This study is dedicated to examine the concept of borders, geographical and otherwise, as instruments that are socially produced. It utilizes Gloria Anzaldua's theoretical framework of Borderlands theory as a set of processes that seek to attain the de-colonization of the inner self. The historical and spatial dynamics of the geographical border between Mexico and United States, largely shaped by the U.S. expansionist agenda, resulted in the Mexican lost of more than half of its territory and the subsequent stigmatization of Mexican-Americans/Chicanos as "foreign others," since they did not share with predominant Anglo-Saxons the same values, culture, religion, traditions and skin color. I argue that the later exploitation, exclusion, marginalization, and racism against Mexican-Americans/Chicanos informed Anzaldua's development of her Borderlands theory that seeks to attain liberation for any colonized identity. However, it is also my argument that the borderlands theory fails to account for meaningful political freedom since the processes that compose the theory are principally worked at the inner level, restricting the possibilities for a direct confrontation in the public sphere. / Master of Arts

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Les dynamiques territoriales sont le résultat des jeux d'acteurs au sein d'un espace géographique déterminé. Les comprendre suppose de cerner les stratégies d'acteurs et leurs rapports au territoire. L'ancrage progressif d'un espace à la frontière de l'écoumène dans l'économie du tourisme induit des changements socio-spatiaux importants. Quelles logiques sociogéographiques caractérisent alors la mise en tourisme des confins de nature ? Les dynamiques des destinations touristiques sont abondamment étudiées, mais celles des confins de nature ne le sont pas. Lieux marginaux, périphériques ou frontaliers, ils sont omniprésents dans les imaginaires du voyage, car chargés d'altérité, et constituent des objets géographiques à part entière [partie I]. Dans un monde toujours plus urbanisé, les confins de nature les moins connus, qualifiés de Wilderness par les Anglo-saxons, attirent de plus en plus les touristes de toutes origines.L'analyse des spécificités physiques, des données statistiques et cartographiques des confins touristiques de nature montre la pertinence spatiale de la notion. L'interprétation des discours d'acteurs du tourisme de nature permet d'en préciser les attributs sociaux culturels et les imaginaires qui s'y rattachent. Les territoires de nature sont des construits sociaux, le produit d'une organisation culturelle singulière. Différentes représentations sociales, individuelles ou collectives, produisent des discours et des logiques d'acteurs. Il en résulte différentes formes de développements des espaces touristiques, qui sont étatiques, industrielles, traditionalistes, entrepreneuriales, écologiques, alternatives ou récréatives [partie II].L'apparition d'une forme dépend de conditions historiques et culturelles sur un territoire. Il est possible de les identifier sur un espace de nature grâce à l'analyse du discours des acteurs du tourisme et aux matérialités spatiales qui résultent de leurs actions. Les dynamiques à l'œuvre sur un territoire de pratiques récréatives sont tributaires des rapports qu'entretiennent des collectifs d'acteurs ayant des conceptions différenciées du développement. Des confrontations et des compromis entre des formes de développement touristique s'établissent dans le temps et dans l'espace [partie III]. Malgré des représentations de la nature et des justifications économiques distinctes, celles-ci peuvent s'unir face à une menace affectant leurs intérêts. C'est le cas, par exemple, lors des conflits environnementaux, autour de l'usage industriel des ressources hydriques. En revanche des politiques publiques voulant favoriser le développement économique du territoire tendent à n'appuyer qu'une forme de développement et attiser alors les affrontements idéologiques. L'analyse des projets publics et privés dans la région d'Aysén en Patagonie chilienne montre que les projets d'États favorisent de manière partiale certains acteurs du territoire. Seuls certains projets, tels que celui du tourisme scientifique, parviennent à fédérer les acteurs. Ceci est rendu possible par un processus de participation active à un projet territorialisé, culturel plus que commercial, basé sur le partage de connaissances et une spécification de la ressource touristique. L'action d'un animateur et médiateur, responsable de l'ingénierie territoriale, assure la mise en œuvre de l'initiative collective.Une lecture par les formes de développement touristique apparait comme particulièrement pertinente pour caractériser les systèmes émergents. L'étude des tensions à l'œuvre dans les confins de nature révèle des processus caractéristiques des sociétés contemporaines, le tourisme étant au cœur des contradictions de nos civilisations ancrées dans les métropoles. / Territorial dynamics are the result of a games of actors within a given geographical area. Understanding them involves identifying the actors' strategies and their relationship to the territory. The gradual investment of at the frontier of civilization to the tourism economy induces significant socio-spatial changes. What are the socio-geographical logics that characterize the tourism transformation of the nature borderlands? The dynamics of tourism destinations are extensively studied but those of nature's borderlands are not. Marginal, peripheral or frontier places are strong in the traveler's imaginaries, they are exotic and constitute geographical objects of their own [part I]. In an ever more urbanized world, the lesser-known areas of nature, defined as Wilderness in the Anglo-Saxon culture, are attracting evermore tourists of all origins.The analysis of the physical particularities, statistical and cartographic data of Touristic Nature Borderland shows the spatial relevancy of the notion. A critical analysis of nature tourism actors' speeches shows their the social-cultural attributes and the imaginaries associated to them. Nature territories are social constructs, they result of a unique cultural organization. Different social representations, individual or collective, generate actor's speeches and actions. They build different Tourism Development Forms that have different logics; state, industrial, traditionalist, entrepreneurial, ecological, alternative or recreational [Part II].The appearance of a form depends on historical and cultural conditions of a territory. It is possible to identify them on a nature area by analyzing tourism actor's speeches and the spatial materiality which result from their actions. The dynamics at work in a recreational area are the result of the existing relationships between group of actors with different conceptions of development. Confrontations and agreements between Tourism Development Forms arise in time and space [part III]. Despite distinct representations of nature and economical justifications, they can unite against a threat to their interests. This is the case, for example, during environmental conflicts, around the industrial use of water resources. On the other hand, public policies wanting to promote the economic development of the territory tend to support only one form of development and thus favor ideological confrontations. The analysis of public and private projects in the region of Aysén in Chilean Patagonia, shows that these favor in partial manner certain actors of the territory. Only some projects, such as scientific tourism, manage to unite actors. This is made possible by empowering them trough a territorial project, cultural rather than commercial, based on the sharing of knowledges and the specification of the tourism resources. The work of a facilitator and mediator, in charge of territorial engineering, insures the collective initiative.A reading through the Tourism Development Forms proves particularly relevant for emerging systems. The study of the existing conflicts in Nature based Borderlands reveals processes that are characteristic of modern societies, tourism being at the heart of the contradictions of our civilization anchored in the metropolis.

The increasing numbers of refugee students in our schools present under-prepared and under-resourced schools with particular challenges because of the students diverse cultural and educational backgrounds, language acquisition processes, and ways of knowing and learning. Refugee students stories are unique in their texture and context compared to other stories, with their themes of oppressive governments, war trauma, loss of home and family, loss of cultural identity, and diaspora. These narratives shape the stories they live by (Clandinin & Connelly, 1999, p. 4). According to Clandinin & Connellys (2000) notion of four directions (p. 50) when researching experiences, this narrative inquiry involved looking inward and outward, and backward and forward into students lived experiences. Listening to the refugee students narratives of their past lives, their present experiences in high school and in the community, as well as their hopes for the future provides educators, administrators and policy makers with a clearer picture of their complex lives. The students narratives in this research give educators an opportunity to reflect on the ways we inspire and give hope to refugee students in our classrooms.<p> As the researcher, I have interwoven my personal experiences with war as a daughter and a mother along with my personal practical knowledge (Clandinin & Connelly, 2000, p. 3) as the students EAL (English as Additional Language) teacher together with the students narratives. The goal of this study is to provide participants with an opportunity to have their voices heard and attended to, especially in light of current teaching practices and proposed school transformation in their high school. This narrative inquiry identifies ways in which refugee students exist on the borderlands in high school and areas in schools that require attention. At the same time, it contributes an understanding of what needs to change to provide responsive educational practices in high school.

The increasing numbers of refugee students in our schools present under-prepared and under-resourced schools with particular challenges because of the students diverse cultural and educational backgrounds, language acquisition processes, and ways of knowing and learning. Refugee students stories are unique in their texture and context compared to other stories, with their themes of oppressive governments, war trauma, loss of home and family, loss of cultural identity, and diaspora. These narratives shape the stories they live by (Clandinin & Connelly, 1999, p. 4). According to Clandinin & Connellys (2000) notion of four directions (p. 50) when researching experiences, this narrative inquiry involved looking inward and outward, and backward and forward into students lived experiences. Listening to the refugee students narratives of their past lives, their present experiences in high school and in the community, as well as their hopes for the future provides educators, administrators and policy makers with a clearer picture of their complex lives. The students narratives in this research give educators an opportunity to reflect on the ways we inspire and give hope to refugee students in our classrooms.<p> As the researcher, I have interwoven my personal experiences with war as a daughter and a mother along with my personal practical knowledge (Clandinin & Connelly, 2000, p. 3) as the students EAL (English as Additional Language) teacher together with the students narratives. The goal of this study is to provide participants with an opportunity to have their voices heard and attended to, especially in light of current teaching practices and proposed school transformation in their high school. This narrative inquiry identifies ways in which refugee students exist on the borderlands in high school and areas in schools that require attention. At the same time, it contributes an understanding of what needs to change to provide responsive educational practices in high school.

The vitality of international transborder natural resources is important for the preservation of wildlife corridors, clean water, clean air, and working lands. In particular, not only does the Texas Rio Grande Valley Region in the United States (U.S.), on the U.S.-Mexico border, offer critical habitat important to North American migratory species, the area also provides substantial agricultural goods (i.e., sugarcane, sorghum, melons, onions, citrus, carrots, cabbage, and cattle). Hence, the dilemma between consumptive and non-consumptive uses of natural resources along a large geographic expanse separated by sociopolitical and sociocultural differences, is further complicated. Latinos of Mexican descent along the southwestern U.S. are one of the fastest growing ethnic groups in the U.S., yet their influence on U.S. natural resource allocation and management has been largely ignored. For this reason, the purpose of my study was threefold: (1) to determine public perceptions toward natural resources, the environment, and conservation; (2) to assess general environmental behaviors; and (3) to determine general recreational behaviors among three student population groups along the U.S.Mexico border region. The student groups were comprised of Texas students (Texas Latino and Texas non-Latino white), and Mexican students from three northern Mexico states, Chihuahua, Coahuila, and Tamaulipas. A survey was derived from three of the most frequently used environmental concern, behavior, and recreation indices used for research in the discipline. Predictors of environmental concern, behavior, and outdoor recreation participation for my sample varied across sociodemographic and sociopolitical variables for each student group. A review of environmental attitudes found Mexican students were more environmentally friendly (~ 2.35 odds; P < 0.05) than their U.S. counterparts. Among the three student groups, basic environmental behaviors (environmental conservation contribution; avoiding environmentally harmful products; changing car oil; and lawn responsibility) were influenced (P &lt; 0.05) by environmental orientation, political candidate's environmental position, father and mother's educational attainment, place of origin, sex, and combined parent income. Outdoor recreation participation and constraints to outdoor recreation participation among the student groups were influenced (P &lt; 0.05) by parent income, age, place of origin, and environmental orientation. Examples of constraints were: not enough money, personal health reasons, inadequate transportation, and personal safety reasons. Findings from my study benefit natural resource and environmental organizations pursuing collaborative program development and implementation along the U.S.-Mexico border and other transborder regions.

The present work, through a broad historical survey and an analysis of laws on mission administration during the period of domination by the Society of Jesus (1620-1767) and the post-Jesuit period (1768-1801) in the territory occupied by the Guaraní, analyzes the characteristics of two models of organization and administration for the Guaraní population: Jesuit communalism and Bourbon assimilation. Specifically, we reconstruct the ideological bases, the contextual factors and the political objectives inscribed in each model, as well as contrasting them via specific oppositional frames: purity and mestizaje, community and individual, spatial subjection and mobility, and segregation and assimilation. / En el presente trabajo, por medio de un recorrido histórico amplio y del análisis de ordenanzas sobre la administración misional emitidas en el periodo de dominio de la Compañía de Jesús (1620-1767) y en el posjesuita (1768-1801) en el territorio ocupado por los guaraníes, se analizan las características de dos modelos de organización y administración de dicha población: el de comunalización jesuita y el de asimilación borbónica. Específicamente, se reconstruyen las bases ideológicas, los factores contextuales y los objetivos políticos inscritos en ambos modelos, como también se contrasta a estos últimos a partir de ciertos cuadros de oposiciones: pureza y mestizaje, comunidad e individuo, sujeción espacial y movilidad, y segregación y asimilación.

Submitted by Giovanna Brasil (1154060@mackenzie.br) on 2017-09-27T20:53:03Z No. of bitstreams: 2 Carlos Vinícius da Silva Figueiredo.pdf: 3856031 bytes, checksum: 672d6da6ece85a2b6a650597d91b6c9f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Paola Damato (repositorio@mackenzie.br) on 2017-10-03T14:23:10Z (GMT) No. of bitstreams: 2 Carlos Vinícius da Silva Figueiredo.pdf: 3856031 bytes, checksum: 672d6da6ece85a2b6a650597d91b6c9f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-10-03T14:23:11Z (GMT). No. of bitstreams: 2 Carlos Vinícius da Silva Figueiredo.pdf: 3856031 bytes, checksum: 672d6da6ece85a2b6a650597d91b6c9f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-04 / Nowadays the cultural-historical and literary context of great productivity in the U.S. has intensively promoted immigrant literatures, identities in transit, which led to the creation of a work like Borderlands/La Frontera: the new mestiza (1987), by Gloria Evangelina Anzaldúa. Anzaldúa speaks about a label in particular, the Chicano literature, resulting from the cultural life of the border of Mexico - United States. Therefore, the main objective of this study is to analyze Borderlands/La Frontera in its 4th edition, celebrating its 25th anniversary, in the aspects of artistic creativity, sociocultural context and the representation of the subaltern in her narrative, as well as the design of the concept of "autohistoria" as representative of her life story, surpassing the limits of the biography, becoming the history of her own people. Complements the analysis of the corpus, the files from the collection “The Gloria Evangelina Anzaldúa Papers (1942-2004)”, deposited in Nettie Lee Benson Latin American library at the University of Texas in Austin, United States. Therefore, the methodology that supports this work involves theoretical reflections and critical studies about post-colonial studies, especially concerning the works of Ashcroft & Griffiths & Tiffin (2003), Spivak (1988), Beverley (2004) Santiago (2004), Bhabha (2000), Mignolo (2003, 2007), Hall (2008), Hawley (2001) and works of literary criticism about Anzaldúa, as Keating (2009), Cantú (2012), Fernandes (2011), Malvezzi (2010), Bowen (2010) and Torres (2001). In this way, the structure of this work involves the contextualization of the analysis of Borderlands/La Frontera, then, the relations between text vs. context, manuscripts vs. editing and publication of the work, deepening the mutual comparison of the anzalduan file and repertoire as a fundamental component for understanding the narrative Borderlands/La Frontera. Indeed, the work particularly contributes to the expansion of Anzaldúa’s reading in Brazil, covering aspects of Latin American theoretical discourse and critical analysis. / Na contemporaneidade, o contexto histórico-cultural e literário de grande produtividade nos Estados Unidos tem fomentado intensivamente as literaturas imigrantes, de identidades em trânsito, que proporcionou a criação de uma obra como Borderlands/La Frontera: the new mestiza (1987), de Gloria Evangelina Anzaldúa, envolvendo o surgimento de um rótulo em particular, como o de literatura chicana, resultante do solo cultural da fronteira México – Estados Unidos. Por conseguinte, o objetivo principal deste trabalho é analisar Borderlands/La Frontera em sua 4ª edição, comemorativa aos vinte e cinco anos de sua publicação, nos aspectos de criatividade artística, do contexto sociocultural e da representação tematizados em sua narrativa, bem como a concepção de “auto-história” enquanto representativo para a história de vida da escritora, ultrapassando os limites de sua biografia, tornando-se a história de seu próprio povo. Complementam o corpus de análise os arquivos da coleção The Gloria Evangelina Anzaldúa Papers (1942-2004), depositados na biblioteca Nettie Lee Benson da Universidade do Texas, em Austin, Estados Unidos. Para tanto, a metodologia que subsidia esta tese volta-se para as reflexões teórico-críticas acerca dos estudos pós-colonialistas, sobretudo as obras de Ashcroft & Griffiths & Tiffin (2003), Spivak (1988), Beverley (2004), Santiago (2004), Bhabha (2000), Mignolo (2003, 2007), Hall (2008), Hawley (2001) e ainda obras de exegese e fortuna crítica sobre Anzaldúa, como, Keating (2009), Cantú (2012), Fernandes (2011), Malvezzi (2010), Bowen (2010) e Torres (2001). Dessa forma, a operacionalização do trabalho contempla a contextualização da análise de Borderlands/La Frontera, seguida das relações de implicação entre texto vs. contexto, manuscritos vs. edição e publicação da obra, aprofundando no cotejamento do arquivo e repertório anzalduano como componente fundamental para compreensão da narrativa de Borderlands/La Frontera. Com efeito, o trabalho contribui particularmente para a ampliação da leitura de Anzaldúa no Brasil, contemplando aspectos de análise teórico-críticos do discurso latino-americano.

The beginning of the work describes problems of the border regions in general. It outlines the opportunities for development of these areas and mentions possibilities that are offered by European Union within the framework of economic and social cohesion. It also briefly mentions the Financial Mechanism of EEA and Norway. Although, the list is not exhaustive, it gives a picture of what options the regions have. Another part of the work is solely dedicated to cross-border cooperation in the Czech-Saxon border area in light of European subsidies. It compares the previous and the current period in terms of objectives, implementation structures and last year also in terms of drawdown. It refers to what potential the Czech-Saxon border area has and -- based on questionnaire survey - tries to determine how the representatives of municipalities in Czech-Saxon border area perceive the cooperation and where they see the major problems.

abstract: Those who are in or have aged out of foster care, most of whom are queer, Black, brown, and low-income, are represented by social workers, educational advocates, behavioral health specialists, and the mainstream media as “at-risk” for criminal behavior, teen pregnancy, homelessness, and lower levels of educational attainment. Current and former residents of foster care and their experiences must be understood beyond these deficit models in order to restore humanity to and bring about positive change for this population. This project traced the strategies for survival of those in and aged out of foster care in Arizona through artmaking and critical qualitative methods. Using borderlands theory and medicinal histories, I demonstrated how system involved youth paint a picture of foster care as a dehumanizing borderland creating una cultura mestiza – a hybrid culture that youth learned to navigate as both healers and healing. Additionally, I argued the foster care system is inherently disabling by way of the processual (re)narrativization the system dictates in order to make those in the system legible to the State through the labeling of mental and physical disabilities. Lastly, I explored insights garnered about foster care through ensemble-based devised theatre. I found it is important to have systemic representations of foster care in tandem with embodied experiences of said system. Collage-making served as an accessible mechanism for relationship building, material generation, and material knowledge. I discovered meaningful ways of representing absent presences of system involved people through feeding forward their artistic creations into the devising process. Taken together, I found foster care system involved people survive through art and creativity, connection to people and places, and keen resourcefulness cultivated in the system. / Dissertation/Thesis / Doctoral Dissertation Women and Gender Studies 2020