This dissertation examines the creation and performance of expressive vocal practices by Eastern Cherokees as they seek to revitalize the Cherokee language in North Carolina in the Eastern part of the United States. The Eastern Band of Cherokee of Indians is facing the impending loss of its heritage language due to a community-wide shift to English. To combat this loss, the community now operates a Cherokee language immersion school, New Kituwah Academy. This dissertation is based on ethnographic and linguistic data collected during the researcher’s five years as the music and art instructor at New Kituwah. Indigenous epistemologies of language and poetics are brought into discourse with methodological and analytical approaches in ethnomusicology and linguistic anthropology. Performative vocal practices are processes through which Eastern Cherokee speakers negotiate what it means to be “modern Kituwah citizens.” Contemporary Cherokee voices emerge from the ambiguities of poetic “language play” in speech and song. “Voice” is both a metaphorical representation of a Cherokee sovereign and an actual materiality produced by embodied, speaking, and singing subjects. The translation of new popular song texts into Cherokee is likewise explored as “working” or “playing” with language. Translation is a poetic process imbedded within broader socio-cultural systems of meaning and perception (ontologies). Translation and vocal play destabilize semantic connections and open up the possibility for alternative interpretations and meanings; they allow for sovereignty to flourish as Cherokees reimagine and reshape themselves and their world.

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / The present work was thought and initially structured from my immersion (that took the classroom as field of research) in the discipline of Internship in Teaching of Higher Education, in my formative trajectory as Master in Education. Seeks to describe and reflect on the impact of the methodology developed by Professor Bernadette Beserra in the teaching of discipline Anthropology of Education, Faculty of Education. I will refer to the teaching strategies developed over the course as Anthropological Didactic and one of the objectives of this study is precisely to strengthen and develop this concept, in addition to conducting a defense of its application to teacher training. Emphasize the need to show such a method because it was impressive to follow the "transformation" of most students in the brief period of one semester. They arrived theoretically unprepared and ended discipline with a more complex understanding of reality, through the seizure of anthropological theory and its application in everyday practice (as in the production of daily, for example), to the ability to generate understanding of themselves as subjects socially located (self-knowledge), their professional practices and their place in society and the university field. Finally, they learned the content proposed by the discipline, something that should be unexceptional in quality education, since it is simply the teacher do their work and teach what propose to your students, and not to a small group interested because the holder of a privileged cultural capital. Thus, taking as main sources Pierre Bourdieu (which shows the universal case of the relationship between agents, the symbolic domination and the educational field), Jesse Souza (which brings the power relations in dispute in Brazil and its influence on our self-understanding) and Bernadette Beserra (responsible for lessons in discipline accompanied by the method and the necessary contribution to the analysis and understanding of the academic field in which is located the research), and supported in the theory proposed by Elias and Scotson, I defend the idea that, if we really want to transform reality, it is necessary that the teacher sees himself as a subversive, as someone who does not want to belong to the well located institutional positions (except for their subversive use), involving a whole range of subjection to interested collective pressures and end up keeping the model of domination to which we are subject in the world capitalist game, but to assume a position of critical analysis of social reality and confront the harmful practices that limit our technological, economic and social possibilities of development, taking short, conscious of oustider condition, which can not be discouraged by different forms of restriction attempt of thought and social control imposed by established in various fields of human social relations. / O presente trabalho foi pensado e inicialmente estruturado a partir de minha imersÃo (que tomou a sala de aula como campo de pesquisa) na disciplina de EstÃgio em DocÃncia do Ensino Superior, em meu percurso formativo como Mestre em EducaÃÃo. Busca descrever e refletir sobre o impacto da metodologia desenvolvida pela professora Bernadete Beserra no ensino da disciplina Antropologia da EducaÃÃo, do curso de Pedagogia. Referir-me-ei Ãs estratÃgias didÃticas desenvolvidas ao longo da disciplina como DidÃtica AntropolÃgica e um dos objetivos deste estudo à justamente aprofundar e desenvolver este conceito, alÃm de realizar uma defesa de sua aplicaÃÃo à formaÃÃo de professores. Destaco a necessidade de evidenciar tal mÃtodo porque foi impressionante acompanhar a âtransformaÃÃoâ da maioria dos alunos no breve perÃodo de um semestre. Eles chegaram despreparados teoricamente e terminaram a disciplina com uma compreensÃo mais complexa da realidade, atravÃs da apreensÃo da teoria socioantropolÃgica e de sua aplicaÃÃo na prÃtica cotidiana (como na produÃÃo de diÃrios, por exemplo), atà a capacidade de gerar entendimento de si enquanto sujeitos socialmente localizados (o autoconhecimento), de suas prÃticas profissionais e de seus lugares na sociedade e no campo universitÃrio. Enfim, aprenderam o conteÃdo proposto pela disciplina, algo que deveria ser corriqueiro numa educaÃÃo de qualidade, visto que se trata simplesmente do professor fazer seu trabalho e ensinar o que propÃe a seus alunos, e nÃo a um pequeno grupo interessado porque detentor de um capital cultural privilegiado. Assim, tomando por fontes principais Pierre Bourdieu (que apresenta o caso universal da relaÃÃo entre agentes, a dominaÃÃo simbÃlica e o campo educacional), Jessà Souza (que traz as relaÃÃes de poder em disputa no Brasil e sua influÃncia em nossa auto compreensÃo) e Bernadete Beserra (responsÃvel pelas aulas na disciplina acompanhada, pelo mÃtodo e pelo aporte necessÃrio à anÃlise e compreensÃo do campo acadÃmico no qual se localiza a pesquisa), e apoiado na teoria proposta por Elias e Scotson, defendo a ideia de que, se realmente quiser transformar a realidade, à preciso que o professor enxergue a si mesmo como um subversivo, como alguÃm que nÃo queira pertencer à posiÃÃes institucionais bem localizadas (a nÃo ser para o uso subversivo das mesmas), que envolvem toda uma gama de sujeiÃÃes Ãs pressÃes coletivas interessadas e acabam por manter o modelo de dominaÃÃo ao qual estamos sujeitos no jogo capitalista mundial, mas que assuma uma posiÃÃo de anÃlise crÃtica da realidade social e de enfrentamento das prÃticas nocivas que limitam nossas possibilidades de desenvolvimento tecnolÃgico, econÃmico e social, assumindo, enfim, uma condiÃÃo consciente de oustider, que nÃo se deixa abater pelas diferentes formas de tentativa de cerceamento do pensamento e controle social impostas pelos estabelecidos nos mais variados campos das relaÃÃes sociais humanas.

O racismo é um tema pouco abordado na psicologia, no entanto, tratase de um problema social sério. Pesquisas têm observado, em vários países, a frequência cada vez maior da forma sutil de preconceito em contraposição à diminuição da forma mais explícita. Nesse sentido, nosso objetivo foi compreender melhor essa nova fisionomia do racismo o preconceito sutil. Uma parte do estudo foi realizada no Brasil e outra, na Espanha. Dentre os vários grupos humanos possíveis de ser alvo de práticas racistas, enfocamos o racismo contra negros no Brasil e contra gitanos na Espanha. Embora existam diferenças na história de cada grupo, é comum entre eles o fato de estar há séculos em território brasileiro e espanhol, respectivamente, e persistirem as práticas discriminatórias contra eles. A presente pesquisa combinou métodos quantitativo (escalas de preconceito sutil e flagrante de Pettigrew e Meertens) e qualitativo (entrevistas). No Brasil, 235 alunos responderam ao questionário e 71 estudantes, na Espanha. Destes, 15 foram entrevistados na pesquisa realizada no Brasil e 4, na Espanha. Para a análise dos dados quantitativos, foram feitas provas estatísticas. Para as entrevistas, foram formuladas categorias de análise. Os dados dos questionários apontaram: (1) maior facilidade dos espanhóis em declarar o racismo; (2) os homens mostraram maior preconceito do que as mulheres, tanto no Brasil quanto na Espanha; (3) houve maior expressão de preconceito sutil do que de preconceito flagrante, nas amostras dos dois países; (4) aproximadamente 75% da amostra brasileira se identifica como branca, mas apenas cerca de um terço tem ascendência branca. Ou seja, grande parte dos participantes são mestiços, mas se identificam como brancos. As entrevistas trouxeram mais elementos para a compreensão do racismo, apontando algumas questões da dinâmica do preconceito racial, tais como o problema da sutileza na discriminação; as brincadeiras racistas; a culpabilização da vítima; a responsabilização do negro para a mudança de sua situação e, com isso, a recusa às propostas de ação afirmativa; a falsa neutralidade na abordagem do tema racial; e, finalmente, a não percepção da racialização presente. As falas não racistas foram poucas e não chegaram a compor uma categoria em separado. Porém, foi possível também estudar a admissão do próprio racismo atitude essa que aponta um caminho para a superação do preconceito racial. Concluímos, enfim, que a presente tese trouxe contribuições para a reflexão do racismo sutil. Sugerimos outras pesquisas e intervenções a fim de que a reflexão sobre esse problema social favoreça a superação do preconceito nas relações humanas / Racism is a subject rarely discussed in psychology, however, this is a serious social problem. In several countries, studies have pointed an increasing frequency of subtle prejudice, despite the decreased incidence of more explicit forms. Our goal in this work was to understand this new face of racism the subtle one. The study was conducted in two countries, Brazil and Spain. Among the various human groups possible to be the target of racist practices, we focus on racism against blacks in Brazil and against gitanos in Spain. Although there are differences in the history of each group, it is common to continue discriminatory practices against them, although they live in Brazilian and Spanish territory for centuries. This research combined quantitative methods (scales of subtle and blatant prejudice of Pettigrew and Meertens) and qualitative (interviews). The questionnaire had been answered by 235 students in Brazil and 71 in Spain. From this sample, we interviewed 15 Brazilian and 4 in Spanish. For the analysis of quantitative data, statistical tests were made. For the interviews were formulated categories of analysis. The questionnaire´s data indicated: (1) the Spanish declare prejudice easier; (2) men showed greater prejudice than women, both in Brazil and in Spain; (3) the prejudice subtle is higher than blatant in the both samples; (4) about 75% of the Brazilian sample is selfidentified as white, but only about a third has white ancestry. In other words, most of the participants are mixed, but identify themselves as white. The interviews revealed more elements to the understanding of racism, pointing out some issues about dynamics of racial prejudice. For instance, the problem of subtlety discrimination; racist jokes; blaming the victim; rejection of affirmative action proposals due attributing to the blacks, the responsibility for change their own situation; false neutrality in approaches about racial subjects; and the nonperception of presence of racialization. The nonracist statements were few and insufficient to compose a specific category. Despite these results, we studied the admission of their own racism an attitude that points a way to overcome racial prejudice. We conclude that this thesis has made contributions to the reflection of subtle racism. We suggest further research and interventions with the goal of reflection on social problem pointed here, thereby the overcoming of prejudice in human relations

Made available in DSpace on 2016-04-27T16:59:06Z (GMT). No. of bitstreams: 1 Jacinto Ordem.pdf: 1754953 bytes, checksum: 53e18c5b0f3b1f7cb5bdd2f67fb1fc6c (MD5) Previous issue date: 2010-05-27 / Fundação Ford / This study aimed to understand the approach of proof and proving of properties of triangles present in textbooks for the 6th to the 8th series of Mozambique. The properties, the object of study, are the sum of internal angles, the relationship between the external and the internal angle non-adjacent and the relationship of congruence between triangles. Thus, the study sought to answer the following question: How do the texbtbook in use in schools (Mozambique) present the organization of the study about triangles and how they tech this object with a focus on proof and proving. The study was based on the work of Nicolas Balacheff about the processes of validation tests, Raymond Duval works about records of semiotic representations and Yves Chevallard works about the praxeological organization. The research has methodological procedure as the collection and analysis of bibliographic data. The study results showed that in the textbooks examined predominantly pragmatic proof. The authors emphasize the records figural and discursive in natural and symbolic language in these books and they have clear tasks with the technological-theoretical discourse available. But, the study results show that conversions are not adequately explored in the study of triangles and the reconfiguration is not fully exploited to produce arguments that could support intellectual proof / Este estudo teve por objetivo compreender a abordagem da prova e da demonstração de propriedades de triângulos presentes em livros didáticos da 6ª a 8ª séries de Moçambique. As propriedades, objeto de estudo, são a soma dos ângulos internos, a relação entre um ângulo externo e os internos não adjacentes, bem como a relação de congruência entre triângulos. Desse modo, o estudo pretendeu responder à seguinte questão: Como os livros didáticos em uso nas escolas (de Moçambique) apresentam a organização matemática e didática do objeto triângulo, com enfoque na prova e demonstração. O estudo fundamentouse nos trabalhos de Nicolas Balacheff sobre os processos de validação de provas, Raymond Duval sobre os registros de representações semióticas e Yves Chevallard sobre a organização praxeológica. A pesquisa teve como procedimento metodológico a coleta e a análise de dados bibliográficos. Os resultados do estudo mostraram que nos livros didáticos analisados predominam provas pragmáticas. Os autores privilegiam os registros figurais e discursivos em línguas natural e simbólica e apresentam em tais livros tarefas claras com o discurso tecnológico-teórico disponível. Mas, os resultados do estudo mostraram que as conversões não são devidamente exploradas no estudo dos triângulos e a reconfiguração não é aproveitada para produzir argumentos que poderiam fundamentar provas intelectuais

A breakout star among American progressives in the recent past, Elizabeth Warren has quickly gone from a law professor to a leading figure in Democratic politics. This paper analyzes Warren’s speech from before her time as a political figure to the present using the quantitative textual methodology established by Jones (2016) in order to see if Warren’s speech supports Jones’s assertion that masculine speech is the language of power. Ratios of feminine to masculine markers ultimately indicate that despite her increasing political sway, Warren’s speech becomes increasingly feminine instead. However, despite associations of feminine speech with weakness, Warren’s speech scores highly for expertise and confidence as its feminine scores increase. These findings relate to the relevant political context and have implications for presumptions of masculine speech as the standard for political power.

Sports play an important role in the culture of the United States as does language, so the choice to use non-Standard dialects in a nation that privileges the Standard and negatively judges dialectical differences, especially those spoken by mostly people of color, is not undertaken lightly. Because of this privileging of Standard American English, it is assumed that only professional African American athletes are allowed to keep their native dialect if it is African American English (AAE) and still be successful. However, this is complicated by the historical and present increased criticisms women face in both sport and language. To investigate this claim, a quantitative analysis of post-game interviews of five men and five women in the National Basketball Association and Women’s National Basketball Association, respectively, was conducted. The athletes were analyzed to see if they used dental stopping and be-leveling, two features of AAE. Four additional features of AAE were also investigated on an exploratory basis. Inter-gender variance was found among both genders. Across genders, women used the features of AAE studied an average of 30.6 percent less than men, demonstrating a clear gender difference in the usage of AAE. The results of this study illustrate disparities in women and men’s language use that could be a consequence of the inherent and historical sexism women must face in the realms of both sport and language.

Social media has become a large part of today’s pop culture and keeping up with what is going on not only in our social circles, but around the world. It has given many a platform to unite their causes, build fandoms, and share their commentary with the world. A tool in helping group posts together or give commentary on a thought is the hashtag. In this paper I explore the evaluative roles of hashtags in social media discourse, specifically on Twitter. I use a sample of randomly selected tweets from the Twitter API stream I collected and compiled myself. I collected a total of 200,000 tweets and filtered out Re-tweets. Looking at each individual hashtag I sorted them into the categories outlined by the Appraisal Theory proposed by Martin and White (Martin & White, 2005). I explore the types of evaluation expressed in hashtags, the relationships between evaluative hashtags and how users negotiate evaluations using meme hashtags.

This work presents an analysis of punctuation use in computer-mediated communication (CMC); in particular, the present study aims to describe the pragmatic functions of nonstandard punctuation on Twitter, providing a corpus-driven overview of the distribution and frequency of nonstandard punctuation use, and an analysis of sampled tweets at the individual tweet level to estimate noise levels in the overall corpus. A survey was also conducted which aimed to identify user understanding of the affective content of nonstandard punctuation strings and to identify any possible effects of character repetition. Survey results indicate that linguistic content was the strongest indicator of affective understanding, type of punctuation (i.e., ?, !, and combinations thereof) was a weaker indicator of some affective content, and repetition was not found to be significant. The study argues that certain string types, possibly defined by punctuation type and not count, have large indexical fields of pragmatic meaning available to them, which are bounded by context. In light of these observations, the study also proposes distinctions/categories of punctuation strings and their associated pragmatic meanings.

This thesis examines writing conference interactions between multilingual students and first-year composition instructors in order to understand the co-construction of instructor authority and student agency in discussions of academic writing. Multilingual approaches to first-year writing assert that inviting students’ home languages or dialects into the classroom allows multilingual students to use languages other than English connect with the curriculum, develop rhetorical complexity as writers, and to be validated as language users; however, scholarship could benefit from examining social interactions. Because identities, ideologies, and stances are co-constructed between people and emerge in social interactions,a discourse analysis of interactions between first-year composition instructors and multilingual students could identify ways that multilingual students and instructors position themselves, and how this positioning affects the validation of multilingualism, and hybrid identities. Data consists of 18 audio recordings of writing conferences between instructors and multilingual students, five interviews with first-year writing instructors, and audio-recorded post-conference interviews, where instructors and students were separately asked open-ended questions about the content of the writing conference. Employing a Communities of Practice lens in a discourse analysis of the data revealed that that expert-novice identities were co-constructed in interaction, and the emergence of this power differential that inhibited the validation of multilingualism, and hybridity. Implications for mitigating instructor authority and promoting student agency in interactions with multilingual students are discussed.

Typescript. Bibliography: leaves 242-251.