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Dissertations / Theses on the topic 'Cultural Studies'
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Geimer, Alexander. "Cultural Studies und Geschlecht." Universität Hamburg, 2013. https://ul.qucosa.de/id/qucosa%3A15359.
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In den Anfängen der Cultural Studies in der Birmingham School spielte Geschlecht eine eher untergeordnete Rolle. Bald wurden jedoch auch feministische Positionen herangezogen, um Ungleichheiten der Alltagspraxis zu erklären, die nicht klassentheoretisch zu fassen waren. In den Arbeiten von Rubin und Mulvey beispielsweise werden Geschlecht bzw. Geschlechtsunterscheidungen und -ungleichheiten durch makrosoziale Wissensstrukturen und kollektive Praktiken reproduziert.
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Geimer, Alexander. "Cultural Studies und Geschlecht." Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-219545.
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In den Anfängen der Cultural Studies in der Birmingham School spielte Geschlecht eine eher untergeordnete Rolle. Bald wurden jedoch auch feministische Positionen herangezogen, um Ungleichheiten der Alltagspraxis zu erklären, die nicht klassentheoretisch zu fassen waren. In den Arbeiten von Rubin und Mulvey beispielsweise werden Geschlecht bzw. Geschlechtsunterscheidungen und -ungleichheiten durch makrosoziale Wissensstrukturen und kollektive Praktiken reproduziert.
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Glover, Stuart. "Literature and cultural policy studies /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19342.pdf.
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Brown, Lindsay M. "Storytelling, a cultural studies approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/MQ37489.pdf.
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Christinidis, Georgia. "The concept of cultural agency from modernism to cultural studies." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432320.
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Collins, Christina. "Increasing Cultural Awareness Through a Cultural Awareness Program." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1058.
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Racial tension still motivates strife and violence in the metropolitan Detroit area. This study sought to determine the effectiveness of a collaborative partnership on the attitudes of a group of diverse learners regarding multicultural relations. The purpose of this research study was to investigate whether participation in the Cultural Awareness Consortium (CAC) improved the multicultural relations of diverse high school students. The 2 theoretical frameworks guiding this study were Allport's intergroup contact theory and intercultural competence theory originating from International Education and International Studies. The research questions addressed whether attending the CAC for 4 months, the treatment, changed students' attitudes on multicultural relations, and whether a student's gender or ethnicity was a predictor of changes in these attitudes. This study used a single group, pre-experimental design with data collection from 2 administrations of the Student Multicultural Relations Survey. Fifty-four students completed the survey, which yielded 4 multicultural relations scales (dependent variables), 8 single-item attitudinal variables on multicultural issues, and 2 demographic variables (independent variables). Inferential analysis included t tests and multiple regression. Key results indicated that students' attitudes on multicultural relations had changed significantly; in addition, students talked to and mixed with students from different cultural backgrounds with greater frequency after the treatment. Educational institutions providing experiences like the CAC can make a positive impact on students' attitudes on multicultural relations. This impact can lead to positive social change as students increase their acceptance of others and take those attitudes and values with them into the workforce after they graduate, serving as role models of acceptance for their peers.
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Fornäs, Johan, Martin Fredriksson, and Jenny Johannisson. "Culture Unbound Vol. 4 Editorial." Södertörns högskola, Medie- och kommunikationsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-15059.
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Said, Gustavo Fortes. "Matrizes de cultura e identidade: árabes e americanos após o 11 de setembro." Universidade do Vale do Rio do Sinos, 2006. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2499.
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Previous issue date: 31<br>Nenhuma<br>A principal questão desta tese diz respeito a quais representações foram utilizadas por distintos produtos culturais para construir as categorias do Ocidente e do Oriente após os atentados terroristas de 11 de Setembro de 2001, justamente num momento em que se intensificaram, na produção cultural industrializada, as referências aos países do Oriente Médio e aos Estados Unidos. Portanto, esta pesquisa tem a pretensão de discutir a formação da identidade de árabes e americanos, destacando as representações que mais apareceram em diversos produtos culturais. Para isso, definiu-se como corte cronológico o período entre o atentado terrorista de 11 de setembro de 2001 e a 2a. Guerra do Golfo, em 2003. A amostra da pesquisa comportou diversos produtos culturais (como comics de super-heróis e literatura de cordel), incluindo também alguns produtos jornalísticos (revistas Veja e The New Yorker), ainda que, a título de ilustração, o autor tenha também mencionado alguns vídeos, cartoons, livros e outros. Como técnica de<br>The main focus of this thesis is the representations that have been used in various cultural products in order to construct the categories of Orient and Occident post September 11th , 2001. During the period covered the references to Middle Eastern countries and to the United States increased within industrialized cultural production. Thus, the intent of this thesis is to discuss the identity formation of Arabs and Americans in diverse cultural products, to try to discover what kind of stereotypes were present in the products analyzed. To do this, the time period for analysis was defined as being between the terrorist assault on September 11th, 2001 and the 2nd Gulf War, in 2003. The research sample included diverse cultural products (such as comics books and ‘cordel’, a typical brazilian literature form), and also includes some journalistic products (such as Veja and The New Yorker magazines). The author has even used other sources of examples such as videos, cartoons, books and so forth. This thesis used th
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Kingsman, Caroline (Caroline Ann) Carleton University Dissertation Canadian Studies. "High theory ... no culture : or de-colonizing a Canadian cultural studies." Ottawa, 1990.
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Fontana, Luciana Sauer. "As pedagogias online do complexo kids : crianças, mães e pais em conexão." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/134673.
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Nesta tese, são focalizados o site do canal televisivo infantil por assinatura Discovery Kids e, mais especificamente, os artigos postados na seção My Kids - Conectados com seus filhos. O estudo objetivou indicar “pedagogias” colocadas em operação nesses artigos voltadas ao gerenciamento das atitudes das crianças a cujas mães e pais está endereçada a seção My Kids. A tese foi desenvolvida sob inspiração dos Estudos Culturais em Educação em sua vertente pós-estruturalista. Os procedimentos metodológicos para a organização do estudo envolveram o mapeamento de temas e dos propósitos abordados nos mais de 200 artigos coletados na seção My Kids, durante os anos de 2012, 2013 e 2014. Constatou-se que esses artigos focalizam uma grande diversidade de temáticas, bem como de representações de crianças, algumas das quais foram abordadas neste estudo a partir de quatro categorias principais: Formando crianças potentes, inteligentes e Geniais; Atentando para o desenvolvimento de crianças felizes e bem-sucedidas; Bebês turbinados: musicais, leitores e com pendores para a matemática; e, por fim, Ensinando crianças manhosas, sem limites e malcriadas. Essas representações de crianças são (re)criadas nas pedagogias acionadas nos artigos da My Kids (e nas outras seções do site) em um mix de lições que descrevem, exemplificam, explicam, delimitam e projetam condutas desejáveis paras as crianças que vivem nos dias atuais. As considerações feitas nos artigos examinados projetam a “felicidade” das crianças para o futuro Geralmente, as informações/prescrições contidas nos artigos explicitavam a necessidade de enquadrarem-se as crianças em modelos que permitam o desenvolvimento de suas “múltiplas potencialidades” desde os primeiros meses de vida. Por isso, pais e mães devem exercer uma constante vigilância sobre seus filhos para que possam identificar potencialidades e capacitálos a ter um futuro promissor. Além do site estudado, há uma gama de ações processadas sob a marca Discovery Kids: o canal televisivo, as redes sociais na Internet e uma quantidade de produtos licenciados pela mascote Doki, além das programações itinerantes realizadas em shoppings, no litoral e em outros locais públicos. Todos esses empreendimentos aglutinados integram o Complexo Kids, que envolve crianças e seus familiares em torno de um diversificado conjunto de eventos/propostas que “harmonizam” entretenimento, informação e incentivo ao consumo. Enfim, neste estudo, o Complexo Kids foi caracterizado como uma pedagogia cultural acionada por uma grande corporação midiática para mobilizar crianças, mães e pais, por meio da My Kids, em direção a determinadas práticas e compreensões em uma ampla gama de questões particulares, afeitas ao mundo contemporâneo (infantil), tão marcado pela disseminação de variados dispositivos digitais e pelo consumo. No caso do site estudado, tal pedagogia efetuou-se em um recorte temporal relativamente efêmero, mas, como o site se atrela a um complexo midiático, tal efeito permanece potente, propaga-se e retroalimenta-se, mesmo que de outros modos, em função da cultura da convergência (JENKINS, 2009).<br>This thesis focuses on the website of the cable television channel Discovery Kids and, more specifically, on the articles posted in the section called My Kids - Connected with your children. The study aims to point out “pedagogies” operating in those articles and intended to manage the behavior of children whose parents the section is addressed to. The thesis has relied on the Cultural Studies from their post-structuralist perspective. The methodological procedures guiding the study have involved the mapping of themes and purposes approached in more than 200 articles in the My Kids section along the years of 2012, 2013 and 2014. The articles addressed a wide range of topics and representations of children, some of which have been divided into four main categories in this study: a) Powerful, intelligent, bright children; b) Happy, successful children; c) “Upgraded” babies: keen on music, reading and mathematics; d) Peevish, badly-behaved, naughty children. Such representations of children were (re)created in pedagogies triggered in My Kids articles (and in other sections as well) in a combination of lessons that describe, exemplify, explain, delimit and project desirable conducts for today’s children. The examined articles projected children’s happiness for the future. In general, information/advice found in the articles highlighted the need of having children to fit into models that would enable them to develop their “multiple potentialities” since the first months of their lives This thesis focuses on the website of the cable television channel Discovery Kids and, more specifically, on the articles posted in the section called My Kids - Connected with your children. The study aims to point out “pedagogies” operating in those articles and intended to manage the behavior of children whose parents the section is addressed to. The thesis has relied on the Cultural Studies from their post-structuralist perspective. The methodological procedures guiding the study have involved the mapping of themes and purposes approached in more than 200 articles in the My Kids section along the years of 2012, 2013 and 2014. The articles addressed a wide range of topics and representations of children, some of which have been divided into four main categories in this study: a) Powerful, intelligent, bright children; b) Happy, successful children; c) “Upgraded” babies: keen on music, reading and mathematics; d) Peevish, badly-behaved, naughty children. Such representations of children were (re)created in pedagogies triggered in My Kids articles (and in other sections as well) in a combination of lessons that describe, exemplify, explain, delimit and project desirable conducts for today’s children. The examined articles projected children’s happiness for the future. In general, information/advice found in the articles highlighted the need of having children to fit into models that would enable them to develop their “multiple potentialities” since the first months of their lives.
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Wall, Cathrine E. "Cultural studies in the English classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ53239.pdf.
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Hoffmann, Edgar. "Eurasia between cultural studies and marketing." Asia-Pacific Research Center, Hanyang University, 2010. http://dx.doi.org/10.1016/j.euras.2010.04.005.
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In marketing, Eurasia is currently still an area of terra incognita between the CEE and the Asia-pacific region. This paper deals from a linguistic cultural studies viewpoint with the question of how far Eurasia can be a relevant region for MNE marketing. To this end, the enrichment of the conception of Eurasia in Russia will be researched in its philosophical, political and economic dimensions using the original geographic dimension as a baseline. The individual conceptual components will be scrutinized in detail for their potential significance for regional marketing in post-soviet economic discourse, whereby neo-Eurasianism in contemporary Russian thinking deserves particular significance. (author's abstract)
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Lea, Carolyn. "Beyond Celebration: A Call for Rethinking Cultural Studies." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1194285318.
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Decobecq, Isabelle. "Les visual studies : un champ indiscipliné." Thesis, Lille 3, 2017. http://www.theses.fr/2017LIL30006.
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Voilà plus d'une génération que les visual studies ont entrepris de bousculer procédures scientifiques et organigrammes universitaires, dans le monde anglo-américain d’abord, puis à l’échelle planétaire. Jouant la porosité des champs du savoir, ce courant de recherches fonctionne à la manière d’une interface où s’échangent et se combinent les charges théoriques et critiques de l’histoire de l’art, du post-structuralisme, des études culturelles et autres area studies, offrant un lieu de convergence inédit pour des pensées dispersées. En embrassant l’imagerie démotique autant que savante, en déconstruisant l’axiologie tacite qui sous-tend de tels partages hiérarchiques, et en interrogeant l’idéologie de tout acte de connaissance, les visual studies assument depuis l’origine une position limite, entre discours savant, activité critique et engagement politique. S’ils peuvent apparaître comme une nouveauté radicale, les travaux groupés sous cette bannière sont symptomatiques d’un mouvement plus général de renouvellement des façons de penser les images et la dimension visuelle du sensible. Au moment où les visual studies bénéficient d’une première réception dans l’espace francophone, cette thèse s’attache à en restituer les fondements épistémologiques et les enjeux actuels, en montrant qu’elles ne forment pas un ensemble homogène d’approches ou de pratiques. Car non seulement il n’existe pas de visual studies « en général », mais ce terme unique recouvre trois niveaux de réalité sensiblement dissociés : une formation académique, une somme de travaux empiriques et théoriques, ainsi qu'un vaste métadiscours sur le champ qui nourrit sa propre mythologie. Par souci de clarté, le plan de la thèse désimbrique ces trois niveaux, et plutôt que de définir ce que sont les études visuelles, s’attache à expliquer ce qu’elles font. En se fondant sur l'étude suivie de textes précis, chacune des sections de la thèse envisage donc l'objet visual studies sous l'un de ses différents aspects : historique, théorique, académique, métathéorique, toutes cs dimensions étant coextensives de ce qui constitue les visual studies de façon globale<br>It's been more than a generation since visual studies started to shake up scientific procedures and academic organizational structures, in the Anglo-American world and on a global scale. Working between and across disciplines, this research trend behaves like an interface where art history, poststructuralism, cultural studies and other area studies can meet and combine their critical strengths. By embracing both demotic and scholarly imageries, laying bare the axiology underlying such divisions, and challenging the ideology pertaining to knowledge itself, visual studies take on many guises, either as a scientific discourse, a critical activity or a form of political commitment. However, though often claiming a form of radical novelty, visual studies’ concerns should rather be considered part of a broader shift in the study of the function of images and visuality in contemporary sciences and societies.As visual studies are starting to work their way in the french scientific landscape, this dissertation will expose their epistemological grounds and current stakes, calling attention to the fact that they do not cohere into a consistent set of shared approaches or practices. First, visual studies « in general » do not exist. Second, the term encompasses three aspects only partly overlapping : an academic formation, a body of empirical and theoretical works, and a thriving metadiscourse endlessly feeding the field’s self-mythology. For the sake of clarity, the dissertation will offer to break down these three components. What’s more, rather than trying to define what visual studies actually are, it endeavors to explain what they do. Mostly based on the close reading of a series of texts, each section of the dissertation hence offers to look at visual studies from a specific viewpoint — historical, theoretical, academic or metatheoretical — all aspects constitutive of visual studies as such
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Shaikh, Tayeba. "Cultural implications behind honor killings." Thesis, Union Institute and University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637182.
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<p> Honor killings are perpetrated for a wide range of offenses in several parts of the world, including marital infidelity, pre-marital sex, flirting, and divorce. This study investigated the opinions of 18 to 22 Muslim American women, born in the United States, aged 25 to 40, of South Asian nationality, regarding their perspectives on honor killing within their religious and cultural communities. Through the use of autoethnography, my study additionally created a personal narrative through having read research, listened to recordings, as well as engagement in interactive interviews on the topic of honor killings. The intent of autoethnography was to acknowledge the inextricable link between the personal and the cultural and to make room for nontraditional forms of inquiry and expression (Wall, 2006). As a first generation Muslim American woman, I explored how personal cultural experiences may have impacted views and reactions to the subject of honor killings. Through structured interviews as well as self-reflective, interactive research process, I aimed to investigate Muslim American women's attitudes and beliefs surrounding this highly sensitive practice of killing women and girls in order to regain family honor. </p><p> In order to better understand attitudes and beliefs surrounding honor killings among Muslim women in the United States, this study utilized the methods of structured qualitative interviews with Muslim Americans, as well as an autoethnography portion to help understand and explain my own attitudes and cultural influences regarding this topic. Through the structured interviews, participants answered questions about demographics and discussed their opinions about honor killings.</p>
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Olson, Ted. "The Virginia Dulcimer in Cultural Context." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1197.
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Zimmerman, Paul. "Cultural Tradition and Cultural Change in Postcommunist Poland| A Secondary Data Analysis." Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617584.
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<p> Nations sharing similar historical, linguistic, and social backgrounds tend to cluster around the same cultural values systems. However, changing socioenvironmental conditions drive cultural values systems to change over time. This study compared changing cultural values in Poland in the postcommunist era with values in the Czech Republic and Slovenia, using factorial ANOVA of published data from the European Values Survey and World Values Survey. The hypotheses were: (a) cultural values in Poland have moved from traditionalist values toward secularism; (b) Poland's rate of cultural values movement was more moderate than either the Czech Republic or Slovenia; and (c) the higher degree of religiousness in Poland mirrored the slower rate of movement toward secularism. The study participants were 20,038 adults from the Czech Republic, Poland, and Slovenia. Findings showed 10 of 19 cultural values in Poland showed moderate movement toward secularism, confirming that traditional cultural values in Poland had decreased. However, the findings also showed cultural migration in Poland preserved strong traditional family and religious values despite the influence of far reaching social, economic, and political changes. This study revealed two important points: (a) as cultural values within groups of nations change, cultural values in similar clusters of nations tend to move in the same direction, and (b) deeply held traditional values tend to preserve the differentiation between nations, even as process of cultural values change continues.</p>
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Gordon, A. "The genesis of radical cultural studies : A contribution to the reconstruction of cultural studies as counter-intellectual critique." Thesis, University of Leeds, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382001.
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Cordero-Campis, Lydia. "Confrontando caras| Confronting language, facing cultural identity." Thesis, State University of New York at Buffalo, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127796.
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<p> Ethnic identity can be subject to both passive and overt review, which has the potential to cause traumatic fracture of identity. I am a second generation American-Puerto Rican, which can be defined as a person born in the United States of native Puerto Rican ancestry. Personal identity is constructed in part via social and linguistic associations that work with, and against, the cohesive development of an individual’s claim to his or her identity. From the standpoint of a non-fluent Spanish speaker of Puerto Rican descent, I analyze the connection between place, language, and in particular, face-to-face communication, as these aspects come together in developing/disassembling identity. The major focus of this thesis concerns the power of the face as a point of (mis)recognition between people, the site in which a confrontation of identity takes place, in conjunction with spoken language. </p><p> The face is the essential locus on the body for recognizing that the person before you is indeed a person; from that point forth, identity is revealed and awareness of subjectivity constructed. Stuart Hall discussed the construction of identity through the concepts of the <i>enlightened subject,</i> the <i>sociological subject,</i> and <i>the post-modern subject. </i> I will be referring to an individual’s identity in terms of these three models, while focusing on ethnic and cultural associations. It should be understood that in my discussion of face, “face” is not comprised solely of what rests above one’s shoulders; rather, the concept incorporates the entirety of an individual’s physical representation. I will question the ways in which language shapes identity, and how culture(s) and society reinforce it. I will also explore the conflict that unfolds when one is denied ownership of the identity that one has established as true. This analysis incorporates philosophy and cultural theory, including, but not limited to: Emmanuel Levinas’ “Face of the Other,” which professes that we must not inflict conceptual violence on the face of the person standing before us; additionally, Gloria Anzaldúa’s theory of the ethnic face and <i>haciendo cara</i> (making face), which states that minorities (women in particular) must construct layers of masks in order to adapt, and to deflect persecution. </p><p> Language defines the borders of “face,” and urges us to construct a binary of correct and incorrect, true and false. However, a person’s identity cannot be false, because subjectivity exists beyond language. In the context of this thesis, I re-frame the individual’s frustrations with misrecognition of ethnic identity, through my focus on face and fluency, or lack thereof, in a particular spoken language. Through my video practice, I have forged a new pathway to explore these dualities. In a self-revelatory process, this project guides the viewer through a mixed media visualization of ethnic authentication and judgment.</p>
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Winslow, Andrew J. "The Myth Appeal: Studies in Cultural Narrative." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195177.
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Though Aristotle is famous for defining three persuasive appeals in his treatise On Rhetoric, I argue that a fourth appeal exists in the pages of The Poetics. In addition to character (ethos), logic (logos), and emotion (pathos), the fourth appeal is to narrative (mythos), or the substantive body of values contained within the socio-cultural elements of a given culture. Using the works of Joseph Campbell, Kenneth Burke, and Roland Barthes as touchstones, the goal of this dissertation is to offer a systematic analysis of this appeal. Because human beings at once function with attention to the whole of lived experience, the myth appeal touches on social norms (the assumed reality), ideology (the lived and presumed reality), and hyperreality (where symbols become a reality unto themselves). The substance of the myth appeal is narrative, or undercurrents of stories used in the place of argument. Here, I offer four examples to display these tensions; the first is an "action-figure" toy line to illustrate how an existing mythology from comics conveys ideological values; the second is a post 09/11 comic book series which used hyperreality to critique social norms; the third is Alan Sokal's academic hoax , which showed a cultural tension across all three areas; and finally, a survey of U.S. Supreme Court decisions on privacy to discuss the emerging mythology of abortion. I conclude with a systematic approach to myth, and a brief discussion of additional persuasive appeals.
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Lee, Toby Kim. "Public Culture and Cultural Citizenship at the Thessaloniki International Film Festival." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11165.
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This dissertation explores the relationship between state, citizen and public culture through an ethnographic and historical examination of the Thessaloniki International Film Festival in northern Greece. In the two-year period leading up to and following its fiftieth anniversary in 2009, the festival was caught up in the larger economic, political and social crises that have overtaken Greece in the last five years - a painful period of rapid transformation and neoliberalization for one of Europe's staunchest social-welfare states. As the Greek state faces bankruptcy - both economic and political - it is being forced to revisit the terms of its social contract with its citizens. In a country where "culture" was once touted as a national "heavy industry," the relationship between the state and cultural production is also being restructured. Public culture is one of the areas of social life in which people are now struggling with these changes and attempting to redefine what it means to be a citizen of the Greek state - utilizing and revising local, national and transnational identities in the process.<br>Anthropology
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Nsombi, Okera D. Ph D. "From Cultural Violence to Cultural Resistance in Antebellum America." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1380559298.
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Furusa, Rutendo. "Cross cultural understanding and volunteer tourism : the role of sending organisations in fostering cross-cultural understanding." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13670.
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Volunteer tourism has become a popular phenomenon worldwide and questions have been raised about the work that international volunteers do in Third World countries. Scholars have debated the possibility of a cross-cultural ‘misunderstanding’ developing between international volunteers and local community members. This research is based on the idea that there can be a possibility for cross-cultural understanding to take place. This thesis aims to gain better insight into the role that volunteer tourism organisations (VTOs) play in fostering cross-cultural understanding between the volunteers and the local community members that they work with. A framework suggested by tourism expert Eliza Raymond (2007) was used to assess how exactly organisations play a part in encouraging this type of understanding. The research focuses on two VTOs, Projects Abroad and Coaching for Hope as case studies. Both these organisations are involved in the facilitation of development programmes in disadvantaged communities in Cape Town.
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Ciszek, Erica L. "Identity, culture, and articulation| A critical-cultural analysis of strategic LGBT advocacy outreach." Thesis, University of Oregon, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640180.
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<p> This study examines how LGBT activists and LGBT youth make meaning of a strategic advocacy campaign. By examining activist and advocacy efforts aimed at youth, this research brings to light how LGBT organizations use campaigns to articulate identity and, conversely, how LGBT youth articulate notions of identity. Through the lens of the It Gets Better Project, a nonprofit activist organization, this dissertation uses in-depth interviews with organizational members and chat-based interviews with LGBT youth to study the meanings participants brought to the campaign. </p><p> Strategic communication has been instrumental in construction of LGBT as a cohesive collective identity and has played a vital role in the early stages of the gay rights movement. This research demonstrates how contemporary LGBT advocacy, through strategic communication, works to shape understandings of LGBT youth. </p><p> Instead of focusing on the Internet as a democratic space that equalizes power differentials between an organization and its publics, this study shows that the construction of identity is the result of a dynamic process between producers and consumers in which power is localized and does not simply belong to an organization or its public. </p><p> This research challenges the Internet as a democratic space and demonstrates that identity is a discursive struggle over meaning that is bound up in the intimate dance between producers and consumers of a campaign. In contrast to functionalist understandings of public relations that privileges the organization, this dissertation contends that a cultural-economic approach focuses on the processes of communication. A cultural-economic approach gives voice to the diverse audiences of a communication campaign and addresses the role communication plays as a discursive force that influences the construction of identities. </p>
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au, LMcrae@westnet com, and Leanne Helen McRae. "Questions of Popular Cult(ure)." Murdoch University, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040428.152619.
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Questions of Popular Cult(ure) works in the uncomfortable and unclear spaces of popular culture. This thesis demonstrates how cult cauterizes ambiguity and functions as a framing agent for unpopular politics in popular culture. In tracking the flows and hesitations in the postwar period through the rise of the New Right and identity politics, this thesis shows how cult contains moving and malleable meanings that maneuver through everyday life. It is a slippery and slight subject that denies coherent categorization in definitional frames.
This thesis negotiates this liminality by tracking broad social shifts in race, class and gender through textualised traces. The complicated concept of cult is activated within a series of case studies. These chapters are linked together to demonstrate the volatile variance of the cult category.
Section one contextualises the terrain of the intellectual work in this thesis. It paints broad brush-strokes of the postwar period, through an animated intersection of politics and popular culture. The first chapter defines the currency of cult in contemporary times. It is devoted to investigating the relationships between colonisation and popular culture. By pondering postcolonialism, this chapter prises open thirdspace to consider how writing and madness performs proximity in the pre and post-colonial world. The maddening of cargo cults by colonisers in Melanesia operates as a metonym for the regulation of marginal modalities of resistance. In popular culture, this trajectory of insane otherness has corroded, with the subversion of cult being appropriated by fan discourses, as worship has become accountable for the mainstream market.
Chapter two unpacks The X-Files as a text tracking the broad changes in politics through popular culture. This innovative text has moved from marginality into the mainstream, mapping meanings through the social landscape. Consciousness and reflexivity in the popular embeds this text in a cult framework, as it demonstrates the movement in meanings and the hegemonic hesitations of the dominant in colonising (and rewriting) the interests of the subordinate as their own.
Section two creates a dialogue between gendered politics and contemporary popular culture. The changes to the consciousness in masculinity and femininity are captured by Tank Girl, Tomb Raider, Henry Rollins and Spike (from Buffy: The Vampire Slayer). These texts perform the wavering popularity of feminism and the ascent of mens studies in intellectual inquiry. Tank Girl articulates unpopular feminist politics through the popular mode of film. The movement to more mainstream feminism is threaded through the third wave embraced by Tomb Raider that reinscribes the popular paradigms of femininity, via colonisation. The computer game discourse permits a pedagogy of power to punctuate Lara Crofts virtual surfaces and shimmer through the past into the present.
Tracking this historical movement, two chapters on masculinity brew the boom in mens studies questioning of manhood. Henry Rollins is a metonym for an excessive and visible masculinity, in an era where men have remained an unmarked centre of society. His place within peripheral punk performance settles his inversionary identity. Spike from Buffy: The Vampire Slayer demonstrates the contradictions in manhood by moving through the masculine hierarchy to deprioritise men in the public sphere. This is a mobile masculinity in a time where changeability has caused a crisis for men. Both these men embody a challenging and confrontational gender politics. Cult contains these characters within different spaces, at varying times and through contradictory politics.
Section three ponders the place and role of politics at its most persistent and relevant. It demonstrates the consequences for social justice in an era of New Right ideologies. The chapter on South Park mobilises Leftist concerns within an overtly Rightist context, and Trainspotting moves through youth politics and acceleration to articulate movement in resistive meanings.
These case studies contemplate the journey of popular culture in the postwar period by returning to the present and to the dominant culture. The colonisation of identity politics by the New Right makes the place of cultural studies as a pedagogic formation - powerfully important. Colonisation of geographical peripheries is brought home to England as the colonisation of the Celtic fringe is interpreted through writing and resistance.
This thesis tracks (and connects) two broad movements - the shifting of political formations and the commodification of popular culture. The disconnecting dialogue between these two streams opens the terrain for cult. In the hesitations that delay their connection, cult is activated to cauterize this disjuncture.
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Nicolaidis, Christos S. "Cultural determinants of corporate excellence : the impact of national cultures on organisational performance." Thesis, University of Reading, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333433.
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Garosi, Ingrid. "The European Union Strategy for International Cultural relations : Origins and response to the role of the EU in cultural diplomacy." Thesis, Uppsala universitet, Teologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-449853.
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After years of fragmented and unsuccessful attempts to put culture at the top of the EU agenda for external relations, on the 8th of June 2016 something changed. That day the HR/VR Federica Mogherini addressed the European Parliament and the Council with the 2016 Joint Communication ‘Towards an EU strategy for international cultural relations’. With this document the European Union aimed at providing culture with a new and more important role as a soft power instrument in its external relations. However, its approval came in times of identity crisis and political insecurity for the Union. The Brexit vote and the rise of Euroscepticism highlighted the fragile foundations of the policy and the still divided European scenario. This thesis analyses the historical context that led to the approval of the 2016 strategy and provides the reader with a critical analysis of the structural and practical outcomes and challenges of its implementation. Through this research it was highlighted how the Union is still missing a unified and shared cultural identity due to the lack of agreement concerning the so-called ‘European values’. Moreover, due to its objective of promoting the European culture and identity abroad, the strategy risks being seen as an attempt to export and force ‘Europeanness’ on third and partner countries. In addition, this analysis highlighted that also European politicians and relevant personalities still manifest divided opinions concerning the purpose and objectives of the EU international cultural relations and are missing out on the potential of culture for the implementation of larger projects. Finally, the work underlines how current global priorities such as health, sustainability, digitalisation and migration should be considered and included in future attempts to foster international cultural cooperation. The theoretical focus of this analysis includes resources retrieved from EU documents including treaties, communications, agreements and conclusion and from the latest reports concerning data and results of the EU projects implemented under the 2016 Joint Communication.
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Lier, Anika. "Cultural Diversity Management : - Comparison of three European countries -How does the globalization process affect SMEs regarding importance and implementation of cultural cultural diversity management?" Thesis, Mittuniversitetet, Institutionen för samhällsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11137.
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This Bachelor thesis deals theoretically and empirically with the management tool called diversity management (DiM), with the specific focus on cultures and their differences. The connection of these two aspects results in cultural diversity management. Defining diversity, culture and DiM separately brings up a new focus on how to realize and deal with the phenomenon of cultural DiM. It represents a supporting resource in today’s management because of the constant globalization process and socio-demographical changes all over the world. The ‘status quo’ of cultural DiM is mainly based on research with big-multinational enterprises and emphasizes its future potential. Furthermore it reveals that most European countries are lagging behind in taking advantage of this resource. Whilst being aware of the fact that there are, with no doubt, best-practice studies of DiM in Europe, the general implementation and beneficial result of cultural DiM have not been realized and gained its full potential yet. This slow or even not existing development becomes more obvious in smaller and medium size enterprises (SMEs)[1], which display the majority of firms in Europe. Despite SMEs facing international changes, cultural differences, and also recognizing cultural DiM as an opportunity, the implementation is not considered as a company’s major priority aim. [1] European Commission (2006) – SME Definition
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Otsuji, Emi. "Performing transculturation : between/within 'Japanese' and 'Australian' language, identities and culture /." Electronic version, 2008. http://hdl.handle.net/2100/598.
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University of Technology, Sydney. Faculty of Education.<br>This thesis examines the construction processes of language, culture and identities in relation to both the macro level of society and culture, as well as the micro-individual level. It argues that there is a need to understand these constructions beyond discrete notions of language, identities and culture. The thesis mobilises performativity theory to explore how exposure to a variety of practices during the life trajectory has an impact on the construction and performance of language, identities and culture. It shows how a theory of performativity can provide a comprehensive account of the complex process of, and the relationships between, hybridisation (engagement in a range of cultural practices) and monolithication (nostalgic attachments to familiar practices). The thesis also suggests that the deployment of performativity theory with a focus on individual biography as well as larger social-cultural factors may fill a gap left in some other modes of analysis such as Critical Discourse Analysis (CDA) and Conversation Analysis (CA). Analysing data from four workplaces in Australia, the study focuses on trans-institutional talk, namely casual conversation in which people from a variety of linguistic and cultural backgrounds work together. Following the suggestion (Pennycook 2003; Luke 2002) that there is a need to shift away from the understanding that a particular language is attached to a particular nation, territory and ethnicity, the thesis shows how discrete ethnic and linguistic labels such as ‘Japanese’ and ‘English’ as well as notions of ‘code-switching’ and ‘bi-lingualism’ become problematic in the attempt to grasp the complexity of contemporary transcultural workplaces. The thesis also explores the potential agency of subjects at the convergence of various discourses through iterative linguistic and cultural performances. In summary, the thesis provides deeper insight into transcultural performances to show the links between idiosyncratic individual performances and the construction of transcultural linguistic, cultural phenomena within globalisation.
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Sundberg, Matilda, and Sara Nilsson. "Academics Abroad : A cross cultural study." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-42830.
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This paper aims to investigate if individuals from an academic setting encounter the same types of difficulties and problems as those discussed in literature for individuals working in a business abroad. There is much literature on the most common difficulties and problems that business individuals may encounter when working overseas. We have identified three main areas which are communication, relationship to hierarchy and decision making norms. However, there is little documentation on difficulties from an academic perspective. In order to see if any similarities or differences existed within these areas, we interviewed individuals from an academic setting, to see if their experiences are similar to the business individuals or not. The sample in this paper consists of teachers and researchers at Umeå University which have experiences from working overseas. In total we interviewed ten individuals and the result point in the direction that individuals from an academic setting do not experience the same difficulties and problems as individuals from the business world do. From the three topics identified as the most common problem areas in a business setting, two (communication and relationship to hierarchy) showed a result that is not in accordance with the existing literature on the business context and one (decision making norms) was not directly related to the individuals represented in this sample .
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Wentzel, Moeain. "A cultural interpretation of Shāfiʻī's legal doctrine". Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17958.
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Bibliography: p. 98-100.<br>This study examines the cultural implications of the methodology followed by Muhammed b Idris al-Shāfiʻī in the process of Islamic legalism. With reference to Clifford Geertz's model of religion as a cultural system, Shāfiʻī's methodology is presented as a process which expresses a certain cultural reality. That reality expresses an interrelationship between a world view- the Sunnah of the Prophet Muhammed, and a social context of legal differences. The cultural significance of this interrelationship facilitates the extension of the religious experience beyond the ritual itself and thereby influences the life of society, their ethos. As consequences of a cultural process, rituals such as the salah and fasting emerge as environs which reflects a particular social context and expresses a physiological realty- the world view. The concept of intention (niyyah), an important principle in Shāfiʻī 's legal thought, is shown to enhance the interrelationship between the world view and the social context. A sociological discourse is propagated rather than a purely legal dicta in order to portray Shāfiʻī as a theologian whose specific style and methodology have been motivated by a specific social ideal. This ideal represents Shāfiʻī 's ideas of the social composition and structure of the ideal Islamic ummah (community) under the leadership of the Prophet Muhammed. In support of this hypothesis, Shāfiʻī is located within a socio-historical context which shaped and influenced his legal thoughts. Shown to be motivated by a cultural reality rather than mere legal differences with his earlier contemporaries, Shāfiʻī 's ideas express the ideal to experience the aura of the ummah who was once led by the Prophet Mohammed. Shāfiʻī 's systemisation of the legal process and his unique conception of the Sunnah are presented here as a means whereby Shāfiʻī sought that physiological reconciliation with the Prophet and his ideal ummah. His legal principles within this system become symbols which had a specific function- to motivate people to experience a realty in which their actions are modeled on a world view, the ' tradition or Sunnah of the Prophet.
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N, Schönfeldt Sara. "Expatriate leaders- cultural chameleons or cultural contrarians? : A narrative study of Swedish leaders' adjustment process in France." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-50818.
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Butchart, Garnet Creighton. "Immanent relations, Deleuze and Guattari in cultural studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38527.pdf.
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Staring, Scott Patrick. "Cultural studies and the challenge of past thought." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64195.pdf.
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Fornäs, Johan. "Advancing Cultural Studies in Sweden : An Infrastructural Initiative." Linköpings universitet, Filosofiska fakulteten, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-30485.
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Societal changes make culture increasingly central but also problematise it. New per-spectives are needed to meet these challenges. The international field of cultural studies is a promising effort to answer these challenges and vitalise cultural research. Sweden may make a significant and indeed unique contribution to this effort, but im-portant steps remain to be taken with this purpose. One such step would be to install a new national-international research institute on a higher level, in order to connect disciplines, universities and regions, and push innovative developments forward. Against such a background, this report leads up to an outline of a proposed new Advanced Cultural Studies Institute of Sweden (ACSIS). This is yet only a proposal, writ-ten at a time when ACSIS yet only exists as an imaginary utopia – though living with an extraordinary vitality in the minds of a wide intellectual network of committed scholars. Funding is presently being sought for, but it is not yet decided in what exact manner the ideas presented here will eventually be made real. The formulation of tasks, organisation and budget is thus yet a hypothetical model. Still, this bold adventure has reached a long way since its first inception. The ACSIS has long been an attractive dream for me and for many of my colleagues among cultural researchers. It is a very great pleasure to see the plans crystallised thus far, as the journey towards an ACSIS has reached its last and decisive phase. The report results from a committee work funded by the Bank of Sweden Tercen-tenary Foundation (Riksbankens jubileumsfond), and the Swedish Council for Re-search in the Humanities and Social Sciences (Humanistisk-samhällsvetenskapliga forskningsrådet). I had the great pleasure to work together with Svante Beckman, Ulf Hannerz, Lisbeth Larsson, Britta Lundgren, Orvar Löfgren, Ove Sernhede and Ulf Lindberg, and was reliably assisted by Åsa Bäckström. The group started working in January 2000, with a series of working meetings. Each member of the group has also had intense discussions of the basic ideas with other Swedish and international scholars, in meetings and by personal communication. Many therefore deserve warm thanks for making this report possible. The material and mental support by the two research funding bodies was essential, as was the generous and always stimulating collaboration in the committee. Linköping Univer-sity and the City of Norrköping have been overwhelmingly supportive towards this unique proposal, further strengthening our faith in its potential. We are also grateful to all those many Swedish and foreign researchers with whom these ideas have been discussed. The National Institute for Working Life programme for Work and Culture in Norrköping was a most hospitable host for this whole planning project.
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Staring, Scott Patrick. "Cultural studies and the challenge of past thought." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30219.
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The field of cultural studies is founded upon the belief that there are no essential (ahistorical or transhistorical) limits separating theory from practice. Thus, it rejects out of hand a central principle of the West's premodern tradition of thought, which held that political theory must always be tempered by a practical awareness of human nature. The move away from this older belief in natural limits is largely carried out in the name of diversity, a sincere wish to promote openness and tolerance toward the various ends that humans may choose to pursue. Unfortunately, this ground-clearing exercise runs into certain contradictions when it is realized that absolute tolerance can provide no consistent argument against its opposite, extreme intolerance. A more subtle effect of this tolerance, however---and one that I will argue is in evidence in much cultural studies research today---is the inability to ground important political decisions. This inability leads to what Stuart Hall has called a "formalization" of the field: unwilling to commit to a particular practical vision, theory becomes locked within a self-referential sphere, or limits itself to "low risk" practical discussions (e.g., the cultural implications of record collecting). This trend towards political ineffectuality, I argue, can only be moderated by subjecting cultural studies' deepest assumptions concerning human nature to philosophical doubt. Following the argument of Leo Strauss, I propose that the most radical challenge to the mainstream of current thought is found in premodern writings. Thus, this thesis is at once a critique of the "present-mindedness" that I have witnessed in cultural studies and a limited defense of past thought.
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Keenan, William J. F. "Viewpoints from margins : sociological studies on cultural borders." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366070.
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Fairweather, Mary Lou 1958. "Cultural and other morphological studies of Inonotus andersonii." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276745.
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The nuclear behavior, vegetative incompatibility, and induction of basidiocarp formation and basidiospore germination of Inonotus andersonii was investigated. Safranin O-KOH and Hematoxylin stains were used to determine the number of nuclei in basidiospores, vegetative hyphae, and basidiocarp tissue. Both uni- and binucleate basidiospores were found in the tubes of basidiocarp tissue. The nuclei in the hyphal cells of presumptive heterokaryons typically numbered some multiple of two per cell which suggests that division is conjugate. Subhymenial hyphae and immature basidia were often uninucleate but tramal hyphae were multinucleate. Antagonistic hyphal interactions developed between different vegetative isolates on both 2% MEA and oakwood test blocks. Self-crosses were compatible. Basidiocarps formed in 12 wk on 2% MEA medium containing ground oakwood and wheat. Most attempts to induce spore germination failed. However, basidiospores obtained at the end of this study from actively sporulating basidiocarps germinated on 2% MEA.
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Agalianos, Angelos S. "A cultural studies analysis of Logo in education." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10018887/.
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Education does not take place in a vacuum, it is a terrain where conflicting ideologies compete and relations of power are inscribed. Despite, however, the accumulation of studies illustrating the social and political nature of schooling, sociological work concerned with educational computing is in short supply; with few exceptions, sociologists of education have not directly addressed educational computing. The development of IT in education in the last two decades has been largely uncritical and the field has been dominated by technocentric approaches. This thesis is an effort to develop a sociological language for understanding educational computing and suggests that the introduction and use of IT in education should be situated within its social, political and cultural context. Appropriating ideas from the sociology of education, sociology of technology and cultural studies, the thesis uses a cultural circuit analysis of Logo progran1I11ing language as a case-study in the sociology of culture in order to illustrate some of the ways in which the introduction of new technologies in education may interplay with the maintenance and/or transformation of existing power relations. The first part of the thesis raises questions that strive to situate technological products -and particularly computers in education- within a sociological paradigm. It establishes four main arguments that run through the whole study: • that most existing accounts of IT in education are inadequate; • that sociology of education and cultural studies can -and should- add to our social perspectives on the use of IT in education; • that technological artefacts used in education are socially constructed and can be analysed in terms of a "circuit of cultural production"; • that we could demonstrate the utility of such a model by running it through the development and implementation of a major IT phenomenon, that is Logo. In the second part of the thesis, analysis is divided in five parts (five analytically distinct "moments"). Through reconstructed accounts of participants and secondary sources, analysis of "moment" 1 (production) demonstrates the contingent and unstable nature of Logo as constantly changing and developing technology in the context of the decision-making processes. Analysis of "moment" 2 (text) discusses Logo as a "text", its "philosophy" for education, and the embodiment of its epistemological principles in the technical design of the language. Analysis of "moment" 3 (marketing/economics) discusses the role of marketing, politics, and economics in the development and evolution of Logo; it illustrates that the activities of mediators like government departments and the microcomputer industrial lobby were crucial to the modification and redevelopment of Logo beyond the context of its initial development. Analysis of "moment" 4 (context) situates the introduction of Logo to mainstream schools within its social and political context suggesting that the disintegration of "progressive" education largely constituted the context for the "decline" of Logo during the process of restructuring of formal education in the late 1970s and 1980s. Against this background, analysis of "moment" 5 (consumption) discusses the ways in which Logo was received in the educational arena and was implicated in the politics of educational innovation, looking into the place that Logo occupied within the institutional and organisational cultures of mainstream schools. Finally, based on the discussion of Logo as a case-study and the findings thereof, the thesis summarises the main analytic and methodological messages and points to directions for further research.
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Briceño, Alejandro P. "The use of cultural studies in military operations." Quantico, VA : Marine Corps Command and Staff College, 2008. http://handle.dtic.mil/100.2/ADA491143.
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Bacquelaine, Vidal de Llobatera Flora. "La cultura participativa en el ámbito local. La ciudad contemporánea y las políticas culturales." Doctoral thesis, Universitat de Girona, 2017. http://hdl.handle.net/10803/457593.
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This research is framed in the context of the current reflection on the new theoretical paradigms that revolve around the so-called Network Society that presents itself as the great revolution of the cultural regime. This thesis analyzes the ideology that underlies the technosociety and the participatory culture associated with; Reflects on how this paradigm influences the public-private debate, as well as on the concept of representativeness or on the urban issue. At the same time, this investigation pays attention to the central position in which creativity is placed within the hegemonic discourse. It also wants to confront municipal cultural practices and policies; the strategic projects articulated from the hegemonic block of power, such as cultural tourism, smart cities or "creative cities". In general terms, the aim is to respond to the question of the city model on which these projects are based<br>Aquesta investigació s'emmarca en el context de la reflexió actual sobre els nous paradigmes teòrics que giren al voltant de l'anomenada societat xarxa. Un tipus de societat que es presenta com la gran revolució del règim cultural. En aquesta tesi s'analitza la ideologia subjacent a la tecnosocietat i la cultura participativa que porta associada. Es reflexiona sobre la manera com aquesta influeix sobre la dialèctica públic-privat, sobre el concepte de representativitat o sobre allò urbà. I es presta atenció igualment a la posició central en què se situa la creativitat en el marc del discurs hegemònic. També es vol confrontar les pràctiques i les polítiques culturals municipals; els projectes estratègics articulats des del bloc hegemònic de poder, com són el turisme cultural, les smart cities o les "ciutats creatives". En termes generals, es pretén donar resposta a la qüestió sobre el model de ciutat en què s'inspiren aquests projectes<br>Esta investigación se enmarca en el contexto de la reflexión actual sobre los nuevos paradigmas teóricos que giran alrededor de la llamada sociedad red. Un tipo de sociedad que se presenta como la gran revolución del régimen cultural. En esta tesis se analiza la ideología que subyace en la tecnosociedad y la cultura participativa que lleva asociada. Se reflexiona sobre el modo como esta influye sobre la dialéctica público-privado, sobre el concepto de representatividad o sobre lo urbano. Y se presta atención igualmente a la posición central en la que se sitúa la creatividad dentro del discurso hegemónico. También se quieren confrontar las prácticas y las políticas culturales municipales; los proyectos estratégicos articulados desde el bloque hegemónico de poder, como son el turismo cultural, las smart cities o las “ciudades creativas”. En términos generales, se pretende dar respuesta a la cuestión sobre el modelo de ciudad en el que se inspiran estos proyectos
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Weinberger, Michelle. "Cultural Knowledge and Resources: Three Studies on the Role of Cultural Knowledge in Consumption." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/145436.
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Resources (natural, economic, social, and cultural) that people rely on for support are sources of power for social and economic actors, including consumers, households, and firms. Resources are created in the interaction of two component parts: cultural knowledge and latent materials. Human actors need to apply appropriate cultural knowledge to latent material (objects, experiences, and potential relationships) in order for them to be converted into resources; cultural knowledge needs to be applied to latent materials to render them meaningful and useful. In this sense, agency and power, one's ability to act in the world, rest not only in resources but also in these underlying components. As such, there is ample motivation for marketers to study and understand not only resources, but also the role of cultural knowledge as an activator in contemporary society.The introductory chapter conceptually develops the thesis that cultural knowledge governs the successful activation and use of latent materials to generate resources. Since understanding cultural knowledge is so important, the introduction then motivates three separate empirical studies on the dynamic role of cultural knowledge in consumers' lives. Each focuses on either how cultural knowledge is (1) accumulated by individual consumers post socialization, (2) deployed by individual consumers, or (3) deployed through collective consumption. Each empirical study is a self-contained project with its own theoretical development and contribution to the marketing and sociology literature, yet each contributes to an overall theoretical understanding of cultural knowledge.
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Cheng, Wing-yi Rebecca, and 鄭穎怡. "Effects of social goals on student achievement motivation: the role of self-construal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B33709245.
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Andrade, Paula Deporte de. "Pedagogias culturais : uma cartografia das (re)invenções do conceito." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/143723.
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A tese apresenta, analisa e discute as condições vinculadas a emergência, disseminação e usos do conceito de pedagogias culturais no campo dos Estudos Culturais em Educação, especialmente no Brasil. Tendo como objetivo a construção de uma cartografia que permita pensar sobre as condições de possibilidade do conceito como ferramenta teórica, a pesquisa movimenta-se no referencial pósestruturalista dos estudos culturais, de modo a mapear algumas linhas que traçaram os contornos que este construto teórico apresenta atualmente. Seguindo e articulando estas linhas, objetiva-se explorar as histórias do conceito, bem como evidenciar os processos que permitiram sua (re)invenção no contexto acadêmico do Programa de Pós-Graduação em Educação (PPGEDU) da Universidade Federal do Rio Grande do Sul (UFRGS). Para explorar os cruzamentos aí identificados, lançase mão do conceito de invenção, no sentido atribuído por Durval Muniz de Albuquerque Junior, e adota-se o roteiro de investigação proposto por Edward Said. Para compreender as pedagogias culturais são referências os estudos de autores que consideram as histórias da pedagogia, como Viviane Camozzato, Franco Cambi e Carlos Noguera-Ramirez, e da cultura, como Raymond Williams e Zygmunt Bauman. A pesquisa desenvolveu-se em três movimentos distintos. Em um, analisam-se as contribuições de David Trend, Henry Giroux, Shirley Steinberg, Joe Kinchloe e Elizabeth Ellsworth, pesquisadores associados às histórias sobre a emergência e sobre vários desdobramentos do conceito. Em outro movimento, para identificar e compreender as condições de importação do campo de ideias e de (re)invenção dos conceitos associados a ele, foram realizadas entrevistas com quatro professores que vivenciaram a implantação da Linha de Pesquisa Estudos Culturais em Educação no PPGEDU/UFRGS. Foram também rastreados os primeiros textos traduzidos que abordam o caráter pedagógico dos artefatos culturais e introduzem o conceito de pedagogias culturais. Em um terceiro movimento, examinam-se pesquisas de Mestrado e Doutorado, indicadas pelos professores entrevistados, para esmiuçar os usos e a produtividade desse construto teórico como ferramenta de análise. Os movimentos de investigação desenvolvidos e articulados mostraram os fios que permitem vislumbrar as tramas desse processo de (re)invenção, que teve como condições de emergência: a possibilidade de novas perspectivas de pesquisa em Educação que os Estudos Culturais trouxeram; a hibridização entre Estudos Culturais e Estudos Foucaultianos; a articulação entre Estudos Culturais e Educação. Tal cartografia evidencia como o conceito de pedagogias culturais vem ajudando tanto a problematizar, matizar e diversificar o entendimento sobre pedagogia, quanto a explorar as qualidades pedagógicas da vida social, constituindo-se em potente ferramenta teórica para os trabalhos produzidos na articulação entre Estudos Culturais e Educação.<br>This research paper presents, analyzes and discusses the conditions connected to the emergence, dissemination and uses of cultural pedagogies in the field of Cultural Studies in Education, particularly in Brazil. Aiming at building up a map that allows us to think about the conditions that enable the possibility of using this concept as a theoretical tools, this research is executed within the post-structuralism referential universe of cultural studies, in order to map out some of the lines that make up the contours that this theoretical construct presents currently. By following and articulating these lines, the purpose is to explore the backgrounds of this concept, as well as to make evident the processes that allowed for its (re)invention within the academic context of the Graduate Program in Education (PPGEDU) at the Federal University of Rio Grande do Sul (UFRGS). In order to explore the intersections identified, we make use of the concept of innovation, in the sense devised by Durval Muniz de Albuquerque Junior, and adopting an investigation step-by-step procedure as proposed by Edward Said, In order to understand cultural pedagogies, this paper uses as references the studies carried out by authors that address both the history of pedagogy, such as Viviane Camozzato, Franco Cambi and Carlos Noguera-Ramirez, and the history of culture, such as Raymond Williams and Zygmunt Bauman. This research was developed in three distinct stages. In the first one, there was the analysis of the contributions made by David Trend, Henry Giroux, Shirley Steinberg, Joe Kinchloe and Elizabeth Ellsworth, researchers associated to historical accounts regarding the emergence and the various ramifications of the concept. In the second stage, in order to identify and understand the importing conditions linked to the field of ideas and the (re)invention of the concept related to it, interviews were executed with four teaching professionals who experienced the implementation of the Line of Research in Cultural Studies in Education at PPGEDU/UFRGS. We also tracked down the first texts translated on the topic that approach the pedagogical nature of cultural artifacts and introduce the concept of cultural pedagogies. In the third stage, we analyzed Master's degree and PhD studies indicated by the teaching professionals interviewed, in order to detail the use and productiveness of this theoretical construct as a tool of analysis. The investigation works that have been carried out and articulated show the threads that allow us to see the weft that make up this (re)invention process, that have as emergence conditions: the possibility of new perspectives for research in education that brought Cultural Studies; hybridisation between Cultural Studies and Foucault's theory; the relationship between Cultural Studies and Education. Such mapping activity makes evident how the concept of cultural pedagogies is assisting in the questioning, nuancing and diversification regarding the understanding of pedagogy, as well as in the exploration of the pedagogical qualities present in social life, thus becoming a powerful theoretical tool to be used in the works addressing the articulation between Cultural Studies and Education.
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Al-Ban, Alaa Zaher G. "Architecture and cultural identity in the traditional homes of Jeddah." Thesis, University of Colorado at Denver, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10112566.
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<p>Jeddah, the second largest city in Saudi Arabia, is located on the west coast of the Red Sea in the Hijaz region. Lying between the two holy mosques, Makkah and Madinah, Jeddah is a more liberal and open-minded city compared to the rest of the conservative Sunni Islamic country. As the only stop along the religious tour with easy access by plane and car, Jeddah and its culture, food, architecture, and lifestyle have been greatly impacted due to the trade route and the religious tourism. Importantly, Al- Balad, the historic city center of Jeddah, is architecturally significant, housing numerous traditional Hijazi homes. With the discovery of oil, local attitudes changed and devalued the culture and the history. And these traditional structures took on a precarious position in the developing city: swimming against the current of Western aesthetics, stereotypes, and political influence, the traditional Hijazi home fell out of fashion, and many structures were left neglected. Due to these changing dynamics and the architectural changes it wrought, this doctoral dissertation endeavors to the architecture of the traditional homes of Al-Balad by investigating the complex interaction of cultural identity and space. </p><p> In analyzing the architectural details of these residential spaces, deciphering the meaning behind the aesthetics and construction of each architectural element, and considering women’s agency and readings about their traditional lifestyles, religion, and beliefs, this work reveals the hidden gender dynamics within the home, dynamics that are too often ignored or misunderstood, particularly in the West. I argue that the traditional Hijazi home stands as proof of an empowered Saudi woman—but empowered according to a different definition of empowerment, one that challenges Western gender constructs and, instead, incorporates the unique social, religious, and historical context of Jeddah specifically and Saudi Arabia more broadly. Moreover, this dissertation offers a model and methodology for documenting the historic structures in the Hijazi region and promotes the appreciation Saudi culture and history. It fills a gap in current preservation practices for the nation; it aims to provide a foundation for architectural preservation curriculum for schools across Saudi Arabia; it offers a template for documentation practices in order to support, preserve, and understand the history and design of the 19th century Hijazi domestic architecture. </p><p> There is a valid need for this work. Currently, a poor archival system, a dearth of literature analyzing Saudi residential architecture, and restrictions and regulations imposed by the Saudi government have led to unique challenges. If this dissertation at times seems to avoid politically charged questions, especially within the context of feminist politics, it does so out of respect to Saudi authorities. Despite such challenges, this dissertation, by returning to Jeddah and deciphering and recording what’s left of its traditional, historic buildings, hopes to initiate a more extensive and unified archiving system and more robust scholarship before an important aspect of Saudi history is lost. </p>
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張賢彬 and Yin-bun Cheung. "Size at birth and postnatal growth and development, morbidity and mortality." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31240045.
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Costa, Sarah Moralejo da. "Fanworks de fanworks: a rede de produção dos fãs." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/177602.
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Este trabalho desenvolve um estudo do sistema de produção estabelecido por fãs da trilogia de filmes O Hobbit. Nós partimos da questão “como se organiza o fandom de O Hobbit a partir da produção de fanworks sobre fanworks?” com o objetivo de verificar como as práticas de consumo e produção internas ao fandom de O Hobbit podem defini-lo como comunidade interpretativa. Assim, tomamos por objeto teórico o sistema de produção de fãs que se estabelece a partir do que um fã faz sobre o trabalho já produzido por outros fãs, fanworks de fanworks. Para embasar nossa pesquisa, apresentamos uma contextualização dos estudos de fãs em Comunicação, a partir de um panorama da literatura internacional e seu desenvolvimento sobre o conceito, com um aprofundamento na produção de teses e dissertações nacionais, que nos permitem compreender como o tema, e esse objeto em específico, vem sido trabalhado academicamente para situar a nossa pesquisa. Desenvolvemos também uma reflexão teórica buscando problematizar a produção dos fãs com relação aos processos de consumo cultural e midiático e sua articulação em comunidade. A partir desse contexto teórico, desenvolvemos duas pesquisas exploratórias que se embasam na interpretação de dados levantados por pesquisas maiores realizadas por terceiros: AO3 Census e o Hobbit Project. Os dados da primeira pesquisa nos permitem compreender mais sobre os fãs e suas práticas de consumo e produção, enquanto os dados da segunda nos lança luz sobre o fandom dos filmes de O Hobbit em específico. A partir da análise de conteúdo realizada nessas exploratórias, fundamentamos delimitações de contexto e ferramentas metodológicas a serem apropriados em nossa pesquisa. Com inspiração etnográfica, realizamos dois experimentos buscando as interações dos sujeitos envolvidos nos processos de produção realizados pelos fãs: uma imersão em um site de postagem de fanworks, o AO3, em que analisamos as notas deixadas por autores de fanworks produzidos sobre outros fanworks para os seus leitores. Pudemos não só nos aprofundar nas formas de produção, mas também nas relações pessoais estabelecidas entre fãs nesse processo. O segundo experimento se fundou em uma imersão em campo, em que realizamos entrevistas pré-estruturadas com fãs de O Hobbit participantes da I Feira Medieval de São Leopoldo, buscando compreender mais de suas interações e formas de produção. Por fim, nossa análise se volta para as particularidades do sistema de produção de fanworks sobre fanworks com relação ao fandom como comunidade, trazendo como principais resultados a constituição de uma rede de produção estruturada nos critérios interpretativos dos fãs e o processo de identificação do fã como fã.<br>This work develops a study on the production system established by fans of The Hobbit movie trilogy. Our starting point was the question “how does The Hobbit fandom organize itself based on the fanworks about fanworks?” with the objective of verifying how the consumers practices and internal productions of The Hobbit fandom are able to define it as an interpretive community. Thus, we took as a theoretical objective the fans production system established by the work a fan made based on a work created by another fan, fanworks of fanworks. In order to base our research, we present a contextualization of the fans studies in Communication, from an overview of international literature and its development about the concept, with a deepening in the production of national theses and dissertations. That allow us to comprehend how the topic, and this objective in specific, have been worked on academically to situate our research. We also developed a theoretical reflection with the intention of discussing the fan production in relation to the cultural and media consumption and its articulation in community. Two exploratory researches that are based on the interpretation of data collected by to major researches made by third parties were developed from this theoretical context: AO3 Census and the Hobbit Project. The data from the first research allowed us to comprehend more about the fans and their practice of consumption and production, while the data from the second one shines a light on the films’ fandom for The Hobbit in specific. Then, based on the content analysis done on these exploratory researches we substantiated boundaries of context and methodological tools to be appropriated in our research. Inspired by ethnography, we’ve conducted two experiments in search of the interactions between subjects involved on the production process done by the fans: an immersion in a fanwork website, AO3, in which we analysed the notes left by authors of fanworks about other fanworks to its readers. We were able to not only deepened in the ways of production, but also in the personal relations established between fans in this process. The second experiment was based on a field immersion, in which we’ve conducted pre-structured interviews with fans of The Hobbit participating on the I Medieval Fair of São Leopoldo, with the intention of comprehending more about their interaction and ways of production. Finally, our analysis focus on the singularities of the production system of fanworks of fanworks related to the fandom as a community, rendering as its main result the building of a production network established on the interpretative criteria of the fans and the process of identification of the fan as a fan.
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HELOU, Sabine, and Timo VIITALA. "How Culture and Motivation Interacts? : - A Cross-Cultural Study." Thesis, Umeå University, Umeå School of Business, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1196.
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<p>Motivating employees is essential for any organization aspiring to succeed. However, the process of motivating is not straightforward due to the diversity of individual’s needs. The task has been made even more difficult by the fact that personalized needs have altered in recent years. For instance, in many circumstances financial compensation is not considered as the main motivational factor of employees. Therefore, various other motivational practices have been developed, which take into consideration such issues as the work environment and the job itself.</p><p>This thesis is a comparative study between Sweden and Finland. The study has an objective of exploring how corporate culture affects the use of motivational practices in the Information Technology industry.</p><p>According to the findings gathered from two organizations, Sasken Finland Oy and SYSteam, culture does influence the choice of motivational practices. The issue of how culture affects, depends on whether corporate culture is task or person-oriented.</p>
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Simpson, Kelly M. "Measuring Culture Change as an Evaluation Indicator: Applying Cultural Consensus Analysis to Cultural Models of Lymphatic Filariasis in Haiti." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002744.
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Harju, Linda. "Communicating Culture : Can cultural studies, from a social constructivist perspective, enhance students' communicative competence?" Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77721.
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Denna uppsats har som syfte att undersöka om kulturstudier kan öka den kommunikativa förmågan, sett ur ett social konstruktivistiskt perspektiv. Frågeställningarna är som följer: Är kulturstudier integrerat i engelska 5 kursen? Finns det en relation mellan kunskap om kultur i engelsktalande områden och länder och kommunikativ kompetens? Anser eleverna själva att kunskap om kultur ökar deras kommunikativa kompetens? Vald metod är kvalitativ intervju samt innehållsanalys av ämnesplanen för engelska 5. Resultatet visar att kulturstudier inte är integrerat i engelska 5 kursen, samtidigt som elever ända har erfarenheter i form av kunskap om kultur i engelsktalande områden och länder. Dock kan endast i två av fallen en tydlig relation mellan kunskap om kultur och elevernas kommunikativa kunskap härledas. Fyra av fem elever anser att deras kommunikativa förmåga ökar tack vare kunskap om kultur.