Dissertations / Theses: 'Education and folklore'

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Lines, Linda. "Folklore-in-education : a teaching tool in the classroom /." Internet access available to MUN users only, 2002. http://collections.mun.ca/u?/theses,166268.

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McInnes, J. Andrew. "Conscious and unconscious use of stories in Outward Bound: a folkloric examination of the personal experience stories of outdoor adventure education Iistructors /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487934589975592.

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Bryce, Christy. "Lucky Pennies and Four Leaf Clovers: Young Children's Understanding of Superstitions." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/619.

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The development of organized, explanatory systems of knowledge is an integral part of human nature; it allows us to categorize objects and events and to make predictions based on our experiences. In our society, the quest for answers to the questions "How?" and "Why?" begins early in life. By the preschool years, children are actively seeking and providing explanations for an abundance of physical and social events, and they are developing knowledge of causal forces at work in the environment (Bullock, Gelman, & Baillargeon, 1982; Rosengren & Hickling, 1999). Paradoxically, at about the same age at which children demonstrate they have a fundamental understanding of natural causal forces operating in the world, they are introduced by our culture to concepts and beliefs that seem to contradict their early theories. For example, children learn of popular superstitions (e.g., a four-leaf clover bringing good luck) that employ causal mechanisms outside the realm of natural laws governing the physical world. This concept raises the question of whether or not children with a fairly sophisticated understanding of normal causal forces believe in superstitions and, if so, how they reconcile these supernatural beliefs with their knowledge of natural causal relations. The aim of this study was to examine young children's understanding of superstitions. Children between the ages of 5 and 9 received a set of interview questions concerning their experiences with superstitions (e.g., "Do you know what a superstition is?"); their beliefs about the efficacy of superstitions (e.g., "Do superstitions always come true or just some of the time?"); and their knowledge of the mental and physical components of superstitions (e.g., "Do you have to believe it will come true for it to really happen?"). Participants also completed a belief task designed to assess the relative importance of belief and action in superstitions. The findings indicate developmental patterns in childrenn's awareness of superstitions and beliefs in efficacy of superstitions. With age, children demonstrated a significantly greater awareness of superstitions. In contrast, children demonstrated a significant decrease in beliefs in the efficacy of superstitions by the age of seven. Regarding children's perceptions of the necessary components of superstitions, there were important similarities in the developmental pattern of children's responses. Across all age groups, the action component of a superstition (as opposed to the belief component) was found to be the primary factor in the effectiveness of superstitions to "bring good luck." These findings are discussed in relation to children's beliefs about magic, wishing, and prayer, and the potential modes of cultural transmission of supernatural beliefs.

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Ramaila, Ziphora Mmabatho. "An investigation of the potential role that folklore can play in environmental education: a case study of Mphoko." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis investigated the role that folklore can play in contemporary environmental problems. This research was prompted by people living around the Mantrombi nature reserve in the Nebo region of Limpopo province who showed and interest in reviving folklore as an education model to combat their existing environmental problems.

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Brooks, Malcolm Philip. "Autoethnography of a Composer with a New Composing Method." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567918.

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This auto ethnography examines how a timid young boy grew up to become a confident music composer and how he developed a method of auto ethnographic songwriting. Through a process of systematic narrative inquiry and hermeneutic analysis, the study uncovers personal insights in self-awareness and in compositional technique. The study examines how the author reacted to personal and professional failures, regained emotional equilibrium through creative expression, and developed a method of transforming spoken text into complete songs. The study also considers how educational practices and cultural expectations in the late twentieth century American affected the composer's musical upbringing and sense of belonging. Additionally, the study recounts how the composer trained his own mind and body to perceive tempo and syncopation in order to compensate for a lack of an innate sense of rhythm. The study illuminates the transforming effect that acts of creativity had on this individual's belief system and how they helped him sustain his enthusiasm for life.

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Bock, Sheila Marie. "“A Little Sugar”: Interactions between Professional and Lay Understandings in Diabetes Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290538130.

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Peerless, Cathy Bufflap. "Storytellers' reports of the good work of storytelling." Thesis, University of Hartford, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620411.

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Storytelling is often experienced as profound and transformative. Scholars view storytelling as both human essence and essential to human survival. This exploratory, qualitative study explored contemporary storytellers' reports of the good work of storytelling using the GoodWork Project (GWP) (Gardner, Csikszentmihalyi, and Damon, 2001) as the conceptual framework. Guided by the GWP this study examined cultural controls, social controls, individual standards, and outcome controls that impacted storytellers, their practice and good work.

This study applied the methodology of Gardner, Gregory, Csikszentmihalyi, Damon, and Michaelson (1997) and Gardner et al. (2001) to answer the primary research question, What do storytellers report regarding the good work of storytelling as conceptualized by the GWP (Gardner et al, 2001)? The unit of analysis was professional storytellers representing a population that that has not been studied any detailed and disciplined way. The cohort of a 12 storytellers, 3 men and nine women represented African American, Appalachian, Jewish, and Native American storytelling traditions. The protocol instrument consisted of inquiries in nine areas about their experiences, professional work, personal values, beliefs, opportunities and responsibilities relevant to storytelling.

The author conducted an in-depth one-on-one interview with 12 exemplary storytellers, all creative leaders. The complete interview was digitally recorded and transcribed verbatim. Storyteller responses comprised the data. The researcher hand-coded the content by hand, identifying eleven themes and GWP subtopics. For further data analysis, NVivo 10 text-analysis software was used. These steps categorized interviewees' statements according to richly interlinked motifs and ideas, which permitted the author to verify nodes showing the data's correspondence to the GWP conceptual framework.

Seven conclusions emanated from the findings describing storytellers' good work. The oral tradition, dedication to serving others, personal values, trust in storytelling community, culture and cultural heritage, and the paradox of technology impacted storytellers' good work. All of the storytellers interviewed and the overwhelming majority of contemporary scholarly literature agree with the argument that this dissertation develops, which is threefold: the human connection is at the heart of the power of story; second, the social environment for creative expression underlies the capacity of storytellers to do their professional work; and third, the opportunity to benefit other people, communities and support their own culture, also form critical features of storytellers' good work.

This study contributes to the view of storytelling as an art form and a leadership skill. It addresses the ethical questions of the use of stories and storytelling in business or corporate settings. This study described professional storytellers' experiences navigating complexities of the storytelling profession in today's highly technological and rapidly changing environment.

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Fisher, John Dwight. "Learning from shamanic cultures: Returning the spirit to education through the arts." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1643.

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Hernandez, Nellie D. "Integrating folklore in a literature based curriculum using a whole language approach." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/342.

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Perkins, Jodine. ""Inside of each story was a piece of my story"| Applied folklore addressing stigma around perinatal mood and anxiety disorders." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256568.

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Situated within scholarship on applied folklore, this dissertation discusses and evaluates the 2013–2015 Pacific Post Partum Support Society’s (PPPSS) “Strengthening Community-based Resources for Families Experiencing Perinatal Depression and Anxiety and Their Health Care Providers” project. In this project, working with PPPSS staff, contractors, and volunteers, I used mixed methods to create educational resources and new services for clients and professional helpers. The overall project was designed to reduce the stigma of perinatal mood and anxiety disorders (PMADs) and to encourage struggling new parents to reach out for help sooner, when treatment is likely to be less expensive and more effective. Making use of post-project follow-up interviews with project participants and staff, this dissertation documents, reflects on, and evaluates this project in order to serve as a case study to guide the development and implementation of similar applied folklore projects.

By analyzing the narratives of project participants, this dissertation also examines the multifaceted, pervasive, and profound impact of stigma on new parents’ perinatal experiences, especially those experiencing a PMAD. This dissertation also discusses the process of sharing personal experience narratives in a supportive environment that formed the key inspiration for this applied project, as well some of the potential impacts on parents who share these narratives, including providing a way to understand their own experiences.

This dissertation encourages additional applied folklore work to support struggling new parents and offers suggestions for how health care providers, community support workers, and friends and family members can better support new parents in the hopes of promoting positive outcomes for families.

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Morris, Traci Lynn 1965. "Interpreting our own: Native peoples redefining museum education." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278608.

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For my Master of Arts in American Indian Studies at the University of Arizona I have done a comparative analysis of the Docent program's at the Arizona State Museum and the National Museum of the American Indian. A docent program or guided tour program, is part of educational programing at each museum. In order to fully understand and appreciate objects in a museum, especially those in exhibits dealing with Native Americans, requires interpretation. The guided tour is one of the most popular interpretive techniques. In this particular study, I focus on the use of storytelling as an interpretive technique. This study was done in an educational setting through informal observation of the docents, personal interviews and discussion with the docents and Educational Coordinators at each museum, examination of educational training, examination of Native American education techniques, and investigation of storytelling and its relationship to museums and Native peoples.

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Morris, Julia Malone. "Childhood loneliness| The creative construction of self and world inside story and beyond." Thesis, Pacifica Graduate Institute, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601337.

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The affective domain of loneliness is an essential creative force in children's lives. Unwanted solitude, although disparaged in our culture, is a theme that takes center stage in stories. This study explores the ways in which Loneliness as an active archetypal presence operates in positive ways in children's imaginations as revealed by children's literature, folklore, film, and myth. The isolated orphan or banished outsider lost within the wilds of narrative makes and enriches her emergent world using the tools of the body, imagination, and voice. Utilizing the modalities of visual art, dramatic play, and lyrical storytelling, inventive companions and elaborate landscapes are constructed which succeed in soothing and expanding the child's psyche.

Employing the archetypal psychology approach, this study imagines (and personifies) Loneliness as the youngest of three sisters: Solitude, Aloneness, and Loneliness. Although these three siblings share similar genetic traits and are woven together in countless tales, Sister Loneliness stands apart as a unique archetypal actor. She is far more restless and angst-ridden than her sisters. Dissatisfied with her companionless state, she holds within her a yearning—the desire/eros—to construct a new cosmology filled with inventive possibilities. This dissertation qualitatively describes these vast and varied universes.

In conjunction with an analysis of well-known (and lesser-known) children's stories, the research examines Loneliness's real-world creations in the classroom and therapeutic settings, including children's drawings, sand play constructions, stories, and poetry. Further areas of focus are the role of the adult in solitary geographies, the gendered-base response to loneliness, and the transitional object as a vital compass on the path towards individuation.

Key Words: loneliness, creativity, children's literature, child development, folklore.

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Mohammed, Mariam Okoye. "The influence of multiculturalism on the social and educational development of university students in Nigeria." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:3939.

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Tovey, Philip Andrew. "Contemporary public schools and the life process : cultural and ideological dimensions of the lived experience." Thesis, University of Hull, 1990. http://hydra.hull.ac.uk/resources/hull:4580.

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The research is an analysis of the 'process of development' of a sample of sixteen subjects who attended 'public school' during the term of office of the present government.The specific methodology of the study was that of the 'life-history', in which each subject produced a written account of their life. This was followed by a taped interview which allowed elaboration of issues raised and discussion of aspects of experience not previously covered. Questionnaires were sent to headmasters in order to (a) gauge the specific values of particular schools and (b) to triangulate, where possible, information provided by subjects on the nature of their schooling.The research offers a contribution to sociological discussion at a number of levels:(1) it provides information on the process of elite production and reproduction, and the role in this of 'institutions of influence' and the individual's mediation of the input from these sources;(2) central sociological themes and concepts have been utilized, assessed and developed;(3) aspects of public school life previously accorded limited or inaccurate attention have been subject to empirical and theoretical analysis. The interaction of class and gender, control and hierarchy, the continued relevance of 'fagging' and the 'old boy' network and crucially the nature of sub-cultural affiliations are the principal examples;(4) the nature of the sector's self presentation is outlined;(5) this specific utilization of the life-history technique illuminates its value and potential as a sociological method.

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Adamkavičienė, Daiva. "Moksleivių etninio ugdymo galimybės pradinėse klasėse." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090828_131322-38175.

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Mažėjant tradicinėms lietuvių šeimoms, pamažu nyksta ir senieji lietuvių papročiai, blėsta tautinis savitumas, iškilo grėsmė visos lietuvių etninės kultūros sunykimui. Dėl pasikeitusių socialinių sąlygų, etnokultūrinė savimonė, raiška turi būti formuojama ir ugdoma pradinėse klasėse, pasitelkiant įvairias priemones. Tyrimo objektas – etninės kultūros ugdymas neformalaus švietimo sistemoje. Darbo tikslas – ištirti etninio ugdymo galimybes pradinių klasių vaikų folkloro ansamblyje. Iškelti uždaviniai: išnagrinėti etnokultūrinio ugdymo sampratą; išanalizuoti etninės kultūros reikšmę pradiniame ugdyme; išskirti etninio ugdymo galimybes formalioje ir neformalioje veikloje pradinėse klasėse; ištirti darbo formas, metodus pradinių klasių vaikų kolektyve; suformuoti metodines gaires folkloro ansamblių vadovams. Tyrimo metodika – mokslinės ir metodinės literatūros analizė; ekspertų metodas, pateikiant anketinį interviu; vaikų folkloro ansamblių repeticijų stebėjimo. Atliekant tyrimą buvo apklausta 12 Lietuvoje esančių geriausių vaikų folkloro ansamblių vadovai, stebėtos keturių vaikų folkloro ansamblių repeticijos. Tyrimo metu buvo atskleista, kad etninis ugdymas folkloro ansambliuose vyksta atsižvelgiant į vaikų amžių, todėl darbas su pradinukais pradedamas nuo žaidimų ir natūralaus balso formavimo. Ugdymas vaikų folkloro ansambliuose vyksta pasitelkiant visas folkloro rūšis: dainavimą, choreografiją, grojimą tradiciniais instrumentais, pasakojamąją ir smulkiąją tautosaką... [toliau žr. visą tekstą]
The number of traditional Lithuanian families is decreasing; the old Lithuanian customs are disappearing little by little, the national individuality is flagging, the Lithuanian ethnic culture is in danger of disappears. Due to the changed social situation, the etnocultural consciousness, expression must be formed and educated in primary classes, using various means. The object of the research – the ethnic culture education in the non-formal education system. The purpose of the work – to examine the ethnic identity formation possibilities in the primary classes. Set tasks: to consider the conception of etnocultural education; to analyze the meaning of ethnic culture in the primary education; to review the situation of ethnic education in primary classes; to examine the forms and methods of the work in the collectives of primary classes. Method of the research: the analysis of scientific and methodic literature, the expert method, using questionnaire-interview, the observation of children folklore ensemble rehearsals. Twelve leaders of the best Lithuanian children ensembles were questioned during the research. Four rehearsals of the children folklore ensembles were observed. The research revealed that the ethnic education in the children folklore ensembles is done considering the age of children, that‘s why the activities in primary classes begin with games and formation of natural voice. Education in children folklore ensembles is done using all the types of folklore:... [to full text]

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Curtis, Marvin Vernell. ""The People Could Fly": An original musical composition to enhance the learning environment of African-American school students and provide an additional resource for elementary multicultural education." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/2813.

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The public school learning environment is based on the learning styles of white middle class children. When African-American students enter this environment, they become frustrated because aspects of their culture, which affect how they learn, are excluded. This frustration may be responsible for the high drop-out rates among black students. The research suggests that incorporating African-American cultural attitudes, values, and behaviors in curriculum will help these students achieve. Because folklore and music are important parts of the African-American culture, an arts-based education program using these art forms would aid in teaching African-American students. In addition, involvement of all students in African-American folklore and music furthers the goals of multiethnic education. For this study, a musical was developed for elementary education. It incorporated an African-American folktale, "The People Could Fly", and elements of African-American music. A curriculum guide was developed containing information for the teacher on African-American culture and how it affects learning. A narrative was included for the teacher to read to the students about African-American life and culture, in particular, folklore and music. The guide contains activities for the students and additional resources for the teacher in the areas of African-American music, folklore and multicultural education. The guide was reviewed by twenty-two people from educational fields, revised and subsequently reviewed by four of the same reviewers and two new ones. The musical was performed for elementary school students, videotaped, and critiqued by the teacher involved. All comments were positive about the scope and the need for this kind of project. The researcher recommends that further study be done regarding learning styles of ethnic groups, that more musicals following the premise of this dissertation be created, and that evaluation of their effectiveness be initiated with specific African-American and general populations.

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Bloomfield, Anne. "An investigation into the relationship between philosophical principle and artistic practice with reference to the role of dance in education." Thesis, University of Hull, 1986. http://hydra.hull.ac.uk/resources/hull:5388.

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The thesis commences with the examination of the place of dance in British society, and focusses on its social and cultural role, while proffering explanations pertaining to its metaphysical and symbolical significance. It is evident that changes in political and religious attitude led to censure of folkloristic pastimes and celebrations of dancing, but it transpires that during the Restoration Period a resurgence of the popularity and acceptance of dance occurred in both theatrical and social contexts. The role of the dancing master is depicted in the creation of a mannered society, when aesthetically, artistically, and technically, dance was valued. The function of dance as a form of physical exercise is examined and concludes the introductory section. In establishing the role of dance in education, a study of early nineteenth century educational philosophers and practitioners is made, and the implications of Swedenborgianism on their work is investigated. European and American influences in the form of militarism, the gymnastic movement, health and dress reform are also examined. The founding of the Women's Colleges of Physical Education established dance as an aspect of physical training, a role reinforced by the Board of Education through the publication of a series of Syllabuses on Physical Training. Drills, singing games and maypole dances were taught in schools prior to the Folk Dance Revival, when morris, sword and country dances assumed a place with court and national dances, which were also performed by children. The Modern Dance Movement developed during the inter-war period and was typified by a variety of neo-classical, rhythmical dance forms that emphasised datural movement and spiritual expression. An account is included on the implementation of modern educational dance during the post-war years, and an appraisal of contemporary practice is made. The conclusion forms a summary and analytical argument relative to the changing role of dance in education.

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Murtough, Neil. "Student teachers' conceptualisations of 'significant' animals." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003660.

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Constructivist approaches to teaching and learning are a well established component of the landscape of educational research, especially in Science education. This research took as its starting point the limited amount of social constructivist research available in the field of Environmental Education and responded to calls for further research. The research was designed within an interpretive tradition, as a critically phenomenological enquiry employing two methods; single case studies and a focus group. Data collection used progressively focused interview questions to proceed through a series of individual interview stages, starting with a simple description of conceptualisations and moving to deeper analysis of influences on, and use of conceptualisations. The focus group was designed as a forum to explore the pedagogic issues connected to the 'social negotiation of learning', based on data and insights gained from earlier interview stages. The goals of the study were to record data on the conceptualisations of animals perceived as significant by a group of Tsonga speaking students, and to seek insights into the formative influences on those conceptualisations. The research question, namely what contribution can social constructivist approaches to teaching and learning make to Environmental Education? guided an interpretation of the above data in terms of a range of social constructivist theories of learning. Theories of Radical and Social Constructivism as applied in Science education, although dominant orientations for educational research in constructivist learning, were challenged and found inappropriate as a basis to inform methodologies for Environmental Education. Instead Lave's (cited in O'Loughlin, 1992) socio-cultural approach to learning was explored as the basis to create a more useful perspective on an environmental education situation. Finally it was concluded that Lave's socio-cultural approach to learning may be a useful guide to helping a teacher- elicit the full range of conceptualisations present in an environmental education situation, but is not ultimately effective if no challenge and change comes about. Consequently, a socially critical constructivist teaching and learning approach was suggested In conclusion I commented on the interpretive research methodology employed and suggested an example of a socially critical methodology that could take this investigation further.

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Stephenson, Sandra 1958. "Seven arrows teaching : extra-ordinary teaching and learning by apprenticeship : a study of teaching techniques described in the works of Lynn V. Andrews." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20179.

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This examination looks at the contextual and cultural implications of learning, using sources from story-telling traditions. The thesis proposes that perceptions of reality are manipulable fictions. It uses the teachings of the American visionary writer, Lynn Andrews, to illustrate how a person's perceptions can be altered to his or her advantage, and how, when not properly attended to, perceptions can manipulate the person. Andrews' work is compared to that of Carlos Castaneda and other contemporary visionary writers, as well as to very old teachings from an oral tradition. I have set the study of Andrews' insights in the social, environmental and educational contexts of North America in the final years of the 20th century, as I experience those contexts in my private and professional academic life. I conclude that including knowledge such as that which Andrews offers, in the menu of teachings available to and tolerated by North Americans, is essential.
The thesis details a set of extra-ordinary teachings proffered by Lynn Andrews, purportedly of native origin. Attention is given both to the techniques used to teach and to the exceptional knowledge imparted. In Part I, I speak of the distinct culture of learning which I come from, and reply to detractors of cross-cultural teaching. I outline the general purposes which I believe these teachings can serve in any culture, and most particularly in the global culture of life on earth. Part II is a detailed exposition of the teachings in the first two books by Lynn Andrews. Part III addresses some of the challenges confronting those who wish to take her teachings to heart and pass them on to others. This section makes it clear that such teachings are not appropriate for everyone, and are not to be instituted in a systemic context.

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Reed, Jerry Lee III. "You Are What Others Eat: Informal Economics and Social Hierarchy in Middle Schools." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1587302015966842.

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Puh, Milan. "Folclore como ação educativa na constituição de políticas linguísticas em e para comunidades rurais de origem ucraniana na Croácia e no Brasil." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17012018-112031/.

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Esta pesquisa estuda a formação e a realização de atividades linguísticas e culturais em Grupos Folclóricos de comunidades rurais de origem ucraniana na Croácia e no Brasil, com vistas a compreender a constituição de políticas linguísticas em/para comunidades minoritárias. A escolha dessas comunidades se deu porque ambas têm em comum um mesmo momento de formação, no século XIX, organização interna e tensão com o poder institucional. A partir disso formulamos a nossa hipótese inicial: a comunidade ucraniana não só segue as políticas oficiais, mas também estabelece, para além dessas políticas, uma política específica e mais autônoma em seu interior, concretizada através de diversas ações educativas, o que nos mostra que a política linguística pode acontecer no nível micro, fora do âmbito estreitamente institucional. Para tal fim, analisa como os membros de uma comunidade minoritária constituem sua política linguística, nos momentos educativos que oscilam entre o (não)formal, bem como o resultado da tensão entre a identidade assumida pela Comunidade, a identidade presumida pelo Estado e a intermediada pela Universidade. O conjunto de dados analisado é formado por documentos, entrevistas e observações, das comunidades ucranianas nos municípios de Irati (grupo Ivan Kupalo), Prudentópolis (grupo Vesselka) e Mallet (grupo Spomen), no Brasil, e Lipovljani (grupo Karpati), umee (grupo Andrij Pelih) e Kania (grupo Taras evenko), na Croácia. Também foram coletados documentos e textos produzidos pelo Estado/Universidade. Para a coleta dos dados, a pesquisa valeu-se de metodologia etnográfica, utilizada para organizar e interpretar os depoimentos, os textos e as observações, junto com a abordagem analítica do discurso presente neles. Já o aparato analítico-interpretativo da pesquisa consiste no entrosamento das áreas da Educação (Ensino formal e não-formal), dos Estudos linguísticos (Análise do Discurso) e folclóricos (políticos, econômicos e estéticos) e das Políticas Linguísticas (nacionais/locais). Alguns dos resultados que obtivemos dizem respeito às práticas educativas realizadas nessas comunidades que são múltiplas e concomitantes e à discussão acerca da ampliação da interligação das quatro áreas mencionadas, abrindo, assim, espaço para novas interpretações da possibilidade de novas estratégias e ações educativas na prática e na teoria.
This research studies the formation and the implementation of linguistic and cultural activities in folklore groups among rural communities of Ukrainian origin in Croatia and Brazil, in order to understand the constitution of linguistic policies in/ for minority communities. These communitieswere selected because both were formed in the nineteenth century, with the same internal organization and tension with institutional power. From this we formulate our initial hypothesis: the Ukrainian community not only follows the official policies, but also establishes, in addition to these policies, a specific and more autonomous policy in its interior, materialized through several educational actions, which shows us that language policy can occur on the micro level, outside the narrow institutional framework. To this end, the thesis analyzes how the members of a minority community constitute their linguistic policy, in the educational moments that oscillate between the (non)formal, as well as the result of the tension between the identity assumed by the Community, the identity presumed by the State and intermediated by the University. The data consists of documents, interviews and observations from the Ukrainian communities in the municipalities of Irati (Ivan Kupalo group), Prudentópolis (Vesselka group) and Mallet (Spomen group) in Brazil, and Lipovljani (Karpati group), umee (Andrij Pelih group) and Kania (Taras evenko group) in Croatia. Documents and texts produced by the State/University were also collected. For the data collection, the research was based on ethnographic methodology, used to organize and interpret the statements, texts and observations, along with the analytical approach to their discourse. On the other hand, the analytical-interpretive apparatus of the research consists of the integration of the areas of Education (formal and non-formal education), Linguistic Studies (Discourse Analysis) and folklore (political, economic and aesthetic). Some of the results we obtained relate to the educational practices that offer information according to topic and the discussion about the extension of the interconnection of the four mentioned areas that open space for new interpretations.

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Mtshali, Cynthia Sibongiseni. "An investigation of environmental knowledge among two rural black communities in Natal." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003505.

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This study elicits and documents knowledge of the natural environment amongst two rural Black communities in Natal namely, the districts of Maphumulo and Ingwavuma.Twenty members of these communities who are older than 60 years of age were interviewed, as older people are considered by the researcher to be important repositories of environmental knowledge. This study records a variety of animals hunted in these communities and discusses various activities associated with this activity. It examines the gathering and the use of wild edible plants like fruits and spinach, and of wild plants alleged to have medicinal value. It reviews indigenous knowledge related to custom beliefs and prohibitions as well as traditional laws associated .with animals and trees. It also considers how this knowledge can contribute towards the development of Environmental Education in South Africa. The data was deduced from the responses elicited from semi-structured interviews. The data was analyzed qualitatively.

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Calhoun, Charles Wesley. "Nonprofit Organizational Sustainability in Bounded Contexts: A Case Study on an Appalachian Arts Organization." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1499258798712498.

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Robbins, Suzanne. "Making connections through the use of fairy tales." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/914.

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Kaehne, Jake Robert. "The Path of the Wind: An Instrumental Bridge across Cultures through the Native American Flute." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460054559.

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Cunha, Rui Manuel Maneira. "As medidas como elemento caracterizador da arquitectura, entre os séculos XIII e XVIII, com base na Vila de Monsaraz-elementos caracterizadores da arquitectura urbana." Master's thesis, Instituições portuguesas -- UTL-Universidade Técnica de Lisboa, 1997. http://dited.bn.pt:80/29873.

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Nakai, R. Carlos 1946. "A coyote in the outer world." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278307.

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"A coyote in the outer world" is an observational exploration by an American Indian about the influences of culture change upon his own ancient Navajo traditions since 1868. The colonial model of an authoritarian bureaucratic state of faceless disempowered citizens serves as the abrupt change-agent for native and native American culture since circa 1780. Observations, opinions and culture specific models exemplify the culture-specific oral traditions contained in the complex mythologies, interpersonal theosophies and wisdom of the Navajo's kin-based community. Also included are strategies for self-definition that help distinguish between and revitalize one's ancient ancestral and contemporary historic oral traditions. Conveying American Indian perspectives about culture based self-definition in the United States reiterates that the Coyote is actively utilizing methodologies appropriate to his native perspective and acknowledges the dearth of scientific buttressing of culture specific observations.

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Zakaza, Nompucuko. "IsiXhosa storytelling (iintsomi) as an alternative medium for maternal health education in primary healthcare in the Eastern Cape." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017188.

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The aim of this study is to explore the introduction of IsiXhosa (iintsomi) as an alternative method in the maternal health education in rural Primary Health Care in the Eastern Cape. An informal preliminary observation of a maternal health lesson by the researcher indicated a further need for maternal health educators to introduce storytelling into the health content themes. To re-inforce the maternal health educator lesson on the causes of teenage pregnancy, lifestyles for pregnant women, causes of miscarriage and termination of pregnancy, the Community Health Workers can undoubtedly use isiXhosa iintsomi in selected clinics and maternal waiting homes. As a readily available resource that cuts across all literacy barriers, iintsomi (isiXhosa) fosters a cross-cultural consultation which enables the healthcare worker to convey messages that make sense to the rural women. While the conventional methods of teaching have a tendency to create tension and lack of participation, use of folktale (iintsomi) have huge potential to bring lesson enjoyment; a meaningful interaction and story sharing by the maternal health educator, the pregnant women and greater community; access to important health messages; and strengthened utilisation of Primary Health Care. The study therefore suggests that there is a place for isiXhosa iintsomi: From the Fireplace into the Workplace.

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Cordi, Kevin Dean. "Using Stories and Drama to Improve My Teaching: A Professional Storyteller “Bends Back” to Look Forward." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253364538.

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Olsson, Claes G. "Omsorg & kontroll : En handikapphistorisk studie 1750-1930. Föreställningar och levnadsförhållanden." Doctoral thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-32905.

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The aim of the present dissertation is to investigate attitudes toward individuals suffering from functional disorders or categorized as disabled and the conditions under which they have lived. The present author applies an historical perspective and identifies three significant turning points: the end of the eighteenth century and beginnings of the nineteenth and twentieth centuries. The terms ”care” and ”control” reflect the complexity and conflict inherent in the perception and handling of these individuals. In the first period, folklore helped both explain and shape the way people apprehended infants born with functional disabilities or whose mental or physical developmet was aberrant. The inroads made by science during the eighteenth century helped combat these notions with knowledge and information. Upon ”discovering” the handicapped, the advocates of science identified them as an untapped source of labor. All that was needed was a conscientious upbringing and education. As a consequence, and with the blessings of the state and private charitable institutes, an increasing number of experts assumed parental obligation, thereby initiating a comprehensive institutionalization. The second period is epitomized by the founding of the first special needs school in Sweden, the National Institute for the Blind and Deaf-Mute in Stockholm in 1809. The actions of individuals like the energetic Per Aron Borg and the blind woman Charlotta Seuerling´s desire to receive a better education were small events with major significance. The diverging views of politicians and teachers on the form and content of lessons, which can be boiled down to a matter of theoretical knowledge versus practical vocational training, are also discussed. In the third period I focus on the increased control to which individuals with functional disabilities, specifically the vision-impaired and blind, were subjected at the outset of the twentieth century. Beginning in 1903, a countrywide inspection tour visited the blind in their homes. The inspectors were given the dual task of offering concrete support to the blind and look into their abilities to support themselves and live socially-approved, moral lives. It was an invasion of privacy with good intentions. The accumulated results showed that only a small number of individuals were able to support themselves in the trades they had acquired at blind school. Most continued to be dependent on relatives, social services and charitable donations.

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Foreman, Hillary Jo. "The Holy and Other Ghosts: Stories." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1586528590411429.

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Sáčková, Veronika. "Stavba v krajině - Centrum ekologické výchovy." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2010. http://www.nusl.cz/ntk/nusl-215666.

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The aim of the task was to design a building situated in South Moravia near the Nové Mlýny dam with a view of Pálava hills. The house is designed with respect to the environment as extremely efficient building. Part of the ecological concept is also water management and purification. The primary function of this object is an environmental education aimed at primary schools and its students. There are two classrooms available, both of them designed for 27 children, and a lecture hall for 66 students. There is an accommodation for 60 persons including dining room arranged in the object. Also there is room for cultural events in the area, a separate building that provides refreshment and bicycle or boat rental.

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Lesher, Teresa M. "Information literacy instruction for Kuwaiti students and the role of cultural relevance." Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/6804.

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This study identifies the components of an instructional programme for information literacy that is culturally relevant to Kuwaiti students. It discusses culturally relevant education, instruction for information literacy, the provision of library and information skills instruction in Kuwait, and its characteristics as an independent nation, and as a Gulf, Arab, Islamic, and developing country. The study further tests the effect of cultural relevance on instruction for information literacy for Kuwaiti students with an experiment of comparative instruction. The control group received Western-oriented instruction for information literacy and the experimental group received instruction that substituted Kuwaiti cultural referents for some of the Western-oriented referents. The aims of instruction for both groups were basic levels of proficiency as described in Information Literacy Standards for Student Learning, and the main vehicle of instruction was the Big SixTM information problem solving strategy. The only difference in instruction between groups were the images in the Big SixTM transparencies used for overhead projection, the examples used in class to discuss various information problems and the corresponding images that represented the examples. The study measured the information problem solving achievement of 126 fourth- and eighth grade students with a pre- post-test, the recall of the Big Six strategy with a post-test, and student attitudes with a questionnaire. The analyses revealed that, overall, there is a significant difference in the mean achievement scores in information problem solving and the recall of the Big Six strategy between students who received culturally relevant instruction and those who received instruction that was not culturally relevant. Examined separately, males' scores were significantly higher in the group that received culturally relevant instruction, while females responded equally well to both types of instruction. In addition, the study found a strong correlation between the attitudes of students in the control and experimental groups, and between males and females within groups.

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Patterson, Cassie Rosita. "Reflections from Elsewhere: Ambivalence, Recuperation, and Empathy in Moral Geographies of Appalachian Ohio." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437567890.

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DIRKS, STEFANIE. "An Appalachian Arts Project: A New Model to Promote Communal Art Interaction." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211923981.

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Goloway, Stephanie. "Happily Ever Resilient: A Content Analysis of Themes of Resilience in Fairytales." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4518.

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One in 4 children in the United States lives in a family impacted by the chronic, heritable disease of substance use disorder (SUD), also known as alcoholism or addiction. Recent research has demonstrated that resilience is a key protective factor against developing the disease in adolescence and adulthood and that the neurological roots of resilience lie in the child's experiences in early childhood. In spite of this, few resources related to family SUD or current models of resilience are included in preservice teacher preparation for early childhood educators. This study examined whether key components of Masten's model of resilience are found in fairytales, a form of literature commonly used in early childhood teacher preparation programs. A qualitative, descriptive, deductive content analysis was conducted on 24 fairytales from 22 different cultures, using a tool derived from Propp's morphology of fairytales and Masten's model of resilience. Results indicated that the texts of 96% of these stories contained multiple specific references to the 3 dominant evidence-based factors for resilience: attachment/relationships, initiative, and self-regulation. When broken into the 7 subcategories of these 3 protective factors, as identified by Masten, 9 fairytales contained examples of all 7 protective factors; 9 had examples of 6, and another 5 had examples of 5. The results of this study may be used to provide teacher educators with resources to better prepare preservice early childhood teachers to understand and nurture resilience in children, while addressing existing mandated learning objectives related to emergent literacy. This will benefit all children the teachers will work with, but especially those who are impacted by SUD and other forms of trauma.

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Moldovean, Octavian. "Contextualizing Traditional Influences within Romanian Contemporary Music: Stylistic Elements in Selected Works for Solo Flute by Doina Rotaru, Violeta Dinescu, and Carmen Carneci." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1589748472721111.

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38

Barreto, Jacqueline Lourenço. "Villa-Lobos e a educação musical no Brasil." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/11840.

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Este trabalho ocupa-se da intervenção de Heitor Villa-Lobos no domínio da educação musical no Brasil da primeira metade do século XX. Visa a compreensão dos ideais e realizações do compositor, na transformação do seu país nesse domínio. A contextualização histórica, social e política, com particular destaque para a ideologia nacionalista vigente, de que encontramos marcas nos escritos e nas canções patrióticas de Villa-Lobos, contribui para entender melhor os seus objetivos, justificações e os resultados alcançados. Destacam-se na biografia de Villa-Lobos, as viagens que fez pelo Brasil, a recolha de música tradicional que empreendeu, depois assumida como fonte de inspiração e fomento para a criação da sua própria obra. Num Brasil em profundas transformações políticas e sociais, Villa-Lobos surge conotado com o regime ditatorial de Getúlio Vargas, o que lhe permitiu implementar o seu projeto de educação musical do país, tema deste trabalho ; ### ABSTRACT: This essay concerns the analysis of Heitor Villa-Lobos’ role in Brazil’s music education at school level in the first half of the twentieth century. It aims at the understanding of his ideals and accomplishments regarding the transformation of his country in that matter. The historical, social and political context, of which we find evidence in his writings and patriotic songs, helps one towards a better comprehension of his objectives, reasonings and the achieved results, with special focus on the contemporary nationalistic ideology. From Villa-Lobos’ biography it is germane to highlight his travels throughout Brazil, from where he gathered folk music that later inspired the composer in the creation of his own work. In a scenario of profound political and social changes, Villa-Lobos’ is seen to be close to Getúlio Vargas’ dictatorial regime, a situation that allowed the composer to implement his music education project and that this essay refers to.

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McDonald-Kenworthy, Nancy Ann. "How To Be A Widow: Performing Identity in Grief Narratives of an Online Community." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1325091105.

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40

Germanavičienė, Galina. "Ugdymas vaikų folkloro teatre "Žaginys"." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090630_094102-60971.

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Pastarųjų metų vykstantys ekonominiai, socialiniai, kultūriniai procesai kaip neigiamas veiksnys kelia sunkumus jaunų žmonių sociokultūrinei adaptacijai, tautinio identiteto formavimui. Vienas būdų spręsti šias problemas – etnokultūrinių elementų integravimas į meninio ugdymo turinį. Tokios veiklos imasi nemažai meninio ugdymo pedagogų integruojant etnokultūros į šokio, muzikos, dailės ir kt. dalykus. Darbo autorė pastebi, kad teatro meno pedagogai mažiau pasinaudoja liaudies kūrybos lobynais, rečiau taiko etnokultūros elementus praktiniame darbe. Darbo tikslas atskleisti vaikų folkloro teatro „Žaginys“ ugdymo turinio savitumą ir ugdymo rezultatų reikšmę dalyvių asmenybinių pokyčių ir meninių pasiekimų aspektais. Ugdymo turinys aptariamas remiantis darbo autorės ilgamete, asmenine patirtimi. Autorė pažymi, kad darbe svarbu yra tai, kad etnokultūros panaudojimas kūryboje nagrinėjamas kaip reikšminga vaikų ugdymo priemone. Aptariant ugdymo turinį keliami šie uždaviniai: 1. Išanalizuoti vaikų teatro „Žaginys“ ugdymo turinį. 2. Išnagrinėti šio teatro dalyvių teatrinės raiškos ugdymo būdus ir ugdomąją aplinką. 3. Apibūdinti vaikų folkloro teatro „Žaginys“meninius pasiekimus. 4. Aptarti teatrinės patirties įgytos folkloro teatre „Žaginys“ įtaką teigiamiems dalyvių asmenybiniams pokyčiams. Tyrimo rezultatai atsispindi anketinės apklausos analizėje ir apibendrinime, ekspertų vertinimuose, respondentų refleksijose. Refleksijos nagrinėjamos... [toliau žr. visą tekstą]
Recent economical, social, cultural processes have had negative influence on national identity. Schoolchildren are less and less interested in different spheres of national culture. Educating the youth, who will foster and popularize Lithuanian national culture in the future, nowadays it is indispensable to turn their attention to traditional national art, its values, to help them understand their importance. Many art educators take up traditional national art education bringing in folklore elements into subjects of choreography, music, art, etc. The author of this paper points out that theatre educators use folklore heritage less, do not apply folk elements in their everyday work. The aim of this paper is to introduce experience of the creative work of children’s folklore theatre “Žaginys”, to single out approaches important in educating children, to offer suitable methods. Educational approaches are based on the author’s personal experience while working in this sphere for many years. The author points out that the importance of work is that using authentic folklore works in theatre is looked upon as an important means in educating children. While speaking about the unique nature of the theatre group and experience of the creative work the author singles out the following points: 1. Sources of artistic content of the theatre group. 2. Ways of fostering artistic abilities. 3. Peculiarities of the process of creative work of children’s theatre “Žaginys”. 4. Positive... [to full text]

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41

Andrews, Ann E. "Key elements of a quality literature program." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1122.

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42

Vieira, Ana Paula Leite. "Cecília Meireles e a educação da infância pelo folclore (1930-1964)." reponame:Repositório Institucional da UFF, 2013. https://appdesenv.uff.br/riuff/handle/1/220.

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O objetivo desta pesquisa é analisar as contribuições de Cecília Benevides de Carvalho Meireles (1901-1964) para os temas da educação e do folclore brasileiros, mais precisamente na relação estabelecida por ela entre estas duas esferas. Cecília Meireles possui uma trajetória de atuação social riquíssima, figurando como poetisa, educadora, folclorista, cronista na grande imprensa, crítica literária e até mesmo tradutora de livros estrangeiros. Envolveu-se com o movimento de renovação educacional dos anos 1920 e 1930, sendo uma das signatárias do Manifesto dos Pioneiros da Educação Nova (1932). Nos três primeiros anos da década de 1930, dirigiu a Página de Educação no jornal Diário de Notícias, através da qual expressava e difundia os ideais da Escola Nova para o público em geral. Também esteve envolvida, já no final da década de 1940, com o Movimento Folclórico brasileiro (1947-1967), participando ativamente de suas atividades nacionais e regionais. Sua atuação como educadora é mais conhecida e estudada, ao contrário de seu lado folclorista, que recebeu pouca atenção da bibliografia especializada. Será este o foco deste estudo, que procurará entender suas diferentes formas de atuação social como um projeto único de nação.
The aims of this research is to analyze the contributions of Cecília Benevides de Carvalho Meireles (1901-1964) to brazilian education and folklore discussions, specifically the relationship established by her between these two subjects. Cecilia Meireles has a rich background of social acting as a poet, educator, folklorist, chronicler in the mainstream newspapers, literary critic and even a translator of foreign books. She engaged in the educational reform movement in the 1920s and 1930s as one of the signatories of the Manifesto dos Pioneiros da Educação Nova (1932). In the first three years of 1930s, she directed Página de Educação in the newspaper Diário de Notícias, in which she expressed and spread the ideals of the New School to the general public. By the late of 1940s she was also engaged in the Brazilian Folkloric Movement (1947-1967), actively participating in their national and regional activities. Her performance as an educator is more known and studied, unlike the folklorist side, which received little attention from specialized literature. This will be the focus of this study, which will seek to understand different forms of social action as a single national project.

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Pereira, Luís Artur Borges. "João Simões Lopes Neto, o pensador social e a educação : breve estudo sobre a conferência Educação Cívica." Universidade Federal de Pelotas, 2014. http://repositorio.ufpel.edu.br/handle/ri/2794.

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O presente trabalho procura abordar uma faceta pouco conhecida do consagrado literato pelotense João Simões Lopes Neto, a de educador. Mais do que isso - buscou as implicações de pensador social em suas propostas cívico-educacionais. Partiu-se da hipótese de Chiappini (1988), de que o escritor possuía um projeto cívico-pedagógico. Tal projeto, albergado sobretudo em suas conferências Educação Cívica (1ª versão em 1904; 2ª versão em 1906) coloca em evidência o ideário republicano, marcado pelo ímpeto de modernização do País, sob a égide de diversas correntes político-filosóficas, em que se sobressaia o positivismo. O referencial teórico utilizado, além da citada Chiappini, constitui-se principalmente das obras de Fischer (2013) e Arriada & Tambara (2005), amparado metodologicamente pela Grounded Theory, na abordagem de Glasser & Strauss (1967). Para empreender a investigação da pergunta de pesquisa definiram-se três categorias, quais sejam: nacionalismo, folclore e progresso, sendo estas analisadas, junto com os artigos jornalísticos do autor, especialmente os ligados às preocupações político-sociais e educacionais, em confronto com a conferência Educação Cívica. Quanto às fontes, procurou-se valorizar a documentação inédita, como por exemplo, as atas do Gimnásio Pelotense, em que se encontra o único registro oficial conhecido da atividade docente do escritor regionalista. Além da referida conferência privilegiou-se dois discursos, um proferido na inauguração do Colégio Elementar Pedro Osório (1913) e outro na Academia de Letras do Rio Grande do Sul (1911). Valemo-nos de muitos periódicos para resgatar artigos, cujas fontes primárias, em geral, se encontram bastante deterioradas. Quando não foi possível examinar a fonte original, servimo-nos do trabalho de Moreira (1982-1984). As conclusões a que se chegou podem ser resumidas no seguinte: Simões Lopes Neto possuía um pensamento social, embora não sistemático, cuja categoria articuladora era a educação. Sua atividade pedagógica e docente, o que incluía um vasto leque de ações, desde campanhas cívicas e participação comunitária até a produção de livros didáticos, estava calcada numa Filosofia da História e numa Filosofia da Educação, que se moviam não sem ambiguidades e contradições, numa dialética entre Liberalismo e Positivismo, tal como nos apresenta Sevcenko (1983). Simões Lopes Neto, ao contrário de outros autores pré-modernistas, que podem ser colocados em posições antagônicas, tais como Coelho Neto e Lima Barreto, sintetiza qualidades e defeitos de ambos, permitindo uma janela, naquilo em que nos é possível acessar, para os impasses da modernização brasileira na primeira década republicana. Deste modo, embora Simões Lopes Neto estivesse sintonizado com o ideário programático que dominava a maioria dos intelectuais seus contemporâneos – leiam-se José Veríssimo, Afonso Celso Junior, Manoel Bomfim, entre outros - em que o debate sobre os problemas nacionais frequentemente apareciam ligados à educação, a originalidade de sua formulação está, de um lado, no papel central que atribuiu ao despertamento da nacionalidade como fator de integração e desenvolvimento do país, porém, valorizando a identidade da cultura popular e da literatura.
This paper seeks to address a little-known facet of the renowned Pelotas' literati João Simões Lopes Neto, as the educator. More than that, sought the implications of social thinker in his civic and educational proposals. We started from the hypothesis of Chiappini (1988), that the writer had a civic-education program. This project, sheltered mainly in his Civic Education conferences (1st version in 1904, 2nd version in 1906) highlights the republican ideals, marked by the surge of modernization of the country, under the aegis of various political and philosophical currents that protrudes positivism. The theoretical framework used, besides the aforementioned Chiappini, it is primarily the work of Fischer (2013) and Arriada & Tambara (2005), methodologically supported by the Grounded Theory, in the approach of Glasser & Strauss (1967). To perform the investigation of the research question, were defined three categories, namely: nationalism, folklore and progress, analyzed along with the Author's journalistic articles, particularly linked to socio-political and educational concerns, confronting with the Civic Education conference. Concerning the sources, we tried to valorize the unpublished documentation, such as the records of the Pelotense Gymnasium, where is the only known official record of the regionalist writer's teaching activity. Apart from the already mentioned conference, we focused on two speeches, one delivered in the opening of Pedro Osório Elementary School (1913), another at the Academy of Letters of Rio Grande do Sul (1911). We used many journals to rescue articles, whose primary sources in general are quite damaged. When it was not possible to examine the original source, we utilized the work of Moreira (1982-1984). The drew conclusions can be summarized in the following: Simões Lopes Neto had a social thought, though not systematic, whose articulator category was education. His pedagogical and teaching activity, which included a wide range of actions from civic campaigns and community participation to the production of textbooks, was grounded in a Philosophy of History and in a Philosophy of Education, which moved not without ambiguities and contradictions in dialectic between Liberalism and Positivism, as presented by Sevcenko (1983). Simões Lopes Neto, unlike other pre-modern authors, that can be placed in antagonistic positions, such as Coelho Neto and Lima Barreto, summarizes qualities and defects of both, allowing a window in what is possible for us to access for the dilemmas of Brazilian modernization in the first republican decade. Thus, although Simões Lopes Neto was tuned to the programmatic ideas that dominated most of his contemporaries intellectuals - like José Verissimo, Afonso Celso Junior, Manoel Bomfim, among others - in which the debate on the national problems frequently appeared related to education and to the originality of its formulation; On one hand, is the central role assigned to the awakening of nationality as factor of integration and development of the country, however, valuing the identity of popular culture and literature.

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Goecke, Norman Michael. "What Is at Stake in Jazz Education? Creative Black Music and the Twenty-First-Century Learning Environment." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461119626.

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Mertz, Katelyn M. "Simple Machine." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1427710920.

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Newton, Susan Sublett. "Integrating social studies and literature using folktales." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.

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Jackson, Jeanette. "Culturally-Responsive Dance: Building Community One Step at a Time." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1356091805.

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Vance, Curtis L. Jr. "David Morris: An Ethnographic Case Study of an Appalachian Cultural Artist, Producer, Educator and Activist." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376397022.

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Uribe, Anchiraico Debbie Stephanie. "Centro de enseñanza, investigación y difusión de la danza, música y folklore de la región Junín." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2015. http://hdl.handle.net/10757/592593.

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Abstract:

En diversas partes del Perú las danzas son el reflejo de la cultura y costumbres de sus habitantes. Esto también debe serlo en las ciudades del Perú, idea que no se ve realizada en sus nuevas edificaciones. Una de esas ciudades es Huancayo, donde los centros de enseñanza no muestran la conexión público-danzante-entorno. Por ello, este proyecto incorpora la identidad de una ciudad al expresar en los espacios arquitectónicos la metodología de enseñanza de la danza y música folklórica.
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Nemnich, John G. "Deer hunting as a folkloric activity in the north coast of Oregon : typology and initiation-maturation /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342027862.

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Dissertations / Theses on the topic 'Education and folklore'

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