Dissertations / Theses on the topic 'Racism in language'
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Cross, Sandra A. "Understanding verbal accounts of racism /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/8233.
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Inoue, Asao B. "The epistemology of racism and community-based assessment practice." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Dissertations/Spring2005/a%5Finoue%5F012205.pdf.
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Richardson, John Edward. "The discursive representation of Islam and Muslims in British broadsheet newspapers." Thesis, University of Sheffield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369893.
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Marx, Sheryl Ann. "Turning a blind eye to racism no more : naming racism and whiteness with pre-service teachers /." Digital version, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008388.
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Clarke, Tamsin Law Faculty of Law UNSW. "Racism, pluralism and democracy in Australia : re-conceptualising racial vilification legislation." Awarded by:University of New South Wales. School of Law, 2005. http://handle.unsw.edu.au/1959.4/20530.
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Australian debates about racial vilification legislation have been dominated by mainstream American First Amendment jurisprudence and popular American notions of 'free speech' to the exclusion of alternative Europeans models. This can be seen from notions of Australian racial vilification legislation as inconsistent with 'free speech' rights as well as the influence of some of the basic assumptions of First Amendment jurisprudence on political speech cases in the Australian High Court. Despite the widespread existence of legislation that penalises racial vilification at State and Federal levels, there has been a rise in Australia over the past 10 years of divisive 'race' politics. Against that background, this thesis considers the scope and limits of racial vilification legislation in Australia. It is argued that First Amendment jurisprudence is inadequate in the Australian context, because it is heavily dependent upon economic metaphors, individualistic notions of identity and outdated theories of communication. It assumes that 'free speech' in terms of lack of government intervention is essential to 'democracy'. It ignores the content, context and effect of harmful speech, except in extreme cases, with the result that socially harmful speech is protected in the name of 'free speech'. This has narrowed the parameters within which racial vilification is understood and hindered the development of a broader discourse on the realities of racist harms, and the mechanisms necessary for their redress. The author calls for the development of an Australian jurisprudence of harmful speech. Failing an Australian Bill of Rights, that jurisprudence would be grounded upon the implied constitutional right of free political speech, informed by an awareness that modern structures of public speech favour a very limited range of speech and speakers. The jurisprudence would take advantage of the insights of Critical Race Theory into the connections between racial vilification and racist behaviour, as well as the personal and social harms of racial vilification. Finally, it is argued that the concepts of human dignity and equality, which underpin European discrimination legislation and notions of justice, provide a way forward for Australian jurisprudence in this area.
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Howard, Philip 1964. "What racism? : an exploration of ideological common sense justifications of racism among educators in Quebec English-language education." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33905.
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This study starts with the observation that Canadians un-self-consciously tend to understate, or fail to recognize, the existence and extent of anti-Black racism in Canada. Canadians also claim that racism is much worse in the United States. Using extensive excerpts from in-depth interviews with Black and White educators in the Quebec English-language school system, the study examines ideological common sense arguments that legitimize, or else, argue away Canadian anti-Black racism. The study also documents the participants' accounts of racism and its effects.The study exposes arguments used to deny and justify racism, and discusses the disparate understandings of race-related concepts that make it difficult for dominant and oppressed racial groups to see eye-to-eye. The author then uses the findings of the study to answer and critique a 1998 article by S. Davies and N. Guppy that challenges the claim that there is anti-Black racism in Canadian education.
The final chapter of the study suggests that the American literature on race is more relevant to the Canadian context than is often acknowledged. It suggests that anti-racist education in Canada has less to do with "giving teachers...strategies" for passing on "tolerance to the next generation" than with teaching teachers to examine their own assumptions. The author recommends that Canadian education be examined through a Critical Race Theory approach, which centers race.
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Wikman, Hannes. "Racism, Mark Twain and Close Reading in the English Language Classroom." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-83604.
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This essay argues that Mark Twain’s novels The Adventures of Huckleberry Finn and Pudd’nhead Wilson can be applied in Swedish upper secondary schools to address racial inequality in the purpose of achieving intercultural competence and understanding. Racism is a vast issue, evident in both schools and in our society, locally as well as globally, where ethnical minorities are abused or disfavored societal privileges. This leaves teachers with the vital task of counteracting racism in classrooms, in accordance with the educational goals of imparting democratic values. The essay is conducted through a Close Reading, which is beneficial in exposing a text’s complexity by examining its literary aspects. The primary focus from the Close Reading is put on narration and its subordinate categories. Word choice, repetition or metaphors are highlighted and analyzed from the selected passages as they are literary aspects that the students can react to and further discuss in relation to racism in their everyday lives. The findings show that Twain’s ways of narrating racism and stimulating empathy are integral features in promoting an increased understanding to meet the curriculum’s requirements.
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Green, Meredith Anne 1971. "Bottles, buildings, and war: Metaphor and racism in contemporary German political discourse." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/278523.
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Political discourse in contemporary Germany provides a window into issues of racism, nationality, and the overall question of German identity. The use of metaphor and racist semantic techniques in political speeches and articles addressing issues of increased neo-Nazi activity and changes in immigration policy point to an increasing struggle over the establishment of a common discursive framework within which such questions are discussed. Such a struggle itself points to a deeper crisis of the state and German identity. This paper offers an approach to understanding these struggles by first examining metaphorical conceptions of the nation and state that not only reflect and describe, but actually shape German experience of these phenomena, further impacting conceptions of race and national identity. The active role of racism in creating a common discursive framework and as it informs the process/state project of hegemony is examined. Questions concerning whether the racism detected is "new" and the consequences of establishing a racialized discourse will contribute, finally, to an exploration of possibilities for creating an anti-racist discourse in Germany.
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Volbrecht, Terry. "The articulation of the South African social formation with the teaching of English as a first language in the Cape Education Department." Thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/23738.
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Lesser, Danielle. "Rhetoric and Anti-Racism in Social Work: A Study in the Philosophy of Language." Thesis, Cranfield University, 1993. http://dspace.lib.cranfield.ac.uk/handle/1826/4598.
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This thesis is concerned with the nature of understanding
in multi-racial social work practice (MRP), and in
particular with the philosophy of anti-racist social work.
After a review of the past and present literature on MRP
which charts the development of anti-racism and black
perspectives in social work, it is concluded that new
approaches are needed to take account of the importance of
racism conceived as a linguistic resource. A consideration
of the wider literature on race and racism leads on to an
exploration of hermeneutic philosophy as a general guide
to the analysis of problems of communication and
understanding in social work. The work of Gadamer and
Derrida is reviewed in some detail, in the context of
wider developments in the philosophy of language and in
literary criticism and textual analysis. It is argued that
analysis of social work texts can offer new insights into
the problems of formulating guidelines for anti-racist
practice. Two exemplary analyses are presented: the first
of Dominelli 's text Anti-Racist Social Work and the second
of Ahmad's Black Perspectives in Social Work. Finally, it
1S suggested that this analysis demonstrates the utility,
and complementarity, of Gadamerian and Derridean
perspectives in this effort - and that we must recognise
that the positions we adopt on the best way forward are
necessarily provisional, just as the commonly understood
meanings of key terms in the debate about race and social
work remain provisional.
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Hildingsson, My. "Using Harry Potter to Discuss Moral Values and Equality in the English Language Classroom." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-23458.
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Den här uppsatsen tittar på hur Harry Potter-böckerna kan användas för att diskutera moralfrågor i skolan. Syftet är att belysa användbara delar av Harry Potter-böckerna och ge exempel på hur och varför de är användbara för att diskutera rasism och jämlikhet mellan kön. Analysmetoden är en tematisk analys, där alla sju Harry Potter-böckerna har lästs noggrant för att plocka ut teman som överensstämmer med sådana teman man bör diskutera i skolan enligt läroplanen. Det jag kommer fram till är att Harry Potter-böckerna mycket väl skulle kunna användas för att diskutera frågor som rasism och jämlikhet mellan kön då detta är centrala teman i böckerna. Baserat på tidigare forskning kring litteratur och klassrumsdiskussioner av moraliska frågor kommer jag fram till att Harry Potter-böckerna skulle fungera väl i undervisningssituationer där man diskuterar moraliska dilemman eller dylikt.
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Johnson, Alexander, and Sara Ghazarian. "The Relevance of Huckleberry Finn in today’s English Language Classrooms." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30825.
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Denna studie är ett projekt som undersöker användandet av Mark Twains klassiska roman The Adventures of Huckleberry Finn i det svenska ESL klassrummet genom action research. Syftet är att undersöka hur en lärandemodell med utgångspunkt i The Adventures of Huckleberry Finn kan utformas för att utveckla det kritiska tänkandet, samt behandla rasistiska samhällsfrågor och fördomar i det svenska ESL klassrummet. Utformandet av frågeställningen är grundad i flera av de mål som nämns i Lgr11. Forskningen utfördes i tre olika klassrum, på två olika skolor, av två lärarstudenter. Forskningens resultat visar att Twains roman är ett lämpligt verktyg för att behandla de mål som nämns i läroplanen så som projektets mål. Trots att romanen först publicerades för mer än hundra år sedan så är den än idag användbar i vårt moderna samhälle. Den kritik som följt romanen under åren har mestadels rört USA, men vår studie visar att den även är relevant gällande dagens svenska elever.This study is an action research project dealing with the use of Mark Twain’s classical novel The Adventures of Huckleberry Finn in Swedish ESL classrooms. Our purpose with this project is to investigate how a teaching module on The Adventure of Huckleberry Finn can be designed to encourage critical thinking as well as address racial, societal and prejudice topics in Swedish ESL classrooms. The basis for this question is made up of several requirements stated in Lgr11. The research was conducted in three different classrooms, at two different schools, by two different student teachers. Our findings show that Twain’s novel can be an adequate tool to meet the requirements stated in the curriculum as well as the goals for our project. Even though the novel was first published more than a hundred years ago, it is still applicable to our modern society. Most controversies surrounding the book has taken place in the US, but our study shows that it is significant for today’s Swedish students as well.
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Vaillancourt, Margaret. "Los inmigrantes "problemáticos" : la discriminación religiosa y lingüistica dirigida a ciertos grupos de inmigrantes en Francia y los Estados Unidos." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1269198609.
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da, Silva Antonio Jose Bacelar. "Voicing Race and Anti-Racism: Rethinking Black Consciousness among Black Activists in Salvador, Brazil." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/265370.
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The Brazilian government has recently enacted some of Latin America's most extensive affirmative action laws and policies, including racial quotas in all public universities and a law that requires schools throughout Brazil to teach Afro-Brazilian history and culture. In this context, a large-scale black consciousness movement has emerged, with a vast array of black organizations (otherwise known as "Black NGOs") using race as a productive political strategy to secure access to resources and rights for people of African descent. Through yearlong ethnographic investigations of three of these organizations in the city of Salvador (Bahia) from 2009-2010, this dissertation examines the effects of such changes on black activists' interpretations of blackness and their understanding of black consciousness. It looks to the complex ways in which black activists are creatively juxtaposing Brazil's long-held racial ideologies on the one hand with discourses and forms of knowledge about race that have been set forth by the new race-conscious legislations and policies on the other. Drawing from and contributing to the field of linguistic anthropology, I demonstrate that language is crucial to their goals of revealing patterns of institutional racism, critiquing commonsense notions of blackness in Brazil, and promoting anti-racism. I show how black activists teach one another elaborate ways of using language to scrutinize deeply entrenched ideas about race and blackness embedded in their own and others' speech as well as new ways of thinking and talking about race in Brazil. The dissertation carries throughout a concern with the status and formation of black consciousness in light of recent cultural and political changes. Drawing on my training in linguistic and cultural anthropology, I combine the analysis of data from participant observations, in-depth interviews, and countless conversations with black activists to examine what I call "affirmative language practices"--linguistic strategies that black activists use to foreground multiple points of views about race and blackness within Brazil's dominant frameworks of racial identification and categorization. I employ the notions of voice, dialogism, participant roles, and intertextuality (explored in the work of Mikhail Bakhtin, Erving Goffman, Jane Hill, and others) to provide evidence that black activists do not require or privilege black identity in the construction of "black consciousness." I argue that for these black activists, black consciousness may be characterized by the emergence of an ideological critique in and through language that allows Afro-Brazilians to articulate competing ideological positions about race and racism in Brazil.
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Grady, Megan. "The elephant in the room : a metacritical analysis of Charlotte Perkins Gilman's racism." Digital Commons @ Butler University, 2010. https://digitalcommons.butler.edu/grtheses/510.
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King, Cynthia Lynn. "Examining proper communicative conduct in the discursive construction of racialized others : an analysis of perspectives in the case of Saul Bellow and Brent Staples /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/6163.
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Caldwell, Marc Anthony. "Struggle in discourse the International's discourse against racism in the labour-movement in South Africa (1915-1919)." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1002872.
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The International, as the weekly newspaper of the International Socialist League, articulated from 1915 to 1919 an ideology which stood opposed both to organised labour and nationalist movements in South Africa. This situation reflected significant historical struggles during this period, which constitutes essential background to the discourse of the International. The International's writers opposed the institution of trade unionism in the labour movement because it was fragmented on the lines of skill and race. They opposed both the National Party and the South African Native National Congress because they advocated racial (and national) rather than working class interests. Instead, these writers, according to their international socialist paradigm, advocated a working class united irrespective of race and skill at the level of industry. To analyse these ideological positions, discourse analysis provides a fruitful method for locating its dynamics in relation to other positions and extra-ideological (contextual) practices: The International's writers g~nerated a socialist position against racism by engaging in an ideological struggle in discourse. They articulated their anti-racist position from international socialism's critique of the 'languages' of both militarism and trade unionism in the discourse of labour. Within the discourse of militarism, the working class was signified as divided between hostile nations. These writers applied this as a metaphor to the division of the local labour movement and criticised the latter accordingly. In their view, just as workers were divided between the nations (nationalism), so they were divided within the nation (racism) in South Africa. One context cohered with the other, and both agreed with imperatives of international capitalism. This was fundamentally opposed to the principles of international socialism which characterised the International's discourse. Within the dominant discourse oflabour, workers were signified as divided between different trade unions on the basis of skills. Furthermore, in the South African context, trade unions organised only white workers, and ignored the far larger proportion of black labour. In this context, the International advocated industrial unionism, and criticised the narrow base of the white trade unions for fragmenting and weakening the working class in South African. The International's writers were thus led by the discourse of international socialism to a new discourse, whereby not white workers alone, but a racially-united working class movement would be the key to a socialist future in South Africa. Their struggle entailed a bid in and over discourse to rearticulate the sign of the 'native worker' within their own discourse as the dominant discourse type. Underpinning their struggle was a fundamental opposition to capitalist class relations.
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Ramsey, Evelyn Michele Eaton. "Enacting Racism: Clarence Thomas, George Bush, and the Construction of Social Reality." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278489/.
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This study analyzes the confirmation hearings discourse of Clarence Thomas and George Bush. Language constructs social reality. The United States has a history of racism and this history manifests itself in our language. The discourse of Clarence Thomas and George Bush created a social reality that equated opposition to Thomas' confirmation with racism using rhetorical strategies that included metaphor and narrative construction.
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Fisk, Sarah Anne. "When Words Take Lives: The Role of Language in the Dehumanization and Devastation of Jews in the Holocaust." Thesis, University of Canterbury. School of Humanities, 2009. http://hdl.handle.net/10092/2900.
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This thesis will examine the ways in which anti-Semitic and more generalized racial theories were powerfully and effectively mobilized under Hitler and his Nazi regime. In the establishment of Nazi ideology and the practice of its principles, Hitler drew upon an old, extensive and specific genre of animalizing language. Hitler's regime skillfully employed contemporary and diverse modes of discourse to dehumanize and devastate the Jewish people. By juxtaposing traditional anti-Semitic beliefs with ideals of Aryan superiority, the Nazis were able to expand and strengthen pre-existing anti-Semitism whilst reaffirming Germany as the ultimate example of evolutionary progression. Integral to Hitler's success was the use of animal imagery and its respective connotations, associations and evocations. Throughout Hitler's regime, the term "animal" remained without an exact or precise definition; the ambiguous definition of "animal" allowed for multiple applications – both destructive and constructive. When used in reference to the Jews, the term "animal" was loaded with a barrage of degrading references, images and emotions. The Jews were described as dirty, disease-ridden rats: weak, despoiling animals that needed to be exterminated and bloodsucking parasites that presented an imminent threat to German bloodlines, culture, morality and economy. These images all stirred feelings of disgust, abhorrence and fear especially when linked to ideas of unpredictable and overwhelming plagues and swarms. The concept of human "animals" was also applied to the Germans but with completely different consequences. The German "animal" was a natural predator, a super wolf, a noble and loyal dog. This wolf/dog was upheld for its prowess, its commitment to the pack and its virile bloodline. This image of animalism was not a degradation or an admission of German inferiority; rather, it was a declaration of evolutionary achievement and innate superiority. The flexibility of the term "animal" was always loaded with emotive connotations and representations whilst remaining fluid in its applicability – only to be temporarily fixed as and when it suited Nazi ends. Hitler utilized the ascribed authority of scientific and pseudo-scientific theories to reinforce a sense of legitimacy and add a compelling rationality to Nazi ideology. Modern media were efficiently employed to spread Nazi beliefs: emotive speeches and new legislative measures were broadcast on the radio; propaganda was printed and circulated whilst cinematography captured the imaginations of many Germans and represented the Jews' "animal" nature. With a wealth of resources available to his purposes, Hitler was able to form and strengthen an ideology that had every appearance of being credible, necessary, righteous and legitimate. Innovative concepts and practices of industrialism were important in the mobilization of Hitler's racial campaign; the employment of new technologies appealed to a sense of progress and national self-improvement as well as providing effective and detached methods of removing the Jewish presence from Germany. When placed within multiple modes of discourse, images of animalism became increasingly pervasive and the dehumanization of the Jews was well underway.
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Norman, Anais Dorian. "Babel." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1503.
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babel is a collection of nonfiction essays in which I explore a female twenty-something’s crossdimensional dilemma of spirituality, racism, art, and love in the wake of Bible-belt hipsterdom. I board the train that is human pride, that great metal snake by which we essayists craft our lives, and measure out my stories by cities and coffeespoons—dotted with dark roast, preferably. The train of my collection glides through the first ‘burg and its Godlike aspirations, Babel; travels a ways to Virginia, specifically Jerry Falwell’s Liberty University and Prince Edward County, which was the hotbed of the Civil Rights in Education Movement; says hello to Bowling Green; and emerges a world away, in a mosaic of people on cow-peppered Indian streets. This master’s thesis—as a tangible fixture of my own words in a realm where greater folks have preceded me and still fallen (far and hard as Icarus)—is prideful, exploratory, and ultimately human. The titular pun may be taken more or less seriously. Hear the train whistle. It is our attempts at the Divine, a nexus of journeys and somehow in itself too a destination.
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Kirkland, Shari Lynn 1961. "THE EFFECT OF AN OVERHEARD ETHNIC SLUR ON DEFENSE ATTORNEY EVALUATIONS AND VERDICTS IN A MOCK TRIAL SITUATION." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275372.
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Engdahl, Erica. "The foulest creatures that walk this earth : J.K. Rowling's Magical Creatures as Metaphors for Difficulties for Teenagers." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2553.
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In this essay I discuss the magical creatures in the Harry Potter series; not the complete series but Harry Potter and the Chamber of Secrets, Harry Potter and the Prisoner of Azkaban and Harry Potter and the Goblet of Fire. Many scholars say that the Harry Potter novels are didactic, moralist books in different ways. What I investigate is if the magical creatures in the novels can be read as metaphors for issues that the teenage reader finds difficult to deal with and if they could also offer ways to help. More specifically I look at the giant and the werewolf as metaphors for separate types of outsiders who have to try to handle the prejudice of others; one being strange because of genes and one because of an illness. I also look at the house-elf as a metaphor for various oppressive situations one can encounter as a child and also for how to cope with change. In connection to the house-elves I also discuss racism and social class. The last two creatures I investigate are the Dementor as a metaphor for depression and the Boggart as a symbol for fear. My conclusion is that one can read these creatures as symbols or metaphors for difficulties for teenagers in various ways and that these interpretations almost always also offer a way to handle said difficulty.
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Janse, van Rensburg Leanne. "The violence of language : contemporary hate speech and the suitability of legal measures regulating hate speech in South Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001866.
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This thesis unites law and social science so as to give a comprehensive account of the phenomenon of racial hate speech in South Africa as an obstacle to transformation. Hate speech is presented as a form of violent language and an affront to the constitutional rights of freedom of speech, equality and dignity. To establish the nature of hate speech, the fluid quality of language is explored so as to show how language can be manipulated, on the one hand, as a means to harm, and employed, on the other hand, as a tool to heal and reconcile. This double gesture is illustrated through the South African linguistic experience of past hate and segregation and the current transformation agenda. It is through this prism that hate speech regulation is discussed as an uneasy fit in a country where freedom of expression is constitutionally protected and where language plays an important role in bringing about reconciliation, and yet words are still being employed to divide and dehumanise. This reality necessitates a clearly articulated stance on the regulation of language. The thesis accordingly interrogates the current legal standards in relation to hate speech with reference to international law that binds South Africa and the constitutional standard set for the regulation of language and the prohibition of hate speech. Thereafter, the current and proposed legislative prohibitions on hate speech, the residual common law provisions governing expression and the regulation of language in the media are outlined and analysed. These legal frameworks are explored in terms of their content and their application in various fora so as to ascertain what the South African approach to hate speech prohibition is, whether it is consistent and, ultimately if it is indeed suitable to the South African experience and the realities of language. This thesis concludes that contemporary hate speech measures lack a coherent understanding of what hate speech entails and a general inconsistency in approach as well as application is found in the treatment of hate speech complaints in South Africa. This is explained through the fallibility of language as a medium to regulate expression and solutions are offered to not only taper current and proposed hate speech provisions but to also consider alternative forms of resolving hate speech complaints
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SILVA, Paula de Almeida. "Reflexões sobre raça e racismo em sala de aula: uma pesquisa com duas professoras de inglês negras." Universidade Federal de Goiás, 2009. http://repositorio.bc.ufg.br/tede/handle/tde/2448.
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Previous issue date: 2009-11-30The present study is a recherche-formation accomplished by two graduating black female English teachers and supported by a researcher. This study attempted to investigate the meaning of race and racism for these teachers and how these two themes were approached in their lessons. Furthermore, it attempts to investigate the consequences of the research for the life of these teachers. In order to carry out this work studies about four themes were used as theoretical background: race and racism (CARNEIRO, 2002; FOUCAULT, 1999; GUIMARÃES, 1999; Hooks, 1992; MOORE, 2007; MUNANGA, 2004; STEPAN, 2005; SALES JR., 2006); language (AUSTIN, 1975; WEEDWOOD, 2002; RAJAGOPALAN, 2003; BAKHTIN, 1888); critical teaching and teaching education (GOMES, 1995; GONÇALVES E SILVA, 2006; FREIRE, 1993; MOITA LOPES, 2002); and recherche-formation (JOSSO, 1999; 2000; 2004). The results show that, by participating in the meetings promoted by the research, which focused on their life s history and their classes, the teachers reflected more profoundly about race and racism in Brazil, showing that recherche-formation, based on the participants narratives, helped to better understand how personal and professional relations are intertwined by race and racism. Based on their own reflections, the teachers developed activities addressing the two themes in a way that reflecting with students was also undertaken. The data analysis portrays that the teachers have also become researchers and have adopted the approach of these themes in their classrooms as a permanent agenda, and changed their perceptions as black women.
Este estudo é uma pesquisa-formação, realizada por duas professoras de inglês negras em formação universitária, com o apoio de uma pesquisadora. Com este estudo, buscou-se investigar a concepção de raça e racismo das professoras e como esses dois temas são abordados em suas aulas. Além disso, buscou-se investigar as consequências da pesquisa para a vida pessoal e profissional das professoras. Para a sua realização, foram utilizados como referenciais teóricos estudos sobre: raça e racismo (CARNEIRO, 2002; FOUCAULT, 1999; GUIMARÃES, 1999; hooks, 1992; MOORE, 2007; MUNANGA, 2004; STEPAN, 2005; SALES JR., 2006); língua e linguagem (AUSTIN, 1975; WEEDWOOD, 2002; RAJAGOPALAN, 2003; BAKHTIN, 1888); ensino crítico e formação docente (GOMES, 1995; GONÇALVES E SILVA, 2006; FREIRE, 1993; MOITA LOPES, 2002); e pesquisa-formação (JOSSO, 1999; 2000; 2004). Os resultados indicam que, ao participar dos encontros promovidos pela pesquisa, que tinham como foco os relatos de vida compartilhados e reflexões sobre as aulas, as professoras refletiram mais profundamente sobre raça e racismo no Brasil, evidenciando, assim, que a pesquisa-formação com base em histórias de vida ajudou a proporcionar maior entendimento sobre como as relações pessoais e profissionais estão interligadas pela raça e pelo racismo. Com base em suas reflexões, as professoras elaboraram atividades sobre os dois temas para suas aulas de inglês de forma que a reflexão com estudantes também fosse empreendida. A análise dos dados evidencia que as professoras se tornaram pesquisadoras do assunto, adotaram a abordagem dos temas como agenda permanente em suas aulas e mudaram suas percepções como mulheres negras.
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Bedford, Sarah. "A critical examination of race in Business English coursebooks." Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/8071.
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This thesis examines ways in which uses of images and words contribute towards constructions of race in published Business English language coursebooks, by exploring coursebook writers’ perspectives on compiling their Business English coursebooks and analysing Business English coursebook materials. The study drew on critical race theory, critical discourse analysis, and systemic functional linguistics to investigate relations between the ways coursebook writers construct race in selecting and organising materials for their Business English coursebooks and the ways race is constructed in Business English coursebooks. The data included seven published Business English coursebooks and interviews with writers of four of the coursebooks. The coursebooks were Global links 2 (Blackwell, 2001), Market leader intermediate (Cotton, Falvey, & Kent, 2005), Quick work pre-intermediate (Hollett, 2000), New international business English (Jones & Alexander, 2003), In company intermediate (Powell, 2002), First insights into business (Robbins, 2000), and International express pre-intermediate (Taylor, 2004). I argue that constructions of race in the coursebooks connect three notions: international business people, corporate ethics and responsibilities, and intercultural business communication. Patterns in the location and composition of the language learning materials, and expressions of opinions and emotions in illustrative extracts from the materials were found to contribute to these constructs.
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Ekström, Carolina. "När dövkompetensen brister hos rättsväsendet : En kvalitativ studie av dövas upplevelse av mötet med rättsväsendet och dess konsekvenser." Thesis, Ersta Sköndal högskola, Institutionen för socialvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-5343.
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Studien undersöker dövkompetensens betydelse (kunskap om döva, teckenspråk och deras kultur) för döva i mötet med rättsväsendet. Syftet är att visa vilka konsekvenser som avsaknaden av dövkompetensen kan få. För att få svar på studiens frågor valde jag en kvalitativ och explorativt forskningsansats för att undersöka respondenternas uppfattning och upplevelse av mötet med rättsväsendet. Kvalitativ intervjustudie med döva med teckenspråk som sitt första språk. Som har varit i behov av samhällsstöd och upplevt avsaknad av dövkompetens. Åtta personer intervjuades och därefter gjordes en analys för att tolka och förstå döva som upplevt denna avsaknad av dövkompetens. Som analysredskap har jag valt vardagsrasism och audism som teoretiska utgångspunkter. De slutsatser jag har fått fram av respondenterna är att bemötandet de fått i mötet med rättsväsendet egentligen inte är enskilda handlingar, eftersom dessa enskilda handlingar upprepas av olika enskilda personer. Till följd av avsaknaden av dövkompetens har konsekvenserna oftast blivit allvarliga och till och med förödande för några av respondenterna.The study investigates the meaning of deaf competence (knowledge of deaf, sign language and their culture) when deaf people encounter the justice system. The intention is to outline the consequences of the lack of deaf competence. I´ve chosen a qualitative and explorative research approach in order to reach the answers of the study, to examine the respondents’ perception and experience in the encounter with the justice system. Qualitative interviewstudy with deaf people who´s first language is sign language and who´s been in need of support from the society and experienced the lack of deaf competence. Eight people were interviewed and then an analysis was made to interpreted and understand deaf people who´s experienced the lack of deaf competence. As tools during analysis I use everyday racism and audism theoretical smarting points. The conclusion I´ve reached from the respondents is that the treatment they’ve received from the justice system actually isn´t individual actions, due to these individual actions being repeated by various individual people. The lack of deaf competence as a result of the consequences are often become serious and even devastating for some of the respondents.
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Dadswell, Aksel. "Unravel. A novel – and – A diverse palette: Cosmic horror and weird fiction with/out Lovecraft. A critical essay." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2179.
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The fiction of HP Lovecraft – known broadly as weird fiction and more specifically as cosmic horror – ushered in a genre that rejected the “clanking chains” inherent to the Gothic and supernatural fiction (Lovecraft, 2012, p. 28). The weird is defined by its “atmosphere of breathless and unexplainable dread of outer, unknown forces”, and in Lovecraft's fiction the antagonist is the revelation of a cold and indifferent universe weighing down on the characters’ sanity and safety (Lovecraft, 2012, p. 28). This sense of a world in which humanity’s distinctly anthropocentric perspective, which positions everything “entirely in relation to the human”, manifests in Lovecraft's oeuvre in the form of unspeakable alien entities beyond the ken of human understanding (Clark, 2011, p. 3). These alien bodies imperil human dominance and existence, and in unison with Lovecraft's cosmicism, form a framework around which the author’s fictional universe holds fast. Lovecraft's work has been a seminal influence on this author’s own fictional output in terms of genre and the nature of the weird’s monsters, whose forms are untethered by the weight of existing mythic or folkloric antecedents (Miéville, 2009, p. 512).
However, as predicated on a cohesive worldview as Lovecraft's fiction is, it also unfortunately bears the weight of the man’s other driving ideology: a lifelong and passionate belief in the “biological inferiority of blacks” (Joshi, 2013, p. 504). Lovecraft's racial attitudes saturate his work, his fears around “hybridity, impurity … degeneration” and miscegenation manifesting as metaphor in the form of backward townsfolk breeding with creatures from the sea (Sederholm & Weinstock, 2016, p. 27). In other stories Lovecraft simply portrays non-white people as vile practitioners of the occult, carrying out their “patterns of primitive half-ape savagery” as a form of iniquitous heredity; robbed of agency, they commit evil for evil’s sake, and because it is intrinsic to their nature (Lovecraft, 2011, p. 317). In Lovecraft's two dominant ideologies – cosmicism and racism – we can see a drastic disconnect, an illogic in which the two contradict each other. Bullington (2014) suggests that “writing is always a dialogue with one’s literary predecessors. Authors push and pull against everything and everyone that came before” (2014, p. 7). The weird is an ever-evolving genre, defined from the outset by its unique monsters and methods of storytelling. But in order to continue this originality, the problems plaguing the genre’s past – and its most renowned practitioner – must be challenged. As a person of mixed race, and in light of current events precipitating a swell in white supremacy – such as the 2016 US election – there is a significant personal impetus in challenging the troubling and penetrating views of an author who was also a seminal influence on this author’s work. This position is not unique in the field of the weird. Several contemporary writers recognise their fractious relationship with Lovecraft, drawing elements from his mythos while subverting the more distasteful aspects for a modern reader. Of particular focus is Lovecraft's racism and lack of distinctive female characters. These issues are tackled in works such as The Ballad of Black Tom (2016) by Victor LaValle, Lovecraft Country (2016) by Matt Ruff, and Kij Johnson’s The Dream-Quest of Vellitt Boe (2016), among others.
Unravel bears the marks of this evolution, too; its narrator is mixed-race, the product of a white father and a black mother of mixed African descent, the inclusion of which challenges the exclusively white perspective of Lovecraft's protagonists. Unravel attempts to replace the xenophobic foundations of Lovecraft's fiction with an ecocritical framework that, firstly, challenges ideas of anthropocentrism, and secondly, presents humanity’s relationship with both the natural world and the notion of the monstrous, or other. Accompanying this is the exploration of racism in Lovecraft's fiction, as well as an examination of contemporary writers whose fiction directly challenges that racism, such as The Ballad of Black Tom. It goes on to examine the portrayal of the natural world and its relationship to the human in the first book of Jeff VanderMeer’s Southern Reach trilogy, Annihilation (2014a). In both cases, Unravel is examined in comparison to these two pieces, and as far as it both challenges and is indebted to Lovecraft's work. Unravel destabilises the conflicting anthropocentrism in Lovecraft's fiction as well as challenging his racist worldview with explorations of both through Unravel’s characters. The novel breaks new ground for the weird, situating itself among works like Black Tom and Annihilation in their examination of both the shortcomings of the genre’s past and new foundations being laid for its future.
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Moreton, Romaine. "The right to dream." Click here for electronic access: http://arrow.uws.edu.au:8080/vital/access/manager/Repository/uws:2495, 2006. http://arrow.uws.edu.au:8080/vital/access/manager/Repository/uws:2495.
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Vaillancourt, Margaret. "Los Inmigrantes “Problemáticos”: La Discriminación Religiosa y Lingüística Dirigida a Ciertos Grupos de Inmigrantes en Francia y los Estados Unidos." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269198609.
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Vogelsang, Zabrina L. "Using Literature to Make Social Change: Talking about Race in the Classroom." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2653.
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Hagren, Idevall Karin. "Språk och rasism : Privilegiering och diskriminering i offentlig, medierad interaktion." Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-284151.
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This PhD thesis concerns language and racism. The aim is to explore how racism is reproduced in interaction in public debates on immigration, integration and refugee policy. From a constructivist pragmatic perspective, language is considered as a practice that composes and makes sense of our social world and all the phenomena and individuals that we perceive in it. Racist discourses discriminate against and privilege people by categorising them according to notions of cultural, ethnical, racial, religious and national differences. The thesis has two main themes: 1) the linguistic reproduction of, and response to, racist discrimination and privileging in interaction, and 2) the role of language in various public arenas, and the norms and conditions for participation in these arenas. The thesis comprises five studies. Study I examines racist discourses and conditions for participation in an online newspaper comments section. Study II examines how the phrase “politically correct” is used and negotiated in the same comments section, and how its usage leads to the reproduction and normalisation of racism. Another comments section is the focus of Study III, in which discriminating and privileging categorisations of Muslims, Islam, Swedes and Sweden are analysed. Study IV examines an anti-racist forum on the social networking site Instagram. In the study, the reproduction of norms of whiteness is analysed, as well as power relations that are evoked, sustained and transformed in interaction. Finally, Study V is an analysis of linguistic, visual and material reproductions of political positions and racist discourses in a debate among party leaders on Swedish television. The thesis demonstrates how normalisation of racism is accomplished in interaction, and how reproduction of hierarchically structured difference and bigoted stereotypes are performed, and challenged, through language. The medium, combined with the user’s speech acts, set up the norms and conditions for participation, and for the discursive processes that reproduce the relations and structures of power.
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Grecchi, Rosana Bignami. "Identidade brasileira e condição do negro em "Viva o Povo Brasileiro" de João Ubaldo Ribeiro." Universidade Presbiteriana Mackenzie, 2010. http://tede.mackenzie.br/jspui/handle/tede/2372.
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Previous issue date: 2010-03-01The present work is based on the conception that the Brazilian identity has been constructed in accordance with the "Myth of the Three Races" White, Indian and Black, and in which pillar the condition of each component element is structured. It is affirmed that racial prejudice doesn't exist in Brazil and that Brazilian is a homogeneous and crossbred fusing of people, originated from the mixture of the three mentioned races. It is also believed that Brazil, in having racial prejudice, its manifestations are less severe than in other regions of the World. The study seeks to deepen the racial question in the hybrid composition of the Brazilian cultural identity. It describes terms like race and ethnicity, identity and hybridism, literary discourse and degradation (lowering). It reports on the condition of the Black in the composition of the Brazilian identity, verifying the circumstances in which the national identity has been formed. It analyzes the racial, social and cultural theories and the discourse on the inferiority of the Black race. It analyzes Viva o Povo Brasileiro by João Ubaldo Ribeiro. It questions the use of the term race and seeks to identify in the literary discourse the evidential elements regarding racism in the language, bringing them to the light of the contemporary context, in the guise of conclusion.
O presente trabalho apoia-se na concepção de que a identidade brasileira foi construída à vista do "mito das três raças", a saber, branca, amarela e negra. Tal composição híbrida satisfaz a ideia de que cada uma das três raças serviu de suporte à constituição do povo brasileiro, sendo que a dissipação dos primeiros dá ensejo ao florescimento deste último. Afirma-se que não há preconceito racial no Brasil e que o povo brasileiro é uma fusão homogênea e mestiça, originária da mistura das raças citadas. Acredita-se também que, em havendo preconceito, as suas manifestações são menos severas do que as manifestações racistas em outras regiões do mundo. O estudo procura aprofundar a questão racial na composição híbrida da identidade cultural brasileira. Descreve termos como raça e etnia, identidade e hibridismo, discurso literário e rebaixamento. Relata a condição do negro na composição da identidade brasileira, verificando as condições em que se deu a formação da identidade nacional. Analisa as teorias raciais, sociais e culturais e o discurso sobre a inferioridade da raça negra. Analisa a obra Viva o Povo Brasileiro de João Ubaldo Ribeiro. Questiona a utilização do termo raça e procura identificar no discurso literário os elementos comprobatórios na linguagem, a respeito do racismo, trazendo-os à luz do contexto contemporâneo, à guisa de conclusão.
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Almeida, Cleuma Maria Chaves de. "RACISMO NA ESCOLA: um estudo da linguagem racista e de suas implicações no contexto escolar da UEB. Gonçalves Dias de Açailândia - MA." Universidade Federal do Maranhão, 2013. http://tedebc.ufma.br:8080/jspui/handle/tede/260.
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Previous issue date: 2013-10-25In a society marked by illiteracy, the negative idea associated to certain signs like the Black is built by the racist culture and reproduced by everyday oral language. It confuses culturally made concepts with universal and natural ones. Thus, this piece of research addresses the language of racism, especially in its oral aspect, having the municipal elementary school Unidade Escolar de Educação Básica Gonçalves Dias in Açailândia MA as a locus. It aims to analyze what is being "black" in children‟s minds and to characterize the discrimination in the school environment, having the language as the tool for the construction (or destruction) of racism. The study was developed using the qualitative theoretical and methodological approach, focusing on search-action , and having as theoretical sources the works of Bourdieu (2010), Bakhtin (2009), Echeverria (2007), Munanga (1998), Moore (2007) and Sales (2008). In this context, it is possible to conclude that the oral language is a way to efficiently spread the pejorative meanings attributed to the black and a tool to consolidate cordial relationships of power. The study also identifies a witty talk capable of anesthetizing its victims precisely due to the friendship and to the lack of formality among the members of the group. This is efficient in reproducing stigmas that label the bodies and the social representation of the black people. It is noticed that in the considered school in theory an institution responsible for disseminating culture and knowledge and for the social interaction among individuals the spreading of an oral language filled with racist intents and meanings. Therefore it is through a discriminatory oral language that children assimilate racist values. Hence, the acknowledgment of the social and ethical effects of racism in schools, as well as its mean of dissemination, is necessary.
Em uma sociedade marcada pelo analfabetismo da população, a idéia negativa dada a determinados signos - entre eles o Negro - é construída pela cultura racista e reproduzida pela linguagem oral cotidiana. Esta confunde conceitos culturalmente produzidos com conceitos universais e natos. Dessa maneira, discutimos neste trabalho a linguagem do racismo, sobretudo a oral, tendo como lócus a escola municipal Unidade Escolar de Educação Básica Gonçalves Dias , de Açailândia-MA. Buscou-se analisar a posição ocupada pelo ser negro no imaginário infantil e caracterizou-se as manifestações de discriminação nesse ambiente escolar, refletindo-se sobre a linguagem como meio de (des)construção do racismo. A pesquisa desenvolveu-se a partir da abordagem teórico-metodológica qualitativa, tendo como enfoque a pesquisa-ação e como principais fontes teóricas os estudos de Bourdieu (2010), Bakhtin (2009), Echeverria, (2007), Munanga (1998), Moore (2007) e Sales (2008). Assim, verificamos que significados pejorativos atribuídos ao signo negro são divulgados de forma eficiente pela oralidade - instrumento eficaz para disseminar e consolidar as relações cordiais de poder. Identificamos que há um discurso espirituoso, capaz de anestesiar suas vítimas justamente por se caracterizar pela ausência de formalidade e pela intimidade entre os membros do grupo. Ele age eficientemente, (re)produzindo estigmas que rotulam os corpos e a representação social do povo negro. Observamos que na escola pesquisada em tese uma instituição responsável pela socialização da cultura, do conhecimento e pela interação social dos indivíduos -, a divulgação de uma oralidade carregada de significados e intencionalidade racistas. Desta forma, constata-se que se a oralidade do meio no qual a criança está inserida é preconceituosa, é possível que ela interiorize valores racistas. Por isso, é necessário que a escola e seus autores reconheçam a relevância social, moral e ética de ações racistas no seu espaço, assim como os respectivos mecanismos de divulgação.
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Wright, Kelly E. "The Reflection and Reification of Racialized Language in Popular Media." UKnowledge, 2017. http://uknowledge.uky.edu/ltt_etds/18.
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This work highlights specific lexical items that have become racialized in specific contextual applications and tests how these words are cognitively processed. This work presents the results of a visual world (Huettig et al 2011) eye-tracking study designed to determine the perception and application of racialized (Coates 2011) adjectives. To objectively select the racialized adjectives used, I developed a corpus comprised of popular media sources, designed specifically to suit my research question. I collected publications from digital media sources such as Sports Illustrated, USA Today, and Fortune by scraping articles featuring specific search terms from their websites. This experiment seeks to aid in the demarcation of socially salient groups whose application of racialized adjectives to racialized images is near instantaneous, or at least less questioned. As we view growing social movements which revolve around the significant marks unconscious assumptions leave on American society, revealing how and where these lexical assignments arise and thrive allows us to interrogate the forces which build and reify such biases. Future research should attempt to address the harmful semiotics these lexical choices sustain.
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Tonet, Martina. "Race and power : the challenges of Intercultural Bilingual Education (IBE) in the Peruvian Andes." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22125.
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This thesis examines enclaves of oppression and discrimination, which continue to subject indigenous peoples in the Peruvian Andean society to the pernicious legacies of a racist past. As an interpretive framework this interdisciplinary study draws from theoretical approaches to power, which analyse the reproduction of social injustice in post-colonial societies. This research demonstrates how resistance in post-colonial contexts does not always function as a subversive force. Especially when the variable of racism is taken into account, it becomes clearer how acts of opposition end up fostering a tyrannical domination. Examples from Peruvian history, as well as my fieldwork data, will illustrate how resistances and revolutions in the Peruvian Andes have paradoxically reinstated an oppressive and subjugating social system founded in disavowal of the indigenous Other. In dismantling the ramifications of a violent racist legacy, this study explores those social practices and attitudes which in the course of history have resulted in the subjugation of indigenous peoples. These include paternalism, the commodification of indigenous identity and the phenomenon of incanismo. Ultimately, the very negotiation of identities and the making of Peruvian ethnicity will highlight the reasons why, since the 1970s, the pursuit of Intercultural Bilingual Education (IBE) in the Peruvian Andes has been a challenging and uncertain endeavour. By comparison with bordering Andean regions of Ecuador and Bolivia, IBE is not in the hands of indigenous peoples. This thesis will demonstrate that this is in part due to an underpinning racism, which keeps disrupting a sense of belonging to an ethnic identity.
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Schlebusch, Anne. "Non-racial schooling in selected Cape Town schools : language, attitudes and language learning." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/17504.
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Bibliography: pages 111-118.This study examines some elements of the language environment, language learning processes, and language inter-actions between child and teacher, and child and child in the changing South African education system. As more classrooms become non-racial, new dimensions are arising in language use and in learning: classrooms are perforce multilingual as different language groups come together to receive instruction through the medium of English. What dynamic do these multilingual elements bring to the standard classroom? I focus on part of the Standard Six population of 5 Western Cape English medium schools. The schools are different in many respects and similar in others; some have more Black pupils than others. By using a variety of research methods, including questionnaires, worksheets, personal observation, interviews and essays, I explore the experiences and attitudes of pupils, teachers and principals. My object is to try to identify trends: to look for positive features arising out of present classrooms and to look for possible points of tension as well, in order to extract central features to analyse. These are highlighted, and cross-referenced with relevant international studies, as matters of interest for practitioners in the classroom and for education planners. The field is immense: the study essentially provides a broad-based platform for further research. I tried not to have any preconceptions about what I would find, so made it a comprehensive and far-ranging study. It uncovers important elements which teachers and schools may attend to, relatively easily, indicates the importance of development of one's Mother Tongue and exposes deeply-felt emotions about Language and identity. It asks questions about Bridging Programmes and about the language of the teacher in the classroom and in testing. I also ask about the future of English in this country, about feelings about learning Afrikaans and about learning Xhosa. The main target in the recommendations is the teacher, as the generator of learning opportunities in the classroom. I call for more specific communication between teacher and pupil and the evolution of child-specific language learning processes. It is every teacher in every classroom who needs to adjust consciously to the new classroom profiles. Differing patterns clearly emerge from the schools with different intake profiles. This suggests the need for further studies to examine these findings for generalisability. The situation in schools is both volatile and exciting, calling for concrete and imaginative attention to aspects emerging from the personal, perceptive and wide-ranging input of the sample studied in this research project.
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Saville, Deborah M. "Language and language disabilities : aboriginal and non-aboriginal perspectives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ44273.pdf.
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Jansson, Patrik. ""La leyenda tiene una base real" : Análisis crítico del discurso de un artículo de El País." Thesis, Högskolan Dalarna, Spanska, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:du-12648.
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This paper carries out a critical discourse analysis (CDA) of the article "¿Chinofobia?” published by the Spanish newspaper El País. It applies the theory of racist discourse in the media as formulated by Teun A. van Dijk. Its hypothesis is that the article, which supposedly analyses discrimination against the Chinese minority in Spain, covertly blames the Chinese minority itself for the discrimination. Applying CDA methodology as exemplified in previous studies by van Dijk, the paper analyses the article on global and local levels, and delineates its mental model. The global level analysis describes the article in terms of macropropositions and proposes a macrostructure: the self-alienation of the Chinese minority. The paper then analyses how the macrostructure is reinforced on the local level through micropropositions by examining 1) how vocabulary serves the negative presentation and othering of the Chinese minority, 2) how strategies of mitigation minimise discrimination by employing imprecise and vague language, 3) how quotes are used to give coherence and force to the macrostructure, 4) how implications associate the Chinese minority with criminality, and 5) how stereotyped beliefs about the Chinese minority are presented as common sense (presuppositions) and fallaciously argued. Finally, the paper delineates the mental model: the presuppositions about integration, and the implicit warning that minorities should integrate or they will be discriminated against.
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Yin, Dandan. "The Embodiment of Racism in Brick Lane by Monica Ali." Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7801.
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Eley, Dikeita N. "Color (Sub)Conscious: African American Women, Authors, and the Color Line in Their Literature." VCU Scholars Compass, 2004. http://scholarscompass.vcu.edu/etd/1486.
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Color (sub)Conscious explores the African American female's experience with colorism. Divided into three distinct sections. The first section is a literary analysis of such works as Toni Morrison's The Bluest Eye, Gloria Naylor's The Women of Brewster Place, Maya Angelou's I Know Why the Caged Bird Sings and Alice Walker's "If the Present Looks Like the Past, What Does the Future Look Like?" an essay from her collection In Search of Our Mothers' Gardens. The second section is a research project based on data gathered from 12 African American females willing to share their own experiences and insights on colorism. The final section is a creative non-fiction piece of the author's own personal pain growing up and living with the lasting effects of colorism.
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Bellis, Elizabeth Anne. "'Race', language and culture in adult education." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313979.
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Wheeler, Louise. "A linguistic ethnographic perspective on Kazakhstan's trinity of languages : language ideologies and identities in a multilingual university community." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7812/.
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This thesis presents a linguistic ethnographic study of language ideologies and identities in a multilingual, university community in Kazakhstan: a university aspiring to put Kazakhstan’s ‘Trinity of Languages’ project, aimed at developing societal tri-lingualism in Kazakh, Russian and English, into practice. Data was collected at a Kazakhstani university from 2012 to 2013, combining participant-observation and fieldnotes, audio recordings and interviews. Drawing on the concept of heteroglossia (Bakhtin 1981), the research investigates how young people draw on ideologies of separate and flexible multilingualism (Blackledge and Creese 2010) and on the often contested indexicalities of Kazakh, Russian and English linguistic resources to negotiate identities as multilingual people in Kazakhstan, particularly in contexts of performance, and stance-taking. Consideration of these ideological and linguistic resources also sheds light on Kazakhstan’s wider ‘processes of ideological transformation’ (Smagulova 2008:195) and their real-life implications for multilingual people. Furthermore, the analysis highlights how participants construct stances towards translanguaging (Garcia 2009) and suggests that acts of contextualisation, which frame interactions as being more or less ‘on-stage’ or ‘off-stage’, shape the way that speakers draw on linguistic resources and their indexical meanings, and how these contexts can afford or constrain speaker agency in the negotiation of identities.
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Coleman, Julianna M. "Que cuenten las mujeres/Let the Women Speak: Translating Contemporary Female Ecuadorian Authors." Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1461344085.
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Letaeif, Ben. "Béni ou le paradis privé et Kiffe kiffe demain – La lutte pour l’intégration dans la littérature beure : Étude comparative de deux romans d’Azouz Begag et Faïza Guène." Thesis, Högskolan Dalarna, Institutionen för språk, litteratur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37603.
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Cette étude est basée sur une comparaison thématique de deux romans des auteurs beurs, Azouz Begag et Faiza Guène. L’objectif de ce mémoire est de démontrer l’évolution entre le processus d’intégration rapporté par Begag dans les années 1980 et celui de Guène dans les années 2000. Quels messages veulent-ils faire passer aux lecteurs et dans quelle mesure les obstacles affrontés par Béni et Doria ont-ils eu une influence sur leur destin ?This research is based on a thematic comparison of two novels by two North-African authors, Azouz Begag and Faiza Guène. The objective of this essay is to show the evolution of the integration process, recounted by Begag in the 1980s and by Guène in the 2000s. What message do they want to present to their readers and, to what extent do the obstacles that Béni and Doria encounter, have an influence on their destiny?
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Morrow, William Judson. "¿Qué va a pasar en el Buckeye State? Pasos hacia inglés como idioma oficial." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1211931412.
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Barnett, Timothy Paul. "Communities in conflict: Composition, racial discourse, and the '60s "revolution" /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945744573261.
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Stevanin, Marco <1991>. "Race and Language Teaching: Making the case for Anti-Racist Practices in EFL\ESL classrooms." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/14658.
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La tesi compilativa “Race and Language Teaching: Making the case for Anti-Racist Practices in EFL\ESL classrooms” si configura come una revisione della letteratura disponibile riguardo problematiche di razza ed etnia all’interno delle classi EFL\ESL. La tesi analizzerà i complessi rapporti che intercorrono fra lingua, educazione linguistica e le categorie di razza, etnia e natività attraverso una lente femminista e post-strutturalista. Il primo capitolo introdurrà il concetto di Critical Race Theory e suoi punti chiave; Il secondo capitolo analizzerà il peso che razzismo e supremazia bianca hanno nel campo dell’educazione linguistica e della linguistica in genere.; il terno ed ultimo capitolo presenterà una revisione delle metodologie di insegnamento delle lingue a nostra disposizione, facendo luce su contrastanti pratiche razziste ed anti-razziste.
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Lee, Robert Honway 1981. "Extending the Java language for the prevention of data races." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/16847.
Full textAbstract:
Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2002.Includes bibliographical references (p. 81-82).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
This thesis presents a language extension for Java that ensures that type-checked programs will be free of race conditions. By adding parameterization to class types, this mostly static type-system allows programmers to write generic object code independent of the concurrency protection mechanism to be used to guard it. This added flexibility makes this extension more expressive and easier to use than other similar type systems. We will present the formal type system as well as our experience with implementing a compiler for this extension.
by Robert Honway Lee.
M.Eng.
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Görl, Maria. "Fighting for the Podium : Translating metaphors and metonymies in Formula 1 Racing." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67870.
Full textAbstract:
This essay researches metaphors and metonymy in motorsports language, mainly investigating strategies for translating the structural metaphors RACING is WAR and RACE POSITIONS are RESOURCES and analyzing the results through both a quantitative and qualitative approach. The material for the research was selected parts of former Formula 1 driver Mark Webber’s autobiography, Aussie Grit: My Formula One Journey (2016). For the translation, dictionaries and parallel texts were utilized, and several works on translation theory, such as Ingo (2007), Newmark (1988), and Lakoff & Johnson (2003) were consulted for both the translation and the following analysis. Research into similar metaphors in other sports (such as Shields & Bredemeier (2013) and Bergh & Ohlander (2012)) was analyzed for background on the phenomenon of structural metaphors in sports. The results show that metonyms are prevalent in motorsports language, and structural metaphors are also well established in both the SL and TL. Regarding metonyms, the parallel texts show that proper noun metonyms can be transferred directly. Most metonyms in the ST are of the PLACE for EVENT category (for example names of racetracks/countries used to reference whole races, and the podium being used to reference placing top three or winning). The metaphor structures are also found in the TL, meaning the intended images can largely be maintained without changing the author’s established structure of the source text. Most metaphors and metonyms can thus be translated literally, or with TL equivalents. Where expansions are necessary, the translator can safely fall back on the structures present in motorsports language to ensure a text a reader with previous knowledge of such language will understand.
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Monageng, Boitumelo. "Language and identity in young indigenous African language speaking middle class adults who attended ex-model c schools." Thesis, University of Western Cape, 2012. http://hdl.handle.net/11394/3213.
Full textAbstract:
Magister Artium (Psychology) - MA(Psych)The central aim of this study was to explore the identity formation of black African middle class young adults in the context of their educational and language experiences in ex-model C schools. The study was motivated by a need to understand how socio-historical events which play out in language in education policies and practices, affected the identity constructions of young black adults who had been through a schooling system where English was used as the language of instruction. The study adopts social constructionism as the epistemological position, given that it considers individuals’ identities to be socially, historically and culturally constructed. Postcolonial approaches to identity construction were utilised, influenced by the works of Frantz Fanon and Hussein Bulhan. The study utilised a qualitative design, using semi-structured interviews as the method of data collection. Three participants who formerly attended ex-model C schools were interviewed. One interview was conducted for each participant. Thematic analysis was then used as a method of data analysis to identify the ways these young adults make sense of their experiences relating to identity constructions. With regard to the findings of the study, three main themes were identified, namely making sense of the new school environment, identity construction, and the role of language in the participants’ lives. Overall, findings of the study revealed that identity constructions were not static, but instead reflected the historical and social processes in which the participants lived. The participants adapted to the language of the school, and considered themselves to be multilingual as they were able to communicate in the language that was required for economic success. The present hegemonic status of English was accepted by the participants, because the ability to communicate in this language meant job security and an ability to communicate beyond boundaries. The mother tongue was still used by these participants, but it was used in contexts which were deemed appropriate by the participants. Race and class as markers of difference emerged as important constructs for identity formation. In conclusion, it was found that these young adult speakers of indigenous African languages were negating their mother tongue in the school and in social and economic contexts. In some cases, this led to alienation or feelings of inferiority. Indigenous African languages need to be promoted in the educational setting, and further acknowledged in other sectors of society and the economy. If African languages are presented as having some sort of utility in the economic sector, this will hopefully result in a change of attitude amongst indigenous African language speakers towards their own languages, contributing to the construction of multilingual identities which will reflect a truly democratic society.