To see the other types of publications on this topic, follow the link: Culture clash.
Dissertations / Theses on the topic 'Culture clash'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Culture clash.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Vice, President Research Office of the. "Culture Clash." Office of the Vice President Research, 2008. http://hdl.handle.net/2429/2769.
Full text
2
Marques, Jose Da Mota. "Christology and culture clash a study in the Christology of the Afro-Brazilian religions /." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
Full text
3
Usbeck, Frank. "Clash of Cultures? "Noble Savages" in Germany and America." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-195540.
Full textAbstract:
Als Ferdinand Pettrich im September 1835 in den USA eintraf, waren Vorstellungen vom Wesen amerikanischer Ureinwohner in den deutschen Staaten bereits ausgeprägt und folgten bestimmten Mustern. Die Zeit der Indianerbegeisterung als Massenphänomen, die Karl May zum meistgelesenen deutschsprachigen Schriftsteller machte und Hunderttausende in die Vorstellungen amerikanischer und deutscher Wild-West-Shows trieb, lag damals zwar noch etliche Jahrzehnte in der Zukunft, und die bildlichen Vorstellungen vom berittenen Krieger der Prärien als dem ‚Standardindianer' würden sich erst ab Ende der 1830er- und während der 1840er-Jahre mit den Illustrationen von Bodmer und Catlin entwickeln. Jedoch war ‚der Indianer' bereits ein fester Bestandteil in der Vorstellungswelt von Amerika wie auch der eigenen Gruppenidentität. Bereits an den ersten transatlantischen Erkundungsreisen waren Deutsche beteiligt, frühe Berichte über die Bewohner dieser ‚neuen Welt' verbreiteten sich Dank der Entwicklung des Buchdrucks schnell durch Mitteleuropa. Beim Eintreffen Pettrichs in Amerika war Coopers Letzter Mohikaner bereits in der deutschen Übersetzung erschienen und zum Verkaufsschlager geworden<br>When Ferdinand Pettrich arrived in the United States in September 1835, perceptions about the nature of Native Americans had already become established and followed certain patterns. The era of Indian enthusiasm as a mass phenomenon—which made Karl May the most-read writer in the German-speaking world and drove hundreds of thousands to American and German Wild West shows—at that time still lay a number of decades in the future. Pictorial representations of mounted warriors of the prairie, which became the ‘standard Indian,’ were first developed through the illustrations of Karl Bodmer and George Catlin around the end of the 1830s and during the 1840s. Nevertheless, 'the Indian' was already a standard part of the vocabulary of perception for America—as well as of the Germans’ self-perception as a group. Germans took part in the fi rst transatlantic explorations, and early reports about the inhabitants of this ‘new world’ spread across Central Europe thanks to the quick development of the printing press. Upon Pettrich’s arrival in America, James Fenimore Cooper’s The Last Mohican had already been translated into German, becoming a bestseller there
4
Usbeck, Frank. "Clash of Cultures? "Noble Savages" in Germany and America." Arnoldsche Art Publishers, 2013. https://tud.qucosa.de/id/qucosa%3A29201.
Full textAbstract:
Als Ferdinand Pettrich im September 1835 in den USA eintraf, waren Vorstellungen vom Wesen amerikanischer Ureinwohner in den deutschen Staaten bereits ausgeprägt und folgten bestimmten Mustern. Die Zeit der Indianerbegeisterung als Massenphänomen, die Karl May zum meistgelesenen deutschsprachigen Schriftsteller machte und Hunderttausende in die Vorstellungen amerikanischer und deutscher Wild-West-Shows trieb, lag damals zwar noch etliche Jahrzehnte in der Zukunft, und die bildlichen Vorstellungen vom berittenen Krieger der Prärien als dem ‚Standardindianer' würden sich erst ab Ende der 1830er- und während der 1840er-Jahre mit den Illustrationen von Bodmer und Catlin entwickeln. Jedoch war ‚der Indianer' bereits ein fester Bestandteil in der Vorstellungswelt von Amerika wie auch der eigenen Gruppenidentität. Bereits an den ersten transatlantischen Erkundungsreisen waren Deutsche beteiligt, frühe Berichte über die Bewohner dieser ‚neuen Welt' verbreiteten sich Dank der Entwicklung des Buchdrucks schnell durch Mitteleuropa. Beim Eintreffen Pettrichs in Amerika war Coopers Letzter Mohikaner bereits in der deutschen Übersetzung erschienen und zum Verkaufsschlager geworden.<br>When Ferdinand Pettrich arrived in the United States in September 1835, perceptions about the nature of Native Americans had already become established and followed certain patterns. The era of Indian enthusiasm as a mass phenomenon—which made Karl May the most-read writer in the German-speaking world and drove hundreds of thousands to American and German Wild West shows—at that time still lay a number of decades in the future. Pictorial representations of mounted warriors of the prairie, which became the ‘standard Indian,’ were first developed through the illustrations of Karl Bodmer and George Catlin around the end of the 1830s and during the 1840s. Nevertheless, 'the Indian' was already a standard part of the vocabulary of perception for America—as well as of the Germans’ self-perception as a group. Germans took part in the fi rst transatlantic explorations, and early reports about the inhabitants of this ‘new world’ spread across Central Europe thanks to the quick development of the printing press. Upon Pettrich’s arrival in America, James Fenimore Cooper’s The Last Mohican had already been translated into German, becoming a bestseller there.
5
Prewitt, Melvin J. "From biculturalism to culture clash: French language and Manitoba public education to 1916." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2261.
Full textAbstract:
The Manitoba School Question is representative of a larger problem of possible tyranny by the majority. Mob rule is often less recognized when seemingly legitimized by legislative action. This long term event shows the danger resulting from assumptions that constitutional provisions provide adequate protection for a minority. When legislation is enacted which removes Constitutional rights, and there is no violent opposition, are assumed to be accepted by all. Once opposition develops decades later, it comes as an apparent surprise, even to individuals in prominent political positions.
Language is clearly a major issue in the Manitoba School Question but all elements of culture including religion and ethnicity play important roles in the controversy. While other North American communities like Prairie du Chien and St. Louis have retained little to mark a distinctive French culture, aside from street names, in Manitoba, the language and other cultural elements continue in theater, literature, and education. Even as the minority language continues, there is virtually no one who claims French as their native language who is not fluent in English. As other locations in North America debate the question and propriety of imposing an official language, much could be learned from the experience of Manitoba.
The primary sources utilized in this study were mainly documents generated by the Manitoba and Canadian governments and by the Manitoba Department of Education. Much information was also gleaned from the correspondence of Catholic missionaries and Archbishop Taché as well as from leadership in the Protestant school systems. Few of most important participants in this pageant lived to witness the Constitutional crisis resulting from the quick and easy legislative responses to popular sentiments.
6
Heuvel, Sean Michael. "Culture Clash: A case study of the issues that non-traditional college presidents face in adjusting to academic culture." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1550154087.
Full text
7
Charles, Franklyn W. "Disruptive Technology in Sound Clash Culture: Narratives of Technological Adoptions and Performance in Competition." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565706604776981.
Full text
8
Ahern, Sean Xavier. "The Clash and Mass Media Messages from The Only Band That Matters." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1340661045.
Full text
9
Wasunna, Angela. "Averting a clash between culture, law and science : an examination of the effects of new reproductive technologies in Kenya." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64309.pdf.
Full text
10
Bergström, Cecilia, and Linda Andersson. "”En främmande kulturs påverkan” - : en studie om de kinesiska utbytesstudenternas kulturella upplevelser av att studera på Högskolan i Gävle." Thesis, University of Gävle, University of Gävle, University of Gävle, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6451.
Full textAbstract:
<p>Högskolan i Gävle har på senare år påbörjat ett samarbete med utländska universitet och en stor andel utbytesstudenter vid högskolan kommer från Kina (Högskolan i Gävle, 2007). Att lyckas akademiskt är till viss del beroende av individens förmåga att anpassa sig till den akademiska kulturen och de rådande normerna. Studenter utbildade i konfucianistisk kultur har ofta annan syn på läraren än studerande i västerländsk kultur då man inom konfucianismen anser att läraren är en person med hög auktoritet och forskning visar att stressnivån för nyanlända utbytesstudenter är stark i början av deras akademiska utbildning i ett främmande land (Brown, 2008). Syftet med vår uppsats var att undersöka de kinesiska utbytesstudenternas kulturella upplevelser av att studera på Högskolan i Gävle och se hur dessa påverkar dem.</p><p>En kvalitativ metod genomfördes med inspiration av ett fenomenologiskt förhållningssätt. Detta skedde i form av en semistrukturerad fokusgruppsintervju med sex stycken utbytesstudenter från Kina som studerat minst två år på Högskolan i Gävle. Resultatet visade att respondenterna upplevt kulturskillnader som de fått anpassa sig till under sin tid som utbytesstudenter. De största kulturkrockarna skedde i att anpassa sig efter den svenska undervisningen och ett främmande språk. Språkliga brister var troligen den största faktorn till att de inte hade kontakt med svenska studenter. Dock verkade respondenterna inte uppleva kulturchock i så stor utsträckning. Störst stress upplevde de i början av en ny kurs då de var tvungna att anpassa sig efter främmande ord på engelska och inför tentamenstillfällen. I början av respondenternas vistelse som utbytesstudent upplevde de dock hemlängtan och svårigheter att följa med i undervisningen vilket kunde upplevas som stressande. Detta verkade dock ha avtagit med tiden och utbytesstudenterna upplevde situationen vara tillfredställande trots en annorlunda kultur.</p><br><p>The University of Gävle has in recent years started a relation with foreign universities and a large share of exchange students come from China (Högskolan i Gävle 2007). To succeed academically is to some extent dependent on the individual´s ability to adapt to the prevailing standards in the academic culture. Students educated in a konfucianistic culture have often a different view of the teacher than students in Western culture when in Confucianism believe that the teacher is a person of high standing and research shows that stress levels for newly arrived exchange students are strong in the beginning of their academic training in a foreign country (Brown, 2008). The purpose of our study was to get an insight into the Chinese</p><p>exchange student’s cultural experiences of studying at the University of Gävle and to see how this can affect them.</p><p>A qualitative method with inspiration of the phenomenogical approach was carried out. This took the form of a semistructrued focus group interview with six exchange student´s from China who has studied at least two years at the University of Gävle. The result implied that the respondents experienced differences in culture that they had to adapt to during their time as exchange students. The largest clash of cultures came when they were trying to adapt to the Swedish education and a foreign language. Linguistic deficiencies were probably the largest factor to affect the lack of contact with Swedish students. However, the respondents didn't seem to experience culture chock at a large extent. They experienced most stress at the beginning of a new course when they were forced to adapt to unfamiliar words in English and for examinations. At the beginning of the respondents sojourn however, they experienced homesickness and difficulties in keeping up with the tutoring which could be experienced as stressful. However, this seems to have declined by time and the exchange students experienced the situation as satisfying despite a different culture.</p>
11
Mantovani, Francesco. "Inbetweenness - A reflection on Italian American cultural integration as depicted in the novel 'Ask the Dust' by John Fante." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/12677/.
Full textAbstract:
Riflessione sull'integrazione Italo Americana a Los Angeles durante il periodo della Grande Depressione basata sul romanzo di John Fante 'Ask the Dust', ed in particolare sul personaggio di Arturo Bandini.
12
Chapman, James Norman. "Afro No-Clash : composing syncretic African/Western music : eleven compositions and the frameworks for their systematic analysis." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16694/1/Jim_Chapman_Thesis.pdf.
Full textAbstract:
This PhD consists of an artistic work (an album of music) and an exegesis. The album contains eleven works for a variety of ensembles, including an eight-piece pop fusion group, a string quartet, an eleven-piece a cappella ensemble, a five-piece contemporary classical ensemble and a six-piece percussion ensemble. Each of these works embraces a blend of African and Western techniques and aesthetics. These works are the result of a compositional praxis which is closely integrated with a theoretical framework that I develop in the exegesis. The purpose of the exegesis is to provide a framework from which to understand the compositions. Perspectives such as postcolonialism are immediately engaged because of the fact that two distinct world cultures are referenced by these compositions. Similarly, the musical aesthetics of the two source cultures are examined because I need to understand the ways that the value systems are expressed in musical terms, and how they might interact in cross-cultural composition. Examination of the literature reveals that there has been a trend in recent decades towards cultural analysis of cross-cultural music but very little work has been done on the technical analysis of such works (Utz 2003). A preliminary list of issues is developed from a survey of ten relevant composers’ works and these issues are categorised into three analytic dimensions: the contextual (cultural), aesthetic and technical. African “musics” and musical cultures are discussed with regard to issues of Western interpretation (Agawu 2003) and appropriate representation, social and cultural preferences and aesthetic values. Likewise Western musical culture is examined in order to understand its colonial impact, its stylistic consistency and ideas that have emerged about aesthetic preferences and the interpretation of meaning (Cone 1972; Kivy 2001). Four frameworks are developed to address each of these analytical dimensions. The first deals with cultural identity and the appropriation of musical ideas, the second with the sensitivity of certain materials. The third framework enables the examination of the aesthetic preferences for each of the cultures involved and the fourth framework provides a taxonomy and vocabulary of terms for use in analysis of the structural and other technical features of cross-cultural Western/African musics. These four frameworks are applied to the eleven compositions that I have completed for this project. I identify distinct approaches to appropriation, aesthetic preferences, the predominance of rhythmic structure and the performative embodiment and narrative transformational processes in my compositions. I conclude by categorising the technical and stylistic preferences embodied in my work, and identifying possible future directions for my compositions and the development of the analytical frameworks.
13
Chapman, James Norman. "Afro No-Clash : composing syncretic African/Western music : eleven compositions and the frameworks for their systematic analysis." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16694/.
Full textAbstract:
This PhD consists of an artistic work (an album of music) and an exegesis. The album contains eleven works for a variety of ensembles, including an eight-piece pop fusion group, a string quartet, an eleven-piece a cappella ensemble, a five-piece contemporary classical ensemble and a six-piece percussion ensemble. Each of these works embraces a blend of African and Western techniques and aesthetics. These works are the result of a compositional praxis which is closely integrated with a theoretical framework that I develop in the exegesis. The purpose of the exegesis is to provide a framework from which to understand the compositions. Perspectives such as postcolonialism are immediately engaged because of the fact that two distinct world cultures are referenced by these compositions. Similarly, the musical aesthetics of the two source cultures are examined because I need to understand the ways that the value systems are expressed in musical terms, and how they might interact in cross-cultural composition. Examination of the literature reveals that there has been a trend in recent decades towards cultural analysis of cross-cultural music but very little work has been done on the technical analysis of such works (Utz 2003). A preliminary list of issues is developed from a survey of ten relevant composers’ works and these issues are categorised into three analytic dimensions: the contextual (cultural), aesthetic and technical. African “musics” and musical cultures are discussed with regard to issues of Western interpretation (Agawu 2003) and appropriate representation, social and cultural preferences and aesthetic values. Likewise Western musical culture is examined in order to understand its colonial impact, its stylistic consistency and ideas that have emerged about aesthetic preferences and the interpretation of meaning (Cone 1972; Kivy 2001). Four frameworks are developed to address each of these analytical dimensions. The first deals with cultural identity and the appropriation of musical ideas, the second with the sensitivity of certain materials. The third framework enables the examination of the aesthetic preferences for each of the cultures involved and the fourth framework provides a taxonomy and vocabulary of terms for use in analysis of the structural and other technical features of cross-cultural Western/African musics. These four frameworks are applied to the eleven compositions that I have completed for this project. I identify distinct approaches to appropriation, aesthetic preferences, the predominance of rhythmic structure and the performative embodiment and narrative transformational processes in my compositions. I conclude by categorising the technical and stylistic preferences embodied in my work, and identifying possible future directions for my compositions and the development of the analytical frameworks.
14
Borová, Hana. "Střet kultur a jeho mezinárodně politické souvislosti a důsledky: Případová studie Afrika." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-206305.
Full textAbstract:
The aim of the theses is to identify long-term consequences of the clash of African and European cultures and its current political, economic and social consequences on the contemporary Sub-Saharan Africa. In the methodological part the terms of socio-cultural complex, socio-cultural structure, clash of civilizations and culture gap are explained, followed by the basic characteristics of African culture and a brief outline of the local history with a special emphasis put on the historical influences of Europe. The application part is divided into three sections according to the areas in which the effects of culture gap are analysed - namely political, economic and social spheres. Each area is further divided into four parts that using specific examples describe consequences of the clash of European and African cultures in contemporary Sub-Saharan Africa.
15
Laneve, Marc, and Thomas Stüllein. "The influence of national culture on cross-border M&A." Thesis, Linnaeus University, Linnaeus School of Business and Economics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-5780.
Full textAbstract:
<p>In theory, the phrase "mergers and acquisitions" (abbreviated M&A) refers to buying, selling and combining different companies in order to gain improved financial performance, create a global presence, and face the global competitive market. Nevertheless, many researches have underlined the high rate of failure among M&A, and the difficulty to achieve expected results and synergies. Among the reasons of failure, many analysts have pointed out the determinant influence of the cultural aspect in the success or the failure of a cross-border merger. However, the cultural issue in M&A is often neglected and too less stressed.</p><p>In order to have a better understanding of the cultural aspect in the merger and acquisition process, and point out its influence on the merger process as well as the corporate culture, we first present a theoretical part introducing the cross-border merger and acquisition concept with the perspective of the national culture, and the role that leaders could play in order to limit the negative impact of culture and the clashes on cross-border M&A. Therefore, a part including three cases of "cultural failure" in the merger process illustrates the concepts explained in the theoretical part. Those well-known cases are: DaimlerChrysler, UpJohn & Pharmacia, and Volvo – Renault. The cases show how the cultural issue had been underestimated and had implied cultural clashes and extra-costs for the companies involved.</p><p>After concluding our findings, we end the thesis with a prospective part based on the possible evolution of the merger and acquisition market. Indeed, we believe that our research topic will gain importance in the future, and the influence of culture on M&A deals may increase.</p>
16
Germeck, Karl. "“Speaking With” the Ravine: Representation and Memory in Five Cultural Productions of Chavez Ravine, Los Angeles." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/867.
Full textAbstract:
This thesis examines the rich and layered intertextual relationship between five artisticrepresentations of the razed neighborhoods of Chavez Ravine, Los Angeles, and its former residents. These works include Seattle-based photographer Don Normark’s 1999 photography collection Chávez Ravine, 1949: A Los Angeles Story; the full-length dramatic play Chavez Ravine, written and first performed by Los Angeles-based Chicano comedy troupe Culture Clash in 2003; Jordan Mechner’s 2004 short documentary film Chávez Ravine: A Los Angeles Story; Ry Cooder’s musical album Chávez Ravine: A Record by Ry Cooder; and lastly, high school history teacher Ken Aven’s 2006 debut novel, Chavez Ravine Echoes. Together, these five productions make up a case study that engages with the theoretical debate about privileged groups speaking for, or on behalf of, underrepresented groups. This analysis emphasizes a process of representation that is shared and driven by dialogue between the artists of these productions and the place and people they represent. Through the inclusion of resident involvement in the production process and the weaving of narrative elements from both Mexican American and dominant cultural traditions, these projects promote the Ravine’s cultural wealth and visibility within a popular culture dominated by the symbol of Dodger Stadium. This study, through close readings and textual analysis, demonstrates how these works, considered together, open up spaces for cross-cultural discussions about Chavez Ravine and the various roles it plays within U.S. cultural history. More importantly, these five representations of Chavez Ravine figuratively practice and promote a “speaking to and with” model of intercultural communication between dominant and minority cultures.
17
Lucas, Ashley Elizabeth. "Performing the (un)imagined nation : the emergence of ethnographic theatre in the late twentieth century /." Diss., Connect to a 24 p. preview or request complete full text in PDF formate. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3236642.
Full text
18
Madsén, Annie. "Parallella världar : Pedagog i en segregerad förort." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-18035.
Full textAbstract:
In my essay, I write about the work at a pre-school in a segregated suburb. I begin my essay with examples from my workday. In one case, it is about Sara, playing games where other children are excluded and she also exhibits a power game towards me. In the second example, it is about how a group of children conspire and expose both themselves and others for destructive conspiracy patterns. When I write down what happens in the group of children at my pre-school, I see patterns reminiscent of destructive gangs. I reflect about whether I am witnessing that my preschooler is in the preliminary stage of youth gangs with destructive patterns. The purpose of my essay is that for my own sake, and from a social perspective to provides deeper understanding of the causes that can generate power game and conspiracy patterns in children in segregated neighborhoods. I also describe how it can be to work in a kindergarten in a segregated suburb. M y questions are what happen to children when norms in the home are in conflict with the norms of the preschool. The norms in the homes may also be an illegal act in Sweden, when punishment and spanking occurs. Children may be in a conflict of loyalties when they know that parents may not spank their children in Sweden, but still do it. I examine whether there may be negative factors in the family's integration that allows contexts do not meet in a positive direction, and therefore can cause cultural clashes. I start from my own experiences as child-minder in the suburbs during twenty five years. I do this by writing the essay, I reflect on my own thoughts, but also through reflective conversations with others. To obtain scientific perspective on my research, I have chosen as the starting point to the support of other studies in ethnological and sociological aspects. I have come to the conclusion that there may be several reasons for pre-school children of my workplace to act as they do. One reason that I think is important is that families in my pre-school are segregated in the segregation, their meetings consisting mostly of their own countrymen and relatives. The majority of parents have no work and their contact with the Swedish society is done by the authorities and at the pre-school. I have met families where parents have lived in Sweden for twenty years, but still have limited language in Swedish. I have also seen that there is an aversion to the "Swedish" and that there is a conscious choice to refrain from it.
19
Ekstam, Marie, and Charlotta Karlsson. "En bild säger mer än tusen ord : En kvalitativ framinganalys av svensk kontra turkisk press gestaltning av omständigheterna kring terrordådet mot Charlie Hebdo." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45561.
Full textAbstract:
January 7, 2015, the satirical magazine Charlie Hebdo, which among other things has published satirical images of the Prophet Muhammad, became a victim of a terror attack where 12 people lost their lives. This horrible act was performed to avenge Islam and the Prophet Muhammad, something that aroused reactions all over the world. In the media a debate began whether to re-publish the drawings that might have caused the attack or not. Despite the fact that freedom of expression has an important role in the society there were different opinions on the matter. The aim of this study is to identify how the swedish newspapers Svenska Dagbladet and Dagens Nyheter and the turkish newspapers Today’s Zaman and Hürryiet Daily News framed the circumstances around the terror attack against Charlie Hebdo. By applying a framing analysis on 40 columns with various authors, 20 from each country, we could discern five dominant frames within the texts: Je suis Charlie, why publish/not publish caricatures, motives behind the attack, impacts of the attack and solutions. Our theoretical basis of the study include the concepts of freedom of expression, cultural differences and framing. The results showed similarities as well as differences between the turkish and the swedish journalists ways of framing the circumstances around the attack. In each frame we have identified what the authors consider to be the main issue, the underlying cause and suggestions on how to solve the problem. Here we saw patterns between the different frames, where many of the subjects were demonstrated in several frames.
20
Ağlamaz, Fatma Sibel. "Understanding the dynamics of cultural stratification: the case of Spain." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/672392.
Full textAbstract:
Advanced societies have witnessed unprecedented socioeconomic and technological changes in the last 50 years. The growth of the service sector has transformed the class structure, and social mobility has increased for younger cohorts. Massive urbanization has altered social interactions; educational expansion has raised people’s cognitive abilities, and the spread of the mass media and new information technologies has facilitated contacts between different cultures. These social transformations have been accompanied by deep cultural changes at the individual and societal levels. This thesis explores the many different manifestations of cultural change and investigates the underlying mechanisms through which social change has promoted differentiation in cultural consumption and the multiplication of social connections. Using data from Spain, a society that experienced one of the fastest modernization processes in the second half of the 20th century, I examine three dimensions of culture that are central to the literature on the sociology of culture: cultural tastes, omnivority, and social capital. The findings of this thesis highlight the persistent importance of structural factors such as education and social class in explaining the differences in cultural manifestations. However, the results also suggest that cultural preferences may be becoming more socially heterogeneous and individualistic over time due to the levelling role of public education, urbanization, social mobility, and the spread of new communication technologies. The thesis's main conclusion is that to study the relationship between social and cultural change it may be necessary to adopt a pluralist perspective that considers the role of both social structure and individuals’ actions in shaping culture.<br>Las sociedades avanzadas han presenciado cambios socioeconómicos y tecnológicos sin precedentes en los últimos 50 años. El crecimiento del sector de servicios ha transformado la estructura de clases y la movilidad social ha aumentado para las cohortes más jóvenes. La urbanización masiva ha alterado las interacciones sociales; la expansión educativa ha aumentado las capacidades cognitivas de las personas; y la difusión de los medios de comunicación y las nuevas tecnologías de la información han facilitado los contactos entre diferentes culturas. Estas transformaciones sociales han ido acompañadas de profundos cambios culturales a nivel individual y social. Esta tesis explora las diferentes manifestaciones del cambio cultural e investiga los mecanismos subyacentes a través de los cuales el cambio social ha promovido la diferenciación en el consumo cultural y la multiplicación de contactos sociales. Utilizando datos de España, una sociedad que experimentó uno de los procesos de modernización más rápidos en la segunda mitad del siglo XX, examino tres dimensiones de la cultura que son centrales para la literatura sobre la sociología de la cultura: los gustos culturales, la omnivoridad cultural y el capital social. Los resultados de la tesis resaltan la importancia continuada de los factores estructurales como la educación y la clase social para explicar las diferencias en las manifestaciones culturales. Sin embargo, los resultados también sugieren que las preferencias culturales pueden volverse más socialmente heterogéneas e individualistas con el tiempo debido al papel democratizador de la educación pública, la urbanización, la movilidad social y la difusión de las nuevas tecnologías de la comunicación. La principal conclusión de la tesis es que para estudiar la relación entre cambio social y cultural puede ser oportuno adoptar una perspectiva pluralista que considere el papel tanto de la estructura social como de las acciones de los individuos en la configuración de las manifestaciones culturales.
21
Meghji, Ali. "Cultural capital and cultural repertoires among the black middle-class : race, class, and culture in the racialised social system." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/285101.
Full textAbstract:
In this thesis, I ask 'Do racism and anti-racism affect black middle-class cultural lives?' I answer this question through interviews with thirty-two black Brits in professional occupations, and ethnographic work across middle-class spaces in London. I argue there are three black middle-class identity modes - strategic assimilation, ethnoracial autonomous, and class-minded - that each show a different relationship between racism, anti-racism, and cultural lives. Each of these identity modes are characterised by specific cultural repertoires. Individuals towards strategic assimilation draw on cultural repertoires of code-switching and cultural equity. Through the repertoire of code-switching, individuals towards strategic assimilation 'switch' identities when around the white middle-class. This identity-switching is based on the premise that one must become palatable to the white middle-class in order to attain legitimate middle-class cultural membership. Racism thus affects such individuals' cultural identities as they show racialised (white) barriers to middle-class cultural membership. Nevertheless, such individuals draw on the anti-racist repertoire of cultural equity, meaning they strive to be equal to the white middle-class in terms of cultural capital. Such individuals therefore often 'decode' traditional middle-class culture as white, but consume such culture to maintain an equal standing to the white middle-class in terms of cultural capital. Those towards the ethnoracial autonomous identity mode draw on cultural repertoires of 'browning' and Afro-centrism. Through their anti-racist repertoire of browning, they stress that people ought to be proud of being black. They therefore resist 'code-switching' and challenge the view that one must assimilate with white norms to prove their middle-class status. Such individuals also use the anti-racist repertoire of Afro-centrism to argue that they have a moral duty to positively uphold black diasporic histories, identities, and culture. They therefore prioritise consuming cultural forms which give positive, authentic representations of the black diaspora, consequently challenging the devaluation of blackness in British society. Lastly, those towards the class-minded identity mode draw on cultural repertoires of post-racialism and de-racialisation. Such individuals believe British society is 'beyond' racism, and they define as 'middle-class' rather than 'black', often reproducing negative stereotypes of other black people. Such individuals use their consumption of middle-class cultural forms to symbolically separate themselves from other black people. Racism affects their cultural lives, therefore, as they often reproduce negative ideologies of other black people as being culturally myopic, uncultivated, or 'playing the race card'. My thesis develops the 'two streams' of research on Britain's black middle-class. Firstly, studies of black British middle-class identity have been unidimensional, focusing predominantly on strategic assimilation. My research shows that strategic assimilation is only one identity mode. Secondly, the literature on black middle-class cultural consumption is also unidimensional, making it appear as though all black middle-class people seek to consume 'middle-class' cultural forms that have a 'black' focus (for example, literature exploring black identity). My research shows that certain black middle-class people (those towards the class-minded identity mode) have no affinity towards 'black' cultural forms, while others (those towards strategic assimilation) make sure to consume 'traditional' middle-class culture to maintain an equal standing with the white middle-class.
22
Hewling, Anne. "Culture in the online class." Thesis, Open University, 2006. http://oro.open.ac.uk/56472/.
Full textAbstract:
This study investigates the construction of culture in a remote-accessed virtual class with learners who have been recruited globally. Having reviewed the literature of the field it concludes that using a framework of ideas which equates culture with nationality is problematic, as it tends to emphasise dissonance and difference in classes which are nonetheless functional. Instead the study proposes that culture should be regarded as a process of ongoing negotiation between the different elements involved in the learning context. In the online class this involves not only students, tutors and course materials but also the technology being used. In negotiation, human elements draw on understandings they have previously developed through prior experience of other cultural contexts (including nationality), whilst the understandings of designers and developers are reflected in the structure and functionality of the technology and the course materials provided for the class. Using a methodological framework based on grounded theory a picture of the practice of negotiation of culture in an online class is developed. Posting messages to class discussion forums is found to be the primary means of negotiation of culture. Examples of discussions, and learners' subsequent reflections on them in interviews, demonstrate how issues are presented, and how and what authorities are drawn on to validate or dispute the positions presented. Core themes of technology, time, authority and control are identified as arising across different instances of negotiation. These are seen to introduce contradictions and uncertainties into the negotiation process, and thus potentially impede its effectiveness. Overall, the study argues that the construction of culture in the online class is neither the product of essential attributes of the learners, nor a fixed linear process but, rather, an iterative process of multiple incidents of negotiation. Lessons learned over time provide material for future negotiation but cannot in themselves act as predictive tools. Some suggestions are made for the direction of future research aimed at giving participants more control over this process. Finally, suggestions are offered as to how this view of culture as negotiation can assist the facilitation of interaction and learning in the online class.
23
O'Brien, Timothy. "Football, violence and working class culture." Thesis, University of Manchester, 1985. http://clok.uclan.ac.uk/21061/.
Full textAbstract:
This thesis is based on fieldwork, carried out over a five year period, amongst a group of young, male, football fans. The question of what football means to its loyal adherents is asked and answers such as a religion, a quasi religion, or a magical ceremony are analysed and discussed. The language of the fans in terms of songs, chants, and graffiti, as well as emblems, scarves and their way of dress is e camined as a development of this analysis, and finally the position of football as a central interest in the lives of the fans is discussed. Throughout ethnographic examples and case studies from the group under study are dispersed in the relevant sections, linking the twin themes of violence and football, and, in the case of this particular group, putting the emphasis firmly on football. The thesis also looks at the history of violence at football grounds and at other places over the years where young males from working class backgrounds have been involved. Issues of class and culture, especially the sub-culture of the young and the sub-culture of violence are also examined with special reference to young males and their occupation of the football terraces. Statistics on arrests and ejections at football matches are analysed and correlated with research already carried out on football related offences, convictions and punishments. Particular attention is paid to the role of the group as an intervening variable on the football terraces between the individual and the crowd on the football terraces.
24
Windle, Jack. "Class, culture and colonialism : working-class writing in the twentieth century." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/5111/.
Full text
25
Paddock, Jessica. "Class, food, culture : exploring 'alternative' food consumption." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/27436/.
Full textAbstract:
Contributing empirically, methodologically and conceptually to the body of work that remains unconvinced of the ‘death of class’ (Pahl 1989), this thesis explores the resonance of class culture in contemporary ‘alternative’ food practice. Indeed, arising from disenchantment with conventional industrial food production and supply chains, ‘alternative’ food networks aim to provide a means to reconnect consumers, producers and food (Kneafsey et al. 2008). By taking seriously the act of shopping for food as culturally meaningful and not merely a practice of routinely provisioning the home (Lunt and Livingstone 1992) this thesis then argues that ‘alternative’ food practice provides a platform for the performance of class identities. That is, both structurally and culturally, class is thought to matter to people (Sayer 2011), and is elucidated and reproduced through food practice. By means of mixed methods data collection; participant observation, survey, semi-structured interviews and documentary analysis, this study provides support for a Bourdieusian approach to class analysis. In particular, the thesis makes use of Bourdieu’s toolkit of concepts by conceiving of class as a relative ‘position’. This is understood to be achieved via the moral derision of the ‘other’, where participants draw moral boundaries between ‘good’ and ‘bad’ foods and the ‘good’ or ‘bad’ who partake in its consumption. In this way, the field of ‘alternative’ food practice seems not only ground from which to observe class. Rather, ‘alternative’ food is understood to be appropriated as a resource of ‘distinction’ (Bourdieu 1984) that is then figured in the very maintenance and reproduction of class culture. This interface between class, food and culture may prove consequential for those seeking substantive alternatives to conventional foodways. Crucially, it is argued that by imagining less socially and culturally uniform strategies to promote ‘alternative’ food practice, we may unlock their potential to provide an equitable and sustainable food future. To this end, by elucidating the moral significance of class in the field of ‘alternative’ food practice, this thesis has wider implications in carving a role for sociological enquiry in the emerging field of ‘sustainability science’ (Marsden 2011).
26
Charlesworth, S. J. "Changes in working class culture in Rotherham." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597497.
Full textAbstract:
The thesis looks at a town called Rotherham in South Yorkshire. The focus is upon the extent of changes in working class culture that have issued from the loss of industry and the collapse of the local economy. Alongside this picture of a community in change the main body of the thesis is concerned to develop an account of working class people as necessarily suffering because of their changed position in the national economy. The thesis locates the most personally felt tragedies in the Social sphere and is an exercise in socio-analysis: that is, an attempt to expiate the pain of the people involved in these experiences through their being offered the possibility of recognising their personal plight as a social destiny. The thesis is a product of three years of work that has generated around 400,000 words worth of transcribed material that records the thoughts of the people of the town. The vast bulk of the interviews is with people who are socially vulnerable and marginal but I have also tried to involve the local police and health services. The thesis, therefore, contributes to our knowledge of the deeper effects of contemporary economic and social organisation. The task of analysis utilised the works of diverse social thinkers, from Bourdieu to Habermas but the analysis of the personal has rested heavily on the Phenomenology of Merleau-Ponty and the philosophical meditations of Wittgenstein and others, including, Charles Taylor and Stephen Mulhall. The central thesis, that working class culture has become asocial, atomised, alienated, rests upon the theoretical work carried out in making sense of what is actually being said by the people who I interviewed. Indeed, the conclusion points toward a theory of alienation and dispossession that has robbed working class people of any meaningful human life: one in which they experience a sense of value and esteem.
27
Cheon, Seong-Kwon. "Regional, ethnic and class bases for political cleavages in four east Asian countries /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842518.
Full text
28
Salveson, P. S. "Region, class, culture : Lancashire dialect literature 1746-1935." Thesis, University of Salford, 1993. http://usir.salford.ac.uk/14672/.
Full textAbstract:
The thesis looks at the origin and development of Lancashire dialect literature between the publication of John Collier's ('Tim Bobbin') A View of the Lancashire Dialect in 1746, and the death of Allen Clarke ('Teddy Ashton') in 1935. The thesis is partly chronological, paying particular attention to the largely unexplored period of dialect writing between the 1890s and the 1930s, which suggests that earlier assessments of dialect literature need revision. The period before the First World War witnessed the development of a dialect literature closely linked to the labour movement in Lancashire, and contributed to the development of a distinctive socialist culture. For a time at least, dialect literature escaped from the middle class patronage which characterised it in the 1850s and 1860s, aided by the existence of an independent, Lancashire-based, press. Dialect literature was never a pure, unadulterated 'voice of the people', and it was used both by middle and working class social forces to support rival value systems. An argument in dialect suggested a practical, common sense, wisdom, regardless of the actual message. Dialect poetry was used by different writers to support imperialist adventures, Irish home rule, left-wing socialism, and to oppose strikes, women's suffrage, and restrictions on access to the countryside. The literature represented divisions within the working class, as well as attempts from the middle class to influence it. Differing class and political standpoints were, on occasions, transcended by a wider regional consciousness in which dialect had a prominent place. Particular themes within dialect literature are explored, contributing to current debates on class, identity, and gender. The treatment of women, war and imperialism, work, and the 'Cotton Famine' of 1861-4 are examined in separate chapters. Selfcriticism, and defences of dialect writing, are looked at in Chapter 6 on "Defending Dialect".
29
Reese, Linda Williams. "Race, class, and culture : Oklahoma women, 1890-1920 /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1991.
Find full text
30
Leondar-Wright, Betsy. "Missing Class: How Understanding Class Cultures Can Strengthen Social Movement Groups." Thesis, Boston College, 2012. http://hdl.handle.net/2345/3697.
Full textAbstract:
Thesis advisor: Willaim A. Gamson<br>What are the class culture differences among US progressive social movement groups? This mixed-methods study finds that activists speak and act differently depending on their class background, current class and upward, downward or steady class trajectory, confirming previous research on cultural capital and conditioned class predispositions. In 2007-8, 34 meetings of 25 groups in four movement traditions were observed in five states; 364 demographic surveys were collected; and 61 interviews were conducted. I compared activists' approaches to six frequently mentioned group problems. * Lifelong-working-class activists, usually drawn in through preexisting affiliations, relied on recruitment incentives such as food and one-on-one relationships. Both disempowered neophytes and experienced powerhouses believed in strength in numbers, had positive attitudes towards trustworthy leaders, and stressed loyalty and unity. * Lifelong-professional-middle-class (PMC) activists, usually individually committed to a cause prior to joining, relied on shared ideas to recruit. They focused more on internal organizational development and had negative attitudes towards leadership. Subsets of PMC activists behaved differently: lower professionals communicated tentatively and avoided conflict, while upper-middle-class people were more assertive and polished. * Upwardly mobile straddlers tended to promote their moral certainties within groups. A subset, uprooted from their working-class backgrounds but not assimilated into professional circles, sometimes pushed self-righteously and brought discord into groups. * Voluntarily downwardly mobile activists, mostly young white anarchists, drew the strongest ideological boundaries and had the most distinct movement culture. Mistrustful of new people and sometimes seeing persuasion as coercive, they had the weakest recruitment and group cohesion methods. Analysis of class speech differences found that working-class activists spoke more often but more briefly in meetings, preferred more concrete speech, and used more teasing and self-deprecating humor. The professional-middle-class (in background and/or current class) spoke longer but less often, preferred more abstract vocabulary, and used less negative humor. Group styles were formed by the interplay of members' predominant class trajectories and groups' movement traditions. Better understanding these class culture differences would enable activists to strengthen cross-class alliances to build more powerful social movements<br>Thesis (PhD) — Boston College, 2012<br>Submitted to: Boston College. Graduate School of Arts and Sciences<br>Discipline: Sociology
31
Walker, Linda. "A clash of cultures : a model for supporting adaptation nurses." Thesis, Open University, 2010. http://oro.open.ac.uk/54494/.
Full textAbstract:
Non-European Union nurses (overseas nurses), have filled nursing positions in the UK for some time in order to cover short-term staffing problems. It is essential that these overseas nurses are supported during the period of time they are assimilated into their new organisation and cultural environment. This is achieved through undergoing a period of supervision and education called an adaptation programme. These programmes prepare such nurses for working in hospitals in the UK ensuring a level of knowledge and skill equal to or greater than, a newly UK registered staff nurse. Research was undertaken as a single case study, in one Hospital Trust in England. The data was collected via individual and group interviews. Nurses from retrospective and prospective adaptation groups gave qualitative accounts of their experiences of the adaptation programme and their experiences of working in the UK as registered nurses. The findings of the research indicate that the experience of overseas nurses working in the UK completing their adaptation programme was often a challenge both for themselves and for their UK colleagues. The difficulties experienced by the nurses were categorised into six main themes. From these themes a model was developed which captures the findings of the research. It is argued that the model will be of benefit to any host organisation whatever the employment context, when developing programmes of support for overseas staff. Finally, suggestions for further research are briefly outlined.
32
Turnbull, Simone. "The portrayal of the working-class and working-class culture in Barry Hines's novels." Thesis, Sheffield Hallam University, 2014. http://shura.shu.ac.uk/8637/.
Full textAbstract:
This thesis examines Barry Hines’s representation of contemporary British workingclass and working-class culture. The corpus includes the writer’s nine novels: The Blinder published in 1966, A Kestrel for a Knave in 1968, First Signs in 1972, The Gamekeeper in 1975, The Price of Coal in 1979, Looks and Smiles in 1981, Unfinished Business in 1983, The Heart of It in 1994 and finally Elvis over England in 1998. The written work also comprises the play entitled Two Men from Derby which was first shown on BBC 1 on 21 February 1976 and subsequently broadcast on BBC Radio 4 on 23 October 1976. Besides the scope of the author’s literary output has been enhanced thanks to the adaptation of four of his narratives to cinema through his collaboration with the film-maker Ken Loach. In 1969 the novel entitled The Kestrel for a Knave was adapted into the film named Kes. The Price of Coal was first written for a television series which broadcast in 1977 before being published in book form. The Gamekeeper, was adapted into a film in 1980. Looks and Smiles won the Young Cinema Award in the 1981 Cannes Film Festival. Barry Hines’s position as both a novelist as a scriptwriter has enabled his message to be more widespread. It is the tenor of his message that I study and analyse through the study of his literary output which spans the second half of the 20th century. I wish to question his use of supposedly straightforward realism, verging on naturalism, through the delineation of the geographical, the human, the social and the cultural backdrop. The writer’s literary treatment combines up-to-date details with traditional tenets which conjure up a nostalgic backdrop in the face of the economic, historical and social upheavals of the era. The outlook which remains steeped in the past underscore the timelessness of the working-class according to the narrator. Yet is this definition still relevant as the recent re-shaping of the microcosm is acknowledged, yet downplayed. The overall feeling of everlastingness highlight the entrapment of the contemporary working-class members who cannot come to terms with the successive changes undergone by British society. The writer’s staunch empathy and his use of humour assuage the bleakness of the habitat and of the social conditions. His optimism contrasts with the current virulent contempt levelled at the working-class as he advocates active participation as the only way-out.
33
Morris, Myla Bianca. "Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/377822.
Full textAbstract:
Urban Education<br>Ph.D.<br>This study was designed to build on the existing research on teaching and learning in community college contexts and the literature of college writing in two-year schools. The work of Pierre Bourdieu formed the primary theoretical framework and composition theory was used to position this study in the literature of the college writing discipline. Employing qualitative research methods and a critical working-class perspective, this study reflects a combined data set of participant observation, in-depth personal interview, and document analysis, giving shape to the experiences of fourteen students in one section of a first-year college writing course. This ethnographic study provided fruitful data regarding the nature of student/teacher relationships and students’ negotiation of authority in the classroom and in their writing. The results showcase the value of in-depth, qualitative research in college writing classrooms, a perspective with great potential to reveal underlying factors for student behaviors and outcomes in two-year literacy education.<br>Temple University--Theses
34
Gillett, Philip John. "British feature films and working-class culture, 1945-1950." Thesis, London Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323403.
Full text
35
Horwood, Catherine Natalia Clotilde. "'Keeping up appearances' : clothes, class and culture 1918-1939." Thesis, Royal Holloway, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408039.
Full text
36
Hampson, Keith C. (Keith Christopher) Carleton University Dissertation Canadian Studies. "Consumer culture and social relations: white middle class nostalgia." Ottawa, 1994.
Find full text
37
ZENG, ZHINI. "Second-culture worldview construction: Integrating in-class and out-of-class activity in in-China study." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308270341.
Full text
38
Byrne, Frank J. "Becoming bourgeois : merchant culture in the antebellum and confederate south /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488203158828259.
Full text
39
Hight, Alison Marie. "'What are ye, little mannie?': the Persistence of Fairy Culture in Scotland,1572-1703 and 1811-1927." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/48655.
Full textAbstract:
This thesis is a chronologically comparative study of fairy culture and belief in early modern and Victorian Scotland. Using fairy culture as a case study, I examine the adaptability of folk culture by exploring whether beliefs and legends surrounding fairies in the early modern era continued into the nineteenth and early twentieth centuries as a single culture system, or whether the Victorian fairy revival was a distinct cultural phenomenon. Based on contextual, physical, and behavioral comparisons, this thesis argues the former; while select aspects of fairy culture developed and adapted to serve the needs and values of Victorian society, its resurgence and popularization was largely predicated on the notion that it was a remnant of the past, therefore directly linking the nineteenth century interpretation to the early modern. In each era, fairy culture serves as a window into the major tensions complicating Scottish identity formation. In the early modern era, these largely centered around witchcraft, theology, and the Reformation, while notions of cultural heritage, national mythology, and escapist fantasy dominated Victorian fairy discourse. A comparative study on fairy culture demonstrates how cultural traditions can help link vastly different time periods and complicate traditional conceptions about periodization. Ultimately, this thesis reveals how issues of class impacted the popularization and persistence of fairy culture across both eras, reflecting ongoing discussions about Scottish identity.<br>Master of Arts
40
Bertoncelo, Edison Ricardo Emiliano. "Classes sociais e estilos de vida na sociedade brasileira." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8132/tde-02052011-161849/.
Full textAbstract:
O objetivo principal deste trabalho é investigar a formação das classes sociais na sociedade brasileira como possíveis coletividades que balizam a sociabilidade cotidiana e configuram estilos de vida. Para tanto, inicialmente faço uma breve incursão pela literatura de estratificação social e análise de classe, de forma a identificar os dilemas teóricos que caracterizam o campo de análise de classes atualmente. Investigo, então, se os padrões de escolha dos agentes sociais em domínios diversos da prática (alimentação, cuidados de si, cultura, etc.) variam segundo a classe e outros fatores, como gênero e idade. A hipótese principal é que a classe é um fator relevante para explicar os padrões de escolha dos agentes sociais e a formação de estilos de vida.<br>This study aims at investigating the process of social class formation as social collectivities which shape social relations and lifestyles in the Brazilian society. We initially engage with the recent literature on social stratification and class analysis, in order to depict the main theoretical dilemmas which characterize that scientific field. Then, social agents practices in different domains are examined in order to reveal the principles which might shape the probability of such practices (class, gender, age, etc.). We expect that class remain a central factor to explain the patterns shaping social agents practices and the formation of lifestyles.
41
Ceron-Anaya, Hugo. "Globalisation and golf : class, gender, and business culture in Mexico." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.495810.
Full text
42
North, David L. "Middle-class suburban lifestyles and culture in England, 1919-1939." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302935.
Full text
43
Buckley, Kelly. "'Keeping it real' : young working class femininities and celebrity culture." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/54207/.
Full textAbstract:
Through a discourse analysis of several celebrity gossip texts, this thesis argues that the discourses within celebrity culture are highly ‘classed’ and highlights that the little empirical research on female audiences of celebrity gossip magazines does pay significant attention to the category of class. Therefore, this research seeks to explore how young working class women not only negotiate and interact with the ‘classed’ discourses of celebrity culture, but also the role these discourses play in young working class women’s everyday lives and lived experiences. The empirical data demonstrates <italic> how</italic> young working class women negotiate the complex discourses that are at work in celebrity culture, particularly with regards to the construction of the self, the female body, fashion and beautification. Furthermore, through a feminist ethnographic framework, this thesis explores the place of celebrity discourses within the context of young female working class experience, and provides a valuable and much needed insight into the ways in which these discourses are at play in the subjectivities of young working class women.
44
Ryzova, Lucie. "Efendification : The Rise of Middle-Class Culture in Modern Egypt." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508690.
Full text
45
Fawbert, John Keith. "Representations of change : class, community, culture and replica football shirts." Thesis, Leeds Beckett University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440349.
Full text
46
Heffernan, Nick. "Projecting post-Fordism : capital, class and technology in contemporary culture." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282454.
Full text
47
Barragán, Maite. "Mediating Modernity: Visual Culture and Class in Madrid, 1926-1936." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/455066.
Full textAbstract:
Art History<br>Ph.D.<br>This dissertation examines the differing responses to modernity in the visual culture of Madrid from 1926-1936. I trace the debates generated by the anticipation, apprehension, or expectations to the ongoing processes of modernization. My work is guided by the understanding that the metropolis is both a physical and psychological space, and that the resulting visual culture is imbued with those experiences of Madrid. Thus, the questions and concerns of the period are instilled in the visual arts, regardless if the city is explicitly represented in them or not. Although Madrid was not a model of industrialization, the city’s inhabitants acknowledged and reacted to the attempts to modernize the city as well as the ongoing political and social transformations. My study examines diverse media alongside the popular press of the period. By examining individual works of art alongside periodicals, my dissertation reveals the relationship between the thriving popular culture, the elite culture, and an emergent mass culture. In the first chapter, I introduce how these different kinds of culture have been defined, as well as Madrid’s current place within art historical scholarship. In the second chapter, I look at how the construction of the Gran Vía avenue was presented in the press to investigate the social effects of the reorganization of Madrid’s center. The third chapter analyzes the development of the public persona of writer Ramón Gómez de la Serna and how he used his image as an advertisement for modernity. In the fourth chapter, I examine the film Esencia de verbena, directed by Ernesto Giménez Caballero. The film pictured Madrid’s traditions but also invoked Surrealist aesthetics. By bringing together ideas of international modernity and local folklore Giménez Caballero showed how popular culture was a useful resource for the local avant-garde. In the final chapter, I focus on the sculpture of artist Alberto Sánchez to demonstrate how his seemingly depoliticized artworks actually engaged in a critical discourse about the economic and social conditions resulting from modernization. This dissertation challenge the current understanding of the distinctions between the popular, elite, and mass cultures in Spain. Such categories cannot fully express the complexity of the visual culture of Madrid in the 1920s and 1930s. Instead, I argue that Madrid’s inhabitants negotiated and mediated modernity by blurring the boundaries and exploring the interconnections between these different cultures.<br>Temple University--Theses
48
Collins, Karina. "Ventanas windows to new cultures in Spanish Class /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1470294.
Full textAbstract:
Thesis (M.A.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed December 2, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 112-114).
49
Carruth, Paul Andrew. "Unemployed Steelworkers, Social Class, and the Construction of Morality." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2142.
Full textAbstract:
This thesis explores the dynamics of economic relations and distributive outcomes according to displaced steelworkers' own accountings of deindustrialization and job loss. Whereas class analyses tend to investigate consciousness according to “true” versus “false” preferences and “post-class” scholars assert that “post-materialism” is replacing “materialist” social concerns, the author abandons these dualisms to demonstrate that workers use cultural codes of “purity” and “pollution” to represent and evaluate individuals, interests, and relations. The findings buttress the continuing relevance of social class for explaining social identity, consciousness, and antagonism.
50
Kirk, John Anthony. "Representation and the British working class : contest and continuity." Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318502.
Full text