In the late 1990s an attempt got underway to develop a new paradigm for cultural development policy at the United Nations Educational, Scientific and Cultural Organisation (UNESCO). The fruit of these efforts was the adoption of the Convention on the Protection and Promotion of the Diversity of Cultural Expressions, which entered into force in 2007. This binding international treaty has been welcomed for restoring a degree of cultural policy sovereignty to states against some of the pressures of contemporary globalisation, and celebrated for burying some of the political differences between North and South that had pulled UNESCO apart in the 1970s and 1980s. As an instrument with widespread political support the Convention on cultural diversity has also marked something of a landmark event in the more general controversies over the nature of contemporary cultural change and the role of cultural policy in the era of neoliberal globalisation. This thesis is a response to these developments over the last decade, based on a series of studies looking at the processes that led to the formation of the Convention and examining some of the effects of the new framework as they are becoming apparent in the first years following its adoption and entry into force. It looks in particular at the precise points of consensus between North and South that have been found in the new framework of cultural development, examining some of its measures and the way they are coming to feature - or not - in the work of international development agencies, policymakers and cultural industry stakeholders. These observations are developed through two main case studies looking at contemporary attempts at cultural policy reform in China and the Caribbean. The thesis also attempts to offer an alternative perspective to the legal and international relations analyses that have surrounded the Convention and its political controversies so far by approaching them within the framework of social and cultural theory, engaging in particular with recent claims about the transformation of culture into a 'resource' for trade and development in the new global economy. I argue that the new framework tends to conflate cultural rights and recognition with the right of the state to protect and promote activities that it deems worthy of recognition on cultural grounds: this has offered a welcome development to those that have come to have a privileged role to play in the contemporary concern to promote enterprise, production and trade in the knowledge-based economy of content and intellectual property creation, but it has also tended to weaken the position of others whose claims to cultural recognition are inseparable from demands which have little or no protagonism in this framework.

Extralocal organizations and agencies have increasingly entered into the business of creative place-making—a strategy they use to encourage economic development. One such cultural development strategy is formal cultural district programs implemented by state agencies in cities and towns. While the use of art and culture as a tool for generating revenue is well-documented, less is known about the perspective of local actors—how they understand cultural district programs as a strategy to shape their place and what ways they negotiate the logics and strategies imposed on them from extralocal organizations. The Massachusetts Cultural District Program supports communities in their efforts to attract artists and cultural enterprises, encourage business and job development, establish tourist destinations, and enhance property values. In two Massachusetts cultural districts, I explore the “public” and “hidden transcripts” of state and local actors as pertains to their use of art and culture for fashioning locales as destinations and economic engines, on the one hand, and as places that respond to the wants and needs of the community on the other. Analysis of field notes from participant observations and in-depth interviews indicates a mismatch between the local and state logics that govern cultural districts—particularly around definitions of culture, place, and success. To cope with these mismatching cultural development logics, local actors find ways to harmonize with, modify, and circumvent extralocal logics to meet their own community goals. While these findings show that locales are not simply at the mercy of extralocal actors implementing their programs, they also expose opportunities for local actors to lead the policy conversation with their own logics and strategies.

Throughout our teacher education, we have seen and felt the need for suitable literature in the English courses for upper secondary education in Sweden. Our purpose was to investigate which literature teachers in the field are using in their different courses, and with that constitute a list that can be used by teachers. Furthermore, we also investigated, among other things, which qualities the teachers are looking for when choosing suitable literature for their students and courses. Previous research has shown the significance of using literature for language and cultural development, and therefore a list as ours can contribute to aiding upper secondary teachers. To execute this research, we have chosen to use both a qualitative and quantitative method, in the form of a survey and interviews. Our results showed that all teachers are using some sort of literature for language development, and the vast majority are having difficulties finding suitable literature for their students. Moreover, the vast majority of our interviewees took a negative stand towards having an official canon, however they were open for using an unofficial canon as inspiration.

After Brexit, the city of Amsterdam has been boosting its attractive power for people around the world, becoming a major international centre in Europe and one of the most interesting social-cultural and innovation hubs of the globe. While the city grows, it pursues ambitious objectives related to sustainable development, social inclusion, housing shortage and heritage protection. Amsterdam-Noord has historically been a leftover part of city, accommodating large industrial infrastructure, while the fabric of the old town would expand in all the other directions. Only in the last century, the Dutch capital started expanding on the other side of the river IJ. The late development generated a mix of models and urban typologies that collide and coexist in the area. Village-like row houses and low-density neighborhoods from the 1920s are only few meters away from brand new residential towers, social housing blocks mix with new industrial heritage regeneration projects, touristic harbor and boat houses pop here and there. IJ-Plein is the site of a representative urban plan designed by OMA in the 1980s, which created a distinctive urban fabric, but over time the original neighborhood no longer meets the requirements of sustainability and the needs of the people. Together with the old harbor industrial area next door, this area is in need of renewal and renovation. With the aim of developing a new urban center for Amsterdam, the project intends to provide a future-proof urban solution, with innovative, cultural and urban center roles in different loops, depending on the specific location of the area. It will attempt to address a variety of urban issues such as student housing pressure, urban-water relations, community social-cultural life, recycling, green space, urban densification, etc., making the area a well-rounded organic whole and an attractive highlight of Amsterdam in 2050.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-02-23T11:18:20Z No. of bitstreams: 1 flaviogarciadeoliveira.pdf: 1333988 bytes, checksum: 601cd1c0518dd0e6cf5e0d584b4bd4d5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-23T11:57:06Z (GMT) No. of bitstreams: 1 flaviogarciadeoliveira.pdf: 1333988 bytes, checksum: 601cd1c0518dd0e6cf5e0d584b4bd4d5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-23T11:57:34Z (GMT) No. of bitstreams: 1 flaviogarciadeoliveira.pdf: 1333988 bytes, checksum: 601cd1c0518dd0e6cf5e0d584b4bd4d5 (MD5) / Made available in DSpace on 2017-02-23T11:57:34Z (GMT). No. of bitstreams: 1 flaviogarciadeoliveira.pdf: 1333988 bytes, checksum: 601cd1c0518dd0e6cf5e0d584b4bd4d5 (MD5) Previous issue date: 2007-06-26 / Este trabalho se constituiu a partir de uma pesquisa qualitativa de abordagem histórico-cultural, tendo como base teórica as idéias de Lev Vygotsky sobre linguagem e desenvolvimento cultural. A pesquisa buscou acompanhar e compreender o processo de desenvolvimento cultural de uma criança dos 12 aos 20 meses de idade focando a emergência da linguagem e o desenvolvimento da relação consciente desta com a água a partir da interação vivida com sua professora em situação de aula de natação. O trabalho de campo foi realizado na escola de natação do Colégio dos Jesuítas de Juiz de Fora. Um processo de aulas com 8 meses de duração fez com que essa criança percorresse o período de pesquisa, mais ou menos dos 12 aos 20 meses de vida. As aulas foram individuais com duração de 20 minutos, duas vezes por semana, e foram registradas através de vídeo-gravação e notas de campo. Dessa forma, foi documentado, neste período, os primeiros passos da criança no campo dos significados culturais. / This work is a spin off of qualitative research of cultural-historical approach, being based on the ideas of Lev Vygotsky about language and cultural development. The research aimed to follow and understand the cultural process of development of a child from his 12 to 20 month of age focusing on the language emergence and the development of the conscious relationship between child and water as from the cultural interaction with the teacher in the context of swimming class. The field research has been accomplished at the swimming facility over Colégio dos Jesuítas in Juiz de Fora. A eight month long class set had made this child go through the research process (from his 12 to his 20 month of age). The classes were individual lasting 20 minutes each, twice a week, and were then video taped and notes were taken. In this fashion it was documented, in this period, the kid’s first steps towards the field of cultural meanings.

Trata do processo de criação e desenvolvimento do Centro Cultural da Juventude Ruth Cardoso (CCJ) e do impacto causado por suas ações junto à comunidade, particularmente junto ao seu público-alvo, utilizando para esta reflexão os conceitos de desenvolvimento cultural e de direitos culturais. O CCJ foi criado em 2006 com objetivo de atender as demandas dos jovens moradores das regiões de Brasilândia, Cachoeirinha, Freguesia do Ó e de toda a cidade de São Paulo. Partiu da criação de um equipamento cultural que tem como público-alvo os jovens entre 18 a 29 anos, que em geral não são o foco principal dos outros equipamentos mantidos pela prefeitura da cidade de São Paulo. Foi analisada a relação entre a cultura e a cidade, a partir da presença e distribuição dos equipamentos culturais no âmbito da Secretaria de Cultura da cidade de São Paulo, descritos aqui como pano de fundo. Apresenta o histórico do CCJ, sua criação, suas redes, objetivos, propostas e funcionamento, tendo como fonte de informação depoimentos colhidos junto aos gestores do CCJ, documentos e observação. Para analisar o público-alvo do CCJ, aborda-se o conceito de juventude, seus valores e suas expectativas. Traz uma pesquisa de usuários do CCJ que ajuda a traçar seu perfil, analisar o uso que fazem do equipamento e avaliar sua satisfação com as atividades e os acessos oferecidos. Os resultados obtidos demonstraram mudanças no perfil cultural destes jovens, a partir da freqüência ao CCJ, podendo-se admitir que espaços culturais próximos à comunidade contribuem de forma eficaz para o desenvolvimento cultural de seu público e para a democratização do acesso aos bens culturais. / This dissertation aims to analyze the process of creation and development of the Cultural Center for Youth Ruth Cardoso (Centro Cultural para a Juventude Ruth Cardoso, CCJ) and the impact caused by the actions of the CCJ in the community, particularly among its target audience, using in this reflection the concepts of \"cultural development\" and \"cultural rights\". The CCJ was established in 2006 in order to meet the demands of the young residents of the regions of Brasilândia, Cachoeirinha, Freguesia do Ó and of the city of São Paulo as a whole. The CCJ involved the creation of differentiated cultural facilities, focusing on the population aged 18 to 29 years, the general public that is not the main focus of the other facilities maintained by the Municipal Government of São Paulo. We analyze initially the relationship between culture and cities, focusing specially on the presence and distribution of cultural facilities within the Department of Culture (Secretaria de Cultura) of São Paulo, in order to achieve an overview of the characteristics of each of them. Subsequently we present the history of the CCJ, its creation, its networks, objectives and operation. These information were obtained from testimonies collected from the managers of the CCJ, documents and observation. Afterwards we make a discussion on the concept of youth and its expectations, and finally we deal with the analysis of the interviews applied to users of the CCJ, checking its characteristics, the uses of the facilities, and the evaluation of satisfaction, which indicates changes in the cultural profile of these young people in relation to their attendance of the CCJ. The results showed that differentiated cultural spaces and decentralization contribute effectively to the cultural development of its public and to the democratization of the access to cultural goods.

Made available in DSpace on 2016-04-27T16:32:47Z (GMT). No. of bitstreams: 1 Daniela Olorruama.pdf: 1146440 bytes, checksum: a638e44b7307d005daa498a1e77cc19f (MD5) Previous issue date: 2013-04-24 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This empirical study discusses teacher preparation and practices with the intention of examining the elements present in the process of professionalization and performance in the teaching profession, regarding both cultural development as well as its declination semi-erudition. The main objective of this study was to identify and analyze aspects related to the cultural development and leisure time activities of teachers. In order to meet this objective, a structured interview format was used, making it possible to obtain this information. The interview contained seven themes divided into the following blocks: work schedule, initial and continuing teacher education, political participation, self-study, the functions of education, leisure time, and daily tasks. The interview was carried out with 21 middle and high school teachers from the state public school system, all of whom teach in the city center of São Paulo. The study seeks to identify whether these teachers present any rate of cultural development, as defined by Adorno, in addition to the activities they take part in, whether in their leisure time or at other times in the social lives of these teachers. In this perspective, the theoretical background used in the elaboration and development of this study were the writings of Max Horkheimer, Theodor Adorno, and Herbert Marcuse on the Critical Theory of Society as they refer to the concepts of culture, cultural development, semi-erudition, as well as texts related to education and leisure time. For the purposes of this analysis, the information obtained was grouped into categories: teacher preparation and practices, political engagement, leisure time activities, and the function of education. The discussion was carried out on the basis of the theoretical references and the application of statistical tools which allowed for the data to be analyzed. The results indicate that there is a tendency towards the predominance of elements of semi-erudition in the preparation of teachers, as well as in their leisure time activities and other activities related to their social lives. It was also possible to confirm the hypothesis that the teachers did not present a position that could be differentiated from each other in regards to political participation. By the same token, it was possible to detect a conceptual analogy in relation to the functions attributed to education. It is important to point out that political participation by teachers at school is significantly higher than their participation in the teachers‟ union, which could indicate rates of resistance, critical consciousness and persistence in the anxiousness for improvements in education / Esta investigação empírica discute à formação e o trabalho docente, no intuito de explorar os elementos presentes no processo de profissionalização e atuação na docência, concernentes tanto à formação cultural como ao seu declínio: semiformação. O objetivo principal deste estudo foi identificar e analisar os aspectos relacionados à formação cultural e as atividades do tempo livre dos professores. Para atingir tal objetivo, foi empregado como instrumento, um roteiro de entrevista estruturada, que permitisse a obtenção dessas informações. O roteiro contém sete temas divididos em blocos, a saber: rotina de trabalho; formação inicial e continuada; participação política; autoformação; função da educação; tempo livre; e tarefas diárias. O instrumento foi aplicado em 21 profissionais do Ensino Fundamental II e Ensino Médio da Rede Estadual, os quais exercem a docência em escolas localizadas na região central da cidade de São Paulo. Buscou-se saber se esses professores apresentariam indícios de formação cultural, tal como definida por Adorno. E, quais seriam as atividades desenvolvidas, seja no chamado tempo livre ou nos outros momentos da vida social dos docentes. Nessa perspectiva, o referencial utilizado na elaboração e desenvolvimento do estudo, foram os escritos dos autores da Teoria Crítica da Sociedade Max Horkheimer, Theodor Adorno e Herbert Marcuse, referentes aos conceitos de: cultura e formação cultural, semiformação, assim como os textos relacionados à educação e ao uso do tempo livre. Para efeito de análise, as informações obtidas foram agrupadas em categorias: formação e trabalho docente; engajamento político; atividades do tempo livre; e, função da educação. A discussão foi embasada no referencial teórico e na aplicação de recursos estatísticos que permitissem a análise dos dados. Os resultados indicaram de que, há tendência de predominância dos elementos da semiformação no processo de formação do professor, assim como, os docentes tendem a desenvolver as mesmas atividades no tempo livre ou em outras ocasiões de sua vida social. Também se confirmou a hipótese de que os professores apresentam posicionamento similar quanto à participação política. Do mesmo modo, que se constatou a tendência de apresentar concepção análoga em relação à função atribuída à educação. Cumpre ressaltar que o engajamento político dos docentes na escola é significativamente superior à participação no sindicato, o que pode se constituir como indícios de resistência e consciência crítica, nos quais ainda persiste o anseio por melhorias na educação

This narrative inquiry explores how the Building Skills, Building Homes Project, which was undertaken in Saskatchewan, Canada from April November 2003, exemplified a learning strategy for self-sustainable community development through the straw bale construction of two buildings. Being self-sustainable involves searching for an interconnected way of living with our environment. Finding a strategy that connects what is ecologically sound, such as straw bale construction, with current modes of living, is a complex process that necessitates new kinds of community education relationships. A retrospective analysis of the authors experience with the project and a conversational interview with one of the participants of the Building Skills, Building Homes Project will illustrate the adult learning that happens between learners working together on a joint project, which facilitates a growing awareness of what self-sustainable living entails. The research question framing this study is: What links can community educators make using the Building Skills, Building Homes Project as an example of ecological community sustainability?

This narrative inquiry explores how the Building Skills, Building Homes Project, which was undertaken in Saskatchewan, Canada from April November 2003, exemplified a learning strategy for self-sustainable community development through the straw bale construction of two buildings. Being self-sustainable involves searching for an interconnected way of living with our environment. Finding a strategy that connects what is ecologically sound, such as straw bale construction, with current modes of living, is a complex process that necessitates new kinds of community education relationships. A retrospective analysis of the authors experience with the project and a conversational interview with one of the participants of the Building Skills, Building Homes Project will illustrate the adult learning that happens between learners working together on a joint project, which facilitates a growing awareness of what self-sustainable living entails. The research question framing this study is: What links can community educators make using the Building Skills, Building Homes Project as an example of ecological community sustainability?

Ziel dieser Arbeit war die Betrachtung der Leitbahnen der Akupunktur unter wissenschaftlichen Gesichtspunkten. Bereits während der Recherchen wurde deutlich, dass dieses Thema auf mehreren Ebenen zu bearbeiten ist. Zunächst wurde daher der zeitliche Rahmen der Entstehung der Akupunktur im Allgemeinen und der Veterinärakupunktur im Besonderen eingegrenzt, die Bedeutung der Veterinärakupunktur im Alten China untersucht und die Beschreibung und Darstellung der Leitbahnen und Punkte beim Tier thematisiert (Kap. 3). Anschließend wurde eine Einführung in die theoretischen Grundlagen gegeben, ihre Entstehung und Entwicklung vor allem unter historischen und soziokulturellen Gesichtspunkten und zuletzt im medizinischen Kontext beschrieben (Kap. 4). Im Folgenden wurde der Versuch des Nachweises der Leitbahnen in naturwissenschaftlichem Kontext anhand verschiedener methodischer Beispiele untersucht (Kap. 5). Schließlich wurden die Ergebnisse zusammengefasst, untereinander sowie mit Aspekten der Forschung zur Punktspezifität in einen Kontext gestellt und abschließend eine Einschätzung des Stellenwertes der Leitbahnen in der (tier)medizinischen Praxis gegeben (Kap. 6). Anhand der Quellenlage kann die Entwicklung der Akupunktur ab etwa 200 v. Chr. nachvollzogen werden, wobei Nachweise für die Tierakupunktur erst in der Sui-Zeit (581 – 618 n. Chr.) vorliegen. Aus dem Alten China sind keine Darstellungen der Leitbahnen bekannt, eine Einteilung erfolgt eher nach den Körperregionen. Erst im Europa der 1950er Jahre werden Leitbahnkarten für Tiere durch Transposition entwickelt. Die Akupunktur ist eine Teildisziplin der sogenannten Entsprechungsmedizin. Als solche sind die ihr zugrundeliegenden Theorien ein Ergebnis der politischen und sozialen Veränderungen zwischen der Zeit der streitenden Reiche (481 – 221 v. Chr.) und der Han-Zeit (202 v. Chr. – 220 n. Chr.), die danach über etwa 1700 Jahre nie grundlegend in Frage gestellt wurden. Dieser theoretische Rahmen hat in China selbst nur geringe praktische Relevanz, während ihm im Westen als Abgrenzung gegenüber der konventionellen Medizin und um den Wunschvorstellungen einer idealen alternativen Therapiemethode zu entsprechen eine deutlich größere Rolle zukommt. Ein Nachweis der Existenz der Leitbahnen wurde vielfach versucht, konnte jedoch nicht erbracht werden. Einige Ergebnisse dieser Arbeiten und auch vieler Wirksamkeitsstudien zeigen, dass es sich bei der Akupunktur um ein multifaktorielles Therapiekonzept handelt. Besonders hervorzuheben ist die rezeptive und transmissive Rolle des Nervensystems auf unterschiedlichen Funktions- und Integrationsebenen. Die Leitbahnen als Linien auf der Körperoberfläche haben rein deskriptiven Charakter, um eine Anzahl von Punkten zu verbinden. Allerdings deutet einiges darauf hin, dass eher von sensiblen und effektiven Zonen gesprochen werden müsste. In diesem Rahmen ist es nicht sinnvoll, an einer Kartographie von Punkt und Linie festzuhalten. Zu eng sind hier die Beziehungen zur sozio-historisch bedingten Theorie, die die physiologisch-anatomischen Gegebenheiten nicht adäquat wiedergibt. Die weitere Forschung auf dem Gebiet der Akupunktur muss weiterhin um Aufklärung der Wirkmechanismen bemüht sein. Gleichzeitig muss eine objektive Quantifizierung der Akupunkturwirkungen erfolgen, um sinnvolle Einsatzbereiche zu definieren.