Dissertations / Theses on the topic 'Representations of Indigenous culture'
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Nahoum, André Vereta. "Selling \"cultures\": the traffic of cultural representations from the Yawanawa." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8132/tde-15012014-102023/.
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What are the tensions, alliances, negotiations, and translations underlying the traffic of cultural representations in markets? This research analyzes two economic projects maintained by the Yawanawa, an indigenous population from the southwestern Amazon: one project produces annatto seeds for an American cosmetic firm, and the other involves the public performance of cultural and, notably, spiritual practices. The indigenization of market practices and specific Euro-American categories - such as monetary exchange, environmental protection, and cultural difference - allow cultural elements to be translated into representations of enduring cultures, harmonious lifestyles and good environmental practices. The economic valuation of cultural representations is being used as a new tool in local conflicts that occur internally among leaders and groups in their quest for prestige, loyalty, and material resources, and externally with the region\'s non-native population and with national initiatives to develop profitable activities in the Amazon. Part of our global market society, the Yawanawa can also employ the demand and valuation of representations associated with their culture to individual projects on the construction of reputation and leadership, and more broadly, to the reassertion of their collective identity as a specific indigenous population with special rights. This research explores market exchange as an arena of complex sociability and conflict. It analyzes how values are created and exchanged within the market in a true cultural economy, and how individual and collective identity projects are constructed, challenged, and sometimes reproduced by the traffic of material and immaterial objects.Quais são as tensões, alianças, negociações e traduções que subjazem ao tráfico de representações culturais no mercado? Esta pesquisa analisa dois projetos de inserção no mercado dos Yawanawá, população indígena do sudoeste amazônico: um projeto para produção de sementes de urucum para uma empresa estadunidense de cosméticos, e outro que envolve a exibição pública de práticas culturais, notadamente espirituais. A indigenização de práticas de mercado e categorias específicas da cultura Euro-Americana tais como o intercâmbio monetário, a proteção ambiental e a diferença cultural permitem a tradução de elementos culturais em estilos de vida harmoniosos e boas práticas ambientais. A valorização econômica de representações culturais é utilizada internamente como um novo instrumento em conflitos locais entre líderes e grupos em sua busca por prestígio, lealdade e recursos materiais e, externamente, junto à população regional e nacional não-nativa como contraponto a outras iniciativas para o desenvolvimento de atividades lucrativas na Amazônia. Parte de nossa sociedade global de mercado, os Yawanawa também podem empregar a demanda e valorização de representações associadas à sua cultura em projetos individuais de construção de reputação e liderança, e mais amplamente, para a reafirmação de sua identidade coletiva, como uma população indígena com direitos especiais. Esta pesquisa explora a troca mercantil como uma arena de sociabilidade complexa e conflituosa. Ela analisa como valores são criados e intercambiados no mercado em uma verdadeira economia cultural, e como projetos de identidade individual e coletiva são construídos, questionados e, às vezes, reproduzidos por meio do tráfico de objetos materiais e imateriais.
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West, Sharon Ann, and sharon west@rmit edu au. "A pictorial historical narrative of colonial Australian society: examining settler and indigenous culture." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091104.102857.
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This exegesis covers a period of research and art practice spanning from 2004 to 2007. I have combined visual arts with theoretical research practice that considers the notion of Australian colonialism via a post colonial construct. I have questioned how visual arts can convey various conditions relationships between settler and Indigenous cultures and in doing so have drawn on both personal art practice and the works of Australian artists of the 19th and 20th centuries. These references demonstrate an ongoing examination of black and white relations portrayed in art, ranging from the drawings of convict artist, Joseph Lycett, through to the post federation stance of Margaret Preston, whose works expressed a renewal of interest in Indigenous culture. In applying a research approach, I have utilised a Narrative Enquiry methodology with a comparative paradigm within a Creative Research framework, which allows for various interpretations of my themes through both text and visuals. These applications also express a personal view that has been formed from family and workplace experiences. These include cultural influences from my settler family history and settler historical events in general juxtaposed with an accumulated knowledge base that has evolved from my personal and professional experience within Indigenous arts and education. I have also cited examples from Australian colonial and postcolonial art and literature that have influenced the development of my visual language. These include applying stylistic approaches that incorporate various artistic aspects of figuration and the Picturesque and literal thematic mode based on satire and social commentary. Overall, my research work also expresses an ongoing and evolving process that has been guided and influenced by current Indigenous and non-Indigenous Australian postcolonial critical thinking and arts criticism, assisting within the development of my personal views and philosophies .This process has supported the formation of a belief system that I believe has matured throughout my research and art practices, providing a personal confidence to assert my own analytical stance on colonial history.
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Potter, Emily Claire. "Disconcerting ecologies : representations of non-indigenous belonging in contemporary Australian literature and cultural discourse." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09php865.pdf.
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Includes bibliographical references (leaves 313-325) Specific concern is the poetic, as well as literal, significance given to the environment, and in particular to land, as a measure of belonging in Australia. Environment is explored in the context of ecologies, offered here as an alternative configuration of the nation, and in which the subject, through human and non-human environmental relations, can be culturally and spatially positioned. Argues that both environment and ecology are narrowly defined in dominant discourses that pursue an ideal, certain and authentic belonging for non-indigenous Australians.
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Ticao, Hernaez Gynn Heissy, and Klempin Lukas Mavromatis. "Representation of the Sámi Culture in Tourism in Sweden: : A Thematic Analysis of Marketing Websites from Swedish Lapland." Thesis, Högskolan Dalarna, Turismvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28375.
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The following thesis examines the representation of Sámi that reside in the Swedish part of Lapland. Tourism has been a complement to the traditional occupations for many Sámi. However, representations of Sámi in web-marketing may be misleading the tourists in their understanding of the Indigenous people. The aim of the thesis is to examine regional marketing material in Sweden, found online, through a thematic analysis to highlight patterns and themes that are utilized for a competitiveness in the market. The use of language, when referring to Sámi, and adjectives to describe landscape, food, and people were focused upon. Six webpages were analysed, which showed a strong focus of the marketing material on reindeer, languages, handicrafts and food.
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Perombelon, Brice Désiré Jude. "Prioritising indigenous representations of geopower : the case of Tulita, Northwest Territories, Canada." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:71e14c26-d00a-4320-a385-df74715c45c8.
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Recent calls from progressive, subaltern and postcolonial geopoliticians to move geopolitical scholarship away from its Western ontological bases have argued that more ethnographic studies centred on peripheral and dispossessed geographies need to be undertaken in order to integrate peripheralised agents and agencies in dominant ontologies of geopolitics. This thesis follows these calls. Through empirical data collected during a period of five months of fieldwork undertaken between October 2014 and March 2015, it investigates the ways through which an Indigenous community of the Canadian Arctic, Tulita (located in the Northwest Territories' Sahtu region) represents geopower. It suggests a semiotic reading of these representations in order to take the agency of other-than/more-than-human beings into account. In doing so, it identifies the ontological bases through which geopolitics can be indigenised. Drawing from Dene animist ontologies, it indeed introduces the notion of a place-contingent speculative geopolitics. Two overarching argumentative lines are pursued. First, this thesis contends that geopower operates through metamorphic refashionings of the material forms of, and signs associated with, space and place. Second, it infers from this that through this transformational process, geopower is able to create the conditions for alienating but also transcending experiences and meanings of place to emerge. It argues that this movement between conflictual and progressive understandings is dialectical in nature. In addition to its conceptual suggestions, this thesis makes three empirical contributions. First, it confirms that settler geopolitical narratives of sovereignty assertion in the North cannot be disentangled from capitalist and industrial political-economic processes. Second, it shows that these processes, and the geopolitical visions that subtend them, are materialised in space via the extension of the urban fabric into Indigenous lands. Third, it demonstrates that by assembling space ontologically in particular ways, geopower establishes (and entrenches) a geopolitical distinction between living/sovereign (or governmentalised) spaces and nonliving/bare spaces (or spaces of nothingness).
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King, Andrew Stephen. "Marriageability and Indigenous representation in the white mainstream media in Australia." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16654/.
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By means of a historical analysis of representations, this thesis argues that an increasing sexualisation of Indigenous personalities in popular culture contributes to the reconciliation of non-Indigenous and Indigenous Australia. It considers how sexualised images and narratives of Indigenous people, as they are produced across a range of film, television, advertising, sport and pornographic texts, are connected to a broader politics of liberty and justice in the present postmodern and postcolonial context. By addressing this objective the thesis will identify and evaluate the significance of 'banal' or everyday representations of Aboriginal sexuality, which may range from advertising images of kissing, television soap episodes of weddings, sultry film romances through to more evocatively oiled-up representations of the pinup- calendar variety. This project seeks to explore how such images offer possibilities for creating informal narratives of reconciliation, and engendering understandings of Aboriginality in the media beyond predominant academic concerns for exceptional or fatalistic versions.
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Zazu, Cryton. "Representation and use of indigenous heritage constructs : implications for the quality and relevance of heritage education in post colonial southern Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1002015.
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This study explores representation and use of indigenous heritage constructs with a view to identifying implications thereof for the quality and relevance of heritage education practices in post colonial southern Africa. Framed within a critical hermeneutic research paradigm under-laboured by critical realist ontology, the study was conducted using a multiple case study research design. The data collection protocol was three-phased, starting with a process of contextual profiling, within which insights were gained into discourses shaping the constitution and orientation of heritage education practices at the Albany Museum in South Africa, the Great Zimbabwe Monument in Zimbabwe and the Supa Ngwao Museum in Botswana. The second phase of data collection entailed modelling workshops in which educators engaged in discussion around the status of heritage education in post apartheid South Africa. This highlighted, through modelled lessons, some of the tensions, challenges and implications for working with notions of social transformation and inclusivity in heritage education. The third phase of data collection involved in-depth interviews. Twelve purposively selected research participants were interviewed between 2010 and 2011. Data generated across the study was processed and subjected to different levels of critical discourse analysis. Besides noting how heritage education in post colonial southern Africa is poorly framed and under-researched, this study revealed that current forms of representing indigenous heritage constructs are influenced more by socio-political discourses than the need to protect and conserve local heritage resources. The study also noted that the observed heritage education practices are oriented more towards addressing issues related to marginalisation and alienation of indigenous cultures and practices, than enhancing learners’ agency to manage and utilise local heritage resources in a more sustainable ways. Based on these findings the study recommends re-positioning heritage education within the framework of Education for Sustainable Development (ESD). ESD acknowledges both issues of social justice and the dialectical interplay between nature and culture; as such, it may allow for representation and use of indigenous heritage constructs in ways that expand current political orientations to include sustainability as an additional objective of heritage education. Given that little research focusing on heritage education has been undertaken within southern Africa, the findings of this study provide a basis upon which future research may emerge.
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Oliveira, Jessica Caroline de. "(Des)caminhos das Jornadas Meridionais: representações indígenas e estratégias de mediação cultural no contexto indigenista em meados do século XIX." Universidade Estadual de Ponta Grossa, 2018. http://tede2.uepg.br/jspui/handle/prefix/2588.
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Fundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Paraná
Pensando nas formas de interpretação e representação das nações indígenas, esta pesquisa tem por intuito investigar um conjunto de itinerários de viagens publicados na Revista do Instituto Histórico e Geográfico Brasileiro, conhecido como as Jornadas Meridionais. Este mosaico de experiências e percepções, legou à informações referentes à localização, dinâmicas cotidianas e descrições acerca da fisionomia e personalidade de grupos nativos. Face a essas colocações, o marcante nestas narrativas se deve ao fato de desvelarem as estratégias utilizadas por seus interlocutores a fim de criar laços de sociabilidade e, por assim dizer, alcançar o sucesso nos seus intentos particulares e vinculados à sociedade indigenista. Deste modo, John Henry Elliott, Joaquim Francisco Lopes e José Joaquim Machado de Oliveira, a partir de seus vínculos com o barão de Antonina, embrenharam-se pelos sertões meridionais a fim de mapear, descrever e catalogar dados referentes às rotas terrestres e fluviais que ligavam Curitiba ao Baixo Paraguai e, no decorrer deste processo, observar as formas, as cores, as gentes que coloriam as paisagens de seus (des)caminhos. Dialogando com os interesses e estratégias indigenistas, as representações delineadas por estes agentes revelam que a aproximação com os grupos nativos foi fruto de práticas ligadas à persuasão e brandura, as quais utilizavam-se de elementos tradicionais para mediar as situações de fronteira e contato intercultural. Partindo destes pressupostos, os instrumentos de mediação cultural oportunizaram não só o encontro e trocas entre universos distintos, como também, uma ressignificação ao papel criado às nações indígenas que, resultado do contexto social e político do oitocentos, era pensado de formas múltiplas, oscilando suas figurações no cenário nacional. Logo, dentro deste caleidoscópio, o objeto central é analisar as referências realizadas às nações indígenas e, mais do que isso, demonstrar os mecanismos de mediação cultural adotados para desenvolver e alicerçar alianças. Além disso, por meio destas descrições, podem-se revelar os sertões meridionais enquanto um espaço de possíveis diálogos e não só permeado de tensões, perigos e conflitos, como era comum se apresentar.
Thinking about the ways of interpretation and representation of indian nations, this research intends to investigate some travel itineraries published in Brazilian Historical and Geographical Institute Magazine, known as Southern Journeys. This collection of experiences and perceptions bequeathed data about the native group's localization, daily dynamics and descriptions referring to the physiognomy and personality. Therefore, it's remarkable in these narratives, the fact that they reveal the strategies used by their interlocutors to create social bonds and, so to speak, succeed in their personal attempts linked to the indigenous society. Thereby, John Henry Elliot, Joaquim Francisco Lopes e José Joaquim Machado de Oliveira, stem from their relationship with the Baron of Antonina, enter the southern backwoods in order to map, describe and catalog data regarding terrestrial and fluvial routes that connected Curitiba to the Lower Paraguay and, in the process, observe the shapes, the colors, the peoples that color those landscapes in their paths. Dialoguing indigenous interests and strategies, the representations outlined by these agents reveal that the approach with the native groups was a result of practices related to persuasion and mildness, witch, used traditional elements to mediate the boundary situations and intercultural contact. Stem from these suppositions, the instruments of cultural mediation enable not only the gathering and exchanges between different universes, as well as a resignification of the role given to the indigenous nations that, as a result of the social and political context in the 1800's was thought in multiple ways, oscillating its figurations in the national scenario. Hence, in this kaleidoscope, the main objective is to analyze the references made about the indian nations and, more than that, demonstrate the mechanisms of cultural mediation adopted to develop and support alliances. Moreover, through these descriptions, it's possible to reveal the southern backwoods as a space of potential dialogues and not only permeating tensions, dangers and conflicts, as it was commonly reported.
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Bigeli, Maria Cristina Floriano [UNESP]. "Ensino de história e cultura indígena: os discursos do currículo São Paulo faz Escola (2014-2017) e dos docentes de história." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153382.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Desde que os portugueses aportaram no litoral norte do território que se tornou o Brasil e tiveram seus primeiros contatos com os povos que habitavam o local, representações acerca daqueles sujeitos, que foram nomeados de “índios”, começaram a ser criadas e difundidas. Tais representações sobre os indígenas fazem parte da Historiografia brasileira até os dias atuais, principalmente por serem propagadas através do ensino de História do Brasil, que mantêm, desde o princípio, a perspectiva eurocêntrica na abordagem do ensino. Tratados como personagens coadjuvantes e sempre em função do colonizador – ora vistos como colaboradores, ora como estorvo do progresso do país –, os povos indígenas tiveram suas culturas e suas histórias generalizadas, romantizadas e suas vozes silenciadas. Com a intenção de fazer uma “fotografia do tempo presente” entre os anos de 2014 e 2017, essa pesquisa analisa, a partir dos aportes teóricos e metodológicos da Análise de Discurso francesa, as representações encontradas nos discursos do Currículo São Paulo faz Escola e de professores de História atuantes na rede estadual de ensino de duas regiões paulistas – Assis e Tupã. O objetivo principal é compreender quais são as visões sobre os indígenas levadas até os bancos escolares após o fortalecimento de novas perspectivas sobre a temática, surgidas na Historiografia brasileira com a Nova História Indígena e também com a sanção da Lei 11.645/2008. Consideramos que as representações contidas no Currículo trazem no bojo visões sobre os povos indígenas semelhantes àquelas constituídas na Historiografia brasileira do século XIX. A princípio, esses povos são mostrados como heróis ecológicos, que, por serem exímios conhecedores daquilo que nós, não indígenas, conhecemos por natureza, nos deixam lições de preservação que devemos nos inspirar. Quando são abordados no período Colonial, principiam sendo passivos e aliados aos portugueses, mas a representação de que são contrários ao trabalho que visa o lucro está presente – como se os indígenas não gostassem de trabalhar. Para além disso, as generalizações a respeito das etnias, a romantização e o papel secundário dos indígenas na construção da História brasileira são mantidos. Nos discursos dos professores, percebemos que a maioria das representações é condizente com o discurso do Currículo. Dos docentes que ministram aulas na região de Tupã, notamos a preocupação com o fortalecimento das visões dos próprios indígenas a respeito de sua História e Cultura e também da constituição da História do Brasil. Já nos discursos dos participantes da região de Assis, consideramos que, apesar da forte ligação com as representações contidas no Currículo, também não deixam de valorizar, porém, em menor proporção (se comparados ao grupo de docentes de Tupã), o ponto de vista dos povos nativos sobre a História. Por fim, concluímos que para haver mudanças significativas no tratamento da temática indígena nas escolas, que vise a superação de representações generalizadas, a aproximação do ensino de História com a Nova História Indígena é necessária tanto na elaboração do Currículo como na formação, seja universitária ou continuada, dos professores.
Ever since the Portuguese landed on the north coast of the territory that later became Brazil and got in touch with the natives who lived there, representations about these natives, who were called “indians”, began to be created and widespread. These representations of the native people are part of Brazilian Historiography until now, mainly because they are spread through the Brazilian History teaching, which keeps, from its very beginning, a Eurocentric perspective in its approach to teaching. Always treated as supporting characters and under the settlers shadow - sometimes they are seen as contributors, sometimes as a barrier for the progress of the country -, the indigenous people had their cultures and histories generalized, romanticized and their voices silenced. Intending to take a “photograph of the present time” between 2014 to 2017, this study analyzes, from the French Discourse Analysis' theoretical and methodological perspective, the indigenous representations found in the discourses of 'São Paulo Faz Escola' curriculum and in the discourses of History teachers working in two São Paulo state schools located in the cities of Assis and Tupã. The main objective of this study is to understand what are the current concepts that are taken to the schools after the strengthening of new perspectives on the subject, coming from the New Indian History and after the approval of the State Law number 11.645/2008. We consider that the curriculum representations are particularly similar, regarding the indigenous peoples, to those that shaped the Brazilian Historiography in the 19th century. Firstly, these peoples are portrayed as "eco heroes" who, by really knowing many things that we, non-indigenous people, know by nature, leave us preservation teachings that should inspire us. When they are portrayed in the Colonial period, they are primarily seem as submissive and allied of the Portuguese settlers, but those who refuse to work "for profit" are also depicted - as if the indigenous people didn't like to work. In addition, their ethnicities are generalized, they are romanticized and their role as secondary characters regarding the formation of Brazilian history is kept. In the teachers' discourses, we found that the majority of the representations are quite similar to those contained in the curriculum. In the teachers’ discourses who work in Tupã, we noted their concerns about the indigenous people’s empowerment regarding their own History and Culture, as well as regarding the formation of the Brazilian History. In Assis, although, we noted that even though the teachers were quite influenced by the indigenous representations in the curriculum, they also promoted (in a lesser extent, if we compare their views with the teachers in Tupã views) the indigenous people's perspective on History. Finally, we concluded that in order to have substantial changes in terms of indigenous people portrayals in schools, changes that aim to overcome generalized representations, we need to work in an approach which associates a History teaching method with the New Indigenous History, both in the curriculum preparation and in the teachers' education (in a university level or after their undergraduate courses).
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Shadowwalker, Depree Marie. "Where Have All The Indians Gone? American Indian Representation in Secondary History Textbooks." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228169.
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This dissertation used a mixed method to develop an analytical model from a random selection of one of eight secondary history textbooks for instances of Indians to determine if the textual content: 1) constructs negative or inaccurate knowledge through word choice or narratives; 2) reinforces stereotype portraits; 3) omits similar minority milestones in United States history and politics; and 4) contained the enactments of political milestones in the development of US history and politics with regard to personhood and sovereignty of the American Indian. The methods used to evaluate secondary history textbooks are content manifest and critical discourse analysis and a modification of Pratt's ECO analysis which measures judgment values of descriptive terms. Data mining includes word choice, events, contributions, and governmental relations as these refer to the American Indian. Unexpected outcomes from this research resulted in a spider graph of four relational power axes to visually display diametrically opposed ideological discursive formations. Textbooks introduce students to authoritative content within the public school environment to impart national historical experiences that will shape their national identity, ideology and culture. Negative or inaccurate instances of the United States relationships with 566 American Indian Nations can affect social and political issues of Indian People today. This work will contribute to the field of American Indian Studies, Curriculum and Instruction, Cultural Studies, Critical Discourse, Critical Pedagogy, Indigenous Theory and Pedagogy, Popular Culture, Social Justice, Language Studies, Identity, Ethics, American Indian and Public Education.
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Cai, Yunci. "Staging indigenous cultural heritage in Malaysia : instrumentalisation, brokerage, representation." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10037973/.
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This thesis examines the politics of heritage-making in Malaysia, focusing on the development of indigenous cultural villages, which have become increasingly prevalent in both West and East Malaysia. Based on ethnographic field research at four case study cultural villages – the Mah Meri Cultural Village and Orang Seletar Cultural Centre in Peninsular Malaysia, and the Monsopiad Cultural Village and Linangkit Cultural Village in East Malaysia, it explores the political, economic, and social dynamics surrounding the process of heritage-making at these four indigenous cultural villages, and considers the outcomes of the instrumentalisation. Drawing on the politics of instrumentalisation as a conceptual framework and expanding it to incorporate other dynamics relating to brokerage, staging and representation, it demonstrates how these indigenous cultural villages are beset with issues of brokerage, tensions over the representation of cultural heritage, and conflicting motivations over the instrumentalisation of the cultural heritage, in which politics of brokerage and representation dominated, reproducing structural inequalities that reinforce the dependency of indigenous communities on external and internal brokers rather build capacity for self-determination and empowerment. The cynical interpretation that indigenous cultural practices have been instrumentalised to serve certain economic, political, and social agendas is then complicated through an exploration of several counter-narratives and anti-discourses, particularly how cultural practices have also been performed for ritual efficacy and for more altruistic interests of indigenous people. This thesis makes an original contribution to indigenous museology by challenging the simplistic conceptualisation of indigenous communities as harmonious and unified wholes, and opens up the complexities for adopting the ‘culture for development’ as a developmental strategy, such that the opportunities for self-representation and self-determination can become dominated by the politics of brokerage, which can in turn facilitate or compromise their intended outcomes.
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Brock, Stephen James Thomas, and brock stephen@saugov sa gov au. "A Travelling Colonial Architecture: Home and Nation in Selected Works by Patrick White, Peter Carey, Xavier Herbert and James Bardon." Flinders University. Australian Studies, 2003. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20070424.101150.
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This thesis is a study of constructions of home and nation in selected works by Patrick White, Peter Carey, Xavier Herbert and James Bardon. Drawing on the work of postcolonial theorists, it examines ways in which the selected texts engage with national mythologies in the imagining of the Australian nation. It notes the deployment of racial discourses informing constructions of national identity that work to marginalise Indigenous Australians and other cultural minority groups.
The texts are arranged in thematic rather than chronological order. Whites treatment of the overland journey, and his representations of Aboriginality, discussed in Chapter One, are contrasted with Careys revisiting of the overland journey motif in Oscar and Lucinda in Chapter Two. Whereas Whites representations of Indigenous culture in Voss are static and essentialised, as is the case in Riders in the Chariot and A Fringe of Leaves, Careys representation of Australias contact history is characterised by a cultural hybridity. In Whites texts, Indigenous culture is depicted as an anachronism in the contemporary Australian nation, while in Careys, the words of the coloniser are appropriated and employed to subvert the ideological colonial paradigm.
Careys use of heteroglossia is examined further in the analysis of Illywhacker in Chapter Three. Whereas Carey treats Australian types ironically in Illywhackers pet emporium, the protagonist of Xavier Herberts Poor Fellow My Country, Jeremy Delacy, is depicted as an expert on Australian types. The intertextuality between Herberts novel and the work of social Darwinist anthropologists in the 1930s and 1940s is discussed in Chapter Four, providing a historical context to appreciate a shift from modernist to postmodernist narrative strategies in Careys fiction.
James Bardons fictional treatment of the Papunya Tula painting movement in Revolution by Night is seen to continue to frame Indigenous culture in a modernist grammar of representation through its portrayal of the work of Papunya Tula artists in the terms of the fourth dimension. Bardons novel is nevertheless a fascinating postcolonial engagement with Sturts architectural construction of landscape in his maps and journals, a discussion of which leads to Tony Birchs analysis of the politics of name reclamation in contemporary tourism discourses.
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Parry, Gwyneth E. M. "Indigenous cultural tourism, an examination of process and representation in Canada and Australia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0019/MQ48430.pdf.
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Parry, Gwyneth E. M. (Gwyneth Esther Myfanwy) Carleton University Dissertation Sociology and Anthropology. "Indigenous cultural tourism: an examination of process and representation in Canada and Australia." Ottawa, 2000.
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Murray, Ron, and s. a. james@unimelb edu au. "Analysis of Professional Practice of Being an Indigenous Cultural Awareness Trainer." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091022.163724.
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The purpose of this research project has been to gain a deeper awareness of the practice of Cultural Awareness Training and to develop resources that will support other practitioners in the field. My hope in undertaking this project is to make the wider community more aware of what it means to be Aboriginal, at a time when jail is replacing initiation for many young Indigenous people. I want to engender a greater understanding about social, cultural and political issues in the Aboriginal community, by building bridges of awareness between Indigenous and Western cultures. My research question is: How does my approach to Cultural Awareness Training deal with uninformed and racist attitudes towards Aboriginal people in ways that effect positive, constructive change? In the documentation of my professional practice, I have examined critical incidents that have shaped my responses to uninformed and racially stereotyped attitudes within an educational context. This includes stories of overt racism in the classroom experience. In undertaking critical reflection about my professional practice as a Cultural Awareness Trainer, I have aimed to provide insights, as well as practical resources, to support the professional practice of others in this field.
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Rekhari, Suneeti School of Sociology & Anthropology UNSW. "Camera obscura: representations of indigenous identity within Australian cinema." Awarded by:University of New South Wales. School of Sociology and Anthropology, 2006. http://handle.unsw.edu.au/1959.4/25765.
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Karen Jennings (1993) and Peter Krausz (2003) in their works, written ten years apart, note the changing ways in which the academic world and the media have dealt with representations of Indigenous identity. It was hoped that the latter work would have been discussing the way in which things have already changed. The fact that it does not, initiates the questions addressed in this thesis: whether Australian cinema explores Indigenous issues in sufficient depth and with cultural resonance. Can a study of cinematic representations lead to a better understanding of Aboriginal identity? In representing Aboriginality on screen does the cinema present a representational complex for Indigenous Australia, which is constructed on their behalf by the cinema itself? In this thesis these questions are theoretically framed within a semiotic methodology, which is applied to the examination of the complexities of representation. This is done through an analysis of the connotations and stereotyping of Indigenous identity in filmic narratives; and the operation of narrative closure and myth making systems through historical time periods; and dualisms in the filmic narratives such as primitive/civilised, us/them, self/other; and the presence of Aboriginality as an absent signifier. The four films chosen for comparative analysis are Jedda, Night Cries, Walkabout and Rabbit Proof Fence. These films span a period of fifty years, which allows for an explication of the changes that have occurred over the passing of time in their visual representations of Aboriginal identity. Hence social and cultural filmic identity representations are juxtaposed with the historical and political discourses prevalent at the time of their production. Through such a detailed analysis of the four film texts, the dominant social discourses of Australia are analysed in relation to their operation as representational frameworks for Indigenous Australians.
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Tipton, Joshua C. "Teacher Perceptions of Indigenous Representations in History: A Phenomenological Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3180.
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This qualitative study addresses teacher perceptions of indigenous peoples representation in United States history. This phenomenological study was conducted within a school district in East Tennessee. For the purpose of this study, teacher perceptions of indigenous representations in history were defined as teacher beliefs towards the inclusion and representation of indigenous peoples in United States history. To gather data, both one-on-one and focus group interviews were conducted from a purposeful sample of United States history teachers from the high schools in the school district. Through an analysis of data derived from interviews and qualitative documents the researcher was able to identify themes such as systemic challenges to multiculturalism within state course standards and textbooks, teachers’ perceived self-efficacy in teaching their students using indigenous perspectives, and the perpetuation of indigenous stereotypes. Furthermore, the qualitative data derived from the study reveals that U.S. history courses in the district perpetuate both the notion of indigenous peoples as historical bystanders and the racial stereotypes of Native Americans. Findings from this study will be useful in evaluating both teacher training and instructional practice in regard to indigenous representations in history.
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Tipton, Joshua C., Pamela H. Scott, and William F. Flora. "Teacher Perceptions of Indigenous Representations in History: A Phenomenological Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3020.
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This phenomenological study addressed teacher perceptions of indigenous representations in United States history within a school district in East Tennessee. Teacher perceptions of indigenous representations in history were defined as teacher beliefs towards the inclusion and representation of indigenous peoples in United States history. Individual and focus group interviews were conducted from a purposeful sample of United States history teachers from multiple high schools in the school district. The analysis of data revealed three themes: (a) systemic challenges to multiculturalism within state course standards and textbooks, (b) teachers’ perceived self-efficacy in teaching their students using indigenous perspectives, (c) and the perpetuation of indigenous stereotypes. Furthermore, analysis revealed that U.S. history courses in the district perpetuate both the notion of indigenous peoples as historical bystanders and the racial stereotypes of Native Americans.
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Tipton, Joshua C., Pamela Scott, and William Flora. "Teacher Perceptions of Indigenous Representations in History: A Phenomenological Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3038.
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Roberts, Sharon Emma. "Childhood material culture and museum representations." Thesis, University of Newcastle Upon Tyne, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427292.
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Fung, Lai-ching Higy, and 馮麗青. "Examining representations of nudity in contemporary culture." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29780445.
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Hayes, Nicky. "Social identity, social representations and organisational culture." Thesis, University of Huddersfield, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303949.
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McGurren, C. "Representations of prostitution in modern Irish culture." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679260.
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This thesis offers new ways to read the prostitute body in Ireland, by undertaking a feminist examination of the categorisation and censorship of Irish women's sexuality through issues of prostitution. Specifically, it evaluates cultural representations of female sex workers in literature, on screen and online since 1980. This research asks questions about women's agency and the elements of performativity involved in soliciting sex, as well as analysing how the prostitute has become an embodied symbol of modernity in Ireland. By using a feminist cultural studies approach which takes in literature, television, for, radio and the media, and.moves between canonical and non-canonical texts, this project offers an intertextual and interdisciplinary critique of the representation of prostitution in modern Irish culture. Second wave feminism has produced a number of reductive rhetorical claims about the victimised status of sex workers, and this study aims to provide a more nuanced reading of prostitution ill contemporary Ireland. This project works in two ways: the first section involves a consideration of the self-representation and constructed personae of sex workers through memoirs and online forums. Section II examines how the prostitute figure has been reproduced in a range of cultural formats, suggesting modes of embodiment and resistance. I engage with current debates on decriminalisation, nation, and sex trafficking to show that prostitution is a crucial political issue for feminism. This thesis highlights the cultural construction of the prostitute during a period of rapid change in socio-sexual attitudes. The evolving sex industry is at the intersection of old and new Ireland: it highlights issues of cosmopolitanism, migration, racism, and marginality. By drawing together cross-media representations of prostitution in our society, this thesis illustrates the importance of the discourse of prostitution to interrogating the social positioning of women in 21st century Ireland.
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Ngwese, Ivo Melle. "Indigenous culture and nascent tourism in Muanenguba, Cameroon." Thesis, London Metropolitan University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540608.
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Miley, Linda. "White writing black : issues of authorship and authenticity in non-indigenous representations of Australian Aboriginal fictional characters." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16485/.
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This creative practice-led thesis is in two parts - a novella entitled Leaning into the Light and an exegesis dealing with issues for creative writers who are non-Indigenous engaging with Indigenous characters and inter-cultural relationships. The novella is based on a woman's tale of a cross cultural friendship and is set in a Queensland Cape York Aboriginal community over a period of fifteen years. Leaning into the Light is for the most part set in the late 1960s, and as such tracks some of the social and personal cost of colonisation through its depiction of Indigenous and non-Indigenous relationships within a Christian run mission. In short, Leaning into the Light creates an imaginary space of intercultural relationships that is nevertheless grounded in a particular experience of a 'real' place and time where Indigenous and non-Indigenous subjectivities collide and communicate. The exegesis is principally concerned with issues of non-Indigenous representation of indigeneity, an area of enquiry and scholarship that is being increasingly theorized and debated in contemporary cultural and literary studies. In this field, two questions raised by Fee (in Ashcroft, Griffiths and Tiffin, 1995) are key concerns in the exegesis. How do we determine who is a member of the Aboriginal minority group, and can majority members speak for this minority? The intensification of interest around these issues follows a period of debate in the 1990s which in turn was spawned by the "unprecedented politicisation of {Australian} history" (Collins and Davis, 2004, p.5) following the important Mabo decision which overturned the "nation's founding doctrine of terra nullius" (ibid, p.2). These debates questioned whether or not non-Aboriginal authors could legitimately include Aboriginal themes and characters in their work (Huggins, 1994; Wheatley, 1994, Griffiths, et al in Tiffin and Lawson, 1994), and covered important political and ethical considerations, at the heart of which were issues of representation and authenticity. Moreover, there were concerns about non-Indigenous authors competing for important symbolic and publishing space with Indigenous authors. In the writing of Leaning into the Light, these issues became pivotal to the representation of character and situation and as such constitute the key points of analysis in the exegesis.
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Sousa, Sandra Maria Vieira de. "Intercultural communication: representations of culture and teacher's role." Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/4983.
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Mestrado em Estudos InglesesO conceito de Comunicação Intercultural é de uso comum nos nossos dias emcontextos educativos. A nova realidade da língua Inglesa e os novos contextos em que é utilizada são amplamente reconhecidos por professores e teóricos,que reconhecem também a nova realidade cultural, os novos desafios eobjectivos que se impõem para a dimensão cultural no ensino das línguasestrangeiras, especificamente no ensino do Inglês enquanto língua estrangeiranum contexto específico e europeu como é Portugal. No entanto a realidade revela a existência de uma profunda distância entre ateoria e as práticas educativas, o papel do professor continua a devermuito à ideia do professor enquanto transmissor de conhecimentos – isto parece ser especialmente visível no ensino da cultura. A análise dos resultados do meuprojecto de investigação, revela que, apesar da maioria dos professores de inglês em Portugal reconhecerem a importância dos novos contextos culturaisda língua inglesa, bem como a importância de se contrastar e reflectir sobreaspectos e comportamentos culturais, esta reflexão parece permanecermeramente retórica, não conduzindo a um verdadeiro compromisso com uma atitude crítica e por isso mesmo transformadora da realidade. É necessárioque a educação de professores, quer inicial quer contínua, reconheça aimportância de os formar em questões de interculturalidade, de debaterassuntos e clarificar conceitos, para que os professores sejam capazes deadoptar uma nova perspectiva em relação ao mundo e redefinir-se a si próprios enquanto indivíduos e enquanto profissionais. Só através dumprofundo esclarecimentoos professores poderão ser capazes de se comprometerem com uma transformação das suas práticas educativas e coma formação de cidadãos capazes de efectivamente analisar, criticar etransformar o mundo em que vivemos, numa lógica de conhecimento ecompreensão dos ‘Outros’ e da sua própria realidade.
The notion of Intercultural communication is a common concept nowadays ineducational contexts. The new reality of the English language and its newcontexts of use are widely recognised by teachers and theoreticians alike, whoalso recognise the new cultural reality, the new challenges and goals which areraised for the cultural dimension in foreign language teaching, specially the teaching of English as a foreign language in a specific European context suchas Portugal. Nevertheless, there is a profound distance between theory and educationalpractices, and teachers’ roles still owe much to the idea of the teacher as atransmitter of information –this seems to be especially true in culture teaching. The analysis of the results of my research project reveal that even though mostteachers of English in Portugal recognise the importance of the new cultural contexts of the English language and also the importance of reflecting uponand contrasting cultural events and behaviour, this reflection seems to bemerely rhetorical and a true commitment to a critical and transformative attitudetowards social realities is avoided. Teacher training and further educationshould recognise the importance of training teachers in issues of interculturalityand of discussing matters and clarifying concepts so that teachers feel secureand able to adopt a new perspective of the world and redefine themselves as individuals and professionals. Only through a profound enlighteningcan teachers commit to a transformation of their teaching practices and to theeducation of citizens able to effectively analyse, criticise and transform the world we live in, in a logic of knowledge and understanding of ‘Others’ and oftheir own reality.
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Sanchez, Jamie Nichol. "Making Mongols: Representations of Culture, Identity, and Resistance." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71386.
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Mongols in Northern China fear the end of a distinct cultural identity. Until the late 19th century, cultural differences between Mongols and Han could be seen through differences in each group's traditional way of life. Mongols were nomadic pastoralists. Han were sedentary farmers. Recent economic development, rapid urbanization, and assimilation policies have threatened Mongolian cultural identity. In response to this cultural identity anxiety, Mongols in Inner Mongolia have looked for ways to express their distinct cultural identity.
This dissertation analyzes three case studies derived from material cultural productions that represent Mongolian cultural identity. These include pastoralism, the use of Genghis Khan, and the Mongolian language. The analyses of different material cultural artifacts and the application of cultural and political theory come together in this dissertation to demonstrate how Mongolian cultural identity is reimagined through representation. In this dissertation, I also demonstrate how these reimagined identities construct and maintain ethnic boundaries which prevent the total absorption of a distinct Mongolian identity.Ph. D.
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Luna, Freire Juliana Henriques de. "Ethnic Minorities in Brazil and Spain: Erasure and Stigmatization, Gender, and Self-Representation of Indigenous and Roma Communities." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/243093.
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This research is an interdisciplinary work on the use of media by marginalized ethnic minorities for self-representation, using as its frame of reference scholars such as Faye Ginsburg, Gayatri Spivak, Judith Butler, Stuart Hall, Achille Mbembe, and David Harvey. Specifically, this dissertation examines Indigenous communities in Brazil and the Roma (Gypsy) population of Spain, uncovering the multiple discourses through which ethnic identities have to be negotiated within a larger dominant culture, especially in contexts of globalization, and brings to this discussion the theorization of new media. These two highly stigmatized populations have been finding new and more democratic venues for collectively defining their own cultures in the complex process of identity (re)creation. Based on interviews with media producers, I discuss community radio stations, online network groups, video making, and blogs, and how these constitute different tools for promoting culture and conducting political activism. Through constant performances of culture, I argue, they are able to restore and participate in the dialogue on self-determination and minority rights in a different sphere of discourse, both locally and globally, at the same time that they also influence their own (and others') understanding of their ethnic identity. In terms of the impact of media products produced autonomously or in collaboration with non-Indigenous groups, this research also addresses the fact that, despite the efforts of both Indigenous and Roma groups in using these new media as non-hegemonic communication venues, their invisibility as a subject is often repeated, even when sympathetically supported by the discourse of cultural diversity, due to financial and distribution constraints. Ultimately, this study brings together their similarities and differences to determine how these technologies can be both helpful or hinder the self-affirmation and increased autonomy of ethnic minority groups.
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Birrell, Carol L. "Meeting country deep engagement with place and indigenous culture /." View thesis, 2006. http://handle.uws.edu.au:8081/1959.7/20459.
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Thesis (Ph.D) -- University of Western Sydney, 2006.Thesis submitted for the degree of Doctor of Philosophy to the University of Western Sydney, College of Arts, School of Education. Includes bibliographical references.
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Marshman, Sophia Francesca. "From testimony to the culture industry : representations of the Holocaust in popular culture." Thesis, University of Portsmouth, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416226.
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This thesis addresses the issue of how the Holocaust has been represented in popular culture in recent decades. The starting point of my research relates to the question of whether, though the Holocaust appears to be firmly imprinted upon the public imagination, this engagement can be regarded as superficial. This thesis also examines how survivor testimony has been increasingly marginalised as the Holocaust has entered the sphere of popular culture and entertainment, and how this affects memory. In terms of methodology, I have adopted a case study approach, with each chapter of the thesis addressing a different form of Holocaust representation. Chapter One examines the importance of survivor testimony and its unique ability to convey the full horror of the Holocaust. This chapter also sets up the central debate which drives my research: the question of how we can hope to understand the Holocaust if we ignore the wealth of testimony in favour of the comforting inventions of popular culture. Chapter Two addresses the problems inherent in the genre of Holocaust fiction, and the ethical implications of literature which introduces elements of distortion, falsification and sexualisation to the `story' of the Holocaust. Chapter Three looks at the Americanisation of the Holocaust, with particular reference to the film Schindler's List. Chapter Four by contrast looks at the different approach of European Holocaust films and documentaries which are less entertainment-focused and therefore believed to represent the Holocaust more accurately. Chapter Five examines the growth in the number of museums devoted to the Holocaust, and the question of whether a heavy reliance on artefacts and images from the Holocaust/liberation era further dehumanises victims and encourages voyeurism. Chapter Six appraises the phenomenon of Holocaust tourism and the kind of memory communicated by authentic sites which are now essentially `empty', compromised by decay, reconstruction, and the commercialism which tourism inevitably encourages. Within the conclusion I offer an evaluation of the different approaches to the Holocaust with regard to their merits and shortcomings. In terms of a contribution to knowledge, my thesis draws together many different forms of Holocaust representation to evaluate which accurately represent the Holocaust, and which shield us from its harsher realities, indulge in sentimentalism and encourage consumption. i
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Hsieh, Ching-yueh. "Exhibiting minority culture : an exploration of exhibitions of indigenous culture in museums of Taiwan." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38217.
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The research subjects of this study are temporary museum exhibitions of indigenous culture in Taiwan. Via three case studies, each typifying a different approach to exhibition making, this study isolates the factors that affect the process of making museum exhibitions of indigenous culture in Taiwan, examines the effects that exhibition making has on the exhibited subject and delineates the nature and characteristics of such exhibitions themselves. The key findings of this study are that such factors as the rules and resources generated by cultural policy, administration and performance evaluation, the values, exhibition-making experience and reflexive insights -of exhibition planners, and the relationships among key actors in the exhibition-making process function to both constrain and enable the process; and via a mutually interlocking, mutually influencing means construct the exhibition content. The common characteristics produced during the process include 1) rule and resource constraint and enablement, 2) a marked effect on the exhibition produced by multiple-status actors, 2) mutual validation or recognition as the starting point of relationships between actors, and 4) reciprocity as the core behaviour in interpersonal relationships during the process. This study also examines the effects that the making of such exhibitions has on the exercise and development of indigenous rights in Taiwan. Among its discoveries are that top-down cultural policy intended to promote the exhibition-making development of local-level museums ends up narrowing their cultural representation options. Also, cooperation between exhibition planners and the source community can promote indigenous cultural self-determination but also can constrain cultural representation diversity and produce power inequalities within the source community. Based on the findings from its various case studies, this research provides recommendations for concrete ways that museums can foster the enhanced understanding and exercise of indigenous rights.
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au, N. Mcgrath@murdoch edu, and Natalie Anne Mcgrath. "Dialoguing in the Desert for Sustainable Development Ambivalence, Hybridity and Representations of Indigenous People." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070329.132622.
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Sustainable development is becoming institutionalised across culture and geography as a framework in which to address ecological and social crises that are increasingly apparent and manifesting in diverse ways across local spaces. It is however, dominated by binary thought which is uncomfortable with ambivalence and seperates self from nature and the other of Indigenous people. Indigenous people are beginning to use the discourse of sustainable development but approach this from relational and holistic perspectives. The negotiation of representational structures and responsibility for implementating strategies towards sustainable development must account for these cultural differences and will require dialogue. This thesis explores how institutional practice and discourse frames Indigenous representation and responsibility and how this either enables or disenables dialogue with Indigenous people.
A case study approach informed the research, and included two consultancy participatory projects in 2001-2004. The case study was located in the Western Desert of Western Australia and involved the Martu people in addition to people working within institutional structures. The first project required extending community development strategies and strengthening Martu representation to take responsibility for a housing development. The second project, titled Dialogue with the Pilbara: Newman Tommorrow, involved encouraging Martu representation in a process based upon deliberative democracy. Reflections from the fieldwork form a considerable part of the analysis. The research also included analysis of a number of interviews with local institutional actors in Newman. Two major themes are outlined: power and representation; and culture. The research is reflexive and involves the use of an autoethnographic story technique which enables a better understanding of the researchers implicit and changing perspectives. The lessons that emerged from the reflections from the case study are insightful for sustainable development.
The thesis involves two layers (and is structured accordingly): the first relates to a case study and the second to the theory and practice of sustainable development. The concluding section combines these two layers and emphasises the need for greater attention to Indigenous participation and autonomy in order to achieve Indigenous sustainable development. This thesis argues that diverse and hybrid Indigenous voices require considerable amplification within the discourse of sustainable development in order to provide relational and holistic perspectives. Particular focus is required upon the negotiation of representative structures to allow for Indigenous voices to be heard, and thus permit for the negotiation of responsibility across culture (an important consideration of sustainable development). This requires ongoing dialogue, creativity and reflexivity in context.
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Barringer, T. J. "Representations of labour in British visual culture, 1850-1875." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385399.
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Kyllonen, Hanna. "Representations of success, failure and death in celebrity culture." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39667/.
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Celebrity is one of the most central shaping and distorting forces in our society. My PhD thesis interrogates the nature of fame in contemporary culture that actively promotes individuality, image, consumerist lifestyles, and the constructed nature of the self. Celebrity culture is marked by a confusion of realms between public and private, talent and manufacture, and image and the ‘real self.' The thesis examines representations of success, failure and death in celebrity culture during the period between the death of Diana, Princess of Wales in 1997 and the end of year 2010. The thesis provides an analysis based on feminist thought through reading individual celebrities' narratives. The emphasis is on looking at fame as a process of success and failure, as represented in auto/biographies and the media. The thesis considers how media representations change the perception of celebrities and also how celebrities themselves affect these representations through confessional discourse, autobiographies, self-promotion, and image construction. Therefore, the thesis will analyse how success, failure and death are represented through individual celebrities' narratives, using case studies to examine both confessional and biographical/autobiographical discourses and media discourses. The emphasis is on tabloid media and an examination of the continuities between success, failure and death, revealing how representations of celebrity rely on narrative, sensationalism and the personal realm instead of facts, objectivity and the public sphere. The thesis pays particular attention to the analysis of the gendered nature of celebrity autobiographies with the aim of revealing how modern celebrity autobiographies confuse traditional gender boundaries. There is a new, decidedly negative side to celebrity culture, particularly evident in the media's emphasis on failure, scandal and death, reactions to which often take a nasty, bullying tone. The methods used by celebrities to deal with fame are varied and compelling and may offer us insights into how lives are negotiated in contemporary society.
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Medeiros, Ritalice Ribeiro de. "Subtitling as culture planning and representations of foreign lands." Florianópolis, SC, 2003. http://repositorio.ufsc.br/xmlui/handle/123456789/86111.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-21T03:44:13Z (GMT). No. of bitstreams: 0
Várias pesquisas em legendagem são voltadas para determinados aspectos inerentes à atividade, tais como os aspectos mecânicos de sua produção e as limitações técnicas que aí operam. Sem desconsiderar a importância de tais aspectos, este trabalho propõe uma visão de legendagem como prática cultural, sempre inevitavelmente inserida em contextos interculturais mais amplos. Por meio de uma metodologia soft, esta tese investiga procedimentos de legendagem adotados na tradução para o inglês de termos culturais presentes nos diálogos dos filmes brasileiros Terra Estrangeira, Central do Brasil e Abril Despedaçado. Em um primeiro momento, a Teoria da Relevância fornece as ferramentas teóricas para se analisar possíveis suposições dos legendadores em relação às expectativas das audiências no que diz respeito à legendagem de termos culturais. Em seguida, outros conceitos teóricos advindos dos Estudos Culturais, bem como de outros campos correlatos, são utilizados como ferramentas para uma análise crítica dos procedimentos de legendagem previamente identificados na análise baseada na Teoria da Relevância. No contexto desta pesquisa, os legendadores são vistos como planejadores de cultura em potencial, à medida que interferem nas representações que as audiências têm de componentes culturais estrangeiros, por meio de, por exemplo, procedimentos abusivos de legendagem. Conseqüentemente, entende-se que os legendadores podem também interferir em relacionamentos interculturais de maior âmbito.
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Williams, Shayne Thomas, and shayne williams@deakin edu au. "Indigenous values informing curriculum and pedagogical praxis." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20071130.095612.
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As an Indigenous research study into the cultural quality of Indigenous education this thesis focuses on the proposition that mainstream education marginalises Indigenous learners because of its entrenchment in the Western worldview. The thesis opens with an analysis of the cultural dynamics of Indigenous values, the politics of Indigenous identity, and the hegemonic constraints of West-centric knowledge. This analysis is then drawn upon to critically examine the cultural predisposition of mainstream education. The arguments proffered through this critical examination support the case that Indigenous learners would prosper culturally and educationally by having access to educational programmes centred within an Indigenous cultural framework, thereby addressing the dilemma of lower Indigenous retentions rates.
This research study was conducted using a qualitative Indigenous methodology specifically designed by the researcher to reflect the values and cultural priorities of Indigenous Australians. Collective partnership was sought from Indigenous Australians, whom the researcher respected as Indigenous stakeholders in the research. Collegial participation was also sought from non-Indigenous educators with significant experience in teaching Indigenous learners. The research process involved both individual and group sessions of dialogic exchange. With regard to the Indigenous sessions of dialogic exchange, these resulted in the formation of a composite narrative wherein Indigenous testimony was united to create a collective Indigenous voice.
Through this research study it was revealed that there is indeed a stark and deep-seated contrast between the value systems of Indigenous and non-Indigenous Australia. This contrast, it was found, is mirrored in the cultural dynamics of education and the polemics of knowledge legitimacy. The research also revealed that Australias mainstream education system is intractably an agent for the promulgation of Western cultural values, and as such is culturally disenfranchising to Indigenous peoples. This thesis then concludes with an alternative and culturally apposite education paradigm for Indigenous education premised on Indigenous values informing curriculum and pedagogical praxis. This paradigm specifically supports independent Indigenous education initiatives.
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McGrath, Natalie. "Dialoguing in the desert for sustainable development: ambivalence, hybridity and representations of indigenous people." McGrath, Natalie (2007) Dialoguing in the desert for sustainable development: ambivalence, hybridity and representations of indigenous people. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/197/.
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Sustainable development is becoming institutionalised across culture and geography as a framework in which to address ecological and social crises that are increasingly apparent and manifesting in diverse ways across local spaces. It is however, dominated by binary thought which is uncomfortable with ambivalence and seperates self from nature and 'the other' of Indigenous people. Indigenous people are beginning to use the discourse of sustainable development but approach this from relational and holistic perspectives. The negotiation of representational structures and responsibility for implementating strategies towards sustainable development must account for these cultural differences and will require dialogue. This thesis explores how institutional practice and discourse frames Indigenous representation and responsibility and how this either enables or disenables dialogue with Indigenous people.
A case study approach informed the research, and included two consultancy participatory projects in 2001-2004. The case study was located in the Western Desert of Western Australia and involved the Martu people in addition to people working within institutional structures. The first project required extending community development strategies and strengthening Martu representation to take responsibility for a housing development. The second project, titled Dialogue with the Pilbara: Newman Tommorrow, involved encouraging Martu representation in a process based upon deliberative democracy. Reflections from the fieldwork form a considerable part of the analysis. The research also included analysis of a number of interviews with local institutional actors in Newman. Two major themes are outlined: power and representation; and culture. The research is reflexive and involves the use of an autoethnographic story technique which enables a better understanding of the researcher's implicit and changing perspectives. The lessons that emerged from the reflections from the case study are insightful for sustainable development.
The thesis involves two layers (and is structured accordingly): the first relates to a case study and the second to the theory and practice of sustainable development. The concluding section combines these two layers and emphasises the need for greater attention to Indigenous participation and autonomy in order to achieve Indigenous sustainable development. This thesis argues that diverse and hybrid Indigenous voices require considerable amplification within the discourse of sustainable development in order to provide relational and holistic perspectives. Particular focus is required upon the negotiation of representative structures to allow for Indigenous voices to be heard, and thus permit for the negotiation of responsibility across culture (an important consideration of sustainable development). This requires ongoing dialogue, creativity and reflexivity in context.
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Manzoor, Shafta. "Impact of Indigenous Culture on women leadership in Pakistan : How does indigenous culture of Pakistan restricts career progress and leadership abilities of females of Pakistan." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43763.
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“Although the subject of female leadership is very well documented at an international level, Pakistan still lacks enough research in this area. This scarcity of research gives rise to a commonly held belief that gender equality has been achieved in Pakistan which hides the gender stereotypes and discrimination practices still prevailing in the country.” “Digging into the experiences of thirty working women, this study examined the effect indigenous culture of Pakistan has in shaping their life experiences as well as career success. The study followed a qualitative research approach with phenomenological theoretical framework. Fifteen females were interviewed from urban areas and fifteen from rural areas to draw a holistic picture of indigenous culture of Pakistan and its effect on career success of females.” “Female participants of this study were interviewed on skype and the data gathered through these interviews was analysed using grounded theory approach. Interviews were taken in Urdu and transcriptions were prepared in English to conduct analysis for this study. Seven categories were initially developed through open coding, followed by three clusters through axial coding an lastly the study created a theoretical framework through selective coding. Findings of the study indicate that indigenous culture strongly effects the career success of working women in Pakistan. Based on thematic analysis, the study concludes that indigenous culture of Pakistan puts taboos on females in the form of family bevahior, expectations and the structurally enforced inferior status of females which effects their leadership skills negatively and restricts their career growth.” “Indigenous culture of Pakistan creates mobility issues for women which restricts the possibility to join better jobs at other places instead of their home town and it also effects expansion of entrepreneurial ventures by restricting females to their home towns. Apart from social mobility, culture restricts the decision making power of females which effects their self-recognition and vision development and other skills necessary to become a better leader. Females also face difficulty managing work and family life because of the uneven domestic work burden on females and the concept that woman is the caretaker of house no matter how tough her job gets. Single females don’t face the problem of managing house work and family life however they face issues such as social immobility, preference of male colleagues over them because of their perceived short work life, lack of decision making power and lack of self-confidence.” “The participants were of the view that despite of all the challenges brought by culture, they are still struggling for their career and fighting against the taboos put by culture.” “Respondents of this study agreed that their family support is most important factor for them to stand against the cultural taboos and pursue their dreams. Therefore, this study concludes that there is a strong need to change the mind-set prevailing in these societies that female is a creature who has to be agreeable and caretaker of family and who is responsible for saving relationships. Although efforts have been done to give women equal rights in Pakistan, these efforts will become more meaningful if general perception of society about women and their role starts to change which will require awareness programmes and cooperation from academic institutions and policy makers.” Page 4 of 97 Impact of Indigenous culture on Female Leadership in Pakistan “This study recommends a future research on the perception of males about female colleagues working with them in order to examine if males of countries like Pakistan are ready to accept female leaders. As this study was conducted on females only, for future it is recommended to examine the mind set of males of the society to draw a comparison between situation of females and impact of males mind set on this situation.”
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Ndee, Hamad S. "Sport, culture and society in Tanzania from an African perspective : a study in historical revisionism." Thesis, University of Strathclyde, 2001. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=20366.
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Despite the significance of sport in the modern evolution of the societies of Africa, until recently, there has been a lack of academic interest in the extent of its assimilation into the fabric of these societies. In contrast, this is a cultural history of sport in Tanzania. It involves both cultural continuity and change, of shifting ideologies over time in response to political stimuli, and of the social processes of diffusion, assimilation, alienation, rejection, adaptation and restoration of culture. The thesis examines the place of sport in Tanzanian society in precolonial, colonial and post-colonial periods. Underlying this approach is a revisionism that permits the exploration of sport from a Tanzanian and an African perspective. The consideration of the pre-colonial period traces the different types of physical activities of early eastern Africa and explores their functions in the lives of the indigenous peoples. Then follows a discussion of the arrival of the Arabs and t heir role in the spread of Islam in later eastern Africa and considers the negative attitudes towards sport that resulted from this Islamisation. Next is the review of the German colonisation of the country and the Teutonic introduction of Western education into German East Africa. Hand in hand with this education went marching drills, parades and German gymnastics which have become significant components of school sport in contemporary Tanzania. The crucial contribution of the British imperialist to modern Tanzanian sport in the form of team games, athletics and gymnastics in the shape of 'adapted Athleticism', is then described and analysed. Finally, sport in independent Tanzania and its association with nationalism, modernisation and globalisation is scrutinised. The central argument of this thesis is that modern sport in Tanzania has been a consequence of a multifaceted evolution embracing three distinct periods of the country's history and three disparate legacies: indigenous, Islamic and European, but that it was the British middle class colonial educationalists, more than others, who were responsible for the sport of modern Tanzania. Thus, in independent Tanzania, as in many other developing countries in Africa, modern sport has become clearly associated with Western culture but now, in addition, is linked to nationalism, modernisation and globalisation. The thesis concludes with the argument that Tanzania keenly aspires to integration into the world of global sport but at the same time searches for a distinctive identity by utilising Tanzanian 'sport', past and present, as an integral part of education and as an important ingredient in her culture.
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Knisely, Lisa Catherine. "Revolutionary representations: Gender, imperialism, and culture in the Sandinista Era." Thesis, The University of Arizona, 2005. http://hdl.handle.net/10150/292086.
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This thesis employs the critical insights of poststructuralism, postcolonial scholarship, and Third World feminisms to intervene in feminist scholarship on women and war. It is argued that gender and political violence are mutually constituted and therefore there can be no assumed relationship of women to war. This study's primary focus was to trace discursive representations of gender, violence, citizenship, and nation in Sandinista Nicaragua and the United States during the Reagan presidency. Textual analysis of three cultural areas: memoirs and testimonials, murals, and newspaper articles was used to explore dominant constructions of gender as they intersected with Sandinista nationalism and imperialist U.S. foreign policy. The process of mutual constitution of gender and political violence are then examined in the specific cases of Nicaragua and the U.S. It is concluded that discursive constructions of gender were essential to the politics of both Nicaraguan revolution and U.S. imperialism.
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Dawson, Leanne. "Femme : Representations of queer femininities in post-war German culture." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511248.
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Fawbert, John Keith. "Representations of change : class, community, culture and replica football shirts." Thesis, Leeds Beckett University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440349.
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Dobson, Akemi. "Cultural nationalism and representations of Japanese culture in language textbooks /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16825.pdf.
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Romagnoli, Simone <1974>. "Competence: intelligence in sheep's clothing? Culture, representations, and cognitive performance." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5817/.
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The first aim of this thesis was to contribute to the understanding of how cultural capital (Bourdieu, 1983/1986) affects students achievements and performances. We specifically claimed that the effect of cultural capital is at least partly explained by the positioning students take towards the principles they use to attribute competence and intelligence. The testing of these hypothesis have been framed within the social representations theory, specifically in the formulation of the Lemanic school approach (Doise, 1986).
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Luis, Renata Gomes. "English undergraduate students' representations about culture in foreign language classrooms." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/100883.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura CorrespondenteMade available in DSpace on 2013-06-25T23:34:13Z (GMT). No. of bitstreams: 1 309183.pdf: 1062895 bytes, checksum: 07294e389ed0ca97b9e68f14f547d00c (MD5)
Many scholars in different areas (Byram, 1989; Hall, 1997; Kramsch, 1998) have already emphasized how language and culture are intimately related. The main issue in Applied Linguistics seems to be the understanding of how these concepts - language and culture - should be connected in the language classroom (Kramsch, 1998; Risager, 2006). Therefore, this study tries to understand the role of culture inside foreign language classrooms through English undergraduate students' representations about culture and culture learning in their English classes at Universidade Federal de Santa Catarina (UFSC). The data collection consisted of an open-ended questionnaire, private semi-structured interviews and email correspondences. A thematic analysis of the data showed that students represented culture in mainly two ways - as formal and valued knowledge or as sociocultural practices. Similarly, they regarded culture learning as learning about contents from English-speaking countries or as learning how to perform pragmatic functions of language in appropriate ways, depending on the context of situation. The role of culture in EFL classrooms was perceived by students either as the topic of the lesson, at times dissociated from language or as the pragmatics of learning a language that reflects specific world views, in which language and culture were intrinsically connected. Thus, two main pedagogical implications seem to arise from these findings. The first one regards the construction, in the language classroom, of meanings of culture that allow students to see the fluid and changeable nature of culture. The second one regards the importance of making our students aware of the social construction of meanings so they can perceive the intrinsic relationship between language and culture.
Diversos pesquisadores em diferentes áreas (Byram, 1989; Hall, 1997; Kramsch, 1998) já enfatizaram a relação intrínseca existente entre língua e cultura. Neste aspecto, a principal discussão no campo da linguística aplicada parece ser a identificação de como esses conceitos - língua e cultura - deveriam estar conectados na sala de aula de língua (Kramsch, 1998; Risager, 2006). Dessa forma, este estudo tenta entender o papel da cultura na sala de aula de língua estrangeira (LE) através das representações sobre cultura e aprendizado de cultura na sala de aula de LE de estudantes da graduação em língua inglesa da Universidade Federal de Santa Catarina (UFSC). A coleta de dados consistiu-se de um questionário aberto, entrevistas semi-estruturadas e troca de emails entre os participantes e a pesquisadora. Uma análise temática dos dados demonstrou que os participantes representavam cultura principalmente de duas formas - como conhecimento formal valorizado ou como práticas socioculturais. Da mesma forma, eles consideravam aprendizado de cultura como aprendizado sobre conteúdos dos países falantes de inglês ou como aprendizado em relação à como usar funções pragmáticas da língua de forma apropriada, dependendo do contexto. O papel da cultura da sala de aula de LE foi percebido pelos alunos tanto como conteúdo da aula, por vezes dissociado da língua ou como pragmática de se aprender uma língua que reflete visões de mundo específicas, onde língua e cultura foram conectadas intrinsicamente. Sendo assim, duas principais implicações pedagógicas parecem surgir desses resultados. A primeira diz respeito à construção, na sala de aula de língua, de sentidos de cultura que permitam aos alunos perceberem a natureza fluída e mutável da mesma. A segunda se refere à importância de conscientizar nossos alunos sobre a construção social dos sentidos para que eles possam perceber, dessa forma, a relação intrínsica entre língua e cultura.
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Chezum, Tiffany. "On the endurance of indigenous religious culture in Ptolemaic and Roman Egypt : evidence of material culture." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:d6bee2aa-49a5-42db-9617-394ea1f73cf5.
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The aim of this thesis is to examine changes in the status of traditional Egyptian religious culture during the Ptolemaic and Roman periods, from 331 BCE to 313 CE. Four distinct categories of material culture are examined: monumental construction of temples and civic buildings, traditional hard-stone sculpture, Alexandrian tombs, and Roman coins. These bodies of evidence were chosen because each offers a unique perspective, reflecting respectively the personal inclinations and official attitudes of both the culturally Hellenic and indigenous elites, which have not previously been studied in this context. Examined together for the first time, these categories reveal commonalities that show clearly the progression of the status of indigenous religious culture. From this, it is argued that, despite being economically disadvantaged by the Roman administration, the high status of this culture persisted in Egyptian society under both the Ptolemies and the Romans. Patterns of Egyptian temple and classical civic building show that Egypt's indigenous elite controlled the resources allocated for temple construction under the Ptolemies, but that the Romans gradually transferred this land into the management of the culturally Hellenic elite. This resulted in a decrease in Egyptian temple building after the first century CE and a corresponding increase in classical construction from then on. The production of hard-stone statues is shown for the first time to reveal that the indigenous elite had the resources and cultural confidence to continue and develop their traditions under the Ptolemies, while the sharp decrease at the start of the Roman period reflects their diminution in autonomy and prosperity under Roman rule. New analysis of traditional elements and motifs in the tombs of Alexandrian elites shows that this group respected and adopted indigenous religious customs and beliefs, with a higher incidence of indigenous imagery in the Roman period compared with the Ptolemaic period. In a similar way, well-informed Egyptian religious iconography rendered in a classical style on Alexandrian coins demonstrates the respect of the Roman authorities for Egyptian religious cults and institutions at an official level. In sum, it is argued that indigenous religious culture largely maintained its privileged economic and social status throughout the Ptolemaic period, despite political upheavals. Under Roman rule, the individuals and institutions representing Egyptian religious culture were disadvantaged economically; however, its social importance and standing were preserved and it continued to enjoy respect.
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Xanthaki, Alexandra. "Indigenous rights in the United Nations system : self-determination, culture, land." Thesis, Keele University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394654.
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Afadameh-Adeyemi, Ashimizo. "Indigenous peoples and the right to culture : an international law analysis." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/4502.
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Includes bibliographical references.In the post or neo-colonial era, the question of fair and equitable treatment of indigenous peoples remains a subject of international political and legal discourse. Efforts have been made to study ways of promoting and protecting indigenous rights and to develop international norms for the protection of these rights. These efforts have sprung forth a plethora of questions; these questions include 'who qualifies as indigenous peoples?' and 'what rights do they enjoy under international law.' This thesis takes a cursory look at the conceptual underpinnings of indigenous peoples and specifically evaluates their right to culture in the parlance of international law.
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Labriola, Christine. "Environment, Culture, and Medicinal Plant Knowledge in an Indigenous Amazonian Community." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/143.
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Diminishing cultural and biological diversity is a current global crisis. Tropical forests and indigenous peoples are adversely affected by social and environmental changes caused by global political and economic systems. The purpose of this thesis was to investigate environmental and livelihood challenges as well as medicinal plant knowledge in a Yagua village in the Peruvian Amazon. Indigenous peoples’ relationships with the environment is an important topic in environmental anthropology, and traditional botanical knowledge is an integral component of ethnobotany. Political ecology provides a useful theoretical perspective for understanding the economic and political dimensions of environmental and social conditions. This research utilized a variety of ethnographic, ethnobotanical, and community-involved methods. Findings include data and analyses about the community’s culture, subsistence and natural resource needs, organizations and institutions, and medicinal plant use. The conclusion discusses the case study in terms of the disciplinary framework and offers suggestions for research and application.
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Eustace, Elizabeth. "Representations of Welsh and Scottish identities : attitudes towards standardness in English and the indigenous languages." Thesis, Cardiff University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288329.
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