My concern in this thesis is with the production of British school atlases between 1870 and 1930. I interpret this particular genre of map and book through the rich resource of the Bartholomew Archive, which holds the business and personal records of the Edinburgh mapmaking firm John Bartholomew & Son. School atlases were instrumental in the dissemination of geographical knowledge at a time when geographers were moulding their subject’s place in the universities and schools in Britain and in parts of the Empire beyond. This thesis builds on concepts in the history of the book, the history of the map and archive history in order to gain knowledge about the people and processes through which this particular type of mapbook was produced, moved and used, and to understand how it was bound up in the development of a discipline. In chapter 1, I outline the main themes of the thesis. The theoretical and methodological ideas underlying it are reviewed in detail in chapter 2. Chapter 3 illuminates the themes threading through the following empirical chapters, providing insight into school atlas production through a consideration of Bartholomew’s production ledgers and what these reveal about the nature of geographical publishing. Interactions between individual atlas producers form the focus of chapter 4, particularly negotiations between publishers, mapmakers, geographers and other professionals over the meaning of ‘author’. In chapter 5, I go on to address atlas production in relation to the pedagogy of regional geography used in schools and, particularly, its impact on school atlases for pupils in ‘local’ settings across the UK. This leads in chapter 6 to an interpretation of how this localising of school atlases was adapted to readers’ locations throughout the British Empire. Questions about readers’ role in the shaping of textual meaning are considered further in chapter 7, which draws on specific instances of producer-reader-atlas interactions to support the argument that reading and reviewing were processes conducted not only, as I show, by readers on the published text but, as I also indicate, they were practices performed by both producers and readers during atlas production. My findings in this thesis shed light on the publishing history of British school atlases, hitherto largely unexamined by historians of the map and historians of geography, and they contribute to our understanding of the production, movement and use of geographical knowledge in the late nineteenth and early twentieth centuries.

Orientador: Maria Suely Kofes / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-15T15:56:23Z (GMT). No. of bitstreams: 1 Tambascia_ChristianoKey_D.pdf: 58551011 bytes, checksum: f2f810ee0c423fae40f9579fab081eb6 (MD5) Previous issue date: 2010 / Resumo: Mary Douglas realizou sua pesquisa de campo na região do Kasai, no Congo Belga, no final da década de 1940 e começo da década de 1950. Nos anos seguintes, dedicou-se à teoria africanista e logrou inserir-se na academia britânica de meados do século passado. A antropóloga já indicava, neste período, algumas das questões que desenvolveria posteriormente, a partir da publicação de seu livro mais conhecido, Pureza e Perigo, de 1966. Se a teoria produzida depois de sua fase africanista fez com que Douglas se tornasse célebre mesmo fora dos círculos antropológicos britânicos, pouco foi estudado acerca da maneira como a antropóloga utilizou seus dados etnográficos na constituição de suas formulações sobre a relação entre os rituais simbólicos de pertencimento e exclusão, e a constituição das relações sociais. Um estudo das regras e dos constrangimentos do campo africanista, bem como das redes de sociabilidade de seus grupos hegemônicos, permite que se possa articular a experiência de Mary Douglas em suas interlocuções teóricas, com a trajetória de sua carreira antropológica. As continuidades de sua obra, entre seu trabalho etnográfico e suas preocupações desenvolvidas a partir de Pureza e Perigo, bem como as escolhas e os caminhos percorridos, possibilitam analisar, sob uma outra luz, a construção de seus argumentos. / Abstract: Mary Douglas conducted her fieldwork research in the Kasai region, in the Belgian Congo, at the end of the 1940's and the beginning of the 1950's. In the following years, she devoted her work to africanist theory and managed to be a part of the British academic field of that period. Then, the anthropologist had already approached some of the matters she would later develop, with the publication of her most known book, Purity and Danger, of 1966. If the theory constructed after her africanist period made Douglas renowned even outside the British anthropological circles, very little was studied about the way the anthropologist made use of her ethnographic data in the construction of her analysis on the relationship between the symbolic rituals of belonging and exclusion, and the constitution of social relations. A study of the rules and constraints of the africanist field, as well as of the sociability networks of its hegemonic groups, allows the articulation of Mary Douglas's experience in her theoretic dialogues, with the trajectory of her anthropological career. The continuities of her work, between her ethnographic research and the concerns she developed after Purity and Danger, as well as the choices made and the paths traveled, allow to cast a different light upon the construction of her arguments. / Doutorado / Antropologia Social / Doutor em Antropologia Social

Submitted by Rosmari Capra Sales (rcaprasales@gmail.com) on 2017-12-16T00:01:41Z No. of bitstreams: 1 Dissertação_201017_finalENTREGUE.pdf: 1541318 bytes, checksum: 674ea8009dbf247bc39bc9783e775390 (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2017-12-19T15:45:18Z (GMT) No. of bitstreams: 1 Dissertação_201017_finalENTREGUE.pdf: 1541318 bytes, checksum: 674ea8009dbf247bc39bc9783e775390 (MD5) / Made available in DSpace on 2017-12-26T17:11:24Z (GMT). No. of bitstreams: 1 Dissertação_201017_finalENTREGUE.pdf: 1541318 bytes, checksum: 674ea8009dbf247bc39bc9783e775390 (MD5) Previous issue date: 2017-11-16 / Considering the entry of new investments in the basic education market in Brazil, schools facethe weight of competition, especially when there are new directions for the premium segmentat this level of education. In this sense, the focus of the current research was to understand thevalues that are important in the choice of international schools in the context of the city of Riode Janeiro, exploring the British School. To the extent that value creation is the mission ofmanagement and, knowing that, in addition to all demands and reasons for existence,international schools are business, as well as educational institutions, it becomes imperative tounderstand what value matters for the consumer of these schools, against the value proposedby the educational institution. A qualitative research was carried out to analyze, according tothe view of the British School and the parents who have their children enrolled, what valueswould differentiate it in the local market of Rio de Janeiro. Data collection was done throughfocus groups and individual interviews, involving 13 parents of students and individualinterviews with two professionals of the School who occupy strategic positions for thepurposes that interest here. Based on the results presented and the corresponding analysis,there is a misalignment between what the international school offers and what parents buy asintangible good in education. In the voice of the school, the offer is clear: English proficiency,curriculum and access to international universities. On the side of families, proficiency in theEnglish language is a core value that translates into symbolic and social capital. / Diante da entrada de novos investimentos no mercado de educação básica no Brasil, as escolas enfrentam o peso da concorrência, sobretudo quando se constata que há novos direcionamentos para o segmento premium nesse nível de educação. Nesse sentido, o foco da presente pesquisa primou por entender os valores que são importantes na escolha de escolas internacionais no contexto da cidade do Rio de Janeiro, explorando, como campo de análise, a Escola Britânica. Na medida em que a criação de valor é a missão da gestão e, sabendo que, além de toda demanda e razões de existência, as escolas internacionais são negócios, além de instituições de ensino, torna-se imprescindível compreender qual é o valor que importa para o consumidor dessas escolas, diante do valor proposto pela instituição de ensino. Realizou-se uma pesquisa qualitativa para analisar, segundo o ponto de vista da Escola Britânica e dos pais que têm os seus filhos ali matriculados, quais são os valores que a diferenciariam no mercado local do Rio de Janeiro. A coleta de dados foi feita por meio de grupos focais e entrevistas individuais, envolvendo 13 pais de alunos e entrevistas individuais com dois participantes da Escola que ocupam posições estratégicas para os fins que aqui interessam. Pelos resultados apresentados e a correspondente análise, percebe-se um desalinhamento entre o que a escola internacional oferece e o que os pais compram como bem intangível em educação. Na voz da escola, a oferta é clara: proficiência da língua inglesa, currículo e acesso às universidades internacionais. Pelo lado das famílias, a proficiência na língua inglesa é um valor central que se traduz em capital simbólico e social.