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This research deals with Christian missions and African cultures. It focuses on the traditional social associations of the Nso’ people of Cameroon. The main problem the research addresses is that missionaries who came to Nso’ mostly imposed their culture on the Nso’ and by extension Africa in the name of Christianity. What this research refers to as traditional social associations is what the missionaries prejudicially termed secret societies. The research argues that these traditional social associations are not secret societies. They are rather custodians and preservers of Nso’ culture. Their activities are largely social, and revolve around eating and drinking. The research compares the case of Nso’ with missionary endeavours in North Africa: Egypt, Axum and Nubia and in Sub-Saharan Africa. In all these areas, the following commonalities are found: insufficient interest in the indigenous languages, syncretism, the tendency of mission to always link with colonialism and to despise the African worldview. In all these areas, the result was conflict between mission and indigenous culture, and conflict within the traditional cultures. In order to appropriately engage contexts in Africa that have traditional social associations like Nso’, the researcher proposes the use of an integrated missional approach. By integrated missional approach the researcher means a perspective that takes theology, anthropology, sociology and culture seriously when carrying out the mission of God (missio Dei). The researcher presents an integrated missional approach that is constructed in the light of contextualisation. This approach is based on Niebuhr’s typology that is described in his book Christ and culture and as analysed by Kraft in his Anthropology for Christian witness. The following sociological theories: functionalism, conflict theory, phenomenology and social identity theory are used to discuss how certain realities operate in human communities. Using content analysis as his predominant methodological approach to the data collected, the researcher concludes that culture has been, is, and will continue to be the main vehicle for mission. Hence, the traditional social associations of the Nso’ people, which form the core culture of Nso’ need to be seen as an opportunity for evangelisation. The research shows that the missionary era in Nso’ in particular and Africa in general has ended and that the era in which the local church is finding its own identity is underway. / Thesis (PhD)--University of Pretoria, 2017. / Methodist Church Britain / Science of Religion and Missiology / PhD / Unrestricted

Fatherhood has become an area of research that has attracted a considerable amount of media attention and interest within the social sciences in the twentieth century. Historically, the evolution of the concept fatherhood has led to many discourses circulating within many cultural settings. Until now, there has been a voluminous diverse body of work regarding the construction of fatherhood. Research has mainly focused on the effects fathers have on childhood development; fatherhood and masculinity; the cultural representation of fatherhood; and father involvement to name a few. However there is a significant lack of research pertaining to the subjective experiences of fathers who have encountered the world of illness from a South African context. At the same time, there is little body of knowledge relating to fatherhood and disability. This study aims to explore the subjective experiences of the fathers’ worlds so as to answer the question, “How do fathers make sense of limb loss due to diabetes, through narrative?” This is to aid in the understanding of the significance of fathers and their relationship with illness. In order to attain this, a qualitative approach to research was applied where the participants were recruited through the application of snowball sampling. Given the narrative framework, the narratives of the participants serve as the source of information. This is reflected in the research techniques administered. Semi-structured interviews were utilised as a means of data collection. The analysis was conducted using the transcriptions from the interview material allowing the text to illustrate how culture and history affect the manner in which experiences are narrated. Highlighted within this study is how the application of a qualitative approach within the ranks of narrative psychology provided a useful exploration into the subjective experiences of fathers who have lost a limb due to diabetes. The results were set out giving a useful indication of how culture and history shapes experiences and what meanings are constructed thereof. From a cultural stance three cultures were investigated thus allowing access into unknown domains. However further research needs to be explored so as to enrich the fatherhood topic from a South African context, thus offering multiple realities of the construction of fatherhood. / Dissertation (MA (Counselling Psychology))--University of Pretoria, 2007. / Psychology / MA / unrestricted

The purpose of this study was to explore the development of sexuality in relation to one's overall sense of identity. The most popular measures of identity development assess identity in a number of life's domains ( e.g., politics, religion, occupation, values, friendships, dating, gender roles, and recreation/leisure), but none of the measures include an assessment of identity development in the domain of sexuality. Measures of sexuality have typically been limited to measures of sexual orientation or surveys of sexual experiences. The purpose of this research was to explore identity formation and development within the domain of sexuality, but not limited to sexual orientation and sexual experience. Toward that endeavor, a measure was constructed based on Marcia's ( 1966) identity status paradigm and modeled after Balistreri, Busch-Rossnagel, & Geisinger' s (1995) Ego Identity Process Questionnaire (EIPQ). The development of this measure was an attempt to capture a more comprehensive summation of a person's sense of sexuality than has previously been measured, including the areas of sexual knowledge, experience, motivation, values, orientation, relationships, and desire. Participants were undergraduate students (N=121) from a medium size suburban college campus in the Southern U.S. All participants completed an anonymous survey including a demographic questionnaire, our sexual identity survey, the EIPQ, a measure of sexual adjustment, a measure of identity distress, and a psychological symptom measure. Our sexual identity survey had very good internal consistency with a reliability alpha coefficient of .895. Sexual identity was significantly correlated with ego identity and all the sexual adjustment variables. Sexual identity development variables predicted sexual adjustment over and above (and better than) ego identity development variables, even when controlling for psychological adjustment and identity distress, thus providing evidence of incremental validity for our sexual identity construct. These results are encouraging because they suggest that it is appropriate to consider sexuality as another identity domain.

Esta pesquisa tem como objetivo efetuar uma análise dos discursos produzidos a partir da Lei 10.639/2003 que instituiu a obrigatoriedade do ensino das culturas africanas e afro-brasileiras nos currículos de Educação Básica. Inicialmente, foram apresentadas as condições históricas vividas no Brasil associadas à composição multirracial da população brasileira, o persistente racismo que caracteriza a sociedade e as resistências que tomaram forma nos movimentos sociais negros, as quais contribuem para a compreensão dos debates que deram origem ao projeto de lei. Em seguida, além da apresentação da trajetória da legislação no Congresso Nacional e de um exame de seu impacto na produção de livros didáticos e paradidáticos no Brasil, é realizada uma análise detida dos discursos acerca da questão racial contidos nos periódicos educacionais: Nova Escola e Educação, publicados entre os anos de 2003 e 2018 observando os impactos produzidos pela legislação nos discursos veiculados por revistas especializadas na orientação do trabalho docente. A legislação educacional pode promover uma série de modificações discursivas que impactam diretamente a formação docente no cotidiano escolar. Sendo assim, pode favorecer importantes reflexões e debates, mas também evidenciar as dificuldades encontradas pela comunidade escolar em discutir determinados temas que envolvem problemas sociais, como é o caso do preconceito racial. O tema justifica-se pelo desejo de compreensão de como são dirigidos aos professores os discursos que procuram orientar os processos de transformação de práticas pedagógicas no espaço escolar através da obrigatoriedade legal. A análise evidenciou que os discursos sobre a temática africana e afro-brasileira foram ampliados a partir da promulgação da Lei 10.639/2003 ao longo dos anos, passando a compor o conjunto de conteúdos contemplados em materiais didáticos e periódicos especializados / This research aims to analyze the discourses produced after the promulgation of Law 10.639 / 2003 that established the obligation to teach African and Afro-Brazilian cultures in Basic Education curricula. Initially, the historical conditions experienced in Brazil associated with the racial diversity composition of the Brazilian population, the persistent racism that characterizes society and the resistance that took shape in the black social movements were presented, which contribute to the understanding of the debates that gave rise to the project. law. Then, besides the presentation of the trajectory of the legislation in the National Congress and an examination of its impact on the production of didactic and educational materials in Brazil, an analysis is carried out of the discourses about the racial question contained in the educational periodicals: Nova Escola e Educação, carried out between 2003 and 2018, observing the impacts produced by the legislation in the discourses presented in specialized magazines in the orientation of the teaching work. Educational legislation can promote a series of discursive modifications that directly impact teacher education and daily school life. Thus, it may favor important reflections and debates, but also highlight the difficulties encountered by the school community in discussing certain issues that involve social problems, such as racial prejudice. The theme is justified by the desire to understand how the teachers are directed to the discourses that seek to guide the processes of transformation of pedagogical practices in the school space through the legal obligation. The analysis showed that the discourses on the African and Afro-Brazilian themes were amplified as of the enactment of Law 10.639 / 2003 over the years, becoming the set of content covered in didactic and specialized periodicals

Made available in DSpace on 2016-04-27T19:31:22Z (GMT). No. of bitstreams: 1 Tese Marcelo Nascimento Bernardo da Cunha.pdf: 24023525 bytes, checksum: c6c259892e5c6b1fb33f1cb9abee751f (MD5) Previous issue date: 2006-06-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This doctor thesis analyzed various expositions linked to the issues of African culture and the black diaspora. We discussed, within the research, questions related to affirmations of identities and the search of symbolic references, which sustain the debate of cultural diversity. Cultural institutions have to commit to these questions, as they produce and transmit the scientific discussion and images. Museums and similar institutions are key-players within the process of creating images and imaginaries, and therefore its contents and its forms of presentation within the expositions should be reconsidered. The Occident produced symbolisms concerning the African continent, about the people who lived and still live there. These symbolisms contributed to the distribution and maintenance of stereotypes about this continent, including the creation of negative ideas about the presence of black people in western societies, omitting important contributions of black men and women, as well as people of mixed race (mestiços) to contemporanean identities. These recurring constructions of images and meanings are seen as heritages of social practices that used expositions or other means of divulgation in order to construct imaginaries about the white superiority and the decline of other ethnic groups. In this thesis, we analyzed, through field and documental research, processes of construction of ideologies, in Brazil and Europe. As an example, we analyzed the case of Portugal and its imperial colonization project. We analyzed expositions in museums in the city of Salvador-Bahia and Recife-Pernambuco, identifying recurring similarities concerning the treatment of the issue within these expositions. Other expositions visited and analyzed include Lisbon, Paris and Tervuren, where new forms of how to discuss the issue of African cultures were found, including their influences on and inclusion in the Western cultures / Esta tese de doutorado procurou analisar exposições voltadas a culturas africanas e das diásporas negras. Nesta pesquisa formulamos questões relacionadas à presença de matrizes culturais africanas e de referenciais simbólicos que sustentem embates em torno da diversidade cultural do patrimônio brasileiro, trazendo a instituições culturais deste gênero o compromisso com discursos e imagens por elas produzidos e transmitidos. Neste sentido, os museus e instituições similares apresentam-se como chave no processo de criação de imagens e imaginários, devendo ser repensados seus conteúdos e formas de explicitá-los em exposições. O ocidente tem produzido referenciais simbólicos acerca do continente africano, dos povos que lá viveram e ainda vivem, que em certo sentido têm contribuído para a difusão e manutenção de estereótipos acerca de culturas africanas, sendo criadas, também idéias negativas sobre a presença de negros nas culturas ocidentais, além de omissões importantes relacionadas a fundamentos da participação de homens e mulheres negros e mestiços nas sociedades contemporâneas. Consideramos tal recorrência de imagens e sentidos como heranças de práticas sociais que utilizaram exposições ou outros meios de divulgação, em projetos de construção de imaginários sobre a superioridade de brancos em detrimento de outras etnias. Neste trabalho, através de pesquisa de campo e documental, analisamos tais processos de construções ideológicas no Brasil e Europa, tomando como exemplo Portugal e sua proposta colonial imperialista. Foram analisadas exposições em museus nas cidades de Salvador-Ba e Recife-Pe, identificando-se recorrências no tratamento do tema em suas exposições. Também foram visitadas e analisadas exposições em Lisboa, Paris e Tervuren, onde identificamos novas formas de construção de discursos sobre culturas africanas e suas inserções no ocidente

Esta pesquisa tem como objetivo efetuar uma análise dos discursos produzidos a partir da Lei 10.639/2003 que instituiu a obrigatoriedade do ensino das culturas africanas e afro-brasileiras nos currículos de Educação Básica. Inicialmente, foram apresentadas as condições históricas vividas no Brasil associadas à composição multirracial da população brasileira, o persistente racismo que caracteriza a sociedade e as resistências que tomaram forma nos movimentos sociais negros, as quais contribuem para a compreensão dos debates que deram origem ao projeto de lei. Em seguida, além da apresentação da trajetória da legislação no Congresso Nacional e de um exame de seu impacto na produção de livros didáticos e paradidáticos no Brasil, é realizada uma análise detida dos discursos acerca da questão racial contidos nos periódicos educacionais: Nova Escola e Educação, publicados entre os anos de 2003 e 2018 observando os impactos produzidos pela legislação nos discursos veiculados por revistas especializadas na orientação do trabalho docente. A legislação educacional pode promover uma série de modificações discursivas que impactam diretamente a formação docente no cotidiano escolar. Sendo assim, pode favorecer importantes reflexões e debates, mas também evidenciar as dificuldades encontradas pela comunidade escolar em discutir determinados temas que envolvem problemas sociais, como é o caso do preconceito racial. O tema justifica-se pelo desejo de compreensão de como são dirigidos aos professores os discursos que procuram orientar os processos de transformação de práticas pedagógicas no espaço escolar através da obrigatoriedade legal. A análise evidenciou que os discursos sobre a temática africana e afro-brasileira foram ampliados a partir da promulgação da Lei 10.639/2003 ao longo dos anos, passando a compor o conjunto de conteúdos contemplados em materiais didáticos e periódicos especializados / This research aims to analyze the discourses produced after the promulgation of Law 10.639 / 2003 that established the obligation to teach African and Afro-Brazilian cultures in Basic Education curricula. Initially, the historical conditions experienced in Brazil associated with the racial diversity composition of the Brazilian population, the persistent racism that characterizes society and the resistance that took shape in the black social movements were presented, which contribute to the understanding of the debates that gave rise to the project. law. Then, besides the presentation of the trajectory of the legislation in the National Congress and an examination of its impact on the production of didactic and educational materials in Brazil, an analysis is carried out of the discourses about the racial question contained in the educational periodicals: Nova Escola e Educação, carried out between 2003 and 2018, observing the impacts produced by the legislation in the discourses presented in specialized magazines in the orientation of the teaching work. Educational legislation can promote a series of discursive modifications that directly impact teacher education and daily school life. Thus, it may favor important reflections and debates, but also highlight the difficulties encountered by the school community in discussing certain issues that involve social problems, such as racial prejudice. The theme is justified by the desire to understand how the teachers are directed to the discourses that seek to guide the processes of transformation of pedagogical practices in the school space through the legal obligation. The analysis showed that the discourses on the African and Afro-Brazilian themes were amplified as of the enactment of Law 10.639 / 2003 over the years, becoming the set of content covered in didactic and specialized periodicals