Dissertations / Theses: 'Cultural and language and religious diversity'

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Andersson, Johan. "The Shhimo of 1890 and 1934 - Uniformity or diversity?" Thesis, Enskilda Högskolan Stockholm, Avdelningen för östkyrkliga studier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ths:diva-1333.

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The ܫܚܝܡܐ Shhimo is the prayer book for normal weekdays of the Syrian Orthodox Church and it was officially printed for the first time in Dayro d-Kurkmo (Dayr Al-Zafaran) in 1890 with a printing press that Patriarch Ignatius Peter IV (+ 1894) had received in 1874 thanks to his visit to London and the Anglican Church. Prior to 1890 Shhimo was a diverse tradition expressed with different manuscripts in different monasteries showing a diverse use of different prayers and costumes. The second printing of Shhimo in 1913 and re-printing 1934, by the late Syrian Orthodox Patriarch Ephrem I Barsoum (+ 1957), was a reworked version of 1890 that included several important changes. This thesis will investigate what these changes were and what implications they carry for the understanding of Shhimo and for the Syrian Orthodox Church. In this paper we will also start to investigate the transmission process of the Shhimo and study some of the manuscripts prior to 1890.

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Hewiidf, M. (Milla). "Teachers’ reflections on cultural diversity and language awareness in English language teaching." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606162521.

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This paper examines how teachers interpret and implement in practice certain learning goals of English language teaching in the Finnish national curriculum for comprehensive education which was written in 2014, and which will be implemented starting in 2016. Data was collected by a group interview of two English teachers, which was recorded, transcribed and analyzed. The study concentrates on one of the five learning goals set for English language teaching in grades 7–9, called “Growth to cultural diversity and language awareness” and its three subgoals. It can be concluded that the teachers were familiar with the concepts of the goal, although they viewed language awareness to only concern macro-level comparison between different languages, not micro-level structures within languages. They had positive attitudes towards these concepts and they had creative ideas for carrying out some of the subgoals. The teachers trusted teaching materials to be in line with the national curriculum’s demands Tämä tutkimus selvittää, miten opettajat tulkitsevat ja toteuttavat käytännössä tiettyjä englannin kielen opetuksen oppimistavoitteita Suomen perusopetuksen opetussuunnitelmien perusteista, joka on kirjoitettu vuonna 2014 ja joka tulee voimaan vuodesta 2016 eteenpäin. Tutkimusaineisto kerättiin kahden englanninopettajan ryhmähaastattelulla, joka äänitettiin, litteroitiin ja analysoitiin. Tutkimus keskittyy yhteen viidestä luokkien 7–9 englannin opetukselle asetetuista tavoitteista nimeltä ”Kasvu kulttuuriseen moninaisuuteen ja kielitietoisuuteen” ja sen kolmeen alatavoitteeseen. Lopputuloksena on, että opettajat tunsivat opetussuunnitelman tavoitteen käsitteet, joskin he ajattelivat kielitietoisuuden liittyvän vain makrotason vertailuun eri kielten välillä, ei mikrotason rakenteisiin kielten sisällä. Heillä oli positiiviset asenteet näitä käsitteitä kohtaan, ja heillä oli luovia ideoita joidenkin alatavoitteiden toteuttamiseen. Opettajat luottivat opetusmateriaalien olevan valtakunnallisen opetussuunnitelman vaatimusten mukaisia

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Kagee, Mogamat Habib. "Teachers’ understanding and managing of religious and cultural diversity in an independent Islamic school." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19966.

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Thesis (MEdPsych)-- Stellenbosch University, 2012. ENGLISH ABSTRACT: The purpose of this study was to explore teachers‟ understanding of inclusive education within an independent Islamic school. The research was designed to explore the way the values and principles of tolerance and respect for religious and cultural diversity might be accommodated or promoted within an independent Islamic school in South Africa. Such schools are guided by the aims and objectives of Islamic education, as defined at the First World Conference on Muslim Education held in Makkah, Saudi Arabia in 1977. However, such schools are also bound by the aims and objectives of inclusive education, as propagated by the Department of Education, which strives to promote religious and cultural diversity within a democratic society. In this study the views and experiences of nine teachers with regard to inclusivity, cultural and religious tolerance and democratic citizenship were researched. It was argued that teachers and schools represent the earliest opportunity for learners to develop meaningful relationships with and positive attitudes towards others; this enables learners to feel valued and included as citizens within a democratic and diverse society. This qualitative study was limited to one independent Islamic school in the Western Cape. The data was collected through semi-structured personal and focus group interviews and was analysed within an interpretive paradigm. The findings were that whilst the participants agreed that access to the school should be open to all learners irrespective of religion, most felt that non-Muslim learners should be taught separately. Though a school environment should promote tolerance and respectful attitudes towards learners from different cultures and backgrounds, the participants supported a school ethos that was founded on Islamic principles. The main recommendation of this study is that the independent Islamic schools should give careful consideration to their role within society if they wish to create a democratic citizenry and promote religious and cultural diversity. AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om onderwysers se begrip van insluitende opvoeding binne ‟n onafhanklike Islamitiese skool te eksploreer. Die navorsing was ontwerp om te eksploreer hoe die waardes en beginsels van verdraagsaamheid en respek vir godsdiens en kulturele diversiteit geakkommodeer en bevorder kan word binne ‟n Islamitiese skool in Suid-Afrika. Hierdie tipe skole volg die doelwitte en doelstellings van Islamitiese opvoeding, soos gedefinieer by die Eerste Wêreld Konferensie oor Moslem Opvoeding in Makkah, Saudi Arabia in 1977. Hierdie skole is wel ook verbonde aan die doelwitte en doelstellings van inklusiewe opvoeding, soos voorgeskryf deur die Onderwysdepartement, wat streef vir die bevordering van godsdiens en kulturele diversiteit binne ‟n demokratiese samelewing. Die meninge en ervarings van nege opvoeders in verband met inklusiwiteit, godsdiens en kulturele verdraagsaamheid en demokratiese burgerskap was ondersoek. Die argument was dat opvoeders en skole verteenwoordig was van die vroegste geleenthede vir leerders om waardevolle verhoudings met positiewe houdings teenoor ander te ontwikkel. Dit stel leerders in staat om waardevol en ingesluit te voel as burgers binne ‟n demokratiese en diverse samelewing. Hierdie kwalitatiewe studie was afgebaken tot een onafhanklike Islamitiese skool in die Weskaap. Die data was ingesamel deur semi-gestruktureerde persoonlike en fokus groep onderhoude en was geanaliseer binne ‟n interpretatiewe paradigma. Die uitkomste was dat deelnemers daarmee saamgestem het dat die skool oop moet wees vir alle leerders ongeag van hul godsdiens. Die meerderheid het wel gevoel dat nie-Moslem leerders aparte onderrig moet ontvang; alhoewel ‟n skool ‟n omgewing moet bevorder vir verdraagsaamheid en respekvolle houdings teenoor leerders van verskillende kulture en agtergronde. Die deelnemers het ‟n skool etos ondersteun wat baseer is op Islamitiese beginsels. Die hoof aanbeveling van hierdie studie is dat onafhanklike Islamitiese skole versigtige oorweging moet gee aan hul rol binne ‟n samelewing indien hul ‟n demokratiese burgerskap wil skep en godsdiens en kulturele diversiteit wil bevorder.

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Ferguson, Rene. "Teacher development for religious and cultural diversity in citizenship education : a community of practice approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6770.

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Thesis (PhD)--University of Stellenbosch, 2011. ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the study is associated with curriculum reforms in South Africa since democratization in 1994 and the growing interest globally in the integration of Citizenship education and Religion education. In South Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject which includes Citizenship education with Religion education as key focus areas. The outcomes associated with these focus areas require school-based learners to demonstrate knowledge of diversity, co-operative and communicative forms of democracy and commitment to the values espoused in The Constitution. The question that arises in relation to the professional development of teachers in this regard, concerns whether teachers have the professional knowledge base to ensure that their learners acquire the knowledge and skills to enable them to participate as competent citizens in a pluralist democracy. Consequently the large-scale transmissionist approaches to teacher development that have dominated INSET programmes have been critiqued in this study for being inadequate for learning the complexities associated with diversity, citizenship and democracy. This study has hence advocated for teacher-learning through participation in communities of practice which arguably provide appropriate learning conditions in which dialogue and critical reflection characterise the interaction between teachers. On the grounds that South Africa’s social-political history enforced the segregation of racial groups and privileged Christianity above other religions or beliefs, a further argument is related to how this history has influenced teachers’ frames of reference and whether teachers’ frames of reference continue to influence how Citizenship education is approached in the classroom. Hence, the theoretical framework for this study has been formulated to address the issue of teacher-learning for Citizenship education and Religion education (Citizenship education/Religion education) and the extent to which the frames of reference of teachers influence their approaches to democracy, values, citizenship and diversity. To this end two learning theory perspectives have been explored, viz. Mezirow’s transformative learning theory (1991, 2000) and communities of practice, as conceptualised by Wenger (1998, 2006b). The efficacy of the communities of practice concept for teacher-learning for diversity was investigated against a transformative learning theory background, using a mixed methods approach. A cross-sectional survey was conducted amongst 60 secondary schools in the Gauteng province, followed by a phase of participatory action research (PAR) with three teachers over a period of approximately eight months. The survey questionnaire was designed to determine the perspectives of a sample of Life Orientation teachers towards learning and teaching religious and cultural diversity in Life Orientation. The findings were used to inform the action research process which in turn drew attention to the significance of the community of practice concept for assisting teachers to generate content knowledge for Citizenship education/Religion education from an inclusive and constructivist perspective. The findings of the survey questionnaire indicated that the majority of the teachers in the sample were not opposed to including religious diversity in their Life Orientation classes despite not having backgrounds in Religious Studies or meaningful in-service training. The PAR findings indicate the value of engagement by teachers in a community of practice for creating and acquiring appropriate content knowledge and for critical reflection on the meaning and application of democratic and personal values for Citizenship education/Religion education. AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek fokus op onderwyser-leer ter bevordering van religieuse en kulturele diversiteit. Die agtergrond van hierdie studie is enersyds kurrikulumhervorming in Suid-Afrika sedert demokratisering in 1994 en andersyds die groeiende, wêreldwye belangstelling in die integrasie van Burgerskapopvoeding (Citizenship Education) en Religieuse-onderrig (Religion Education). Lewensoriëntering as ‘n leerarea/vak wat Burgerskapopvoeding en Religieuse-onderrig as primêre fokus insluit, is na 1994 as deel van die nuwe nasionale kurrikulum in Suid-Afrika bekendgestel. Die leeruitkomste van hierdie fokus vereis dat leerders kennis moet demonstreer rakende: diversiteit, samewerkende- en kommunikatiewe vorms van demokrasie en die verbintenis tot die waardes soos in die Grondwet vervat. Die vraag word gestel of die professionele ontwikkeling van onderwysers die nodige professionele kennisbasis bied wat kan verseker dat leerders wel kennis en vaardighede verwerf wat hulle in staat sal stel om bevoegde burgers te wees om aan ‘n pluralistiese demokrasie deel te neem. In hierdie studie word die transmissionistiese benaderings (transmissionist approaches) wat die indiensonderwysersopleiding (INSET) gedomineer het, krities ondersoek en bevraagteken ook hierdie benadering vir die onderrig-leer van kompleksiteite soos diversiteit, burgerskap en demokrasie. In hierdie studie word onderwyser-leer by wyse van deelname aan “gemeenskappe van praktyk” (communities of practice) onderskryf hoofsaaklik weens die moontlikhede wat hierdie benadering bied om gepaste leeromstandighede te skep waar onderwysers se interaksie deur dialoog en kritiese refleksie en terugskouing gekenmerk word. In die lig van Suid-Afrika se sosio-politiese geskiedenis waartydens die segregasie van rassegroepe afgedwing is en Christendom bo ander religieë of geloofsoortuigings bevoorreg was, word kritiese argumente gevoer rondom die invloed van hierdie geskiedenis op onderwysers se verwysingsraamwerke en hoe hierdie betrokke verwysingsraamwerke onderwysers se benadering tot Burgerskapopvoeding beïnvloed het. In die teoretiese raamwerk van hierdie studie word die grondliggende kwessies en diskoerse van onderwyser-leer vir Burgerskapopvoeding en Religieuse-onderrig (Burgerskapopvoeding/ Religieuse-onderrig) ondersoek asook die mate waarop die verwysingsraamwerke van onderwysers hulle onderrigbenaderinge tot demokrasie, waardes, burgerskap en diversiteit beïnvloed het. Die twee leerteorieë en perspektiewe van Mezirow se Transformatiewe Leerteorie (1991, 2000) en “gemeenskappe van praktyk”, soos deur Wenger (1998, 2006b) gekonseptualiseer is, word as vertrekpunte geneem. Die effektiwiteit van die konsep “gemeenskappe van praktyk” vir onderwys-leer in belang van diversiteit, word ondersoek teen die agtergrond van ‘n transformatiewe leerteorie deur gebruik te maak van ‘n gemengde-metodesbenadering (mixed methods approach). ‘n Deursnee-opname is aan 60 sekondêre skole in die Gauteng provinsie gedoen, gevolg deur ‘n fase van Deelnemende-Aksienavorsing met drie onderwysers oor ‘n tydperk van ongeveer agt maande. Die vraelys vir die opname is sodanig ontwerp dat ‘n steekproef Lewensoriënteringonderwysers se perspektiewe van onderrig-leer van religieuse en kulturele diversiteit in Lewensoriëntering bepaal kon word. Hierdie bevindinge is vir die aksienavorsingsfase gebruik wat die aandag gefokus het op die belangrikheid van “gemeenskappe van praktyk” as ‘n konsep wat onderwysers kan help om inhoudskennis vir Burgerskapopvoeding/Religieuse-onderrig vanuit ‘n inklusiewe en konstruktiewe benadering te genereer. Die bevindinge van die vraelysopname toon dat die meerderheid van die onderwysers, wat deel was van die steekproef, nie gekant is teen die insluiting van religieuse diversiteit in Lewensoriënteringsklasse nie ten spyte van die feit dat hulle geen agtergrond in Religieuse-onderrig of enige ander betekenisvolle indiensopleiding ontvang het nie. Die bevindings van die Deelnemende– Aksienavorsingsproses bewys die waarde van onderwyserbetrokkenheid in “gemeenskappe van praktyk” om inhoudskennis te verwerf en krities na te dink oor die betekenis en toepassings van demokratiese en persoonlike waardes vir Burgerskapopvoeding/Religieuse-onderrig.

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Davidsson, Kajsa. "Language learning and motivation." Thesis, Konstfack, Industridesign, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-4048.

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In this essay I present the process, learnings and final results of my master project. The project focuses on the education Swedish for immigrants, SFI, and how design can play a role in improving the education to better meet the needs of the learners and become more of a step towards inclusion. I identify two learner groups; the experienced and the novice learner, with different needs and prerequisites. During the project I develop a focus towards the novice learner and the problem I call the vicious circle. By this term I refer to that too big gaps between the learners former knowledge/experiences and the education results in lost motivation and self-esteem and many learners giving up or getting stuck in the education. Throughout the project I use an iterative process, in three loops, where I involve the stakeholders in the development of my ideas through interviews, observations and colaborative workshops. My final proposal is a the learning service “Matprat”, which invites the learners as co-creators of the education and puts their experiences and knowledge in the centre of learning.

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Gallo, Paul Tristan. "Using Religious Themes and Content to Affect Cultural Sensitivity in Russian Language Learning." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6851.

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Specifically oriented towards Russian culture, this study addresses the need in diplomacy for deeper cultural understanding. As research suggests a link between the inclusion of religious perspectives in second language acquisition (SLA) and student motivation and cultural empathy, this study examines how Russian language classrooms could leverage an understanding of Russian religious themes to foster cultural sensitivity. The study invited 24 second-year university students of Russian to complete a previously-validated assessment of cultural sensitivity: the Global Perspectives Inventory (GPI). Divided into a control and a treatment group, the participants also watched a short video depicting a story from Russian history on the interactive video platform, Ayamel. The control group viewed a set of 10 extra-textual annotations containing Russian cultural material highlighting secular themes from Russian culture, while the treatment group reviewed 10 that were more spiritually-themed. After viewing the respective annotations, participants completed a short, open-ended, Video Response Questionnaire (VRQ), and completed a GPI post-test. The findings from the VRQ suggested that the video intervention tended to challenge participants' previous perceptions of Russia, noted a general increase in positive, self-reported perspectives of Russian culture, and revealed a tendency in the treatment group to more often portray Russia as a multi-faceted, rather than monolithic, cultural entity. The comparison of the GPI pre-test and post-test scores revealed an inverse interaction between the collective scores of the control and treatment groups on two questions gauging affective responses to culture. For each of these questions on the post-test, the treatment group's collective score slightly increased and the control group's collective score slightly fell.The findings suggest that interaction with religious themes in SLA may promote feelings of commonality and empathy with a foreign culture. As the relative, religious homogeneity of the sample constitutes a threat to the external validity of this study, the researchers invite similar tests to be conducted in SLA among different population types.

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Martin, Kylie. "Unity in diversity or diversity in unity? : an explorative study of the Javanese language and cultural influence within the Indonesian language, and its impact of the diversity of indigenous languages /." Title page, contents and preface only, 1997. http://web4.library.adelaide.edu.au/theses/09AR/09arm3811.pdf.

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

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

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Coelho, Maria Efigênia Daltro. "Educação e religião como elementos culturais para a superação da intolerância religiosa : integração e relação na compreensão do ensino religioso." Faculdades EST, 2009. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=151.

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O propósito deste trabalho é entender até que ponto a influência da colonização brasileira interfere ou dificulta o entendimento do Ensino Religioso e o relacionamento educador(a) e educando(a) com essa realidade, já que vivemos numa capital, Salvador, com uma diversidade religiosa e cultural, de maioria afrodescendente. Convivemos com uma gama de preconceitos e intolerância religiosa que podem fazer com que as aulas de Ensino Religioso não sejam respeitadas como deveriam, bem como prejudicar a prática educativa, transformando as aulas em espaço de construção de mais preconceitos. Por esta razão, pontuamos a necessidade de uma integração entre a educação, a religião e a cultura para o discernimento entre educador(a) e educando(a), entendendo que cada um possui suas próprias experiências e convicções de vida religiosa e cultural, nas quais tolerância e ética sejam princípios básicos. The purpose of this research is to understand to what extent the influence of Brazilian colonization interferes or complicates the understanding of Religious Teaching and the relationship between educator and student in the reality we live: a capital, Salvador, with a religious and cultural diversity, with an afrodescending majority. We live with a series of prejudices and religious intolerance that can turn the classes of Religious Teaching not as respectful as they should be, as well as to harm the educational practice, turning classes in a construction site of more prejudices. For this reason, we look at the need of integration between education, religion and culture for the discernment between educator and student, understanding that each one has his/her own experiences and convictions of religious and cultural life, in which tolerance and ethics are basic principles.

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Lee, Wonseok. "Diversity of K-Pop: A Focus on Race, Language, and Musical Genre." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1526067307402648.

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Niskanen, Anoo. "“Joskus rajaton rikkoo rajan – Ibland bryter den gränslösa gränsen” : Religiös identitet hos första, andra och tredje generationens sverigefinländare." Thesis, Högskolan i Gävle, Religionsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25443.

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Syftet med denna studie har varit att undersöka vilka olika religiösa inriktningar som finns bland sverigefinländare idag och vilken religiös bakgrund de har. Ett annat syfte har varit att ta reda på om religionen spelar en primär eller en sekundär roll för identiteten jämfört med kultur och språk hos sverigefinländare, och om det finns skillnader i den religiösa identiteten hos första, andra och tredje generationens sverigefinländare, samt hur dessa förmodade skillnader kan förklaras. En annan målsättning med denna studie har varit att undersöka hur religiositet uttrycks hos första, andra och tredje generationens sverigefinländare genom religiös praktik. Det teoretiska ramverket består av Nancy T. Ammermans and Lori Peeks teorier om religiös identitet and Thomas Hylland Eriksens and Fredrik Barths teorier om gränsdragningsprocesser. Denna studie visar att det finns en stor mångfald vad gäller religiösa inriktningar bland sverigefinländarna och att även deras religiösa bakgrund skiftar. Resultatet av denna studie visar att religiös tro tycks vara viktigare för identiteten för första generationens sverigefinländare jämfört med andra och tredje generationen. En av förklaringarna skulle kunna vara att sverigefinländare av andra och tredje generationen är mer assimilerade i det sekulära, svenska samhället och även att andra och tredje generationens invandrare har en mer otydlig identitet och att de i vissa fall kan bli etniska eller religiösa anomalier. Trots mångfalden vad gäller religiösa inriktningar, visar studien att det även finns likheter, i synnerhet bland första generationens sverigefinländare. Första generationen tycks vara mer konservativ vad gäller bibeltolkning och religiösa värderingar, exempelvis. Ett av skälen kan vara att finsktalande präster från Finland, som arbetar inom Svenska kyrkan, har en bakgrund inom väckelserörelsen, som har haft stark påverkan på Evangelisk-lutherska kyrkan i Finland. Denna studie visar också att det finns ett levande och aktivt religiöst liv bland sverigefinländare idag, trots att assimilationstycket har varit stort. The aim of this study has been to explore what kind of religious directions are to be found among Sweden Finlanders today and what religious background they have. Another aim has been to find out if religion has a primary or a secondary role for the identity compared to culture and language among Sweden Finlanders, and if there are differences in religious identity between the first, the second and the third generation and how these assumed differences can be explained. Another purpose with this study has been to explore how religiosity among Sweden Finlanders of the first, the second and the third generation is shown through religious practice. The theoretical framework consists of Nancy T. Ammerman’s and Lori Peek’s theories about religious identity and Thomas Hylland Eriksen’s and Fredrik Barth’s theories about boundary making processes. This study shows there is a great diversity in religious directions among Sweden Finlanders and their religious background is also shifting. According to the results of this study, religious faith seems to be more important for the identity for religious Sweden Finlanders of the first generation compared to the second and the third generation. One of the explanations could be that Sweden Finlanders of the second and the third generation are more assimilated in the secular, Swedish society and also because second and third generation immigrants’ identity is less clear and in some cases they become an ethnic or a religious anomaly. This study also shows that although there are differences between the religious directions, similarities also exists, especially between Sweden Finlanders of the first generation. The first generation seems to be more conservative when it comes to Bible interpretation and religious values, for example. One of the reasons might be that Finnish speaking priests from Finland, who work within Church of Sweden, have a background in the religious revival movements which has had a strong influence on the Evangelical Lutheran Church of Finland. This study also shows there is a living and active religious life among Sweden Finlanders today, even though the pressure to assimilate has been strong.

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Wang, Rayna. "Exemplary practices that affirm and promote cultural and linguistic diversity in head start classrooms." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107433.

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Thesis advisor: Mariela Paez With the continued growth of culturally and linguistically diverse (CLD) students, it is necessary for teachers to be intentional about serving students whose backgrounds are assets but nonetheless different from the dominant culture and language in American society. Because most research on teaching practices has focused on the academic development of children in preschool, this study tries to fill a gap in the literature by examining teaching practices that respond to and affirm cultural diversity. After conducting interviews and observations in three Head Start classrooms, four core teacher beliefs (reciprocal relationships with family, importance of home language, social emotional emphasis, and inclusion of culture) were identified across the sites; these beliefs impacted how teachers created a multicultural space and tailored instruction for students. The findings contribute to the field by providing insight for how teachers can continue to foster inclusive classrooms that value and celebrate children’s unique identities Thesis (BA) — Boston College, 2017 Discipline: Departmental Honors Discipline: Education

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Hong, Huili, Karin Keith, Renee Rice Moran, and LaShay Jennings. "Listening to Teachers’ and Teacher Candidates’ Discounted Stories about Cultural and Linguistic Diversity." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/994.

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Azevedo, Antonio Pinheiro de. "Ensino Religioso no Estado de São Paulo: Fundamentos e Perspectivas Frente à Diversidade Cultural." Universidade do Oeste Paulista, 2013. http://bdtd.unoeste.br:8080/tede/handle/tede/131.

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Made available in DSpace on 2016-01-26T18:49:50Z (GMT). No. of bitstreams: 1 DISSERTACAO_Antonio Azevedo_03_04_2013.pdf: 1980746 bytes, checksum: 7795a74e8fb0a42a9c726473f5f9c17d (MD5) Previous issue date: 2013-02-27 Brazil is considered a multicultural country which has in its composition the most varied ethnic groups and religious creeds, where pantheism, monotheism, polytheism, spiritualism, atheism, among other forms of religious expression go hand in hand, on the streets , at work, in relationships, in the home and in schools. The Constitution of this country, defines it as a Secular State, or a State officially neutral regarding religious matters and should not support certain religions at the expense of others. In this sense, the objective of this study is to analyze the Religious Education, its fundamentals and prospects facing the Brazilian cultural diversity, to understand whether they meet the principle of secularism present in our legislation. Believing it takes a paradigm for analyzing the empirical Religious Education, this study addresses the issue from the model of the state of São Paulo. Thus, the specific objectives of this study are: conduct a study of the laws relating to Religious Education in Brazil and in São Paulo; analyze the curriculum and materials used in the lessons of Religious Education in the State of São Paulo, noting the elaboration of these, there was compliance with the principle of Secularism by the state in the face of cultural and religious plurality. This is an exploratory, descriptive and analytical, which uses the methods of survey and literature review and survey and document analysis. The analysis makes use of the qualitative approach. Religious Education needs to be analyzed and discussed, without partisanship or interests. Only then will this secular character in real state and the rights of citizens or religious denominations will actually be respected. O Brasil é considerado um país multicultural que possui em sua composição as mais variadas etnias e credos religiosos, onde o panteísmo, monoteísmo, o politeísmo, o espiritismo, o ateísmo, entre outras formas de manifestação religiosa caminham lado a lado, nas ruas, no trabalho, nos relacionamentos, dentro dos lares e nas escolas. A Constituição deste país, o define como um Estado Laico, ou seja, um Estado oficialmente neutro com relação às questões religiosas e que não deve apoiar a determinadas religiões em detrimento das demais. Neste sentido, o objetivo geral deste estudo é analisar o Ensino Religioso, seus fundamentos e perspectivas frente à diversidade cultural brasileira, para entender se atendem o princípio da laicidade presente em nossa legislação. Acreditando que é preciso um paradigma empírico para analisar o Ensino Religioso, este estudo aborda a questão a partir do modelo do Estado de São Paulo. Assim, os objetivos específicos deste estudo são: realizar um estudo das legislações referentes ao Ensino Religioso no Brasil e no Estado de São Paulo; analisar o currículo e o material utilizado nas aulas de Ensino Religioso no Estado de São Paulo, observando se na elaboração destes, houve a observância do princípio de Laicidade por parte do Estado diante da pluralidade cultural e religiosa. Trata-se de um estudo exploratório, descritivo e analítico, que utiliza os métodos de levantamento e revisão bibliográfica e levantamento e análise documental. A análise dos dados faz uso da abordagem qualitativa. o Ensino Religioso precisa ser analisado e discutido, sem partidarismo ou interesses. Somente assim este caráter laico será real no Estado e os direitos dos cidadãos ou das denominações religiosas serão realmente respeitados

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Nawaz, Shazia. "English language teachers' perceptions of academic integrity and classroom behaviour of culturally diverse adult English Language Learners (ELLs) in Canada : a critical perspective." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31176.

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The study is based in critical issues in the field of English Language Teaching (ELT) as second or additional language and informed by Critical Pedagogy (CP), the study uses thematic discourse analysis through critical analysis techniques. The main focus of this research is to explore the extent of intercultural understanding and perceptions of the English Language Teachers (ELTs) towards students in their culturally heterogeneous ELT classrooms about certain academic behaviours, namely plagiarism (Academic Integrity) and learners’ classroom participation and relationship of these academic tasks to the cultural orientation of English Language Learners (ELLs) in ELT classrooms in the Canadian context. Participating ELTs teach adult students of color and ethnic diversity in different English language teaching situations and come both from across Canada, at the macro level (Stage 1-survey questionnaire), and from Nova Scotia, at the micro level (Stage 2-focus group discussions). The thesis also demonstrates factors that may contribute to Canadian ELTs’ perceptions about the issue of understanding non-white and racially non-main stream ELLs. The thesis aims at bringing attention to the need for a collaboratively developed Professional Development (PD) training component focused on intercultural understanding from a critical perspective, for the ELTs in the Canadian context. It is expected that the findings will gain some traction among the ELT community, especially in the Canadian context and will contribute to highlighting the importance of understanding of cultural differences and inclusion of this understating in the continuous professional development of English language teachers.

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Guttman, 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.

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Munsch, Mathieu. "English as a Lingua Franca in Europe : How is Cultural Diversity Expressed in the Common Tongue?" Thesis, Uppsala universitet, Teologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-232456.

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This thesis argues against the claim of linguistic and cultural homogenization widely believed to be induced by the spread of English worldwide by looking at how native and non-native speakers alike re-appropriate the perceived model of 'Standard English' to fit the frames of their own culture and to express their own identity. The hypothesis that this thesis builds on is that the language each of us speaks reflects one's own individual background, the communities that one belongs to, and the identity that one wants to convey. As English is assimilated by the people of the world, their cultural diversity is re-expressed through the common language. By looking at the ways in which English is used in a multicultural setting and at the speakers' attitudes towards it, this paper makes a claim for an alternative to the current educational paradigm in refocusing English teaching on its potential for intercultural communication rather than on specific knowledge of Anglo-American cultures. In order to identify the cultural factors that are involved in the production of one's speech in English as a lingua franca situations, the Vienna-Oxford International Corpus of English (VOICE) – a collection of naturally occurring spoken interactions in English – will be used. Close attention will be paid to the communicative strategies that the participants use, to the way their identities are expressed in their speech, to instances of code-switching or to neologisms that they may use, and to the ways in which they accommodate each other whenever communication is not clear.

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Costa, Crystal. "The influence of cultural diversity on civil society a comparative study of language variation and social stratifications in the developing world /." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4119.

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Grossman, Kelly Marie. "Negotiating the Non-Negotiable: Re-visioning Writing Center Approach to Cultural and Linguistic Diversity." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375279778.

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20

Campbell, Kelly Kathleen. "Film, French, and Foie Gras: Examining the French Cultural Exception." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282014046.

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21

Leyva, Rodriguez Jorge Karel. "Culturalisme libéral et républicanisme néo-romain : réponses normatives à la diversité culturelle et religieuse." Thesis, Paris Sciences et Lettres (ComUE), 2019. https://tel.archives-ouvertes.fr/tel-03178703.

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Cette thèse examine les réponses que le culturalisme libéral et le républicanisme néo-romain donnent à la question de savoir quelle position l’État démocratique doit adopter dans des contextes caractérisés par la présence d’individus et de groupes ayant des engagements culturels et religieux différents de ceux de la culture et de la religion majoritaires. Notre étude constitue un exercice de reconstruction théorique original et comparatif de la réponse apportée à cette question par huit théories politiques dominantes se situant au sein de ces deux courants. En ce qui concerne le culturalisme libéral, la thèse examine les réponses apportées par la théorie du droit des minorités (Kymlicka), la théorie perfectionniste (Raz), la théorie nationaliste (Tamir) et la théorie neutraliste (Patten). Pour ce qui est du républicanisme néo-romain, la thèse examine la théorie de la liberté et du gouvernement (Pettit), la théorie délibérative (Maynor), la théorie critique (Laborde) et le patriotisme républicain (Viroli, Habermas et Laborde). Cette recherche se veut une contribution à la clarification et systématisation de ces théories, et une défense de l’idée selon laquelle le libéralisme et le républicanisme sont tous deux philosophiquement compatibles avec la prise en compte gouvernementale de la diversité culturelle et religieuse, notamment en raison de l’adaptation de leurs principes fondamentaux à la réalité pluriculturelle contemporaine This dissertation examines the responses that liberal culturalism and neo-Roman republicanism provide to the question of what position the democratic state should adopt in contexts characterized by the presence of individuals and groups who have different cultural and religious commitments to those of the majority culture and religion. Our study consists of an original and comparative theoretical reconstruction of the answers given to this question by eight dominant political theories within these two currents. Concerning liberal culturalism, this dissertation examines the answers given by the liberal theory of minority rights (Kymlicka), the perfectionist theory (Raz), the nationalist theory (Tamir) and the neutralist theory (Patten). Regarding the neo-Roman republicanism, this dissertation examines the theory of freedom and government (Pettit), the deliberative theory (Maynor), the critical theory (Laborde) and the republican patriotism (Viroli, Habermas and Laborde). This research is intended to contribute to the clarification and systematization of these theories and defend the idea that liberalism and republicanism are both philosophically compatible with the government consideration of cultural and religious diversity, in particular because of the adaptation of their fundamental principles to the contemporary pluricultural reality

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Harris, Karen Patricia. "Speech-language pathologists' professional efficacy beliefs about assessing the language skills of bilingual/bicultural/bidialectal students." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0001071.

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Karem, Rachel W. "Comprehensive Assessment Practices for Multilingual Children: A Focus on Jamaican Preschoolers." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1613749097327192.

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Nicholls, Tanja. "Emotion lexicon in the Sepedi, Xitsonga and Tshivenda language groups in South Africa : the impact of culture on emotion / T. Nicholls." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2141.

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Andrade, Camila Sombra Muiños de. "Direitos humanos, imigração e diversidade: um estudo de caso sobre o uso do véu na França." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/2/2140/tde-11022015-074906/.

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Desde 1989, a França vem sendo marcada pela aprovação de um conjunto de leis que limitam o uso do véu islâmico, direta ou indiretamente. Recentemente, através da legislação contra a dissimulação da face (nº 1192), aprovada em 11 de outubro de 2010, o uso do véu integral restou impedido nos espaços públicos. Com enfoque nesta última medida, este trabalho vista compreender os argumentos que compõem o debate, a partir da análise dos pareceres e decisões judiciais dos seguintes órgãos: Comissão Nacional Consultiva de Direitos Humanos, Assembleia Nacional, Conselho de Estado e Conselho Constitucional. De um lado, explora-se de que modo os argumentos de direitos humanos contrapõem-se neste caso. Com efeito, se é com base no fundamento de gênero que a lei é justificada nos discursos políticos, os seus opositores reivindicam as liberdades de pensamento, consciência e religião, assim como a liberdade cultural. Assim, o trabalho faz a análise sobre como este embate entre direitos humanos foi sopesado, em concreto, pelas diversas instâncias de poder do país. De outro lado, considerando a relação da França com a diversidade (em especial, aquela derivada da imigração), investiga-se de que forma esta medida está associada às controvérsias sobre a inclusão dos imigrantes e seus descendentes na sociedade francesa. O objetivo deste trabalho, portanto, é estudar o desenvolvimento desta controvérsia, desde os discursos políticos até os fundamentos judiciais, investigando os argumentos que compõem este percurso. E, ao fazê-lo, evidenciar desafios relacionados às sociedades culturalmente diversificadas e à própria legitimidade do discurso de direitos humanos. Since 1989 France has seen the adoption of a set of laws that limit, either directly or indirectly, the wearing of the Islamic veil. Recently, through legislation against the dissimulation of face (n. 1192), adopted on October 11th 2010, the use of the full veil in public spaces has been forbidden. Focusing on the latter, this work aims to understand the arguments that make up the debate through the analysis of the legal opinions and decisions by the following instances: The National Consultative Commission on Human Rights, The National Assembly, The State Council and the Constitutional Council. On the one hand, the paper examines how human rights allegations are in opposition in this case. Indeed, it is based on gender grounds that this law is justified in political speeches, while its opponents claim the right to freedom of thought, speech and religion, as well as cultural freedom. In this sense, the work presents an analysis of how this struggle between rights has been resolved by the various levels of institutions of power in France. On the other hand, considering Frances stance on diversity (especially that resulting from immigration), it investigates how this measure is related to the controversy over the inclusion of immigrants and their descendants into French society. From these perspectives, the study illustrates that if Muslim women were initially put in the position of the victim in the political debate, ultimately they would be regarded as a threat. In this sense, human rights allegations, which boosted the controversy, were gradually replaced by allegations of public order. An innovative concept is that of immaterial public order, based on the assumption of the denial of reciprocity and ignorance of the minimum requirements of society by Muslim women, which justifies the analyzed legislation.Therefore, the objective of this study is to investigate the development of this controversy from the political discourse up to the legal justifications. In doing so, the challenges facing culturally diversified societies and the legitimacy of human rights discourse are highlighted.

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McCrary, Robin Micah. "Toward a Cultural Competence in Creative Writing Pedagogies." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1578408835816055.

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Smith, Erika Marie. "Speech-Language Pathologists' Feelings and Attitudes Towards the Use of Apps in a School-Based Setting." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619097199345473.

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Luiz, Michelly Jacinto Lima. "O discurso de intolerância religiosa no filme O pagador de promessas sob a perspectiva da análise do discurso ecológica." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8518.

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Submitted by Erika Demachki (erikademachki@gmail.com) on 2018-04-25T19:49:31Z No. of bitstreams: 2 Dissertação - Michelly Jacinto Lima Luiz - 2018.pdf: 5943315 bytes, checksum: aacaa52de61dab5d50494e05cf088d02 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Rejected by Luciana Ferreira (lucgeral@gmail.com), reason: Ele pediu para ser citado, realmente, da forma que você colocou? on 2018-04-26T11:14:09Z (GMT) Submitted by Erika Demachki (erikademachki@gmail.com) on 2018-05-25T19:36:40Z No. of bitstreams: 2 Dissertação - Michelly Jacinto Lima Luiz - 2018.pdf: 5943315 bytes, checksum: aacaa52de61dab5d50494e05cf088d02 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-28T11:34:37Z (GMT) No. of bitstreams: 2 Dissertação - Michelly Jacinto Lima Luiz - 2018.pdf: 5943315 bytes, checksum: aacaa52de61dab5d50494e05cf088d02 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Made available in DSpace on 2018-05-28T11:34:38Z (GMT). No. of bitstreams: 2 Dissertação - Michelly Jacinto Lima Luiz - 2018.pdf: 5943315 bytes, checksum: aacaa52de61dab5d50494e05cf088d02 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-15 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES The object of study of this dissertation is the discourse of religious intolerance presented in the movie The Payer of Promises (1962). The film under study has already been the object of investigation of research in the academy, in the areas of Literature and Arts. However, after investigation we find that this film work has never been analyzed from the assumptions of the Ecological Discourse Analysis. The film "The Payer of Promises" portrays the story of the ideological clash between Father Olavo (represented by Dionísio Azevedo) and the protagonist Zé do Burro (represented by Leonardo Villar). In summary, the work tells the story of Zé do Burro, who makes a promise to Santa Barbara to reach the cure of his pet donkey and, when he obtains the desired grace, begins his pilgrimage. In an attempt to pay his promise, he tells the priest that he had made a promise to the saint in a candomblé backyard, where he promised that if his pet donkey were cured he would carry a cross as heavy as that of Christ to the Church Of Santa Bárbara, besides dividing its lands equally with the other farmers of the region. However, the priest does not allow Zé do Burro to enter the church, because of his promise to have been held in a candomblé backyard, which will generate the whole clash in the film work. The strength and timeliness of this plot is what motivated the theme of this dissertation: the discourse of religious intolerance in the movie The Payer of Promises from the perspective of the Ecological Discourse Analysis. Thus, the overall objective of this research is to demonstrate how religious intolerance leads to suffering in its natural, mental and social contexts and how the film is representative of it. As a theoretical contribution, we use the Ecological Discourse Analysis, which is inserted in the context of the ecosystemic linguistics, which is part of the Ecolinguistics practiced in Brazil, the Anthropology of the Imaginary as well as the Fundamentals of Film Analysis. The methodological procedures used here include the film analysis, the criticalmyth and the methodology applied by ADE. In this way, it was possible to observe from the perspective of the Ecological Discourse Analysis that all the suffering that the characters are exposed in the course of the film narrative are motivated by the cultural disjunctions and the non acceptance of the diversity, due to the religious intolerance. O objeto de estudo desta dissertação é o discurso de intolerância religiosa apresentado no filme O Pagador de Promessas (1962). O filme em estudo já foi objeto de investigação de pesquisa na academia, nas áreas de Literatura e Artes. Contudo, após investigação constatamos que esta obra fílmica nunca foi analisada a partir dos pressupostos da Análise do Discurso Ecológica. O filme “O pagador de promessas” retrata a história do embate ideológico entre padre Olavo (representado por Dionísio Azevedo) e o protagonista Zé do Burro (representado por Leonardo Villar). Em síntese, a obra narra a história de Zé do Burro, que faz uma promessa a Santa Bárbara para alcançar a cura de seu burro de estimação e, ao conseguir a graça almejada, inicia sua peregrinação. Na tentativa de pagar sua promessa, narra ao padre que havia feito uma promessa à Santa, em um terreiro de candomblé, na qual prometia que, caso seu burro de estimação se curasse, ele carregaria uma cruz tão pesada quanto a de Cristo até a Igreja de Santa Bárbara, além de dividir suas terras igualmente com os demais lavradores da região. Entretanto, o padre não permite a entrada de Zé do Burro na igreja, por sua promessa ter sido realizada em um terreiro de candomblé, o que vai gerar todo o embate na obra fílmica. A força e a atualidade desse enredo é o que motivou o tema dessa dissertação: o discurso de intolerância religiosa no filme O Pagador de Promessas sob a perspectiva da Análise do Discurso Ecológica. Desse modo, o objetivo geral da presente pesquisa é o de demonstrar como a intolerância religiosa conduz ao sofrimento em seus âmbitos natural, mental e social e como o filme é representativo em relação a isso. Como aporte teórico, utilizamos a Análise do Discurso Ecológica que está inserida no contexto da linguística ecossistêmica, vertente da Ecolinguística praticada no Brasil, a Antropologia do Imaginário, além dos fundamentos da Análise Fílmica. Os procedimentos metodológicos aqui utilizados incluem a análise fílmica, mitocrítica e a ecometodologia aplicada pela ADE. Dessa maneira, foi possível observar da perspectiva da Análise do Discurso Ecológica que o todo o sofrimento que as personagens são expostas no decorrer da narrativa fílmica são motivados pelas disjunções culturais e pela não aceitação da diversidade, decorrentes da intolerância religiosa.

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Staffen, Luciane Wayss. "A abordagem da diversidade no discurso do Referencial Curricular Nacional para a Educação Infantil e o acolhimento das diferentes religiões na escola de Educação Infantil pública brasileira." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-31052007-120040/.

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Este trabalho faz uma análise do Referencial Curricular Nacional para a Educação Infantil e busca compreender o que muda na prática dos professores após a leitura deste documento oficial. O objetivo é verificar como o Referencial aborda a questão da diversidade e como as professores lidam com as questões decorrentes do acolhimento da diversidade religiosa na escola pública de Educação Infantil. Na fundamentação teórica, com leituras de textos de HORN e FARENZENA (2002), CERISARA (2001), CORAZZA (2001), RICOEUR (1988), AZANHA (1992) e CARVALHO (2004) procura-se fazer uma análise do texto do Referencial no que diz respeito à proposta de acolhimento da diversidade. Já com as leituras de EAGLETON (2005), PERROTTI (1990), BARBOSA (2003), DUBET (2003), BRASLAVSKY (2002), FISCHMANN (1998), LLUCH (1998), BENAVOT (2002), DELORS ( 1998) procura-se identificar o conceito de diversidade, seu espaço na escola, e as implicações do acolhimento da diversidade religiosa no ambiente escolar. A pesquisa de campo foi realizada em três escolas das redes municipais de São José dos Campos, SP, e de Itajaí, SC. A metodologia utilizada foi de pesquisa qualitativa (MARTINS, 2004) em que se utilizou um questionário-guia para facilitar o diálogo com educadoras e diretoras e a observação de situações no interior das unidades escolares pesquisadas. Como resultado verificou-se que as professoras apontam o Referencial como sendo um texto que pouco contribui para a prática do acolhimento da diversidade religiosa e que há a necessidade de se incluir na formação de professores conhecimentos especialmente do campo da antropologia e da sociologia, tendo em vista preparar estes profissionais para enfrentarem as questões e os conflitos decorrentes da diversidade religiosa nas escolas de Educação Infantil e na sua relação com as famílias dos alunos. This work analyses the National Curriculum of Reference for the Infantile Education and tries to understand what changes in teacher\'s practice after reading this official document. The objective is to check how this Curriculum of Reference approaches the diversity subject and the way teachers deal with the matters resulting from the reception of the religious diversity in public schools of Infantile Education. In the theoretical basis, reading texts of HORN and FARENZENA (2002), CERISARA (2001), CORAZZA (2001), RICOEUR (1988), AZANHA (1992) and CARVALHO (2004), we attempted to analyse the text of this document about the diversity reception proposal. Reading EAGLETON (2005), PERROTTI (1990), BARBOSA (2003), DUBET (2003), BRASLAVSKY (2002), FISCHMANN (1998), LLUCH (1998), BENAVOT (2002), DELORS (1998), we tried to identify the diversity concept, its space in schools and the implications of the religious diversity reception in the school environment. The field research was carried out in three schools from the municipal network of São José dos Campos, SP and Itajaí, SC. The methodology used was the qualitative research (MARTINS, 2004) in which a questionnaire was used to guide and facilitate the dialogue with educators and principals and the observation of situations inside the schools researched. The result was that teachers pointed out that the Curriculum of Reference does not contribute much to the practice of religious diversity reception and that there is the need to include the anthropology and sociology knowledge in the teacher\'s formation, to prepare these professionals to face matters and conflicts resulting from the religious diversity in Infantile Education schools and their relation with the students´ families.

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McLeod, Sharynne, Sarah Verdon, and Caroline Bowen. "International Aspirations for Speech-Language Pathologists’ Practice with Multilingual Children with Speech Sound Disorders: Development of a Position Paper." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1997.

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A major challenge for the speech-language pathology profession in many cultures is to address the mismatch between the “linguistic homogeneity of the speech-language pathology profession and the linguistic diversity of its clientele” (Caesar & Kohler, 2007, p. 198). This paper outlines the development of the Multilingual Children with Speech Sound Disorders: Position Paper created to guide speech-language pathologists’ (SLPs’) facilitation of multilingual children's speech. An international expert panel was assembled comprising 57 researchers (SLPs, linguists, phoneticians, and speech scientists) with knowledge about multilingual children's speech, or children with speech sound disorders. Combined, they had worked in 33 countries and used 26 languages in professional practice. Fourteen panel members met for a one-day workshop to identify key points for inclusion in the position paper. Subsequently, 42 additional panel members participated online to contribute to drafts of the position paper. A thematic analysis was undertaken of the major areas of discussion using two data sources: (a) face-to-face workshop transcript (133 pages) and (b) online discussion artifacts (104 pages). Finally, a moderator with international expertise in working with children with speech sound disorders facilitated the incorporation of the panel's recommendations. The following themes were identified: definitions, scope, framework, evidence, challenges, practices, and consideration of a multilingual audience. The resulting position paper contains guidelines for providing services to multilingual children with speech sound disorders (http://www.csu.edu.au/research/multilingual-speech/position-paper). The paper is structured using the International Classification of Functioning, Disability and Health: Children and Youth Version (World Health Organization, 2007) and incorporates recommendations for (a) children and families, (b) SLPs’ assessment and intervention, (c) SLPs’ professional practice, and (d) SLPs’ collaboration with other professionals. Learning outcomes: Readers will 1. recognize that multilingual children with speech sound disorders have both similar and different needs to monolingual children when working with speech-language pathologists. 2. Describe the challenges for speech-language pathologists who work with multilingual children. 3. Recall the importance of cultural competence for speech-language pathologists. 4. Identify methods for international collaboration and consultation. 5. Recognize the importance of engaging with families and people within their local communities for supporting multilingual children in context.

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Zubovic, Sanja. "Eldens hemlighet : om att arbeta med skönlitteratur i andraspråksundervisning." Thesis, Södertörn University College, Lärarutbildningen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-859.

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The purpose of this essay is to investigate Swedish as a second language acquisition in a group of students with diverse culturul backgrounds. my intension is to find out if a dialogical posture in teaching with focus on the students earlier knowledge,experianses, thoughts and feelings, will contribute to a teaching enviroment where the students can express them selves and listen to each other. the teachers task is to help the students to explore their own thinking.According to the theoretical base of the essay, sucessfull second language asquisition occours in a meaningsfull context through dialogue and interaction between students and teacher as well as between student and student.I have used a qualitative method consisting in participating as a teacher in this group of second language learners during four lessons, observing, taking notes and writing diary. The teaching material used during the lessons was a book (fiction but based on a true story) and the dialogue in the group proceeded from the story we read together.

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Hassan, Fawsiya. "Sjuksköterskans erfarenheter av språkbarriärer i vårdandet – En litteraturstudie." Thesis, Högskolan Dalarna, Omvårdnad, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-24194.

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Till följd av en ökad global migration har Sverige blivit ett mångkulturellt land där det talas många olika språk. Detta medför att sjuksköterskan möter patienter med språk, regler och normer som kan skilja sig från deras egna. Avsaknaden av ett gemensamt språk mellan sjuksköterskan och patienten försvårar sjuksköterskans dagliga arbete samt kan vara ett hinder att möta patientens behov. Syftet var att beskriva sjuksköterskans erfarenheter av språkbarriärer i vårdandet, med fokus på kommunikation och omvårdnad samt att beskriva hur sjuksköterskorna hanterar språkbarriärer. Metod en litteraturöversikt som var baserad på 15 vetenskapliga artiklar såväl kvalitativa, kvantitativa som mixmethod. Resultatet visade att det fanns frustration, osäkerhet samt oro hos sjuksköterskorna vid vård av patienter då ett gemensamt språk saknades. Studien visade tre huvudteman: samt tio subteman som hade betydelse för hur språkbarriär påverkar sjuksköterskans arbete och vården. Slutsats Komplexiteten och utmaningen med att vårda patienter som inte kan värdlandets språk och den påverkan det har på vården och sjuksköterskans dagliga arbete tydliggjordes. Kommunikation är en förutsättning för att patienten kan vara delaktig med sin egen vård och möjliggör att kommunicera om sina behov. As a result of increased global migration, Sweden has become a multicultural country where it is spoken in many different languages. This means that healthcare professionals such a nurses encounter patients with language, rules and standards which may differ from their own. The lack of a common language between the nurse and the patient complicates the nurse's daily work and can be a barrier to meet the patient's needs. Aim: The aim was to describe nurses' experiences of language barriers, with a focus on communication and care and to describe how nurses deal with language barriers. Method: The study is a literature review based on 15 scientific articles which consists of qualitative, quantitative and a mix method of the two. Results The results showed that the nurses' experience frustration, and anxiety due to uncertainty when caring for patients when a common language was missing. The study revealed three main themes: and ten subthemes that are important to how the language barrier affects the nursing profession and health care. Conclusion: The results has shown the complexity and challenge faced when caring for patients who cannot speak host language and the impact it has on patients health care and nurse's daily work. Communication is a prerequisite for the patient so that they can be involved in their own care and also enables to communicate their needs.

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Gonçalves, Eliane Pereira. "(Des)Prezado público: a disputa pelo direito à diversidade religiosa em uma empresa pública de comunicação." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8161/tde-10032017-134917/.

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O campo da comunicação pública no Brasil transita em uma área sombreada. Os canais de radiodifusão públicos são confundidos com aparelhos de governo e operam como tal. A criação da EBC foi uma tentativa de inflexão nessa tradição. O que a diferenciou de outros sistemas públicos foi a decisão de colocar a gestão de seus conteúdos na mão da sociedade civil, por meio de um Conselho Curador, formado em sua maioria por representantes desta. Essa pesquisa estudou como se concretizou esse processo de representação da sociedade na EBC por meio da análise de um caso debatido no âmbito desse Conselho: a disputa pela diversidade religiosa grade de programação nas emissoras da EBC, em particular a TV Brasil. A pesquisa concentrou-se no período de 2009 a 2013, quando foram analisadas notas taquigráficas, mensagens do público que integra a audiência, documentos oficiais e entrevistas de profundidade com telespectadores. Com isso foram analisados os diferentes pontos de vistas sobre o processo que recomendou a suspensão da programação religiosa das emissoras da EBC e depois o recuo a essa decisão. A decisão, tomada pelo Conselho, apesar de ser afinada com a sociedade civil organizada e minorias, o isolou de outras instâncias de poder: o legislativo, o judiciário, o executivo e as instituições religiosas e, especialmente, gerou um processo que levaria a exclusão de um público majoritário das emissoras. A decisão fragiliza o Conselho enquanto instância de representação e revela o descolamento deste em relação às demandas da sociedade. O que coloca uma questão fundamental para a discussão da comunicação pública: o quanto o público que deveria ser objeto da comunicação pública vem sendo desprezado? The field of public communication in Brazil transits in a shadowy area. The public radio-broadcasting channels are mistaken by govenrment devices and are handled as so. The EBC creation was an attempt of breaking this tradition. What made it differ from other public sistems was the decision of placing the control of its contentes in the hand of the civil society, by a Curator Board, composed mainly by its own representatives. This research studied how the process of the society being representated in EBC took place by means of the analysis of a case discussed in the scope of that Council: the dispute about the religious diversity, scheduling the EBC station, in particular TV Brasil. The study focused between the years 2009 to 2013, when shorthand notes were reviewed, as well as messages sent from the people taken place in the audience, oficial documents and in-depth interviews with viewers. Thus it was possible to go through the different points of view about the case in which recommended the suspension of the religious progamming in the EBC broadcasting stations and then the withdrawing of the decision. The determination, taken by the Council, although being lined up with the organized civil society and minorities, isolated itself of other political power levels: the legislative, the judiciary, the excutive and religious institutions, and specially, resulted in a process in which would exclude a vast majority of the public from the transmitter. The decision weakens the Council while representative body and reveals its displacement in relationship to the societys demand. Therefore, a fundamental question is put into discussion concerning public communication: how much should the public who is object of the public communication has been despised?

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Santos, Mirinalda Alves Rodrigues dos. "O Ensino Religioso e o Programa Escola de Zé Peão: interfaces e articulações no currículo." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/7892.

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Submitted by Maike Costa (maiksebas@gmail.com) on 2016-02-18T14:06:46Z No. of bitstreams: 1 arquivototal.pdf: 2401623 bytes, checksum: 6e82ab8b4c07975fd000b966fb549afe (MD5) Made available in DSpace on 2016-02-18T14:06:46Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2401623 bytes, checksum: 6e82ab8b4c07975fd000b966fb549afe (MD5) Previous issue date: 2015-06-19 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES This study has as objective to search interfaces on the curricular proposal of the program school Zé Peão and its possible articulations with the religious teaching. Since there is a need to include the religious teaching on the curricular proposal of this program, once that this teaching is recognized by legislations of global and local education in Brazil as field of knowledge. This argumetation takes place by the fact the religious teaching becomes a specific part of the popular education, since that education is focused on a cultural diversity. The discussion was supported, legitimated and concluded through guidelines and bases of education (LDB de n° 9394/96), Curricular parameters for the religious teaching (PCNER, 1997), in addition, bibliographic interlocutions were made with important theorists such as: Freire (1980, 1981, 1983, 2004), Zotti (2004), Passos (2007), Junqueira e Blanck (2013), Silva (2011), and other authors, also through methodological qualitative procedures done in this study, which was made a state of art of the bibliography available by the program of graduate degree in education (PPGE/UFPB), with the analysis of the pedagogical (planning and sistematization) of the year and atuation of the author in the program school Zé Peão (PEZP) and by the analysis of speech made by educators, coordenators and idealizator of the program. Esse estudo tem como objetivo buscar interfaces na proposta curricular do Programa Escola Zé Peão e suas possíveis articulações com o Ensino Religioso. Tendo em vista que há uma necessidade de incluir o Ensino Religioso na proposta curricular desse programa, uma vez que esse ensino é reconhecido pelas legislações da educação brasileira global e local enquanto uma área de conhecimento. Essa argumentação se fortalece pelo fato de que o Ensino Religioso passa ser uma especificidade da Educação Popular, pois essa educação vislumbra seu olhar para a diversidade cultural. A problemática que está sendo levantada foi apoiada, legitimada e concluída através das legislações que rege o Ensino Religioso, entre elas a Constituição de 1988, a Lei de Diretrizes e Bases da Educação (LDB de n° 9394/96), Parâmetros Curriculares Nacionais para o Ensino Religioso (PCNER, 1997), além disso, foi feito interlocuções bibliográficas com principais teóricos como: Freire (1980, 1981, 1983, 2004), Zotti (2004), Passos (2007), Junqueira e Blanck (2013), Silva (2011), entre outros autores, e também através dos procedimentos metodológicos qualitativos realizados nesse estudo, o qual foi feito um Estado da Arte das bibliografias disponíveis pelo Programa de Pós – graduação em Educação (PPGE/UFPB), pela análise do material pedagógico (planejamento e sistematização) do ano e atuação da autora no Programa Escola Zé Peão (PEZP) e pelas análises dos discursos dos educadores, os coordenadores e idealizador desse programa.

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Price, Gaylene. "Scaffolding teacher learning : examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners : a dissertation submitted to the College of Education, University of Canterbury at Christchurch in partial fulfilment of the requirement of the degree of Master of Teaching and Learning EDTL 904, University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2682.

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Teachers work in complex and demanding times with an increasing number of students from culturally and linguistically diverse backgrounds (CLD) in classrooms. These students are over represented in statistics of under achievement. All teachers are teachers of academic language, and while no child is born with school language as a first language, for some students the match between home and school is more closely aligned than for other students. Teachers are expected to be culturally responsive, ensuring the languages and culture of students is visible in the classroom environment and the classroom curriculum. Despite the increasing knowledge about the specific strategies and approaches that will most effectively support CLD students in classrooms, the teaching of CLD students within mainstream contexts remains far from ideal. Teachers need support to access the principles of effective teaching of CLD learners that are available, and importantly to transfer the knowledge into classroom practice. Professional development and learning is linked to improved teacher practice and student learning outcomes. When teachers have opportunities to be engaged in successful elements of in-depth professional learning such as in-class modelling, observation and feedback, and co-construction of teaching and planning they are able to demonstrate improved pedagogical content knowledge. Their beliefs may also need to be challenged. The study was conducted in two schools in a large city in New Zealand where I am employed as an ESOL and literacy adviser. Using an action research method I was able to examine how a professional development and learning process shaped my own knowledge and practice as well as teacher knowledge and practice. The study fills a research space to gain insights into the effective professional learning processes that impact on teacher strategies and approaches with their CLD learners A central tenet of this research is that teachers can improve their practice of teaching CLD students and they can specifically learn strategies and approaches that are considered effective for them.

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Hodder, Mike. "Petrarch in English : political, cultural and religious filters in the translation of the 'Rerum vulgarium fragmenta' and 'Triumphi' from Geoffrey Chaucer to J.M. Synge." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:49cdf913-cd2a-48c6-bf1e-533052018285.

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This thesis is concerned with one key aspect of the reception of the vernacular poetry of Francesco Petrarca (Petrarch), namely translations and imitations of the Rerum vulgarium fragmenta (Rvf) and Triumphi in English. It aims to provide a more comprehensive survey of the vernacular Petrarch’s legacy to English literature than is currently available, with a particular focus on some hitherto critically neglected texts and authors. It also seeks to ascertain to what degree the socio-historical phenomena of religion, politics, and culture have influenced the translations and imitations in question. The approach has been both chronological and comparative. This strategy will demonstrate with greater clarity the monumental effect of the Elizabethan Reformation on the English reception of Petrarch. It proposes a solution to the problem of the long gap between Geoffrey Chaucer’s re-writing of Rvf 132 and the imitations of Wyatt and Surrey framed in the context of Chaucer’s sophisticated imitative strategy (Chapter I). A fresh reading of Sir Philip Sidney’s Astrophil and Stella is offered which highlights the author’s misgivings about the dangers of textual misinterpretation, a concern he shared with Petrarch (Chapter II). The analysis of Edmund Spenser’s Amoretti and Epithalamion in the same chapter reveals a hitherto undetected Ovidian subtext to Petrarch’s Rvf 190. Chapter III deals with two English versions of the Triumphi: I propose a date for Lord Morley’s translation which suggests it may be the first post- Chaucerian English engagement with Petrarch; new evidence is brought to light which identifies the edition of Petrarch used by William Fowler as the source text for his Triumphs of Petrarcke. The fourth chapter constitutes the most extensive investigation to date of J. M. Synge’s engagement with the Rvf, and deals with the question of translation as subversion. On the theoretical front, it demonstrates how Synge’s use of “folk-speech” challenges Venuti’s binary foreignising/domesticating system of translation categorisation.

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Norberg, Madeleine, and Stella Söderbäck. "Hur kommunikationen påverkas av språkbarriärer hos patienter inom slutenvården : en litteraturöversikt." Thesis, Högskolan Dalarna, Omvårdnad, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-31786.

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Bakgrund: I samband med ökad globalisering och kulturell mångfald i slutenvården riskerar patientsäkerheten att hotas till följd av den bristande kommunikations- och informationsöverföringen. Detta kan leda till utmaningar i vårdprocessen som påverkar den personcentrerade vården på grund av språkbarriärer. Syfte: Att beskriva hur patienter och vården påverkas av språkbarriärer inom slutenvården. Metod: Litteraturstudie baserad på 18 vetenskapliga artiklar som publicerats mellan år 2014– 2019. Sökningarna har skett via databaserna Google scholar, CINAHL och PubMed. Resultat: Resultatet bygger på patientens och vårdpersonalens upplevelse av kulturell förståelse, påverkan på patienten och kommunikativa strategier. Språkbarriärerna inom hälsooch sjukvården påverkar vårdpersonal, patient och anhöriga genom att god vård på lika villkor inte uppfylls och kan leda till ökat lidande för patient och en ökad risk för vårdskada. Slutsats: Vårdpersonal och patienter är medvetna om att språkbarriärer påverkar vården för patienten negativt genom ökat lidande och risk för vårdskada och vårdskada. Kroppsspråk och gester används för att kommunicera och för att kunna ge personcentrerad vård. Background: With the increased globalization and cultural diversity within inpatient care the patient safety is threatened because of communication and information difficulties. As a result of language barriers between health-care professionals and patients Aim: To describe how patients and the healthcare are affected by language barriers within inpatient care, and how healthcare staff are affected in their work by communicative language barriers. Method: A literature review based on 18 articles, published between 2014 - 2019. A literature search was made in databases as Google scholar, CINAHL and PubMed. Results: The results are based on patients and healthcare staff experiences of cultural diversity, effects on the patient and communicative strategies. Language barriers in healthcare affects, healthcare staff, patients and their relatives by not provide good care on equal terms. This can lead to increased suffering and an increased risk for healthcare injuries. Conclusion: healthcare staff and patients are aware that language barriers affect the care for patients negatively by increasing suffering and risk for healthcare injuries. Body language and gestures are used to communicate by healthcare staff to provide person-cantered care.

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Nkulu, Kalengayi Faustine. "A world on the move : challenges and opportunities for hiv/aids and tuberculosis care and prevention among vulnerable migrant populations in Sweden." Doctoral thesis, Umeå universitet, Epidemiologi och global hälsa, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-67636.

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Background: Migration is a global phenomenon that characterize today’s globalized world. Although, the relationship between migration and health in the host countries is not always negative, many countries, including Sweden are concerned about possible spread of infectious diseases of public health significance such as HIV/AIDS and tuberculosis (TB). Moreover, apart from disease profiles, migrants also have different socio-cultural backgrounds, which may challenge health care access and provision. Objectives: To investigate, identify, and delineate potential challenges of relevance in the care and prevention of communicable diseases of public health significance in general and particularly HIV/AIDS and TB among migrants from countries where these infections are endemic, and eventually generate knowledge that could inform policies and practice. Methods: Data for this thesis were collected in four of the five counties of the Northern region in Sweden. Quantitative and qualitative methods were used including a survey of 268 migrant students in two language schools (I & II); an interview study with 10 care providers caring for patients with migrant backgrounds and observations of care encounters (III) and an interview study with 15 care providers experienced in screening migrants (IV). Descriptive and logistic regression analyses were used to summarize survey data whereas a thematic analysis approach was applied to the qualitative data within the interpretive description framework. Results: The students scored on average low on both HIV/AIDS and TB knowledge and displayed misconceptions and negative attitudes towards the two diseases and infected/sick persons. Knowledge level and attitude could be predicted by prior knowledge, years of previous education and geographic origin. In contrast, no association was found between being screened and the level of TB knowledge or attitude towards TB and infected/sick persons. However, fear of being deported appeared to be the main predictor of reluctance to seek HIV/AIDS care after controlling for socio-demographic factors, knowledge level, stigmatizing attitudes and fear of disclosure. Health care providers described complex and intertwined challenges that influenced both care delivery and receipt. The challenges described included language, the socio-cultural diversity within migrant groups and between migrants and the caregivers. These often resulted in divergent perceptions and expectations about care and caring. The participants highlighted the complexities of caring for diverse patients within different institutions with conflicting policies and frameworks. They also described the difficulties the migrants face in navigating the Swedish care system. Conclusions: This thesis illuminates complex challenges in the care of migrants. The findings emphasize the need for multilevel strategies in order to remove identified barriers. This requires accommodating diversity by improving care providers’ cultural competence and migrants’ health literacy. It further requires policies and practices that emphasize health services responsiveness in order to provide equal access and equitable care. Finally, it entails revisiting existing policies and legislative frameworks to promote a change in ways of thinking about and approaching migration, HIV/AIDS and TB issues, to address the specific vulnerabilities of mobile populations in a world on the move.

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Savadogo, Pingréwaoga Béma Abdoul Hadi. "Desafios de jovens muçulmanos em Burquina Faso no retorno de estudo em países de língua árabe: entre vulnerabilidade e a reconstrução da cidadania." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/6892.

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Made available in DSpace on 2016-06-02T20:44:15Z (GMT). No. of bitstreams: 1 5925.pdf: 1518979 bytes, checksum: 0e8752ae082bff153a2a2686337068c9 (MD5) Previous issue date: 2014-02-24 Our study discuss the process of returning to homeland faced by young muslins Burkinabes who studied in countries of Arabic language Saudi Arabia, Egypt, Syria and Libya, among others. It is about a theoretical study that has been complemented with a preparatory fieldwork made at Ouagadougou (Burkina Faso), in 2010. It can be seen, by one side, the search for religious knowledge and sociocultural legitimation; by other, the problems faced at return and the role of institutions in the reconstruction of social, professional and economical network. Burkina Faso is a country taking place at west of Africa, with a population of 16.241.811 inhabitants, from which 60% are muslins. The population aged between 15 to 39 years old represents more than 31%, raising its social and economic importance. Most of the population has studied at the so called franco-arab schools, in an education imbricated with a deeply religious manner, within a context that the study of French (the official language) is a matter of secondary concern. Considering the challenges of getting a university degree, countries of Arabic speaking languages became attractive because its stronger appeal of having equivalent values and due to offers for scholarships by countries like Egypt, Syria, Libya and Saudi-Arabia. By the time of return, there are plenty of difficulties about social and professional insertion for returnees. Among the possibilities that seem to be more open there are these of teaching at Franco-Arabic schools and working for associations that promotes the Islam and rights of Islamic populations. It is noted, firstly, the social historic context of education in the country and, then, the role of Muslim Institutions, mainly, of local Islamic Universities in the process of social support in constructing spaces that aim social belonging and work. Nosso estudo discute o processo de retorno de jovens muçulmanos burquinabês que realizaram seus estudos em países de língua árabe - Arábia Saudita, Egito, Síria e Líbia, principalmente. Trata-se de estudo teórico complementado com atividade de campo preparatória realizada em Ouagadougou (Burquina Faso), em 2010. Destaca-se aqui, por um lado, a busca do conhecimento religioso e/ou de legitimidade de posição sociocultural; por outro, as problemáticas no momento do retorno e o papel das instituições na reconstrução dos laços sociais, profissionais e econômicos. O Burquina Faso é um país localizado na África do Oeste, possui uma população de 16.241.811 habitantes, sendo cerca de 60% muçulmanos. As pessoas com idade entre 15 a 39 anos representam mais de 31%, evidenciando, assim, sua importância econômica e social. A maior parte delas estudou em escolas chamadas de franco-árabes, passando por um processo formativo profundamente imbricado ao universo religioso, dentro de estruturas em que o ensino do francês (língua oficial do país) é matéria de interesse secundário. Diante do desafio da formação universitária, os países de língua árabe tornam-se atraentes tanto pela confluência de valores como pelo oferecimento de bolsas de estudo por alguns países como Egito, Síria, Líbia e Arábia Saudita. Na ocasião do retorno muitas são as dificuldades de inserção social e profissional. Entre as possibilidades que parecem abertas para eles, encontra-se tanto o ensino nas escolas franco-árabes como o trabalho em associações que atuam para a promoção do Islã e os direitos da população muçulmana. Descreve-se, por um lado, o contexto social e histórico da educação no país e, por outro, o papel das instituições muçulmanas, notadamente, das universidades islâmicas locais no processo de busca de suporte social para a construção de espaços de pertencimento social e de trabalho.

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McLellan, Iain. "What are the systematic needs andexperiences of LGBTQ humanitarian workers?" Thesis, Uppsala universitet, Teologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-323549.

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This thesis is the product of the author’s personal experience as a gay person working in the humanitarian sector who has experience of the challenges faced in countries of conflict and in countries where the rights of LGBTQ people are not assured. LGBTQ people have specific needs that are documented through research, highlighting the risks they face while working in high risk locations. With such limitations in the way that LGBTQ people are supported in the field, or in their home nations, with particular relevance to religiously supported heteronormativity which is relevent especially given the particular needs and concerns that LGBTQ people face in everyday life, these issues are exacerbated in conflict or hazardous settings. To establish the experiences of LGBTQ people, semi structured qualitative interviews have been used to illicit nuanced details from differing LGBTQ perspectives to provide some supportive insight into the conditions that individuals work in. These interviews were triangulated against the current data that exists, and an online quantitative and qualitative survey which investigated in more specificity the experiences of LGBTQ people and what support mechanisms would benefit them. Motivations, experience, health implications and support to LGBT staff are discussed from the point of view of LGBTQ staff, represented as much as possible by individuals of varying gender, sexual orientation, and race. The findings are used to provide recommendations for what agencies can do to provide a level of support to their own LGBTQ staff, a concept for which there are still significant gaps in literature, data, and practice.

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Medina, Grecia. "How to Get a Job in Book Publishing." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2701.

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There are many different doorways into the world of book publishing and it can be challenging, but there are choices that can make it easier. Aspiring publishers often have a hard time breaking into this world because they have no guide. This thesis will be a guide to traversing the different avenues into the world of publishing. Prospective publishers, editors, and writers will be provided with a landscape of what it’s like to work in book publishing. It will also cover the two different ways that people become publishers, an overview of the basic requirements that publishing houses look for in potential employees, and the basic process of what publishers do.

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Ager, Philipp. "Essays in applied economics." Doctoral thesis, Universitat Pompeu Fabra, 2013. http://hdl.handle.net/10803/119325.

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This thesis consists of four essays. In the first essay, I examine how the historical planter elite of the Southern US affected economic development at the county level between 1840 and 1960. I find that counties with a relatively wealthier planter elite before the Civil War performed significantly worse in the post-war decades and even after World War II. In the second essay we investigate the link between religious membership and rainfall risk across US counties in the second half of the nineteenth century. Our results indicate that church membership and seating capacity were significantly larger in counties likely to have been subject to greater rainfall risk. In the third essay, we examine the effect of removing restriction to bank entry on bank failures exploiting the introduction of free banking laws in US states during the 1837-1863 period. Our main finding is that counties in free banking states experienced significantly more bank failures. In the fourth essay we examine the effects that within-county changes in the cultural composition of the US population had on output growth during the age of mass migration. Our main finding is that increases in cultural fractionalization significantly increased output, while increases in cultural polarization significantly decreased output. Aquesta tesi consisteix en quatre articles. En el primer assaig, s’examina com l’èlit històrica del sud dels EUA va afectar el desenvolupament econòmic a nivell de comtat entre 1840 i 1960. He trobat que els comtats amb una èlit relativament més rica abans de la Guerra Civil empitjoraven significativament en les dècades de la postguerra i fins després de la Segona Guerra Mundial. En el segon assaig s’investiga la relació entre l’afiliació religiosa i el risc de pluja a través dels comtats dels Estats Units en la segona meitat del segle XIX. Els nostres resultats indiquen que la comunitat de l’església i el nombre de seients van ser significativament majors en els comtats amb probabilitats d’haver estat subjectes a un major risc de pluja. En el tercer assaig, s’analitza l’efecte de l’eliminació de restriccions a l’entrada de bancs en la fallida de bancs que exploten la introducció de les lleis del “free banking” als estats dels EUA durant el període 1837-1863. La nostra principal conclusió és que els comtats en els estats amb “free banking” experimentaven significativament més fracassos bancaris. En el quart assaig s’examinen els efectes que els canvis dins del comtat en la composició cultural de la població dels EUA, van tenir en el creixement de la producció durant l’era de la migració massiva. La nostra principal conclusió és que l’augment de fragmentació cultural, van augmentar significativament la producció, mentre que l’augment de la polarització cultural, disminuia significativament la producció.

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Reis, Ana Adelaide Lopes Cascais. "Língua gestual portuguesa e diversidade linguística no 1º Ciclo do Ensino Básico." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17255.

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Mestrado em Educação Pré-Escolar e Ensino no 1º Ciclo do Ensino Básico O presente Relatório de Estágio apresenta o desenvolvimento de um projeto de intervenção desenvolvido numa escola do 1º Ciclo do Ensino Básico (CEB) do distrito de Aveiro. Este estudo, elaborado a partir de um projeto de intervenção com uma turma do 1.º numa escola do 1º CEB de um agrupamento de escolas do distrito, teve como principal objetivo sensibilizar para a língua gestual portuguesa através da literatura para a infância. Desta forma pretendeu-se dar resposta à seguinte questão para reflexão educativa: de que forma a sensibilização à língua gestual portuguesa, através da literatura para a infância, pode educar para a diversidade linguística? Neste sentido, concebeu-se e desenvolveu-se um projeto de intervenção didática intitulado “A língua gestual vai à escola”, comportando três sessões individuais e uma sessão conjunta com as colegas de estágio. Cada uma das sessões pretendeu sensibilizar para a língua gestual portuguesa com o intuito de os alunos conhecerem alguns gestos comunicativos e ficarem sensibilizados para a diferença do outro. O projeto desenvolvido assenta numa metodologia de caráter qualitativo, com características de investigação-ação, pelo que os métodos e instrumentos de recolha de dados a que recorremos foram a observação direta e participante, a fotografia, a vídeo gravação, o inquérito por questionário e as fichas de registos das sessões pelos alunos. A análise de conteúdo foi o método escolhido para analisar os dados recolhidos. Os resultados obtidos permitem-nos concluir que os alunos encararam e realizaram as atividades de forma positiva, demonstrando bastante interesse e curiosidade. A abordagem à língua gestual levou as crianças a desenvolverem atitudes positivas face ao outro e à diferença, ajudando a formar cidadãos mais conscientes da diversidade que os rodeia. Este projeto permitiu-nos ainda concluir que educar para a diversidade linguística desde os primeiros anos de escolaridade é crucial na medida em que permite dar a conhecer o mundo, as línguas, as culturas e, sobretudo, desenvolver atitudes de respeito e valorização pelas línguas e pela diferença. This Internship report introduce the development of an intervention project developed in a school of the 1st cycle of basic education (CEB) in the Aveiro district. The study was elaborate from an intervention project with collaboration with a class from 1st in a school of 1.º CEB from a group of schools in Aveiro district, the main objective is raise awareness of Portuguese sign language through literature for children. It was possible to find the answer to this research question: How we could raise awareness of Portuguese sign language thought literature to childhood, can educate to cultural diversity? In this sense, it was conceived and developed a didactic intervention project with this title: “sign language go to school” containing three individual sessions and one with internship colleagues. Each session intended to raise awareness of Portuguese sign language, with the objective to let the students know some communicative gestures and also be aware of how different it is to others. The developed project is based in qualitative character methodology, with characteristics of an action- research, so the methods and the data gathering tools that we used were the direct and participant observation, photography, video recording, questionnaire survey and records of the sessions by the students. The content analysis was the chosen method for analyzing the collect data. The results allow us to conclude that the students realize and did activities positively, demonstrating a great interest and curiosity. The approach to sign language took to the children to develop positive attitudes towards each other and the difference, by making citizens more aware of the diversity that surrounds them. This project allows us to conclude that educate for the language diversity since the first years of school is very important because it allow to know more the world, the languages, the cultures, and most important of all, develop of respect attitudes and appreciation for languages and diversity.

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Alsalmo, Abdallah. "La sauvegarde du patrimoine culturel immatériel en droit international." Thesis, Bordeaux 4, 2011. http://www.theses.fr/2011BOR40007.

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Le patrimoine culturel ne s’arrête pas aux monuments et aux collections d’objets. Il comprend également les traditions ou les expressions vivantes héritées de nos ancêtres et transmises à nos descendants ; ce qu’on appelle le patrimoine culturel immatériel. L’importance de ce patrimoine ne réside pas tant dans la manifestation culturelle elle-même que dans la richesse des connaissances et du savoir-faire qu’il transmet d’une génération à une autre. Cette transmission du savoir a une valeur sociale, économique, culturelle et juridique pertinente pour les groupes minoritaires et majoritaires et pour le monde entier. Le choix des techniques de protection internationale est directement lié aux objectifs poursuivis par l’UNESCO. Au-delà du texte de la Convention de 2003 et d’autres instruments internationaux adoptés par l’UNESCO, il peut être utile d’aborder plus largement les solutions juridiques de sauvegarde du patrimoine culturel immatériel. L'objet de notre étude consiste à analyser l’action normative en matière de patrimoine culturel immatériel en mettant la lumière sur sa définition, les normes internationales relatives à sa protection, ainsi que sur la question de l’effectivité et de l’efficacité internationale de la sauvegarde de ce patrimoine. Pour conclure, les résultats de l’action normative et d’effectivité n’échappent pas à notre analyse. Il s’agit d’évoquer enfin la possibilité de mettre en place une feuille de route pour une meilleure protection à l’avenir Cultural heritage doesn't only include monuments and the collection of objects. /cultural heritage is about more than monuments or the collection of objects. It, also, includes the traditions or the modern inherited expressions from our ancestors and transmitted to our descendants, what we call the intangible cultural heritage. The importance of this heritage doesn't reside so much in the cultural demonstration itself, but in the richness of knowledge, and the know-hows that are transmitted from one generation to another. This transmission of knowledge has social value, economical, cultural and legal relevance for minority groups, as well as for the main social groups, and is also, important for the world. The choice of the techniques used for international protection is linked directly to the objectives pursued by the UNESCO. Beyond the text of the 2003 convention and other international agreements adopted by the UNESCO, it can perhaps be useful to tackle more widely the legal solutions of the intangible cultural heritage. The aim of our study consists of analysing the normative action concerning the intangible cultural heritage in placing the light on the definition of the intangible cultural heritage as well as the international standards important to its protection and also in tackling the question of effectivity and efficiency of the international protection of this heritage. In conclusion, the results for the normative action and effectivity do not escape our analysis. It is, in the end about the possibility of putting in place a plan for the protection of a better future

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Ribeiro, Sara Raquel Maia. "Representações sobre a língua portuguesa em crianças do 1º CEB." Master's thesis, Universidade de Aveiro, 2013. http://hdl.handle.net/10773/16947.

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Mestrado em Ensino do 1º e 2º Ciclo do Ensino Básico Nos últimos tempos, as escolas portuguesas têm acolhido alunos provenientes de várias partes do mundo, sendo necessário sensibilizar toda a comunidade educativa, sobretudo, alunos, corpo docente e não docente para a diversidade linguística e cultural presente nos nossos dias. Para tal, é fundamental que os educadores e professores estejam atentos a esta realidade, de forma a promover uma integração saudável e positiva. A realização do presente trabalho de investigação tem como principal objetivo conhecer as representações de um grupo de alunos do 2.º ano do 1.º Ciclo do Ensino Básico (CEB), de uma escola de Aveiro, no ano letivo 2012/2013, acerca da Língua Portuguesa e dos falantes de alguns países lusófonos, em particular: Portugal, Brasil, Guiné-Bissau, Angola e São Tomé e Príncipe. O enquadramento teórico do estudo está dividido em três capítulos. No primeiro apresentamos uma breve definição do conceito de Lusofonia, bem como uma breve resenha histórica dos fluxos migratórios em Portugal; o segundo capítulo incide sobre alguns conceitos importantes em Didática das Línguas; o terceiro e último capítulo refere-se às Representações Socias, sendo destacada a sua importância no estudo das representações a respeito das línguas. Por sua vez, o enquadramento metodológico e estudo empírico também se encontra dividido em três capítulos. O primeiro incide sobre as opções metodológicas do estudo. Em relação à natureza da pesquisa, optámos pela abordagem qualitativa, mais precisamente, por um tipo de estudo descritivo, visto que a presente investigação privilegia a análise e interpretação de enunciados escritos e representações gráficas. Como instrumento de recolha de dados recorremos, sobretudo, a fichas de monitorização e ao desenho. Por seu turno, o segundo capítulo sustenta a análise dos resultados e, no terceiro, apresentamos a reflexão final do estudo. Os resultados da investigação demonstram que estas crianças do 2.º ano de escolaridade apresentam representações, essencialmente, de natureza positiva em relação à Língua Portuguesa e aos seus falantes, destacando o Brasil e os brasileiros. Lately, Portuguese schools have received students from several parts of the world, thus being necessary to sensitize the entire educational community, mostly students, teaching and non-teaching staff to the linguistic and cultural diversity, more and more present in our days. To that purpose, it is fundamental that educators and teachers are aware of this reality, in order to promote a healthy and positive integration. The execution of the current investigation work has as main aim to know the representations of a group of students of the 2nd grade in primary school, from a school in Aveiro, in the school year of 2012/2013, about the Portuguese language and the speakers of some lusophone countries, in particular Brazil, Guinea-Bissau, Angola and São Tomé and Príncipe. The theoretical framework of the study is divided into three chapters. In the first one, we present a brief definition of the concept of Lusofonia (Lusophony), as well as a short historical review of the immigration fluxes in Portugal; the second chapter focuses on some important concepts in Language Didactic; the third and last chapter refers to Social Representations, being enhanced its importance in the study of representations in what languages are concerned. On the other hand, the methodological framework is also divided into three chapters. The first one focuses on the methodological options of the study. Concerning the nature of the research, we have chosen the qualitative approach, more precisely, a descriptive type of study, considering that the present investigation favours the analysis and the interpretation of written statements and graphical representations. As an instrument of data collection we have resorted, especially, to monitoring worksheets and to drawing, the second chapter supports the result analysis, and in the third chapter we present the final study reflection. The results of the investigation show that these children of the 2nd grade present representations, essentially, of a positive nature in what language and Portuguese language speakers are concerned, putting emphasis on Brazil and the Brazilians. VI

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Link, Sharon Kay. "Making the Transition from East to West: Evangelical Christian High School Students from the Former Soviet Union." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5028.

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Soviet Evangelical high school students have experienced a slow and difficult transition to the American classroom. The students were often negatively characterized by their ESL teachers and other school personnel as "difficult" due to their classroom behaviors. Many times, these behaviors did not meet the ESL teacher's expectations, resulting in a culture clash between the teacher and the Soviet Evangelical students. The study found that Soviet Evangelical high school students came to the United States with high expectations of a new life, but little knowledge of the U.S. or the American classroom. Feelings of loneliness, homesickness and frustration quickly set in upon encountering the new language, new school routines and rules and regulations, some of which made no sense to the students. The educational and cultural values that form the Soviet Evangelical students' orientation toward learning and the classroom were found to play a strong role in the transition process and also helped to account for the behaviors ESL educators found so difficult to deal with. These factors. combined with the students' strong in-group identity as Soviet Evangelicals. all contributed to their slow and difficult transition to the American classroom. The study concludes with recommendations for ESL educators and other school personnel focusing on easing the transition for Soviet Evangelical students. Teaching new students the skills and background knowledge necessary for interacting in an American classroom is stressed, along with using the students' church as a resource in order to foster a trusting relationship with both students and their parents.

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Maroney, Fr Simon Mary of the Cross M. Carm. "Mary, Summa Contemplatrix in Denis the Carthusian." IMRI - Marian Library / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=udmarian1620301036422259.

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Yusufu, Ally Kassim. ""L'éveil aux langues" pour la construction d'une société plurilingue et solidaire : le cas de l'archipel de Zanzibar." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0608.

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L’« Éveil aux langues » consiste à amener les élèves à observer plusieurs langues simultanément dans une même activité et à comparer leur fonctionnement. Les projets Evlang et Janua Linguarum menés dans le contexte européen ont mis en évidence, notamment, les impacts positifs de cette approche sur le développement des représentations et attitudes positives d’ouverture à la diversité culturelle. Même s'il existe de nombreuses difficultés que « l'Éveil aux langues » peut rencontrer dans un contexte non européen et fortement multilingue, sa contribution prospective dans la construction d’une société solidaire implique la nécessité de le contextualiser et de l'adapter. C’est le cas à Zanzibar où la diversité culturelle entraîne tensions et divisions sociales. L’objectif de cette thèse est d’étudier une contribution au développement de la cohésion sociale et de la coexistence pacifique de diverses communautés se fondant sur une sensibilisation linguistique. L'expérience de cette approche auprès d’élèves d’une école primaire publique à Zanzibar mis en œuvre entre 2015 et 2018 a révélé sa faisabilité dans ce contexte non européen et fortement multilingue "Awakening to Languages" involves making students observe several languages simultaneously in the same activity and compare their ways of functioning. The Evlang and Janua Linguarum projects in the European context have highlighted, among others, the positive impacts of this approach in developing positive representations and attitudes towards openness to cultural diversity. Although there are many difficulties that “Awakening to Languages” may encounter in a non-European and highly multilingual context, its prospective contribution in the construction of a united society implies the need to contextualize and adapt it to Zanzibar where cultural diversity leads to social tensions and divisions. Thus, the aim of this thesis is to use the language domain to try to offer a contribution to the development of social cohesion and peaceful coexistence. The experiment of this approach with the students of a public primary school in Zanzibar conducted between 2015 and 2018 revealed some social impacts of this approach and the likelihood of its practicability in this non-European context and highly multilingual

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Valenti, Eva. "La Sociolinguistique Postcoloniale en Amérique Hispanophone et en Afrique Francophone : Un Drame Linguistique en Deux Actes." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/57.

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This thesis analyzes the sociolinguistic situations in postcolonial Latin America and francophone North Africa (the Maghreb) through a comparative lens. Specifically, it examines the ways in which Spain and France’s differing colonial agendas and language ideologies affected the relationships between colonizer and colonized, and, by extension, the role that Spanish and French play(ed) in these regions after decolonization. Finally, it explores how Spain and France’s contemporary discourses frame colonial participation in the two languages’ development, and the psychological effects these ideologies have had on the formerly colonized.

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Rocha, Eva. "Antithetical Commentaries on X, Y and the Disruption of Being." VCU Scholars Compass, 2016. https://scholarscompass.vcu.edu/etd/4278.

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Through discursive essays and poetic narrative, Antithetical Commentaries on X, Y and the Disruption of Being explores the tenuous relationship between modes of measurement and the struggle for human relevance in the post-contemporary digital age. In the introductory essay, “Not the Feather, but the Bird”, I give an overview of the inherent problems of object-oriented ontology, and how it relates to aesthetics and social issues of our times. In the Developmental Overview, I detail how I developed my installation approach and techniques, particularly with regard to the three-way dynamic of the artist:work:viewer relationship and how it can encourage a ‘transgression’ that leads to the possibility of a transformative awareness of being. Subsequently, I present a series of ‘antithetical’ commentaries that neither explain nor expand the installation, rather, they create a non-binary duality that, through an entirely non-linear anti-narrative, work to erode the overlay of personal, civic and collective grids present in the memory space/time referenced in the video, TAG. Finally, in “Grid: Towards a Transgressive Humanism.” I propose a path by which installation art might serve to create transgressive opportunities for viewers, rather than the transcendence sought through religious rituals, which often reinforce stigmas, fears and authoritarian social dynamics, or worse, the reductive loop, of many contemporary approaches to art which proclaim their detachment in wordy displays, essentially leading to a form of aesthetic nihilism. This Transgressive Humanism is not presented as a dogma, but rather a revitalization of the work as a vessel of possibilities, an agent of creative growth for the artist and the viewer.

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Dissertations / Theses on the topic 'Cultural and language and religious diversity'

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