Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-27T19:59:20Z No. of bitstreams: 1 tatianagoncalvesdeoliveira.pdf: 1496543 bytes, checksum: 5fefe8b8b2f8932a8b10fd4a712b8db4 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-28T12:14:17Z (GMT) No. of bitstreams: 1 tatianagoncalvesdeoliveira.pdf: 1496543 bytes, checksum: 5fefe8b8b2f8932a8b10fd4a712b8db4 (MD5) / Made available in DSpace on 2016-07-28T12:14:17Z (GMT). No. of bitstreams: 1 tatianagoncalvesdeoliveira.pdf: 1496543 bytes, checksum: 5fefe8b8b2f8932a8b10fd4a712b8db4 (MD5) Previous issue date: 2016 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Buscando contribuir com a historiografia acerca da história dos índios no Brasil, principalmente no que tange às relações sociais, políticas e culturais nos aldeamentos, esta dissertação propõe o entendimento da política indigenista que vigorou na província de Minas Gerais entre os anos de 1873 e 1889. Escolhemos como objeto de análise o Aldeamento dos Índios de Itambacuri, fundado em 1873 no norte de Minas Gerais por missionários italianos da ordem dos Capuchinhos. A escolha desse aldeamento foi motivada pela sua duração maior em relação aos outros aldeamentos criados no mesmo período, pela sua importância e centralidade para o entendimento da política indigenista provincial e imperial. Ao problematizar a organização social e o cotidiano do Aldeamento de Itambacuri, buscou-se ainda reconhecer as negociações e disputas que marcaram as relações interétnicas entre os diferentes sujeitos que vivenciaram aquela experiência, desde os padres diretores, índios de diferentes etnias e populações adjacentes ao Itambacuri. Incluem-se nesse cenário as elites locais e provinciais que buscavam seus domínios sobre as terras do vale do Mucuri, além do controle sobre a mão de obra indígena daqueles “sertões”. É importante salientar que, a experiência provincial da política indigenista praticada em Minas foi pensada em consonância com as diretrizes e propostas vindas da corte. Logo, a dissertação também caminhou no sentido de compreender o cenário político imperial, os debates em torno da questão indígena, antes e depois da promulgação do Regulamento acerca das missões de catequese e civilização dos índios de 1845. Assim, a análise dos debates parlamentares travados no Senado antes da promulgação de uma política indigenista para a catequese e “civilização” dos índios das províncias do Império demonstra a nebulosidade que pairava sobre esta tão implexa questão. Ao analisarmos esses debates colocamos em evidência uma fonte muito pouco explorada pela historiografia para se pensar, por exemplo, as diferentes propostas de integração dos índios à sociedade oitocentista. Assim sendo, este trabalho buscou conciliar os encontros e desencontros de uma política nacional indigenista, que deveria, portanto, ser aplicada em todas as províncias, com as adaptações sofridas por esta quando introduzida em Minas Gerais. Para além do debate político, procuramos demonstrar as trajetórias dos diferentes povos indígenas que vivenciaram de formas distintas as novas e velhas relações trazidas e mantidas pelo novo Regulamento indigenista. / Seeking to contribute to the historiography about the history of the Indians in Brazil, especially in reference to social, political and cultural in the settlements, this dissertation proposes the understanding of indigenous policy that was in force in the province of Minas Gerais between 1873 and 1889. We chose as object of analysis the Indians' Village of Itambacuri, founded in 1873 in the north of Minas Gerais by Italian missionaries of the order of the Capuchins. The choice of this village was motivated by its longer duration in comparison to other settlements created at the same period and by its importance its centrality to the understanding of provincial Indian policy and imperial. To problematize the social organization and daily life from village of Itambacuri, we sought to recognize the negotiations and disputes that marked the interethnic relations between the different subjects who experienced that experience, from the directors priests, Indians from different ethnic groups and adjacent populations to Itambacuri. The local and provincial elites are included in this scenario. They sought their control over the lands of the valley of the Mucuri, beyond their control over the indigenous labor of those "hinterlands". It’s important to notice that the provincial experience of indigenous policy practiced in Minas was designed in line with the guidelines proposals from the court. So, this dissertation also goes towards understanding the imperial political scenario, the debate on the indigenous issue before and after the promulgation of the Regulation about the catechetical mission and indians civilization in 1845. Thus, the analysis of parliamentary debates in the Senate before to the promulgation of an indigenous policy for Indians’ catechesis and Indians’ "civilization" from the Empire provinces shows nebulosity that hung over this complex question. By analyzing these debates we put in evidence a field very little explored by historiography to think about, for example, the different integration proposals of Indians into the nineteenth century society. Therefore, this study sought to reconcile the similarities and differences of a national indigenous policy which should be applied in all provinces with the adaptations suffered by this one when it was introduced in Minas Gerais. Beyond the political debate, we sought to demonstrate the paths of different indigenous peoples who lived in different ways the new and old relations brought and maintained by the new indigenous Regulation.

Please read the section 05chapter5 (General summary and conclusions, especially p168-170) of this document / Thesis (DSc (Agriculture))--University of Pretoria, 2007. / Agricultural Economics, Extension and Rural Development / unrestricted

Cette thèse de doctorat met en oeuvre une analyse morphofonctionnelle et historico-archéologique d’une productioncéramique indigène décorée inédite de l’âge du Fer provenant du site de l’Incoronata en Italie du Sud (Basilicate, commune de Pisticci).L’objet de cette enquête est multiple : par l’examen attentif des formes, décors et techniques, un catalogue complet de notrecorpus céramique a été constitué, accompagné d’un dense faisceau de comparaisons. Celles-ci appartiennent à un horizon historico-culturel sud-italien cohérent, resserré entre les vallées du Cavone et du Bradano, entre IX e et VIIe siècles av. J.-C.Le site de l’Incoronata est caractérisé par une période de fréquentation mixte : il accueille à partir du VII e siècle av. J.-C.une composante grecque, plus particulièrement des potiers, dans un établissement indigène éminent déjà caractérisé par une production et une consommation locales importantes des produits céramiques. La contextualisation des données a donc constitué un autre pôle fort de cette recherche. Les problématiques se sont naturellement orientées vers lacaractérisation des modalités d’interaction entre communautés indigènes et grecques, en cherchant des comparaisons dans les espaces – non-coloniaux – qui témoignent pourtant d’intenses relations entre les deux composantes. Bien conscient de la difficulté de manipuler le concept même d’identité, un travail de mise en perspective anthropologique, ethno-archéologique et historique a été initié.La possibilité atteinte de caractériser une production céramique indigène locale de l’âge du Fer dans toutes ses phasesd’élaboration permet, avec ce premier jalon et pour la première fois, de raisonner de manière renouvelée avec des donnéessolides sur le processus productif, sur l’évolution d’un répertoire formel et décoratif et l’impact de l’arrivée grecque sur tous ces aspects, et enfin sur le rôle et la diffusion d’une catégorie céramique spécifique, autorisant dans le même temps àréévaluer les modalités d’occupation du site de l’Incoronata et son rôle nodal dans la compréhension et l’analyse en senshistorico-anthropologique des relations culturelles qui ont caractérisé, le monde méditerranéen archaïque. / This doctoral thesis implements a morpho-functional and historical-archaeological analysis of an unpublished mattpaintedpottery production from the Iron Age site of Incoronata in Southern Italy (Basilicata, com. Pisticci).The subject of this inquiry is multiple: using a careful examination of the forms, decors and techniques, a completecatalog of our ceramical corpus has been constituted accompanied by a dense bundle of comparisons which belong toa coherent South-Italian historical-cultural horizon, tightened between the valleys of Cavone and Bradano, between 9th and 7th centuries BC.The site of the Incoronata is characterized by a period of mixed occupation. From the beginning of the 7th century BC, Incoronata welcomes a Greek component, more particularly potters, in an eminent indigenous establishment alreadycharacterized by a significant local production and consumption of ceramic products. Contextualization of data has thusconstituted another strong pole of this research. The problematics have naturally focused on the characterization ofthe modalities of interactions between indigenous and Greek communities, looking for analogies in non-colonial spaces that nevertheless show intense relations between the two components. Aware of the difficulty of manipulating the veryconcept of identity, some anthropological, ethnoarchaeological and historical perspectives have been initiated. The possibility of characterizing a local indigenous ceramic production of the Iron Age in all its stages of development,allows us to re-think, with this first milestone and for the first time, with solid data on the production process. The evolutionof a formal and decorative repertory and the impact of Greek arrival on all these aspects. The role and the diffusion of aspecific ceramic category could be approached, allowing at the same time to re-evaluate the modalities of occupation of the site of Incoronata and its nodal role in the understanding and the analysis in the historico-anthropological sense of the cultural relations which have characterized the archaic Mediterranean world.

Philosophiae Doctor - PhD / The basic premise of this study was that when a learner is confronted with two contradictory explanations of the same phenomenon, there is cognitive dissonance in the learner as the learner tries to determine which of the two explanations is correct. An argumentation-based instructional intervention programme (ABIIP) was created for and used on and by the Grade 10 learners in order to attempt to ameliorate this cognitive conflict. The purpose of this study was to determine the relative impact of that intervention programme on Grade 10 learners’ conceptions of lightning and thunder. The programme was designed to help learners to develop argumentative skills and use the acquired skills to negotiate and harmonise divergent and conflicting explanations of the nature of lightning and thunder that are propounded by different worldviews (Science and indigenous knowledge).

The Ais were a Native American group who lived along the Atlantic shoreline of Florida south of Cape Canaveral. This coastal population’s position adjacent to a major shipping route afforded them numerous encounters with the Atlantic world that linked Europe, Africa, the Caribbean, and the Americas. Through their exploitation of the goods and peoples from the European shipwrecks thrown ashore, coupled with their careful manipulation of other Atlantic contacts, the Ais polity established an influential domain in central east Florida during the sixteenth and seventeenth centuries. The pre-contact peoples of Florida’s east coast, including the ancestors of the Ais, practiced a maritime adaptation concentrated on the exploitation of their bountiful riverine, estuarine, and marine environments. The Ais then modified their maritime skills to cope with the opportunities and challenges that accompanied European contact. Using their existing aquatic abilities, they ably salvaged goods and castaways from the Spanish, French, English, and Dutch vessels dashed on the rocks and reefs of Florida’s coast. The Ais’ strategic redistribution of these materials and peoples to other Florida Native Americans, the Spaniards of St. Augustine, and other passing Europeans gained them greater influence. This process, which I call indigenous wrecking, enabled the Ais to expand their domain on the peninsula. Coastal Florida Native Americans’ maritime abilities also attracted the attention of Europeans. In the late seventeenth century, English buccaneers and salvagers raided Florida’s east coast to capture indigenous divers, whom they sent to work the wreck of a sunken Spanish treasure ship located in the Bahamas. The English subsequently sold the surviving Native American captives to other Caribbean slave markets. Despite population losses to such raids, the Ais and other peoples of the east coast thrived on Atlantic exchange and used their existing maritime adaptation to resist colonial intrusions until the start of the eighteenth century. This dissertation thus offers a narrative about Native Americans and the Atlantic that is unlike most Southeastern Indian stories. The Ais used their maritime adaptation and the process of indigenous wrecking to engage and exploit the arriving Atlantic world. In the contact era, the Ais truly became Atlantic Ais.

As the number of Indigenous children and youth in the care of Manitoba child welfare steadily increases, so do the questions and public debates. The loss of children from Indigenous communities due to residential schools and later on, to child welfare, has been occurring for well over a century and Indigenous people have been continuously grieving and protesting this forced removal of their children. In 1999, when the Manitoba government announced their intention to work with Indigenous peoples to expand off-reserve child welfare jurisdiction for First Nations, establish a provincial Métis mandate and restructure the existing child care system through legislative and other changes, Indigenous people across the province celebrated it as an opportunity for meaningful change for families and communities. The restructuring was to be accomplished through the Aboriginal Justice Initiative-Child Welfare Initiative (AJI-CWI). Undoubtedly, more than a decade later, many changes have been made to the child welfare system but children are still been taken into care at even higher rates than before the changes brought about by the AJI-CWI. In order to develop an understanding of what has occurred as a result of the AJI-CWI process, this study reached out to child welfare workers who had worked in the system before, during and after the process was put in place. Using a storytelling approach based in an Indigenous methodology, twenty-seven child welfare workers shared how they perceived the benefits, the deficits, the need for improvement and how they observed the role of Indigenous culture within the child welfare context. The stories provide a unique insight into how the changes were implemented and how the storytellers experienced the process, as well as their insights into barriers, disappointments, benefits and recommendations for systemic change. / Graduate

Magister Educationis - MEd / Two grade 11 classes of two high schools in Cape Town were taught some concepts of sound by means of indigenous musical instruments. The purpose was to find out the relative effects (or none) of two instructional strategies. Toulmin (1958)’s Argumentation Pattern, Ogunniyi (1997)’s Contiguity Argumentation Theory and Reiner et al. (2000)’s Substance Schema formed the theoretical framework. A pre-post-test quasi-experimental design was employed and data collated using questionnaires, a sound conceptual test, argumentation worksheets, and classroom observation schedules. One teacher taught the experimental group using dialogical argumentation while another teacher taught the comparative group using lecturedemonstration method, coupled with the use of ICTs for duration of four weeks. Data were analysed using a mixed (quantitative and qualitative) methods approach. The findings revealed that many the learners held some scientifically valid conceptions of sound prior to formal instruction. However, the learners also held many scientifically invalid conceptions in relation to the speed of sound in air, sound propagation, and sound produced by stringed instruments. The alternative conceptions of learners in the C group remained largely unchanged after instruction, while those of the E group changed appreciably, but not completely. The E group learners changed the alternative conceptions that were worked into structured argumentation activities better than those which were not. Also, the learners in both groups seemed to hold indigenous beliefs in relation to sound which did not seem to change after instruction. Most learners had a positive attitude towards the use of indigenous knowledge in the science class. No significant difference was found between male and female learners with respect to conceptual understanding of sound, indigenous beliefs, and interest in the integration of science and indigenous knowledge.

Philosophiae Doctor - PhD / The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it. / The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it.

The Namibian curriculum is premised on the view that there is a need for a holistic development and preparation of learners for a knowledge-based society. The draft National Environmental Education policy, the basic education policy and curriculum development processes in Namibia devolved the power and responsibility to implement environmental learning practice to schools. This research focus on the extent to which schools coordinate environmental education (EE) activities, educators’ perception of their environment, knowledge of EE processes, assessment approaches, the out-door activities, learning support materials, community involvement and EE school policy issues. Wickenburg (2000:56) affirms that “for substantial learning to take place, stakeholders should work actively and establish local supportive structures for EE in Schools”. Educators are expected to deal with practical issues which create opportunities for learners to develop environmentally responsive knowledge, skills and attitudes. The research design is a mixed methods research approach, which includes aspects of the quantitative and qualitative approach. The methodology involved data collection methods such as interviews with educators and a local EE officer, focus group discussions with learners and a self-assessment questionnaire for educators. The data was then analysed and interpreted in relation to a set of theoretical perspectives. The research concluded that educators have knowledge of factual information about environmental learning topics such as population, biodiversity and environmental degradation. Educators have the comprehension of indigenous knowledge and continuously assess learners. Educators however, seldom communicated the way people’s cultural activities affect the environment and did not value cultural practice and indigenous knowledge. Many educators did not use the local environments to do practical activities with learners. Schools did not have EE school policy, rarely practised outdoor activities and local communities are not involved school EE activities. Learners are knowledgeable of their local environmental issues. Based on the finding of the research I came up with a list of recommendations to guide the process of implementation of environmental learning at schools. / Environmental Education / (M. Ed. (Environmental Education))

Le paysage sociopolitique canadien est, actuellement, transformé par les mouvements de résurgence culturelle de Premières nations, des Métis et des Inuits. Parmi les traditions revitalisées, la pratique du tatouage traditionnel gagne en importance. Un nombre croissant d’artistes-tatoueur.euse.s autochtones réparti.e.s à travers le Canada s’évertuent à revitaliser le médium. Ce mémoire s’intéresse, particulièrement, au travail de Dion Kaszas, de Toby Sicks et d’Angela Hovak Johnston. En explorant leur projet de revitalisation, j’aborde, entre autres, les questions de la transmission intergénérationnelle, de l’hybridité culturelle et de l’agentivité du tatouage. Employant une méthodologie décolonisée axée sur la culture lakota, ce travail propose les récits d’autochtones tatoué.e.s rencontré.e.s lors de séjours de re-cherche. En me basant sur nos conversations, je tente d’expliquer l’importance du tatouage ancestral dans l’affirmation identitaire des autochtones contemporain.e.s J’y montre que, dans les milieux urbains, principalement, la pratique du tatouage permet une guérison collective et individuelle, en plus de contribuer à l’affirmation des identités autochtones et à l'autonomisation des diverses nations sur le territoire. De plus, grâce à divers témoignages, j’explique que le tatouage autochtone contemporain sert de levier dans les luttes sociopolitiques actuelles. Ainsi, l’art du tatouage, un médium indûment négligé par les études en l’histoire de l’art, s’avère être un acteur déterminant dans les grands mouvements de résurgence culturelle autochtone actuellement au Canada. Ce mémoire invite, donc, le lecteur ou la lectrice à reconsidérer l’importance de l’art du tatouage autochtone contemporain et les enjeux qu’il soulève. / The Canadian socio-political landscape is currently being transformed by the cultural resurgence movements of First Nations, Métis and Inuit. The practice of traditional tattooing is gaining importance as a component of this process of revitalization. A growing number of Aboriginal tattoo artists across Canada are working to revive the medium. This thesis examines the work of Dion Kaszas, Angela Hovak Johnston and Toby Sicks, in particular. As part of my exploration of their revitalizing projects, I examine, among other things, questions of transmission, cultural hybridity, and agency. Employing decolonizing methodologies, particularly insights from Lakota culture, I share the stories of several tattooed Indigenous people encountered during my re-search. Based on our conversations, I seek to explain the importance of the ancestral tattoo in the assertion of identity of contemporary Indigenous peoples. I show that both in urban areas and on reserves, the practice of tattooing facilitates collective and individual healing, in addition to contributing to the affirmation of Aboriginal identities and the empowerment of various nations. In addition, I discuss ways that contemporary Aboriginal tattooing contributes to current socio-political struggles. I show how the art of tattooing, a medium unduly neglected in art history, plays a major role in cultural resurgence movements of Indigenous peoples of Canada today. Cumulatively, the thesis invites the reader to reconsider the importance of contemporary Aboriginal tattoo art and the issues it raises.