplete and 'messy' process of struggle. The findings also point to different degrees of personal investment in the issues raised in the curriculum project and suggest that it is not possible to separate the discursive content of an individual student's language from the manner in which she expresses this content. Consequently, the individualization of such struggle needs to be taken into account in considering the desirability and efficacy of discourse-change. The study's significance is demonstrated by its capacity to show the micro-linguistic elements of ongoing discursive struggle and its presentation of a textured portrait of the complexities and tensions inherent within dialogic interactions. The model of dialectic predagogy consequent on these findings has substantial implications for policy, curriculum design and classroom practice. Dialogue, as central to an individual's 'becoming' as a human being, is demonstrated as an ongoing and unfinished process that has implications not only for for Studies of Asia but more broadly across the primary school and other contexts.

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Nair, Shankar Ayillath. "Philosophy in Any Language: Interaction between Arabic, Sanskrit, and Persian Intellectual Cultures in Mughal South Asia." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11258.

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This dissertation examines three contemporaneous religious philosophers active in early modern South Asia: Muhibb Allah Ilahabadi (d. 1648), Madhusudana Sarasvati (d. 1620-1647), and the Safavid philosopher, Mir Findiriski (d. 1640/1). These figures, two Muslim and one Hindu, were each prominent representatives of religious thought as it occurred in one of the three pan-imperial languages of the Mughal Empire: Arabic, Sanskrit, and Persian. In this study, I re-trace the trans-regional scholarly networks in which each of the figures participated, and then examine the various ways in which their respective networks overlapped. The Chishti Sufi Muhibb Allah, drawing from the Islamic intellectual tradition of wahdat al-wujud, engaged in "international" networks of Arabic debate on questions of ontology and metaphysics. Madhusudana Sarasvati, meanwhile, writing in the Hindu Advaita-Vedanta tradition, was busy adjudicating competing interpretations of the well-known Sanskrit text, the Yoga-Vasistha. Mir Findiriski also took considerable interest in a shorter version of this same Yoga-Vasistha, composing his own commentary upon a Persian translation of the treatise that had been undertaken at the Mughal imperial court. In this Persian translation of the Yoga-Vasistha alongside Findiriski's commentary, I argue, we encounter a creative synthesis of the intellectual contributions occurring within Muhibb Allah's Arabic milieu, on the one hand, and the competing exegeses of the Yoga-Vasistha circulating in Madhusudana's Sanskrit intellectual circles, on the other. The result is a novel Persian treatise that represents an emerging "sub-discipline" of Persian Indian religious thought, still in the process of formulating its basic disciplinary vocabulary as drawn from these broader Muslim and Hindu traditions.

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Dobson, Eleanor. "Literature and culture in the golden age of Egyptology." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7248/.

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This thesis argues that a nuanced understanding of Egyptological writing across the late nineteenth and early twentieth centuries can only be achieved through the consideration of the broader literary and artistic culture in which these texts were produced, and that an understanding of contemporary cultural artefacts requires a complementary awareness of Egyptology. It demonstrates the wealth of generic and material exchange between Egyptological and literary texts, and reveals cultures of mythmaking in which Egyptologists embellished their accounts, while those who collected Egyptian objects invented supernaturally-charged fictions in a bid to establish their own authority. It establishes the inflation in Egyptian iconography not merely in textual form, but across material culture, claiming that the growing availability of texts addressing ancient Egypt encouraged linguistic experiment among writers of fiction, and the domestication of hieroglyphs. It argues that interests in Egyptology and psychology often went hand-in-hand, shifting the understanding of hieroglyphs as something ‘other’ to a product of the ‘self’. Finally, it charts the commercialisation of Egyptian iconography, increasingly connected to products that drew upon Egypt’s glamour (and the glamour of theatre and cinema), but also obverses a counterculture that harnessed ancient Egypt’s fascination and connected it to more meaningful spiritual experiences.

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Tofighian, Nadi. "The role of Jose Nepomuceno in the Philippine society : What language did his silent films speak?" Thesis, Stockholm University, Department of Cinema Studies, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-899.

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This paper examines the role of the pioneer Filipino filmmaker Jose Nepomuceno and his films in the Philippine quest for independence and in the process of nation-building. As all of Nepomuceno's films are lost, most of the information was gathered from old newspaper articles on microfilm in different archives in Manila. Many of these articles were hitherto undiscovered. Nepomuceno made silent films at a time when the influence of the new coloniser, United States, was growing, and the Spanish language was what unified the intellectual opposition. Previous research on Nepomuceno has focused on the Hispanic influences on his filmmaking, as well as his connections to the stage drama. This paper argues that Nepomuceno created a national consciousness by making films showing native lives and environments, adapting important Filipino novels and plays to the screen and covering important political topics and thereby creating public opinion. Many reviews in the newspapers connected his films to nation-building and independence, as the creation of a national consciousness is a cornerstone in the process of building a nation and defining "Filipino". Furthermore, the films of Nepomuceno helped spreading the Tagalog culture and language to other parts of the Philippines, hence making Tagalog the foundation of the national Filipino language.

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Ramnarayan, Akhila. "Kalki’s Avatars: writing nation, history, region, and culture in the Tamil Public Sphere." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1150484295.

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Jones, Rebecca Katherine. "Writing domestic travel in Yoruba and English print culture, southwestern Nigeria, 1914-2014." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5249/.

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Travel writing criticism has sometimes suggested that little travel writing has been produced by Africans. This thesis shows that this is not the case, through a literary study of writing about travel published in Yoruba-speaking southwestern Nigeria between 1914 and 2014. This is a study of writing about domestic travel – Nigerians travelling within Nigeria – and of both Yoruba- and English-language texts. It is both a study of conventional ‘travel writing’ such as first-person travelogues, and of the motif of travel in writing more broadly: it encompasses serialised newspaper columns, historical writing, novels, autobiography, book-length travelogues and online writing. As well as close readings, this study draws on archival research and an in-depth interview with travel writer Pelu Awofeso. This is not an exhaustive study but rather a series of case studies, placed in their historical context. I examine southwestern Nigerian writers’ re resentations of laces within Nigeria and changing communal identities: local, translocal, regional and national. I explore their ideas about the benefits of travel and travel writing, knowledge and cosmopolitanism. I argue that we can read these texts as products of a local print culture, addressed to local readers, as well as in relation to the broader travel writing tradition.

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Winch, Junko. "An investigation of Japanese educational cultural impact on Japanese language learning in an international context." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/345955/.

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The current language teaching and learning environment in British higher educational establishments appears to have two main characteristics. Firstly, an unprecedented number of students from various cultural backgrounds now study in the UK, including students with a cultural background that is very different from the Anglophone educational culture. Secondly, Communicative Language Teaching (CLT) remains the prevailing teaching method used in higher educational establishments, however, CLT is based on assumptions that relate closely to the Anglophone language teaching and learning environment. This study poses a question of whether CLT should continue to be valued and relied upon in this new international teaching and learning environment. Out of many non-Anglophone educational cultures in the world, Japanese educational culture was selected as the focus of this study to help explore this question. In the empirical study, two teaching methods, Japanisation and CLT, were used to investigate the impact of Japanese educational culture in a British university's Japanese language teaching classes where the British educational culture currently dominates. The study was conducted for one semester at the University of Southampton. The concept of Japanisation is drawn from the study of the Japanese car manufacturing industry and is transferred to a language teaching context. The study was investigated by tests (two assignments and Reading and Written Test) that provided quantitative data, questionnaires that provided quantitative and qualitative data and classroom observation that provided qualitative data. There was no statistically significant difference between the two teaching methods regarding attainment in the two assignments. However, Japanisation was associated with significantly improved results in the Reading and Writing Test, compared with CLT. These results seem to suggest that embedding elements of Japanisation and Japanese educational culture into the teaching of Japanese to non-Japanese speakers in British language classrooms might possibly enhance students' learning of reading and writing skills. This study also presents possibilities as to how the Japanese educational cultural method of teaching could be incorporated into the teaching of Japanese to non-Japanese speakers. In addition, this study indicates that language teachers facing a multicultural classroom might consider the international students' educational cultural expectations and needs in learning. Those who develop the teaching curriculum are encouraged at a strategic level to examine other educational cultures and teaching practices from non-Anglophone countries and assess how they may be combined with CLT to reflect the new international characteristics of teaching and learning environments.

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Hung, Hui-Lin. "Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students' academic challenges." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1226779218.

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Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Jan. 25, 2010). Advisor: Eunsook Hyun. Keywords: International/multicultural education; cross-cultural cognition/metacognition; English for academic purposes; inclusive curriculum and pedagogy. Includes bibliographical references (p. 278-301).

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An, Jing. "American Teachers' Perspectives on Chinese American Students' Culture." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1398875282.

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Xu, Jinhui. "A case study of an urban elementary school Chinese language and culture program at the Boston Renaissance Charter Public School (BRCPS)." Thesis, University of Massachusetts Boston, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706490.

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Very few urban elementary African American and Hispanic students have access to foreign language programs. Thus, students of color have historically been under-represented in foreign language study. At the same time, urban elementary foreign language programs for economically disadvantaged African American and Hispanic students might level the playing field for these students and help prepare them to participate more fully in a global economy and community in the future. The present case study is based on a mixed methods approach using logic model and overlapping spheres of influence theory to examine the impact of the Boston Renaissance Charter Public School (BRCPS) Chinese language and culture program on its stakeholders (students, parents, school teachers, administrators, and board members). A sequential explanatory strategy is used to investigate stakeholders' perceptions and attitudes toward the BRCPS Chinese language and culture program. It further reveals discrepancies between the stakeholders' perceptions/attitudes and their racial backgrounds, working length of time and involvement with BRCPS, SES (Socioeconomic Status), grade connection, and gender. It also identifies the factors that influence BRCPS students' motivation and interest in learning Chinese. This study, therefore, finds out that the majority of the BRCPS stakeholders are satisfied with BRCPS Chinese language and culture program. The biggest challenge identified is Chinese teachers' lack of classroom control and the difficulty in maintaining positive student discipline in Chinese class. Stakeholders suggest Chinese language should be taught as a core curriculum rather than as a specialist subject. They also suggest that all the stakeholders should work together to value Chinese learning.

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Shepherd, Eric Todd. "A pedagogy of storytelling based on Chinese storytelling traditions." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180552747.

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Luft, Stephen D. "Japanese Language Learners' 2019; Out-Of-Class Study: Form-Focus and Meaning-Focus in a Program that Uses the Performed Culture Approach." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1388397080.

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Larson, Emily. "Negotiating Interpersonal Relations in 21st Century China: The Practices of China's Post-90s Generation and Their Implications to Teaching Chinese as a Foreign Language." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595514673748373.

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Peng, Hsin-Pey. "The rise of regionalisation in the East Asian television industry: a case study of trendy drama 2000-2012." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/534.

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This thesis examines the contemporary Taiwanese television industry and its influence on the Asian TV market and popular culture in Asia. It explores the East Asian TV industry’s ability to produce a specific regional TV genre – that of trendy drama – as a means of representing the tastes and lifestyles of a new audience. I claim in the thesis that the East Asian TV industries have produced trendy drama for an emerging middle class audience in Asia. Trendy drama still is one of the most popular genres at the level of local TV productions; it can also be sold to an Asian regional audience. The main premise of the study is that the media has the symbolic power to centralise most social resources and technology, and because of that they can produce certain cultural meanings influential to ordinary people’s social and cultural experience. A study of the rise of regionalisation which specifically focused on the East Asian TV industry, has led to this case study of trendy drama. In the case study I analyse how East Asian TV industries produce and sell these types of local TV productions to a wider TV market. After the review of regionalisation literature, the study examines the specific content of the TV genre, trendy drama, within the context of the Asian TV market. This raises questions about the role of trendy drama and its function in the rise of regionalisation from political and economic perspectives. The answers to these questions are then used to examine the production of Taiwanese idol drama through a filmic and semiotic analysis. The earlier findings are supported by the television producers’ and directors’ (professionals’) practical insights into why and how they produce trendy drama for the Asian market. Macro- and micro-level approaches used in this study demonstrate the transition from a global television industry dominated by America to the way East Asian TV industries earlier on drew from the American TV industry’s values, technical knowledge and resources. However, ultimately the East Asian TV industry developed their own expertise which is why they now have the symbolic power to sell to audiences within the region. Furthermore, East Asian TV industries today have the ability to centralise enormous resources so they can produce culturally shared meanings, which is becoming part of popular culture in Asia. Consequently, the media’s symbolic power enhances the rise of regionalisation in East Asian TV industries. It is intended that this project will inform further debate about the changing configuration of television markets within the Asian region and the role of the media in mediating popular culture within the contemporary media age.

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Kimbro, Lucy Vincent. "Opening Doors: Culture Learning and Conversational Narratives with First Generation Hmong Refugee Women." PDXScholar, 1997. https://pdxscholar.library.pdx.edu/open_access_etds/4466.

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The life experiences of two first generation Hmong refugee women form the basis of this study. Through loosely structured but guided interviews, memories of their lives in Laos and in refugee camps in Thailand, as well as their perspectives, feelings, and opinions about current aspects of their lives, the effects of American culture on their family; and their engagement in the language and culture learning process are explored. An examination of the involvement of Hmong women in research and ethnographic accounts concerning Hmong culture, history, and experience, show that Hmong women's perspectives have often been overlooked or disregarded. One purpose of this study is to afford an opportunity to hear the voices of these Hmong women, whose lives are centered in the home and in maintenance of family, and whose responsibilities and cultural roles have limited their contribution to research and literature on the Hmong and their participation in refugee and immigrant resettlement and English language programs. The data for this study was collected in tape recorded interviews using an informal, loosely structured interview process: a conversational narrative rather than a formal oral history interview. This data was then transcribed and reconstructed to form both a chronological personal history and a view of the culture and current lives of the informants. The perspectives of the women in this study, revealed through the conversational narratives, are shown to reflect the informants past reality and demonstrate their attempts to adjust to a new cultural identity and environment. Moreover, conversational narratives and oral histories are shown to be potentially valuable resources for culture and language learning and suggest meaningful applications for English as a Second Language education and refugee resettlement.

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Cox, Noel Stanley Bertie. "The evolution of the New Zealand monarchy: The recognition of an autochthonous polity." Thesis, University of Auckland, 2001. http://wwwlib.umi.com/dissertations/fullcit/3002348.

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The aims of this thesis are to determine to what extent the Crown remains important as a source of legitimacy for the constitutional order and as a focus of sovereignty; how the Crown has developed as a distinct institution; and what the prospects are for the adoption of a republican form of government in New Zealand. The imperial Crown has evolved into the New Zealand Crown, yet the implications of this change are as yet only slowly being understood. Largely this is because that evolution came about as a result of gradual political development, as part of an extended process of independence, rather than by deliberate and conscious decision. The continuing evolution of political independence does not necessarily mean that New Zealand will become a republic in the short-to-medium term. This is for various reasons. The concept of the Crown has often been, in New Zealand, of greater importance than the person of the Sovereign, or that of the Governor-General. The existence of the Crown has also contributed to, rather than impeded, the independence of New Zealand, through the division of imperial prerogative powers. In particular, while the future constitutional status of the Treaty of Waitangi remains uncertain, the Crown appears to have acquired greater legitimacy through being a party to the Treaty. The expression of national identity does not necessarily require the removal of the Crown. The very physical absence of the Sovereign, and the all-pervading nature of the legal concept of the Crown, have also contributed to that institution's development as a truly national organ of government. The concept of the Crown has now, to a large extent, been separated from its historical, British, roots. This has been encouraged by conceptual confusion over the symbolism and identity of the Crown. But this merely illustrates the extent to which the Crown has become an autochthonous polity, grounded in our own unique settlement and evolution since 1840. Whether that conceptual strength is sufficient to counterbalance symbolic and other challenges in the twenty-first century remains uncertain. But it is certain that the Crown has had a profound affect upon the style and structure of government in New Zealand.

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Estenson, Kimberly. "“A Good Girl Can Fight Her Way Through a Thousand Troops”: An Analysis of Nushu Culture and its International Representation." Wittenberg University Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1617206164352421.

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Cornelius, Crista Lynn. "Preparing Teachers of Chinese as a Foreign Language for Emerging Education Markets." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593563885576991.

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Lea, Michael. "Indexing Distance and Deference as Performed Culture:A review module for politeness types introduced in Japanese: The Spoken Language, Part 1." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371142498.

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Yorukan, Gunes. "A Study On Celtic/galatian Impacts On The Settlement Pattern In Anatolia Before The Roman Era." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610539/index.pdf.

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Anatolia has been the cradle of many different cultures throughout history. One of these was the Celts who migrated from Europe to Anatolia in the 3rd century BC and had various impacts on the settlement pattern of the region called Galatia after their arrival. Therefore in Anatolia urbanization history we know them as Galatians. The main statement of this thesis is that, cultural identity is not a static, inherent quality, but a dynamic and contigent aspect of the existence of people. Therefore cultural identity should be regarded as a pattern continuum. In thisd study, in order to predict the Galatian settlement pattern until thr Roman dominance in the late 1st century BC in Anatolia, European Celtic settlement pattern has been reviewed as well as archaeolgical evidence and the Celtic language. The Hallstatt and the following La Tene periods in European history have been investigated since La Tene period is isochronic with Galatians in Anatolia. From the archaeological evidence in Europe, it is clear that the Celts established defended settlements, mastered the art of iron working and mining, and traded with the classical world. In previous literature, Anatolia Celts/Galatians have been regarded as nomads who were involved mostly in warfare. However, the location of their forts and village-like settlements along the ancient trade routes implies that they were settled people who were engaged in production and trading activities as well, similar to La Tene in Europe. Settlement types and their distribution pattern, linguistic and archaeological evidence investigated in this thesis verify that Celtic cultural identity in the history of Europe and Anatolia should be regarded as a pattern continuum.

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Stephenson, Maxine Sylvia. "Creating New Zealanders: Education and the formation of the state and the building of the nation." Thesis, University of Auckland, 2000. http://hdl.handle.net/2292/30.

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Educational activity preceded official British presence in New Zealand. The development of the New Zealand state from crown colony, to a system of relatively autonomous provincial councils, to a centralized administration took place within a period of four decades. Co-terminous with and essential to the state's progressive securing of its authority was the institutionalization of separate national systems of education for Maori and Pakeha. Whilst the ascendancy of the state and the securing of education as a central state concern proceeded ultimately with the sanction of the state and in accordance with its objectives it was not a straight forward process in a young nation which was born democratic, but was struggling to consolidate political and cultural unity. The various stages and the ultimate form that education in New Zealand took were closely linked to shifts in the nature and role of the state in its formative years, in the nature of its relationship with civil society, and in its official relationship with Maori. This provided the context and dynamic of the shift to state control as public schooling came to dominate over private or voluntary efforts, and as the particularism of isolated provincial settlements was replaced by a system designed to serve the nation as a whole. Positing conceptual links between the development of national education and the processes of state formation and nation building in a colonizing context, this thesis argues that the institutionally differentiated form that universal education took in New Zealand produced a site through which socially, culturally and ideologically determined conceptions of “normality” would be legitimated and become hegemonic. By nationalizing education to legitimate a culture of uniformity based on a specific set of norms, individual New Zealanders were differentially created according to class, gender and ethnicity, and to physical, intellectual, behavioural and sensory functioning.

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Klie, Hunter D. "Now is “Hunter,” Now is “Liu Mengmei:” The Pedagogy of Performing Unfamiliar Roles and Negotiating Audience Expectations." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563515608405896.

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Dang, Hong Khanh. "La Francophonie et la coopération Vietnam - Afrique." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE3029.

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Cette thèse a pour objectif de répondre à une demande du Vietnam de renforcer sa coopération avec les pays africains qui est encore modeste à ce jour malgré son intérêt grandissant pour ces pays. Il se trouve dans un contexte d’accélération de la mondialisation avec l’essor du capitalisme et de la langue anglaise. De nouvelles dynamiques sur la scène internationale sont observées parmi lesquelles figurent la croissance économique très élevée de certains pays du Sud (Chine, Inde, Brésil, etc.) et le développement remarquable de leur coopération avec l’Afrique. Au cœur de cette dynamique, malgré le mimétisme évident avec la Chine et d’autres pays du Sud, comme les forums de coopération avec l’Afrique, la coopération Vietnam-Afrique se distingue par la francophonie. Ce lien francophone s’est tissé à travers une histoire commune liée à la décolonisation et à une inscription au sein du Tiers-monde. Il est aujourd’hui maintenu sous un autre angle au sein de la Francophonie qui est une organisation politique et culturelle regroupant en 2016 80 États et gouvernements ayant le français en partage dont le Vietnam et une grande partie de l’Afrique. « La Francophonie contribue-t-elle à promouvoir la coopération entre le Vietnam et l’Afrique, notamment dans le domaine économique ? ». La recherche de la réponse nous conduira à étudier le rôle que jouent les aspects politique et culturel de la Francophonie dans la coopération Vietnam-Afrique, notamment dans le secteur économique. Prenant comme point de départ théorique les idées de Max Weber et de Jean Baechler sur les origines du capitalisme, nous essayerons de démontrer les potentialités et la réalité de la Francophonie dans cette coopération avant de proposer une stratégie francophone du Vietnam pour l’Afrique dans le but de renforcer son rôle. Cet exemple pourra servir ensuite de référence pour la coopération Sud-Sud francophone en particulier et celle dans le monde en général
My thesis addresses Vietnam’s request to enforce its cooperation with African countries, which at present is still modest despite its growing interest there. Vietnam finds itself in a context of accelerated globalization with the emergence of both capitalism and English language. On the international scene, new dynamics are observed, such as the strong economic growth of Southern countries like China, India and Brazil, and their remarkable cooperation with African countries. At the core of this process, what distinguishes Vietnam from other South-South cooperation is that it shares with Africa the Francophonie, a political and cultural organization gathering as of 2016, 80 States and governments who share French as a language.Their francophone bond was constructed through a common history linked to decolonization and to the fact of being both Third World countries. My work answers the following question: does Francophonie, as a cultural political construct, contribute to promote the cooperation between Vietnam and Africa, particularly in the economic sector? I use Max Weber and Jean Baeschler’s ideas on the origins of capitalism in order to demonstrate the potential and current reality of the Francophone element present in the cooperation between Vietnam and Africa before proposing Vietnam’s ‘Francophone’ strategy aiming at strengthening its role in Africa. The Vietnam-Africa cooperation may serve as a case study enabling to reflect on other francophone South-South cooperation

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Mu, Bing. "Co-constructing Intentions across Cultures: Reframing CFL Learners’ Communication in Chinese." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531755217858256.

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Tsuchiya, Shinsuke. "Perceptions of Native and Nonnative Speakers and Observational Analysis of "Divergent" Japanese Language Teachers in Context." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469109279.

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Lorden, Mack F. "The Localization of Chinese Teas in America." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429324160.

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31

Steinbach, Marilyn. "Socio-cultural factors affecting the language learning experiences of south Asian female immigrants." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43957.pdf.

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Murphree, Hyon Joo Yoo. "Toward an "accented" critique of culture theorizing postcolonial East Asia /." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1342729001&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.

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33

Cho, Yejin. "The Development of Western Classical Piano Culture in Postwar Asia." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5937.

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The purpose of this study is to explore the past, present and future of the development of Western piano culture in Northeast Asia and the musical, social, political and economic facets thereof. Western piano was first introduced to general public as part of the Westernization process during and after World War II in Asia. During the second half of the twentieth century, Asian piano culture has experienced a period of rapid development and mass popularization along with dramatic cultural, economic and technical developments. Quantifiable evidences for this are given in the number of competition winners and graduates of prestigious institutions with Asian heritage. Piano sales and manufacture of Asian companies gives further testament to the popularity of piano in Asia. Finally, the paper acknowledges the achievements identified and suggests ways in which Asia could become a fully independent culture central for piano in the future, with a close look at factors such as the diversity and quality of education programs and syllabi, social norms formed as a result of rapid modernization, and the constituent ratio of Asian decision-makers in eminent music organization.

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Otmazgin, Nissim Kadosh. "Regionalizing culture : the political economy of Japanese culture in East and southeast Asia, 1988-2005." 京都大学 (Kyoto University), 2007. http://hdl.handle.net/2433/137060.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(地域研究)
甲第13192号
地博第42号
新制||地||14(附属図書館)
UT51-2007-H465
京都大学大学院アジア・アフリカ地域研究研究科東南アジア地域研究専攻
(主査)教授水野廣祐, 教授玉田芳史, 助教授パトリシオ・ヌネズ・アビナウレス
学位規則第4条第1項該当

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Merry, Adam M. "More Than a Bath: An Examination of Japanese Bathing Culture." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/665.

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Steeped in tradition for over a thousand years, bathing culture in Japan remains relevant due to the preservation of the traditional, innovative modernization of existing bathing structures, and the diversification therein. This thesis will examine the significance of bathing culture, focusing largely on onsen and sento, account for its historical evolution, analyze how it functions in modern society and forecast its future viability. More specifically, the concept that Japan's vibrant bathing culture was able to flourish due to mythological creation stories, politically motivated access to baths, propagated therapeutic value, and scientific reinforcement of the benefits of a hot bath will be explored.

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King, Seiko. "Re-made in Asia : transformation across Asian markets and popular culture." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54738/1/Seiko_King_Thesis.pdf.

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The thesis is an examination of how Japanese popular culture products are remade (rimeiku). Adaptation of manga, anime and television drama, from one format to another, frequently occurs within Japan. The rights to these stories and texts are traded in South Korea and Taiwan. The ‘spin-off’ products form part of the Japanese content industry. When products are distributed and remade across geographical boundaries, they have a multi-dimensional aspect and potentially contribute to an evolving cultural re-engagement between Japan and East Asia. The case studies are the television dramas Akai Giwaku and Winter Sonata and two manga, Hana yori Dango and Janguru Taitei. Except for the television drama Winter Sonata these texts originated in Japan. Each study shows how remaking occurs across geographical borders. The study argues that Japan has been slow to recognise the value of its popular culture through regional and international media trade. Japan is now taking steps to remedy this strategic shortfall to enable the long-term viability of the Japanese content industry. The study includes an examination of how remaking raises legal issues in the appropriation of media content. Unauthorised copying and piracy contributes to loss of financial value. To place the three Japanese cultural products into a historical context, the thesis includes an overview of Japanese copying culture from its early origins through to the present day. The thesis also discusses the Meiji restoration and the post-World War II restructuring that resulted in Japan becoming a regional media powerhouse. The localisation of Japanese media content in South Korea and Taiwan also brings with it significant cultural influences, which may be regarded as contributing to a better understanding of East Asian society in line with the idea of regional ‘harmony’. The study argues that the commercial success of Japanese products beyond Japan is governed by perceptions of the quality of the story and by the cultural frames of the target audience. The thesis draws on audience research to illustrate the loss or reinforcement of national identity as a consequence of cross-cultural trade. The thesis also examines the contribution to Japanese ‘soft power’ (Nye, 2004, p. x). The study concludes with recommendations for the sustainability of the Japanese media industry.

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Simpson, Iain George. "Language and nationalism in the political development of Southeast Asia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31949666.

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Fu, Meng. "Yukata: a case study of transformation in consumption culture." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110723.

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Yukata, a casual form of kimono, has undergone transformation in terms of both its associated meanings and its material forms in the post-WWII period in Japan. During this period, it changed from attire for private use to dress for events in public and became connected with various ideological notions. Tracing changes in the scale of the yukata industry in the postwar period, this thesis examines transitions in consumption patterns of yukata as a case study and compares it with observations on Japanese consumption culture by other scholars in the context of other commodities. In illustrating the transformation of yukata, I focus on its changing relations with everyday life, with discourses, and with other commodities. From these perspectives I attempt to describe how a commodity is consumed in relation with other social factors and how the consumption affects the commodity, in terms of both its meanings and its forms.
Durant la période suivant la Deuxième guerre mondiale, le yukata japonais, une forme de kimono porté dans un contexte informel, a subit des transformations à la fois en terme des significations qui lui sont associées, et dans ses formes matérielles. Il passe en effet d'un vêtement principalement porté à la maison à une tenue de sortie en public, et en est venu à être relié à une variété de notions idéologiques. Traçant les changements dans la dimension de l'industrie du yukata dans la période d'après-guerre, ce mémoire prend comme étude de cas les changements des tendances dans la consommation du yukata, et les compare avec les observations de différents auteurs sur la culture de consommation japonaise dans le contexte d'autres marchandises. En dépeignant la transformation du yukata, je mets l'emphase sur les changements survenus dans sa relation à la vie de tous les jours, aux discours qui l'entourent et à d'autres marchandises. À partir de ces perspectives, je tente de décrire comment une marchandise est consommé en relation avec d'autres facteurs sociaux et comment la consommation affecte la signification et la forme des marchandises.

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Goldstein, Julie. "Language and Culture in Perception." Thesis, Goldsmiths College (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499207.

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Brown and Lenneberg (I954) and Rosch Heider (1972) were among the first to conduct psychological investigations to test the Whorfian view that language affects thought. They both asked about colour categories. The debate has continued with some research supporting a relativist (Whorfian) account (Davidoff, Davies & Roberson, I999; Borodistsky, 200I), and some supporting a universalist account (e.g., Kay & Regier, 2003; Spelke & Kinzler, 2007). The present thesis adds to the debate by taking three different approaches i.e., cross-cultural, ontogenetic and phylogenetic frames in which to carry out investigations of categorization of various perceptual continua. Categorical Perception's hallmark is the effect of mental warping of space such as has beenfoundfor phonemes (Pisani & Tash, I974) and colour (Bornstein & Monroe, I980; Bornstein & Korda, I984). With respect to colours, those that cross a category boundary seem more distant than two otherwise equally spaced colours from the same category. Warping is tested using cognitive methods such as two-alternative:forced-choice and matching-to-sample. Evidence is considered for the continua under investigation i.e. colour and animal patterns. Experiments I and 2 find evidence of categorical perception for human-primates and not for monkeys. Experiment 3 finds that Himba and English human adults categorize differently, particularly for colours crossing a category boundary, but also show broad similarity in solving the same matching-to-sample task as used with the monkeys (experiment I) who showed clear differences with humans. Experiment 4 and 5 tested Himba and English toddlers and found categorical perception of colour mainly for toddlers that knew their colour terms despite prior findings (Franklin et al., 2005) indicative of universal colour categories. In experiment 6, Himba and English categorical perception of animal patterns was tested for the first time, and result indicate a cross-category advantage for participants who knew the animal pattern terms. Therefore, a weak Whorfian view of linguistic relativity's role in obtaining categorical perception effects is presented. Although there is some evidence of an inherent human way of grouping drawn from results of experiment I and 3, results in all experiments (1,2,3,4,5,and 6) show that linguistic labels and categorical perception effects go handin- hand; categorization effects are not found when linguistic terms are not acquired at test and have not had a chance to affect cognition. This was true for all populations under observation in this set of studies, providing further support for effects of language and culture in perception. 4

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40

Botre, Shrikant. "The body language of caste : Marathi sexual modernity (1920-1950)." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/110543/.

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Late colonial Maharashtra witnessed a proliferation of sex literature that claimed to be scientific. Sexual-health journals and books on sexual science and eugenics, as well as marriage manuals insisting on sex reforms, were produced in Marathi in considerable numbers between 1920 and 1950. Why did sex reformism blossom in Maharashtra? What was reformed in the name of sex and science? What larger purpose did this writing serve in late colonial times? The present research work answers these questions while problematising the Marathi sexual modernity articulated through this literature. In critically assessing sex reforms, my argument highlights the rearrangement of an inextricable nexus between caste and sexuality that shaped late colonial Marathi expressions of modernity. The proliferation of scientific sexuality in this process, I argue, was an upper-caste resolution of the Brahminical crisis over dominating reformism in Maharashtra. To demonstrate this, my work situates sex literature in the context of Marathi caste politics. While explaining the Brahminical crisis and its resolution through analysing sexual discourses of brahmacharya (celibacy), marriage, and obscenity, this work unpacks the making of sex reforms as a journey to create a caste-sexual subject of Marathi modernity—the respectable upper-caste man.

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41

Cole, Deborah L. "Performing 'unity in diversity' in Indonesian poetry: Voice, ideology, grammar, and change." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280597.

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The main insight of this dissertation is that we can commit to recognizing diversity by sounding others' voices with our voices. I argue that articulations of 'unity' using the familiar sounds of linguistic diversity enables ideological change in the practice of performing poetry in Bahasa Indonesia. Multiple types of data in Bahasa Indonesia are examined and presented to support this argument including newspaper articles, literature textbooks, personal interviews, conference papers, and recordings of poetry performances. In these data, we hear a variety of voices in Indonesia articulate two ideologies about the function of literature in society, which are: 'Literature develops the citizens'' and 'Literature enables unity in diversity'. We also hear various voices articulate an ideology about the proper form of performed poetry, which is: 'Proper reading (or sounding) of a poem results from deeply understanding another's heart'. Transcriptions and descriptions of poetry readings illustrate how these ideologies are realized in performance. I have called the complex interaction of these component ideologies 'Language Celebration in Bahasa Indonesia.' This dissertation makes several important contributions. This analysis brings together two separated approaches to language study (i.e., linguistic anthropology and formal linguistics) to show that both are needed to provide an account of an interaction between phonetics and ideologies. Further, this analysis articulates a theory of sound as one kind of physical (or material) aspect of language that can be exploited to produce ideological change. As a reflexive written document, this analysis examines differences between modes of linguistic production, specifically literary and scientific modes. Finally, by analyzing the structural differences between American and Indonesian language ideologies, I demonstrate why these two cultures differently value giving 'voice' to their internally diverse populations. Combining ethnographic description with formal modeling of language, as well as juxtaposing usually separated genres (like poetry and social theory) I hope to enable readers to arrive at empathetic trans-cultural understandings of Other values 'on their own'.

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42

Sano-Franchini, Jennifer. "The Rhetorical Making of the Asian/Asian American Face: Reading and Writing Asian Eyelids." Diss., ProQuest, UMI Dissertations Publishing, 2013. http://hdl.handle.net/10919/24204.

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In The Rhetorical Making of the Asian/Asian American Face: Reading and Writing Asian Eyelids, I examine representations of East Asian blepharoplasty in online video in order to gain a sense of how cultural values change over time. Drawing on scholarship in and around rhetorical theory, cultural rhetorics, Asian American rhetoric, cultural studies, Asian American studies, and postcolonial theory alongside qualitative data analysis of approximately fifty videos and the numerous viewer comments that accompany them, this study is a rhetorical analysis of the discourse on East Asian blepharoplasty in online video. These videos--ranging from mass media excerpts and news reports, to journals of healing and recovery, to short lectures on surgeon techniques, to audience commentary--offer insight into how social time is negotiated in the cross-cultural public sphere of YouTube. I do my analysis in two steps, first looking at how rhetors rationalize the decision to get blepharoplasty, and second, examining the temporal logics that ground these rationalizations. As result, I've identified five tropes through which people rationalize double eyelid surgery: racialization, emotionologization, pragmatization, the split between nature and technology, and agency. Moreover, I've identified at least five temporal logics that ground these tropes: progress, hybridization, timelessness, efficiency, and desire. Using these two sets of findings I build a framework for the analysis, production and organization of multimodal representations of bodies.

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43

Ilieva, Roumiana. "Conceptualizations of culture, culture teaching, and culture exploration in second language education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24163.pdf.

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44

Kim, Terri. "Forming the academic profession in East Asia : a comparative analysis." Thesis, UCL Institute of Education (IOE), 1998. http://eprints.ioe.ac.uk/21868/.

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This thesis analyses the changing shape of the academic profession in (South) Korea and Malaya or Malaysia, and Singapore since the colonial period. The argument is that the shape of the academic profession which has emerged by the contemporary period is a reflection of both the inherited models of higher education and their redefinition after the colonial period. The specific argument of the thesis is that the shaping of the academic profession in these three countries can be understood because of this colonial genesis and because the State formations of the colonial and postcolonial periods permitted only restricted social space for the university and academic autonomy. Chapter One and Chapter Two set out the theoretical perspective of the thesis, for analysing the academic profession. Chapter Three investigates the emergent academic professions of Korea and Malaya under Japanese and British colonialism. Chapter Four analyses the ways in which the academic professions in South Korea and Malaysia and subsequently Singapore were affected by the modernity projects of the newly independent States and shows how those efforts were affected by the colonial inheritance - and how far an escape was made from that history. The theme extends to the contemporary changes in the shape of the academic profession - its institutional locations, its knowledge priorities, and its international relations - under pressures of globalization and the new policies of `internationalization' of education in South Korea, Malaysia and Singapore. Chapter Five as the conclusion to the thesis tries to show how the changing shape of three Asian academic professions can be understood through the social and political contexts of these three States - the formation of the academic profession being more affected by these contexts and by State projects than by imported `ideas of the university'.

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Wadden, Paul, and Chris Carl Hale. "Academic Writing in a Liberal Arts Curriculum in Asia: Culture and Criteria." 名古屋大学教養教育院, 2013. http://hdl.handle.net/2237/21058.

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46

Honchell, Stephanie. "The Story of a Drunken Mughal: Alcohol Culture in Timurid Central Asia." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419850248.

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47

Bluth, Christoph. "Security, culture and human rights in the Middle East and South Asia." Xlibris, 2019. http://hdl.handle.net/10454/17560.

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No
European countries are dealing with an increasing number of refugees seeking asylum. Country evidence is critical in the assessment of any asylum claim. The purpose of this study is to review some of the common issues which frequently are the focus of asylum appeal cases in relation to applicants from South Asia and the Middle East. The focus is on Pakistan, Iraq and Iran and it covers a range of issues that give rise to asylum claims, such as the general security situation, the risk from terrorism and other forms of political violence, the risk to political opponents of governments, the risks in blood feuds and from the perceived violation of family honour, religious persecution and the risks faced by ethnic minorities. It is a very useful resource to volunteers and professionals involved in supporting asylum seekers.

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48

Iwabuchi, Koichi, University of Western Sydney, and School of Cultural Histories and Futures. "Returning to Asia : Japan in the cultural dynamics of globalisation, localisation and Asianisation." THESIS_XXXX_CHF_Iwabuchi_K.xml, 1999. http://handle.uws.edu.au:8081/1959.7/384.

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This thesis explores the re-articulation of Japan's cultural connections with Asia in the1990s through popular cultural flows. This is a time when the ascent of Asian economic power has encouraged Japan to stress its Asian identity again, and the forces of media globalisation have facilitated intra-regional cultural flow in Asia. In this context, popular culture, particularly TV programmes and popular music, which arguably embody the ongoing formation of Asian cultural modernity through cultural indigenisation of Western cultural influence, has become a key site where Japan's historically constituted ambivalent relation with other Asian nations has been newly articulated. I shall look at various facets of Japan's 'return to Asia' through the analysis of Japanese discourses on its international cultural influence; through the empirical examination of the promotion, production and reception of Japanese popular music and TV programmes in East and Southeast Asian markets; and through the analysis of Japanese media representation of Asian societies and Japanese fans' reception of Hong Kong popular culture. 'Asia' in the 1990s has evoked Japan's repetitious nationalist desire for a trans-Asian expansion of its cultural imaginary. However, as popular cultural flows have made Japan's encounter with Asia more immediate and concrete, Japan's cultural nationalist project has been reconfigured within a transnational framework which increasingly capitalises on the regional cultural resonance in Asia. In the process, the asymmetrical power relationship between Japan and Asia and Japan's condescending sense of being 'in the above Asia' have been renewed, ruptured and refracted in complex and contradictory ways
Doctor of Philosophy (PhD)

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49

Lee, Wai-sum Amy. "Chinese mothers - Western daughters? : cross-cultural representations of mother-daughter relationships in contemporary Chinese and Western women's writing." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36353/.

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This study looks at women's prose narrative representing four major Chinese communities during the last 30 years, and focuses on the depiction of mother-daughter relationships among personae within the narrative texts. The thesis seeks to suggest that mother-daughter relationships within the texts are a reflection of how a text responds to its mother culture in the course of development. Narrative prose ranging from self-professed autobiographies to the fictional, written by Chinese women from American-Chinese communities, Hong Kong, Taiwan and Mainland China, are examined in a comparative approach within an ethnical framework. The concept of a national literature is discussed with regard to different fonns of Chinese-ness. It is revealed, in the course of this examination, that each group of Chinese women's writing examined here demonstrates an acute awareness of a link with an original mother culture, the Chinese orientation. However, recent events both inside and outside China have inevitably shaped cultural development in these communities, resulting in splits and diversifications in the individual cultural consciousness. Approached from this perspective, the Chinese mother culture gains a new vitality by virtue of shedding the burden of a long history. Focusing on the intertextual activities of regional writings, it is shown that represented Chinese-ness is no longer an unchanged and unchanging phenomenon, but is redefined each moment through the locus of interactions among independent hybrid communities.

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Jansen, Richo. "The language of arts and culture." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2362.

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2007.
Arts and Culture is one of the new learning areas in the grade 8 and 9 school curriculum. To understand and then express themselves in a correct and confident manner, learners need the correct terminology for Arts and Culture. The learners need more than the day to day terminology in order to participate in conversations focussing on specialised subjects such as music, dance, drama and visual arts. It is important to note that the idea is not to develop expert academics but it is an attempt to enrich children for life and give them more self confidence. The aim of this computer project is to provide an information website to assist the grade 9 learners in the Arts and Culture domain to develop the appropriate language needed in the learning area.

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Dissertations / Theses on the topic 'Language and culture – asia'

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