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

La littérature de jeunesse offre aux jeunes garçons et filles des espaces tout à la fois de reconnaissance et de différenciation, constituant ainsi un vecteur important de socialisation et de développement de l’identité culturelle. A travers la combinaison texte-image, le lecteur forge ainsi son appartenance identitaire, et questionne ses représentations de l’Autre et du monde dans sa pluralité. A l’image de la société marocaine, les éditions du troisième millénaire sont caractérisées par une grande diversité culturelle et linguistique. La jeunesse qui baignait dans une culture livresque étrangère durant le siècle dernier peut désormais trouver dans les nouvelles productions des repères en relation avec son environnement social. Cependant, les représentations véhiculées par la littérature de jeunesse posent plusieurs problèmes au niveau de la réception de ces livres et du rapport des jeunes Marocains à la lecture en raison de la pluralité, mais parfois aussi des dissonances qui peuvent exister entre les différentes approches culturelles, économiques et celles qui se dégagent – explicitement ou implicitement – des ouvrages et albums pris en considération. En choisissant d’analyser un corpus appartenant à la littérature de jeunesse marocaine et en privilégiant les catégories -certes problématiques - d’ « identité » et de « diversité » culturelles, nous avons souhaité placer cet objet d’étude au coeur d’une société où cohabitent héritage du passé et espace- monde moderne, où la richesse linguistique et le foisonnement culturel sont source d’interrogations fécondes mais peinent aussi quelquefois à trouver une réponse. / Youth literature offers young boys and girls a space for recognition and differentiation, thus constituting an important vector of socialization and cultural identity development. Through the text-image combination, the reader forges his / her identity affiliation, and questions his / her representations of the Other and the world in its plurality. As is the case of the Moroccan society, the editions of the third millennium are characterized by a great cultural and linguistic diversity. Young people who were immersed in a foreign bookish culture during the last century could find in the new productions a reference point in relation to their social environment. However, the representations vehicled by the literature of youth engender several problems not only at the level of reception of these books and in the relationship of young Moroccans to reading because of the plurality, but also sometimes at the level of the discordance and incongruity that may exist between different cultural and economic approaches, and those that emerge - explicitly or implicitly - from the works and albums taken into consideration. By choosing to analyze a corpus belonging to the Moroccan youth literature and by privileging the categories - surely problematic - of cultural "identity" and "diversity", we wanted to place this object of study at the heart of a society where the legacy of the past cohabit side by side with modern space-world, where linguistic wealth and cultural abundance are sources of fruitful questions but which also sometimes struggle to find an answer.

L’Etat africain n’a, depuis les indépendances, jamais manqué de qualificatifs. Tantôt qualifié de « mou », tantôt de « dictatorial », d’état « ventre » ou encore d’Etat « acculturé » ou « déculturé ». Face aux échecs de l’action publique en Afrique, au développement d’une « culture d’apathie » chez les populations, comment mettre en lien cette action publique et les enjeux de la valorisation de la culture ? De quels instruments axiologiques et juridiques disposons-nous aujourd’hui pour réconcilier les politiques publiques en Afrique avec leurs bénéficiaires et ce faisant, donner à ces derniers les « capabilités » leur permettant de choisir et de construire leurs voies propres ? Tels sont les principaux questionnements de cette thèse qui rassemble les outils internationaux à la lumière du cadre malien. La thèse utilise une approche interdisciplinaire des droits fondamentaux et place la valorisation de la culture comme une exigence pour l’Etat. Elle propose une approche transversale de la culture dans la conception et la mise en oeuvre de l’action publique afin de construire de « vraies » démocraties. / The African State, since the independences hasn’t ever been short of qualifiers. Sometimes it has been qualified of « soft », sometimes of « dictatorial » of state « stomach », of State « acculturéd » or « déculturized ». Facing the failures of the public action in Africa, the development of an « apathy culture » in the populations, how can we tie in this public action to the differents issues (polical, economic and social) of culture valorization ? Which axiological and legal tools do we have at our disposal today to help reconcile the public policies in Africa with their beneficiaries, there by give them the "capabilités" allowing them to choose and to construct their own ways ? Such are the main questionnements of this thesis that gathers the international tools for the purpose of the Malian case’s study. The thesis uses an interdisciplinary approach of the fundamental rights and set culture valorization as a state’s requirement . It proposes a transversal integration of culture in the conception and the implementation of public policy to construct an « true » democracies.

Diploma thesis responds to the current topic of education of pupils-foreigners at the Czech primary schools. It mainly focuses on the problem of pupils-foreigners' integration into regular learning process and identification of effective ways of learning support in teaching of these pupils. The theoretical part summarizes knowledge related to the mentioned problems. Emphasis is placed on defining the main communication barrier in pupils-foreigners' learning. Further are presented methodological recommendations and inspiration available from expert literature, which relate to the pupils-foreigners' inclusion into regular lessons. The practical part is aimed at helping teachers-beginners. It is based on qualitative research constisting of research methods of interview, expert questionnaire and reflective analysis of its own experience. Therefore, it brings and evaluates the way in which the communication between teachers and pupils-foreigners takes place in the common practice of several Prague's primary schools. The outcomes include examples of good teaching experience, methodological strategies and other recommendations that help pupils-foreigners to overcome the communication barrier.

This research contextualizes the measurability of African musical arts (including music, dance, drama, poetry and costume art as an integrated whole), through the introduction of a generic evaluation system, which can be implemented outside its culture of origin as recontextualized authenticity. An assessment system is developed, entitled, The Generic Crosscultural Assessment Framework for African Musical Arts. The Framework illustrates that: the cultural-educational void between African/indigenous/informal and international/formal music education can be crossed; the development of a reliable, valid and objective evaluation system for African musical arts assessment, which can be recognized internationally to the satisfaction of Western and African cultures, is possible. African musical arts has only fairly recently begun to be integrated into formal education systems and music curricula for schools and tertiary institutions. At this stage, there is no structured curriculum available for African musical arts in schools. The need for structuring a Framework for contemporary African musical arts assessment, from which a curriculum could be developed, is clear. The contextualization of the main problem of the research, namely the measurability of African musical arts, took place through: exploration of cultural diversity; translation between cultures; music-cultural integration processes in assessment; cross-cultural dialogue; the learning, teaching and grading situations in different cultures and systems and the integration of different ‘voices’ from many disciplines. Globalization and change were essential concepts in this research. The choice of the research designs for this thesis was informed by Western as well as African indigenous music philosophies. A combination of documentary research design (with literature review, content analysis) and deconstruction theory study designs was conducted within the qualitative paradigm. The reseach focused on intercultural understanding and communication, as well as its emic/etic, or insider/outsider approach. The most important aspects of the research focused, firstly, on Social Studies including Ethnomusicology, Translation Studies, Inter-Cultural and Cross-Cultural Studies; secondly, on Educational Studies including assessment standards, philosophies and systems; thirdly, on African Musical Arts; and finally, on contemplating the syntheses of all above named outcomes in relation to generic cross-cultural standards. The emphasis of the thesis is on music-cultural integration processes in assessment of progressive skills development. / Thesis (DMus)--University of Pretoria, 2012. / gm2013 / Music / unrestricted

少子化是目前台灣面臨的一大危機，從歷史脈絡來看，台灣屬於標準的移民社會，然而，因早年戒嚴等政治因素使我國對於入出境人流管制相當嚴格，同時亦不重視移民政策，直至近年來外籍配偶及大陸配偶人數大量增加，政府單位逐漸注意此一新興社會現象。 同時，台灣與新加坡皆為亞洲四小龍成員，在人口結構來講，同屬以華人為主體的多元族群國家，兩者皆面臨全球化衝擊，以及面臨國土資源不足、生育率逐年降低、人口老化等社會與人口結構改變的隱憂。而新加坡對移民政策的重視則遠超過我國，其相關法令的制定、多元的教育、豐富的獎勵刺激移民與生育都是值得我們所學習的。 回顧其發展過程，新加坡的移民政策與法令也讓社會產生程度不一的反彈，這些優缺利弊都是讓我國借鑒的範例，藉他山之石，檢視我國移民法令的侷限，為了有效刺激外來人口移入與降低不同文化產生的衝突，新加坡經驗是值得參考的對象。 / Low birth rate is one of the major challenges faced by Taiwanese government nowadays. Taiwan can be categorized as a typical immigrant society from the view of history. However, the immigration control was very strict during the early days due to political issues and the implementation of martial laws. The immigration policies have been ignored for long until the population of foreign and mainland spouse rose tremendously hence gradually caught the attention of Taiwanese government. Taiwan and Singapore are both viewed as the members of Four Asian Tigers. Both islandsare composed by multi-racial population and with Chinese as majority. Meanwhile, both nations face the challenges such as impact of globalization, relatively insufficient domestic resources, low birth rate, and aging population. Singapore government takes immigration policies more seriously than Taiwan, the regulations of laws, educational diversity, and abundant rewards for encouraging immigration and birth rate of Singapore are worth to learn from. Singapore’s immigration policies and regulations also aroused backlash from the public. The pros and cons of their policies should also be taken into considerations while making the proper policies for Taiwan. The experience of Singapore would benefit on the spurring of immigration to Taiwan and easing the conflicts result from cultural differences.

L'Espagne, dont on a abondamment salué la Transition est loin d'avoir réglé tous ses comptes avec le passé. Les premiers temps de la démocratie furent à la prudence sur le terrain politique et social. Les années 90 déferlèrent ensuite, inondant le pays de leur libéralisme triomphant. L'Espagne postmoderne connut, en même temps que la croissance effrénée et la «spectacularisation» servie par une télévision dotée d'ubiquité, l'inversion des flux migratoires. L'ancienne métropole attira principalement des Latino-américains et, alors que rien n'avait préparé la société espagnole à l'interculturalité et que les écrans, voués au divertissement, rendaient les étrangers invisibles, les préjugés racistes et xénophobes sentant encore l'ethnocentrisme colonialiste, ressurgirent. 2008 marqua le début de la crise économique en Espagne et de la dégradation des conditions de vie de ses habitants qui donne naissance à une nouvelle classe sociale, le «précariat». Locaux et étrangers se retrouvent dans la contestation et dans l'exigence d'un autre modèle de société pour l'ère méta-postmoderne. Internet est le lieu de rencontre de ceux qui s'indignent et qui accusent les media traditionnels de complicité avec le système qu'ils rejettent. / Spain's transition towards democracy has widely been acclaimed. Yet it is far from settling all its scores with the past. During the early days of democracy prudence prevailed in the political and social field. Then the 90s swept in and the country was overwhelmed by economic liberalism. In post-modern Spain growth rocketed and was served by an all pervading television which turned everything into a show. Meanwhile the migratory flow was reversed. The old mother country chiefly attracted South Americans. Foreigners were made invisible by a television dedicated to entertainment. Hence Spanish people were not ready to face cultural diversity and old racist prejudice reeking of colonial ethnocentricity reappeared. The economic crisis hit Spain in 2008 and living conditions deteriorated giving birth to a new social class «the precariat». Natives and foreigners protest together demanding a new model of society for the meta post-modern era. Internet is the meeting point for those who feel outraged (indignants, indignados) and accuse the traditional media of complicity with a system they reject.

Cette thèse se propose d'étudier le lien existant entre les lieux et les sites naturels d'une part, les modèles de cité de l'autre. Le contexte analysé est celui des villes de fondation, c'est-à-dire des villes planifiées et créées en un temps court, totalement constituées, résultant de modèles formels complets et le plus souvent engendrées par un pouvoir centralisé ou une décision concentrée. Dans l'histoire des villes, on peut dire que les villes de fondation réalisées les plus importantes sont les villes idéales grecques, les villes romaines, les villes royales, les villes coloniales européennes, les villes de l'industrie. Au XXe siècle les occasions de créer des ensembles urbains se raréfient au profit de l'extension. Toutefois plusieurs pays ont procédé à des créations des villes de tertiaire : le Brésil avec Brasilia, l'Inde avec Chandigarh et Navi Mumbai (New Bombay), la Chine avec Shenzhen, la Grande-Bretagne avec les New Towns comme c'est le cas de Milton Keynes, la France avec les Villes Nouvelles, dont Marne-la-Vallée ou encore La Grande-Motte. L'imaginaire et les outils de projet se sont par ailleurs nourries d'un important corpus de villes théoriques ou utopiques (de Fourrier à Le Corbusier en passant par Arturo Soria y Mata) et de villes littéraires, le texte le plus célèbre restant Les Villes Invisibles d'Italo Calvino. La fabrication des villes de fondation est toujours une actualité à nos jours. On a assisté récemment à l'achèvement aux nouvelles capitales de la Birmanie et de la Malaisie, tandis que la fabrication de la nouvelle capitale pour la Corée du Sud a dépassé la phase du projet pour entrer dans celle de la réalisation. La question d'une nouvelle capitale de l'Indonésie se pose actuellement dans l'urgence. Cette recherche établira donc la genèse des villes de fondation, en particulier des modèles préexistants qui la sous-tendent : une attention sera portée sur le moment, les acteurs, les contextes de la décision de création, l'autre sera la relation entre la forme de la ville projetée, les données du site, de la société, des fonctions du lieu d'implantation, la réalisation effective pour mettre en évidence la prise en compte ou la non-prise en compte de ces contextes. Au terme de ce travail, on peut affirmer que les villes de fondation et la fabrication des villes de fondation sont un phénomène universel, qui se manifeste tout au long de l'histoire, à travers toutes les époques, en toutes aires géographiques. Y a-t-il alors une structure dans le processus de production qui soit commune à tous les types de villes de fondation, dans laquelle se nouerait un lien structurel entre les trois paramètres de la fabrication : les lieux, les modèles et les acteurs. Après un parcours dans l'histoire longue, à partir d'ouvrages existants, documentant les principales civilisations ayant produit des villes de fondation, la recherche portera sur un échantillon de villes du XXe siècle, en particulière les villes de tertiaire d'après-guerre : Brasilia (Brésil), Chandigarh (Inde), Marne la Vallée, La Grande Motte (France), Milton Keynes (Angleterre), et la ville de l'industrie, Magnitogorsk (U.R.S.S.) / This thesis proposes a study of the existing relationship between places and natural sites on one hand, and the city models on the other hand. The analysed context is the one of the new towns, that is to say the short term planified, totally constituted and realised cities, resulting from complete formal models, most of the time engendered by a centralised power or a concentrated decision.In the history of cities, we can assume that the most important realised new towns are the greek cities, the roman cities, the royal cities, the european colonial cities and the industrial cities. During the 20th century, the opportunities to create urban development become rare in aid of the extensions. However, several countries carried out creations of service cities : Brasil with Brasilia, India with Chandigarh and Navi Mumbai (New Bombay), China with Shenzhen, Great-Britain with the New Towns such as Milton Keynes, France with the Villes Nouvelles (New Towns), like Marne-la-Vallée or La Grande-Motte. Moreover, the project imaginary and tools grew with an important sample of theoretical and utopian cities (from Fourrier to Le Corbusier via Arturo Soria y Mata) and of literary cities, the most famous text being Invisible Cities from Italo Calvino. The making of the new towns is still topical today. We assisted recently to the consecration of the Malaysia and Myanmar capital cities, while the new South Korea capital encompassed the project phase to become real. And the possibility of a new capital for Indonesia is more than ever an emergency. The present research will thus establish the genesis of the new towns, in particular of the pre-existing models which sustain them : on one hand, we will have a specific attention to the moment, the actors and the contexts of the creation decision ; on the other hand, we will study the relationship between the form of the projected city, the site and society datas, the functions of the settlement place and the effective realisation, in order to bring to the fore if theses different contexts were taken into account or not. At the end of this research, we can say that the new towns and the making of the new towns is a universal phenomenon, which appears all along history, through all the ages and in all parts of the world. Thus, is there a structure in the process of production that is common to all types of new towns, in which we could detect a link between the 3 making parameters : the sites, the models and the actors? After a journey throughout history, from existing books, documenting the main civilizations which created new towns, the research will focus on a sample of 20th century cities, in particular the service cities after world war II : Brasilia (Brasil), Chandigarh (India), Marne-la-Vallée and La Grande-Motte (France), Milton Keynes (England), and the industry city of Magnitogorsk (U.S.S.R.)

The purpose was to analyze Turkey's current music teacher training curriculum as situated in the centralized educational system, focusing on the extent to which the written document (1) reflects the core elements of the overall centralized educational system; (2) prescribes the nature of teaching materials and methods, assessment tools and other forms of evaluating and monitoring performance as teachers and musicians; and (3) acknowledges cultural diversity by addressing repertoire, musical activities and concepts according to geographic and cultural regions. Qualitative-descriptive and quantitative content analysis, including the methods of (a) Inverse document frequency and (b) relevance feedback model, were the analytic tools. Of the required 147 credit hours, 138 are the core. The music core consists of 87 (63%) and the non-music core of 51 credit hours (37%). On paper, there is a conceptual overlap in wording between the music core, the general core, and the teacher training core, suggesting curricular cohesion and consistency. Noticeably less cohesion exists between the document and three major policy papers on teacher competencies. By word count, preparing teachers for instruction in Turkish folk music and multicultural issues appears to hold a low priority in the curriculum. However, course descriptions, where they exist, speak to skills and knowledge linked to performing and understanding Turkish folk and art music, not Western art music alone. Missing from those descriptions is any reference to teaching materials and methods, specific assessment tools, and other forms of evaluating and monitoring students. With reference to works by Max Weber, Karl Mannheim, and Robert Merton, the study concludes with a discussion about issues and problems inherent in a centralized teacher program that seeks to prepare music teachers for a culturally diverse society.

The purpose of this study is to examine the cultural relevance of the Peacebuilders model. The study shows that programs such as Peacebuilders need to address concepts of culture that will enhance the diversity of program participants. Many schools and school districts are utilizing these programs to head off student violence, resolve student conflicts and premote school wide harmony.