O objetivo do presente estudo é conhecer e analisar o debate acerca das iniciativas de implantação e de condução dos processos educativos no município de Barão, no período de 1930 a 1960. O texto contempla a identificação e compara as políticas públicas educacionais ao modelo já estabelecido na região povoada por imigrantes sensibilizando para as questões que envolvem a cultura e os significados que estas têm para as comunidades, bem como para as necessidades da preservação cultural, tendo a escola como entidade de apoio para preservar. Conhecer e discutir as práticas e políticas educacionais realizadas nas escolas étnicocomunitárias e valorizar as histórias das comunidades, as unidades de ensino e as culturas regionais são objetivos elencados nesta pesquisa que tem como base os conceitos de representação e apropriação implícitos nas iniciativas e práticas escolares dos imigrantes e dos processos comunitários implantados. Através da perspectiva da História Cultural, a análise dos documentos e dos indícios proporcionou a interpretação e a reconstrução de alguns tempos e espaços escolares. A dissertação se organiza em quatro capítulos, sendo que o primeiro apresenta considerações a respeito da cultura de um povo, da diversidade cultural, da pluralidade cultural. No segundo capítulo a região pesquisada é apresentada em seus aspectos históricos de chegada, organização e iniciativas dos imigrantes, destacando num segundo momento as iniciativas e práticas escolares. Na sequência o texto aprofunda a legislação de nacionalização do ensino para que no capítulo final sejam feitos os entrecruzamentos e análises da cultura escolar instituínte e instituída. As práticas escolares apresentaram forte influencia da cultura dos imigrantes, sendo a língua o aspecto mais marcante. As politicas de cunho nacionalista influenciaram e modificaram as práticas escolares e as iniciativas escolares públicas contribuíram para o fechamento das escolas étnico-comunitárias. Dentre os contributos das iniciativas dos imigrantes destaca-se a importância do ensino, da escolarização para o desenvolvimento de um povo e de uma região. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-03T12:45:23Z No. of bitstreams: 1 Dissertacao Fernanda Zanatta.pdf: 4861494 bytes, checksum: 495e2697a8b4f304bd10e8b043e73449 (MD5) / Made available in DSpace on 2014-06-03T12:45:23Z (GMT). No. of bitstreams: 1 Dissertacao Fernanda Zanatta.pdf: 4861494 bytes, checksum: 495e2697a8b4f304bd10e8b043e73449 (MD5) / The objective of this study is to analyze and debate the initiatives the deployment and conduct of educational processes in the town of Baron, in the period 1930 to 1960. The text provides for the identification and compares educational policies to the model already established in the region populated by immigrants by raising awareness of the issues surrounding culture and the meanings that they have on communities and the needs for cultural preservation, with the school as a support entity to preserve. Know and discuss the educational policies and practices carried out in schools, ethnic community and value the stories of communities, teaching units and regional cultures are goals listed in this research that is based on the concepts of representation and appropriation implicit in the initiatives and school practices of immigrants and community processes in place. Through the perspective of cultural history, analysis of documents and evidence provided interpretation and reconstruction of school a few times and spaces. The dissertation is organized into four chapters, the first of which presents considerations about the culture of a people, cultural diversity, cultural plurality. In the second chapter the area surveyed is presented in its historical arrival, organization and initiatives of immigrants, highlighting a second time initiatives and school practices. Following the text deepens the rules of nationalization of education to be made in the final chapter analyzes the crossovers and the school culture instituting and instituted. The school practices were strongly influenced the culture of immigrants, the language being the most striking aspect. The policies of a nationalist influenced and changed school practices and public school initiatives contributed to the closure of schools-ethnic community. Among the initiatives of the contributions of immigrants highlights the importance of education, education for the development of a people and a region.

O objetivo do presente estudo é conhecer e analisar o debate acerca das iniciativas de implantação e de condução dos processos educativos no município de Barão, no período de 1930 a 1960. O texto contempla a identificação e compara as políticas públicas educacionais ao modelo já estabelecido na região povoada por imigrantes sensibilizando para as questões que envolvem a cultura e os significados que estas têm para as comunidades, bem como para as necessidades da preservação cultural, tendo a escola como entidade de apoio para preservar. Conhecer e discutir as práticas e políticas educacionais realizadas nas escolas étnicocomunitárias e valorizar as histórias das comunidades, as unidades de ensino e as culturas regionais são objetivos elencados nesta pesquisa que tem como base os conceitos de representação e apropriação implícitos nas iniciativas e práticas escolares dos imigrantes e dos processos comunitários implantados. Através da perspectiva da História Cultural, a análise dos documentos e dos indícios proporcionou a interpretação e a reconstrução de alguns tempos e espaços escolares. A dissertação se organiza em quatro capítulos, sendo que o primeiro apresenta considerações a respeito da cultura de um povo, da diversidade cultural, da pluralidade cultural. No segundo capítulo a região pesquisada é apresentada em seus aspectos históricos de chegada, organização e iniciativas dos imigrantes, destacando num segundo momento as iniciativas e práticas escolares. Na sequência o texto aprofunda a legislação de nacionalização do ensino para que no capítulo final sejam feitos os entrecruzamentos e análises da cultura escolar instituínte e instituída. As práticas escolares apresentaram forte influencia da cultura dos imigrantes, sendo a língua o aspecto mais marcante. As politicas de cunho nacionalista influenciaram e modificaram as práticas escolares e as iniciativas escolares públicas contribuíram para o fechamento das escolas étnico-comunitárias. Dentre os contributos das iniciativas dos imigrantes destaca-se a importância do ensino, da escolarização para o desenvolvimento de um povo e de uma região. / The objective of this study is to analyze and debate the initiatives the deployment and conduct of educational processes in the town of Baron, in the period 1930 to 1960. The text provides for the identification and compares educational policies to the model already established in the region populated by immigrants by raising awareness of the issues surrounding culture and the meanings that they have on communities and the needs for cultural preservation, with the school as a support entity to preserve. Know and discuss the educational policies and practices carried out in schools, ethnic community and value the stories of communities, teaching units and regional cultures are goals listed in this research that is based on the concepts of representation and appropriation implicit in the initiatives and school practices of immigrants and community processes in place. Through the perspective of cultural history, analysis of documents and evidence provided interpretation and reconstruction of school a few times and spaces. The dissertation is organized into four chapters, the first of which presents considerations about the culture of a people, cultural diversity, cultural plurality. In the second chapter the area surveyed is presented in its historical arrival, organization and initiatives of immigrants, highlighting a second time initiatives and school practices. Following the text deepens the rules of nationalization of education to be made in the final chapter analyzes the crossovers and the school culture instituting and instituted. The school practices were strongly influenced the culture of immigrants, the language being the most striking aspect. The policies of a nationalist influenced and changed school practices and public school initiatives contributed to the closure of schools-ethnic community. Among the initiatives of the contributions of immigrants highlights the importance of education, education for the development of a people and a region.

The thesis focuses on the subject of multicultural coexistence with the stress on the western European and north European countries. It proposes the main thesis, if this multicultural coexistence, in its present form, is or is not functioning, and if there is the potential for future also. The question also is, if there really comes the so called "crisis of multiculturalism" and so there would be substantive transformation necessary in the future. As the background for this research will serve the theoretical part of the thesis, which tries to show the different approaches to the multicultural phenomenon on the academical ground and their emergence. The second empirical part will illustrate, on the example of three European countries Sweden, Germany and France, how these theoretical models can appear in the reality.

The concept of social loafing is important with regard to organizational effectiveness particularly as organizations are relying on teams as a means to drive productivity. The composition of those teams is likely to reflect the current movement of racial and ethnic minorities in the work place. The primary purpose of this research was to determine the role cultural diversity plays in enhancing performance and thereby eliminating social loafing. The research study is significant because 1) it is among the first to use culturally diverse work groups while examining the social loafing phenomenon, and 2) the groups were intact project teams, rather than ad-hoc groups commonly found in social loafing experiments. It was anticipated that the members of culturally homogeneous groups would engage in social loafing when their individual efforts were "buried." However, subjects in both culturally diverse and culturally homogeneous groups resisted social loafing behaviors. Additional statistical analysis revealed that as group orientation increased, performance levels increased as well. Group orientation, then, appears to be a more powerful determinant of performance than group composition. It is expected that the time these groups had together and the performance feedback opportunities provided them, prior to the experiment, contributed significantly to these results. Future research suggestions were made that could help establish a causal relationship.

No description available.

The purpose of this qualitative study was to develop a better understanding of how eight preservice teachers perceived the culturally diverse students they encountered during their one-year teaching internship. Their personal and professional experiences with diversity were investigated in order to identify the direct and indirect influences they brought to a culturally diverse classroom. The data for this study consisted of narratives from their one-year teaching internship and their home, schooling, and college experiences with cultural diversity. Each preservice teacher was interviewed twice. The issues that emerged from their narratives were individually presented to give a clear picture of how they each perceived classroom cultural diversity. From their narratives, it is clear that how each of these preservice teachers perceived culturally diverse students was largely influenced by their life histories and experiences with cultural diversity. Cultural preparation in college acquired great significance as they each reflected on their preparation to teach in culturally diverse settings. None of them felt prepared to teach culturally diverse students. Instead, they indicated a preference of working in school settings that exhibited students similar to their own backgrounds. Classroom cultural diversity was seen as presenting special challenges, none of them felt prepared to handle. The implications from this study suggest that more preparation on how to work within culturally diverse classrooms is needed prior to, and during the student teaching internship. / Ph. D.

Community college instructors confront many challenges, teaching increasingly diverse students in their classrooms. This study's purpose was to enhance educational literature on diversity, and assist community college faculty in personal self-reflection and professional skill review to meet multicultural student body needs. In addition, the relationship between these perceptions and faculty characteristics, such as faculty status, gender, race/ethnicity, age, years of teaching experience, program area, teaching locale, instructing locality, diversity training, years of teaching, teaching division, and previous diversity instruction, were examined. The participants were 194 randomly selected, full and part-time faculty members who taught at four community colleges within the Virginia Community College System (VCCS). The most common profile of respondents included Caucasian females who were 50+ years of age, had been employed 10 or fewer years as part-time faculty in the Liberal Arts and Social Sciences program area of a community college in a suburban location, and had participated in previous diversity training. This study utilized the Survey of Community College Faculty (SCCF), a combined survey of the Multicultural Teaching Scale (MTS) and Pluralism and Diversity Attitude Assessment (PADAA) that framed the research. The MTS assessed self-reported cultural competencies categorized into five dimensions: (a) Content Integration, (b) Knowledge Construction, (c) Prejudice Reduction, (d) Equity Pedagogy, and (e) Empowering School Culture (Banks, 1993). The PADAA assessed cultural diversity attitudes on four subscales: (a) Appreciate Cultural Pluralism, (b) Value Cultural Pluralism, (c) Implement Cultural Pluralism, and (d) Uncomfortable with Cultural Diversity (Stanley, 1992). The investigation results revealed that faculty members perceived themselves as having high multicultural competence in the Equity Pedagogy dimension and moderate multicultural competence in the other four dimensions. Additionally, faculty indicated a strong appreciation and value for cultural diversity and pluralism but demonstrated an unwillingness to implement cultural pluralism ideologies into their instructional practices. Outcomes of regression analysis of selected respondent characteristics revealed previous diversity instruction and instructional program area (Business, Engineering, and Technology) were significant in predicting perceived increased multicultural competence of community college faculty in all five dimensions. Study findings indicated gender (female) and race (African American) also contributed positively in the prediction of multicultural competence. / Ph. D.

This thesis argues that pluralism and diversity pose a more fundamental challenge to liberal constitutionalism than is sometimes recognised by liberal political theorists. While the challenges presented by moral pluralism at the philosophical level, and by cultural diversity at the socio-cultural level, have received a great deal of attention in recent political thought, the background within which these themes become salient has not always been fully acknowledged. What is new in the modern world is not so much diversity of lifestyles, but the disintegration of frameworks that traditionally provided an unproblematic basis for political authority. What this modern challenge forces us to confront then, is the idea that ‘the people’ who are subject to law, are also, as citizens, the ultimate source of political authority. I consider in detail the work of two contemporary political theorists who have provided among the most sustained and far-reaching attempts to respond to this challenge, Charles Taylor and Jürgen Habermas. Both make a significant contribution to responding to the contemporary situation of pluralism by taking on board the ‘dialogical’ nature of identity, and the role of the ‘people’ as the ultimate source of political power. However each places a heavy reliance on a privileged standpoint that may shield political judgement from the full implications of modern pluralism: Habermas, by appealing to ‘post-conventional morality’ and Taylor, by appealing to an incipient teleology.

During the last years, due to the globalization markets become more and more involved in an international level. Cultural diversity in the workplace is something common nowadays, it involves countless benefits for the companies and the other professional contexts. While simultaneously, it involves conflicts and misunderstandings therefore it is more and more required to get people able to deal with different cultures. The main purpose of our Thesis is to study the process through which an individual becomes able to deal and work with different cultures. In other words, we pretend to discover how someone can become culturally intelligent. This thesis has been conducted using the Grounded Theory method. By analyzing the data we have collected throughout eight interviews from different culturally intelligent people and the data we have obtained by reading literature, we came with the idea that the process for becoming culturally intelligent is composed by three elements: the first one is related with the individual, the second one is related with the interaction of the individual within a multicultural group and the third one is related with the benefits and disadvantages that emerged while someone is working with different cultures.

As China emerges as a major player on the international business scene, it is becoming increasingly important for Western negotiators to understand how the Chinese negotiate business deals. Existing knowledge regarding the Chinese negotiation style is largely based on considering China as one single country and the Chinese as to negotiate in one homogeneous way. Regional differences in the Chinese negotiation style have traditionally been overlooked in the literature. Guided by a negotiation analysis approach, this thesis conducts an exploratory study of the diversity of the Chinese negotiation style from a regional sub-cultural perspective. It suggests four characteristics of the Chinese negotiation style based on the frameworks of international business negotiations and the Chinese cultural roots and values. This thesis investigates five research questions, which address the characteristics of regional negotiation styles and the consequences of these different styles in relation to Sino-Western negotiations. A case study research strategy is employed to study four regions in China, including the Northern, the Eastern, the Southern and the Central region. Each case was studied using three research methods: semi-structured interviews, secondary documents, and negotiation experiments. Interview data analysis focuses on the perceptions of the Chinese negotiators, the Chinese government official, and the foreign negotiators regarding regional negotiation styles, whereas the experiments examine the students cognitive information on regional differences. The results confirm that regional negotiation styles exist in China. The findings show that Northern and Central negotiators have the Chinese negotiation style in the literature. They place emphasis on relationship and face and show low time-sensitivity and risk-taking propensity. On the contrary, Eastern and Southern negotiators are extremely task-oriented and deal-focused, which means they place little value on relationship and face in negotiations. Differences also exist between the two groups of business-oriented negotiators as Southern negotiators have higher time-sensitivity and risk-taking propensity than Eastern negotiators. Differences in historical and geographical backgrounds are found to be the key drivers in the forming of these regional negotiation styles. Importantly, the experiment results show that, in contrast to the conventional idea, Western negotiators might find it easier to negotiate with the relationship-focused Chinese than with the deal-focused Chinese. This is because Northern and Central negotiators appear to be cooperative in Sino-Western negotiations, whereas Eastern and Southern negotiators tend to use a competitive approach. This thesis provides a number of contributions to the existing literature. First, it provides a better understanding of the overall picture of the Chinese negotiation behaviour and fine-tunes the Chinese negotiation style from a regional sub-cultural perspective. This regional approach to the study of culture is not only rare in Sino-Western negotiation studies, but also uncommon in the literature of international business negotiations. Second, this research highlights the fallacious assumption of cultural homogeneity with nations. It calls for academic attention to balance inter-cultural and intra-cultural diversity in the studies of international business. Third, a step is taken towards exploring the regional values and behavioural differences in China. The findings of this research provide directions for future regional studies on other managerial issues.