Thèses sur le sujet « Language and Nation »
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Bokhorst-Heng, Wendy D. « Language and imagining the nation in Singapore ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0010/NQ35114.pdf.
Texte intégralGan, D. S. S. « A nation's visual language : nation branding and the visual identity of contemporary Malaysia ». Thesis, Nottingham Trent University, 2011. http://irep.ntu.ac.uk/id/eprint/103/.
Texte intégralKonokh, Polina. « Mule Nation ». TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3129.
Texte intégralMay, Stephen Andrew. « Reimaging the nation-state : language, education and minority rights ». Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/de565342-9694-4a47-924b-c2a22045c94c.
Texte intégralClement, Victoria. « Rewriting the "Nation" Turkmen literacy, language, and power, 1904-2004 / ». Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133456057.
Texte intégralBlum-Smith, Laura. « The Language of Nation : Multiculturalism, Nationalism and Language Policy in the United States and Canada ». Oberlin College Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin154463011114732.
Texte intégralPennesi, Karen E. « Constructing identity through language, water at Walpole Island First Nation ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ42187.pdf.
Texte intégralOrman, Jon. « Language policy and nation-building in post-apartheid South Africa ». Thesis, Queen Mary, University of London, 2007. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1572.
Texte intégralTilakaratna, Namala Lakshmi. « Reviving the Nation : The discursive construction of national identity in Sri Lankan English Language textbooks ». Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15750.
Texte intégralVogel, Anja. « Becoming one nation an analysis of language socialization practices and language ideologies in contemporary Berlin classrooms / ». Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1383467911&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Texte intégralWilliams, Bonnie J. « Building a nation : language vs. dialect in African American vernacular English ». The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413474794.
Texte intégralHsiau, A.-chin. « Crafting a nation : contemporary Taiwanese cultural nationalism / ». Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9824653.
Texte intégralFish, Kelsey Chana. « The Nation, Linguistic Pluralism and Youth Digital News Media Consumption in Morocco ». Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182388.
Texte intégralWith the rising rate of Internet penetration in Morocco, digital media, including social media, represent an increasingly important role in the spread of news in Moroccan society. In general, young Moroccans are the most digitally literate in the country and consume a wide range of online media. In the context of Morocco’s complex and plural linguistic landscape, language abilities and preferences add an additional layer to the study of the spread of digital media. This study uses a mixed methods approach involving a researcher-designed online survey of 193 Moroccans between the ages of 18 and 35 as well as 34 in-person semi-structured interviews with students attending four Moroccan universities in order to examine the news media consumption habits of young Moroccans, focusing on the intersection of language preferences, digital media choices and Moroccan nationhood. This study demonstrates that young Moroccans appear to possess a certain flexible news citizenship, allowing for a unified sense of the Moroccan nation despite linguistic differences. Overall, young Moroccans tend to rely on indigenous Moroccan digital news media outlets, such as Hespress, as well as foreign news sources, for daily news; both of these types of media are outside of the state- and party-run news media system, which includes the majority of television and radio channels and many print newspapers. While different language ideologies and their supporters do exist in Morocco, the “imagined community” of Morocco continues despite these linguistic distinctions. In contrast to concerns that new media will result in a fragmentation of the public sphere, the Moroccan case seems to show instead digital news media reinforcing an existing unified nation across linguistic difference.
Machin, Amanda. « Language Games and the Subject of Lack ; Wittgenstein, Lacan and the Nation ». Thesis, University of Westminster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500547.
Texte intégralHe, Jiani. « From Empire to Nation : the politics of language in Manchuria (1890-1911) ». Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278975.
Texte intégralPeckham, Anna Caroline. « One Nation, Many Borders : Language and Identity in Mayan Guatemala and Mexico ». Oberlin College Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1337984066.
Texte intégralWang, Helen Ye-Hua. « "Our Street-Strutting Language" : Asian American Rappers in a Hip-Hop Nation ». W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539626349.
Texte intégralDoganaksoy, Ipek. « The Role Of Language In The Formation Of Kazakh National Indentity ». Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610030/index.pdf.
Texte intégrall Aydingü
n September 2008, 114 Pages The aim of the thesis is to analyze the relationship between language and the formation of national identity in post-Soviet Kazakhstan. The launch of language policies in the Republic of Kazakhstan right after the break up of the Soviet Union aim to promote the status of Kazakh language as well as to support its use in state and public life spheres as a means of communication and to foster the national consciousness among the public. Although, official efforts combined with the discourses of the political elites aim to promote the status of the Kazakh language, various factors such as, the demographic structure, the quality of the Kazakh language and the rural and urban dichotomy, hindered the effective enforcement of these policies. The main argument of the thesis is that due to the existing factors which are mentioned above the usage of Kazakh language by the people of Kazakhstan as a means of communication in the short-run does not seem to be attainable. The Kazakh language, within the process of national identity formation, acts and would remain to act as a symbolic tool.
Nuñez, camacho Vladimir. « Langage, nation et identité : la construction de la nation en Colombie au XIXe siècle ». Thesis, Montpellier 3, 2013. http://www.theses.fr/2013MON30006.
Texte intégralThis work is devoted to the construction of the nation in Colombia in the nineteenth century. This subject has been traditionally studied by historians who had neglected the national language theme related to the fact that language scientists in Colombia have never studied the relationship between nation and language. That’s why the need arises.A second concern is the role of grammarians-politicians in the conformation of the nation. The enlightened elite who participated in the independency and that who succeeded founding the nation chose the European nation model and at the same time developed a strategy where the Spanish colonial administrative mechanism is replaced by other internal colonization mechanisms that I call endo-colonization. This study examines the period between 1770 when the royal decree of May 10th prohibits the use of natives languages throughout the Spanish kingdom; going through the creation of the Colombian Academy of the Spanish Language in 1871 corresponding the Royal Spanish Academy, until the 1886 Constitution, which dominated the Colombian political landscape of the twentieth century. This study of this period involves the development of an analytical method based on the combination of archaeological, genealogical and discourse analysis method. It also involves a reflection about the relation power-knowledge and the production of subjectivities that interrogates our past from the present
Leow, Rachel. « Language, nation, and the state in the decolonisation of Malaya, c.1920-1965 ». Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/252253.
Texte intégralNelson, Craig W. « From every nation, tribe, people and language a church planting vision for Miami / ». Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Texte intégralAyotte, Nathalie. « Le traitement lexicographique du vocabulaire politique Trois études de cas : Nationalisme, nationaliste et nation ». Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27328.
Texte intégralGuney, Isil. « Language Planning Policies In Post-soviet Kazakhstan ». Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12609148/index.pdf.
Texte intégralSrivastava, Neelam Francesca Rashmi. « Secularism in Salman Rushdie's Midnight's children and Vikram Seth's A suitable boy : history, nation, language ». Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:228c0018-d71f-441b-b485-276b73111dd2.
Texte intégralIveson, Mandie. « What the women have to say : women's perspectives on language, identity and nation in Catalonia ». Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/What-the-women-have-to-say(f3f31854-9737-427a-aab9-d058024163fe).html.
Texte intégralBaptiste, Espelencia Marie. « A nation deferred language, ethnicity and the reproduction of social inequalities in Mauritian primary schools / ». Available to US Hopkins community, 2002. http://wwwlib.umi.com/dissertations/dlnow/3068117.
Texte intégralLynn, Greta. « Outlining the English nation textual catachresis and its translation in Shakespeare's 1 Henry IV and Henry V / ». Diss., Connect to the thesis, 2004. http://thesis.haverford.edu/96/01/2003LynnG.pdf.
Texte intégralWalton, Marion Nicole. « Empire, nation, gender and romance : the novels of Cynthia Stockley (1872-1936) and Gertrude Page (1873-1922) ». Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/9568.
Texte intégralAs the first detailed study of the Southern Rhodesian romantic. novels of Cynthia Stockley (Lilian Julia Webb) and Gertrude Page (Gertrude Dobbin), this dissertation presents biographical information about the two writers as well as an analysis of the historical reception and discursive context of the novels - focusing primarily on the novels as rewritings of the gendered discourses of the British "New Imperialism" and of a nascent Rhodesian nationalism. Their novels reveal ambivalences about and conflicts between feminism and maternalism, heroic and bourgeois versions of the romance genre, and bourgeois imperialism and the representation of feminine sexuality.
Faine, Miriam. « At home in Australia : identity, nation and the teaching of English as a second language to adult immigrants in Australia ». Monash University. Faculty of Education, 2009. http://arrow.monash.edu.au/hdl/1959.1/68741.
Texte intégralCurrin, Aubrey Jason. « Text data analysis for a smart city project in a developing nation ». Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/2227.
Texte intégralEmbaie, Makda. « Nationalstaten och språkets separation genom min konstnärliga praktik ». Thesis, Konstfack, Institutionen för Konst (K), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7169.
Texte intégralThe essay intends to describe the separation between language and the idea of the nation state through my artistic practice. The opening of the text situates the viewer/reader in an elevator. They are on their way to a residential apartment. On the letterbox, it reads; what would language be if it arose here? Through text, sound and spatial installations in the apartment, the viewer ends up in the middle of the question and portrayal of language as a specific experience. A number of events are explored to address the specific experiences of language by looking closer to mother tongue education, shame for lacking knowledge in a language and interfering and disturbing the nation state’s narratives through bodily and linguistic attributes. The text connects and makes the specific experience comprehendible through looking into the impacts to large political initiatives that have contributed to and created the conditions of the specific language. Examples are nation-states usage of archaeology to create a linear narrative to point at origin as affirmation and upholding of a true common national history. The similarities of how this is done to language is explored in the text. The nation state claims ownership of languages and this is problematised by talking of language origin as something far more complex. This problem is addressed by other fields as well. The essay mentions some, e.g. linguistics and pedagogy. My own artistic practice is then presented as a way to capture the complexity in the becoming of language by using tools such as poetry, translation and creating ways to practice common knowledge. The essay concludes by reasoning in the following way: When we talk about languages as property belonging to a nation state, nuances that settles in time and body disappear. The discourse and this essay is carried out in the artistic field, but it comes from the child, from the struggle of people who experience borders violently every day. It comes from the ascertainment that the contemporary is colonial, so what do we do?
Villanueva, Pepita. « Le nationalisme valencien du début du XXIème siècle : cent ans de pancatalanisme 1906-2006 ». Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100061/document.
Texte intégralIn this paper we analyse the true nature of Valencian nationalism, through its origins and manifestations, considering that it is closely linked to Catalan nationalism and that the reference date is 1906, when the First International Congress of the Catalan Language met in Barcelona. Although this event was theoretically restricted to the cultural and philological world, it shaped a real political roadmap while evidencing the expansionist ambitions of a region in full industrial development against a mainly agrarian Spain. The Pancatalan ideology was not easily implanted in Valencia, where it found the support the petty bourgeoisie, largely anti-Republican and admirer of the Catalan successes. The alliance between the Valencian petty bourgeoisie and Pancatalanism was sealed through a pact (Bases of Castelló), which implied recognising the Catalan nature of the Valencian language, for all that this is not explicitly recognised in the document. Since then, Pancatalanism was built on ambiguity, confusion and, mainly, ignorance on the part of the people, who never knew the true terms under which this private agreement, unknown to most, was written. The Francoist dictatorship and the official marginalisation of Valencian further encouraged the approach to Catalan rules, thanks to an almost personal work carried out by C. Salvador and M. Sanchis Guarner. In parallel, from 1960 J. Fuster defended the Catalan nationality of Valencians and, despite the fact that this thesis was not frankly sanctioned by the University of Valencia, the linguistic thesis was firmly endorsed by this institution, which led to the so-called “Battle of Valencia” during the Transition to democracy. Social peace did not return until the political version was abandoned during the negotiations for the Statute of Autonomy. However, the linguistic version has prevailed in the academia due to the official declaration, in 2005, of the Valencian Language Academy (Acadèmia Valenciana de la Llengua), thus maintaining alive the doubt with regard to the Catalanness of Valencians
Sengupta, Aparajita. « NATION, FANTASY, AND MIMICRY : ELEMENTS OF POLITICAL RESISTANCE IN POSTCOLONIAL INDIAN CINEMA ». UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/129.
Texte intégralGuentcheva, Rossitza Parvanova. « State, nation and language : the Bulgarian community in the region Banat from the 1860s until the 1990s ». Thesis, University of Cambridge, 2001. https://www.repository.cam.ac.uk/handle/1810/283980.
Texte intégralBaishya, Amit Rahul. « Rewriting-nation state : borderland literatures of India and the question of state sovereignty ». Diss., University of Iowa, 2010. http://ir.uiowa.edu/etd/1120.
Texte intégralRamnarayan, Akhila. « Kalki's avatars writing nation, history, region, and culture in the Tamil public sphere / ». Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1150484295.
Texte intégralLee, Jo-Anne. « Constructing the nation through multiculturalism, language and gender, an extended case study of state regulation and community resistance ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23901.pdf.
Texte intégralBayar, Yesim. « Turkish nation-building process : an analysis of language, education, and citizenship policies during the early Republic (1920-1938) ». Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115601.
Texte intégralBy looking at language, education, and citizenship policies, and their formulations, the present analysis will make three main propositions: First, and in contrast to the existing literature on nations and nation-building, it will be demonstrated that the process of Turkish nation-building was neither a smooth nor an automatic process. Moreover, during the period under analysis, there were competing definitions of nationhood which were taken up, and discussed by the political elite. The final conceptualization of nationhood --which took an assimilationist form with an ethnic understanding attached to it -- was formed over time. At times, the process was wrought with tensions as illustrated by the heated debates among the political elite.
Second, the present analysis will seek to bring together two different ways of looking at nation formation. More specifically, the analysis will attempt to bridge the gap between those works which only underline the role of ideas in the formation of nations, and those which emphasize the role of structural forces. By paying attention to the "voices" (and actions) of the political elite, this study will demonstrate that it is not only ideas, nor is it only structural forces that matter. Rather, the crystallization of the contents of Turkish nationhood illustrates the interplay of ideological as well as geopolitical and political forces.
Third, a detailed analysis of the trajectory of Turkish nation-building and the formulation of Turkish nationhood reveals the complexity of this process. The existing literature on Turkey tends to treat the Kemalist era as an undifferentiated whole. The present work will remain critical to such an outlook. Instead, and by looking at the shifting conceptualizations of nationhood, it will seek to demonstrate the complexity and contingent nature of the Turkish nation-building process.
Rambukwella, Sassanka Harshana. « The search for nation exploring Sinhala nationalism and its others in Sri Lankan anglophone and Sinhala-language writing / ». Thesis, Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41508853.
Texte intégralDiliwi, Shwan. « Identitetsprocesser bland kurder i Sverige : En jämförande intervjustudie mellan första och andra generationens nysvenska kurder ». Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19401.
Texte intégralGulmez, Recep. « La politique linguistique de la Turquie en vue d’une adhésion à l’Union européenne ». Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100135.
Texte intégralTurkey had a new turning point in EU-Turkey relations on 3 October 2005 when the negotiations for full membership started. When the Turkish government of coalition started to improve human rights and minority rights in Turkey, the European Union commenced to adopt a different perspective on the accession to the EU in 1999. The objective of this study is to shed light on the progress in human rights and linguistic rights of the unofficial minorities in Turkey in view of European Union membership. The study is based on document analysis, one of research methods in political science, where we examined the progress reports and European Parliament resolutions on the progress made by Turkey as well as other international documents related to the minority and/or human rights besides Ottoman and Turkish archives. These documents were examined from the perspective of language rights. We found out that Turkey should broaden its understanding of minorities and the language of the state should be Turkish while all other languages should be recognized officially. So, if one national wants to have a job in any government unit, Turkish must be the official language while their own mother tongue is not forbidden like in England and France where English or French respectively are obligatory while all other languages are free to be learned and practiced in media, school, and in public
Beavert, Virginia, et Virginia Beavert. « Wántwint Inmí Tiináwit : A Reflection of What I Have Learned ». Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12542.
Texte intégralSøvik, Margrethe B. « Support, resistance and pragmatism : An examination of motivation in language policy in Kharkiv, Ukraine ». Doctoral thesis, Stockholm : Acta Universitatis Stockholmiensis, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6792.
Texte intégralMcElwee, Johanna. « The Nation Conceived : Learning, Education, and Nationhood in American Historical Novels of the 1820s ». Doctoral thesis, Uppsala University, Department of English, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6226.
Texte intégralThis study explores the role of learning and education in American historical fiction written in the 1820s. The United States has been, and still is, commonly considered to be hostile to scholarly learning. In novels and short stories of the 1820s, however, learning and education are recurrent themes, and this dissertation shows that the attitudes to these issues are more ambivalent than hitherto acknowledged. The 1820s was a period characterized by a political struggle, expressed as a battle between intellectuals, represented by the sitting president, John Quincy Adams, a Harvard professor, and anti-intellectuals, headed by the war hero Andrew Jackson. The battle over the place of scholarly learning in the U.S. was played out not only on the political scene but also in historical fiction, where the themes of learning and education become vehicles for exploring national identity. In these texts, whose aim is often to establish an impressive national history, scholarly learning carries negative connotations as it is linked to the former colonizer Britain and also symbolizes social stratification. However, it also stands for civilization and progress, qualities felt to be necessary for the nation to come into its own. The conflicting views and anxieties surrounding the issues of learning and education tend to center on a recurrent character in these texts, the learned person.
After providing an overview of how the themes of learning and education are treated in historical narratives from the 1820s, this dissertation focuses on works of three writers: Hobomok (1824) and The Rebels (1825) by Lydia Maria Child, The Prairie (1827) by James Fenimore Cooper, and Hope Leslie (1827) by Catharine Maria Sedgwick.
Mosby, Dorothy E. « Me navel string is buried there : place language and nation in the literary configuration of Afro-Costa Rican identity / ». free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013004.
Texte intégralMeadows, Bryan Hall. « NATIONALISM AND LANGUAGE LEARNING AT THE US/MEXICO BORDER : AN ETHNOGRAPHICALLY-SENSITIVE CRITICAL DISCOURSE ANALYSIS OF THE REPRODUCTION OF NATION, POWER, AND PRIVILEGE IN AN ENGLISH LANGUAGE CLASSROOM ». Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194033.
Texte intégralBoltokova, Daria. « Intergenerational disjunctures in the Dene Tha First Nation of northern Alberta : adults' nostalgia and youths' 'counter-narratives' on language revitalization ». Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43123.
Texte intégralGuttman, Anna Michal. « The politics of language and nation-building : the Nehruvian legacy and representations of cultural diversity in Sahgal, Rushdie and Seth ». Thesis, University of Leeds, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414867.
Texte intégralDwyer, Kathleen Angelique. « Performing nation in the twenty first century : female bodies and voices of greater Mexico ». Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/2865.
Texte intégralRamnarayan, Akhila. « Kalki’s Avatars : writing nation, history, region, and culture in the Tamil Public Sphere ». The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1150484295.
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