Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-28T17:20:48Z No. of bitstreams: 1 Maria Cláudia Sant_anna de Paiva.pdf: 1360909 bytes, checksum: eabab10c44f785521b7a15207b5cb103 (MD5) / Made available in DSpace on 2018-09-28T17:20:48Z (GMT). No. of bitstreams: 1 Maria Cláudia Sant_anna de Paiva.pdf: 1360909 bytes, checksum: eabab10c44f785521b7a15207b5cb103 (MD5) Previous issue date: 2017-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Today we live in times of globalization, a scenario marked by the great circulation of material goods, capital, information and, above all, people. Technology provides greater flow, exchange, sharing of content, images and imagery. Scenarios are reshaped and people across the globe can connect in various ways, both with other subjects and other territories. The boundaries become porous, conform scenarios marked by dispute and conflict and are redesigned by their subjects in displacement. Within this large movement of sharing, and more specifically in São Paulo, you will find the young people from the Angolan Muxima collective in the Diaspora. Together with it’s narratives and trajectories, this dissertation aims to understand the ways in which youth and immigrant practices are capable of creating a living, pulsating and symbolic scenario within the contemporary metropolitan experience, in which the insertion of culture, politics and communication in the daily life of these subjects is capable of contributing to changes in the "inevitable" perspective of permanence, within contexts of urban segregation and exclusion. In the same way, as in their struggles against racism, they promote and reformulate counter-narrative structures and configurations that are emerging in a "local" and "global" way. The methodological course was anchored in the combination of theoretical references with qualitative techniques (ethnographic observation, in-depth interviews and virtual ethnography), in order to empirically dive into this universe and to answer in what way these immigrants create new ways to (re)exist and resist, as well as (re)construct their lives in transboundary, linking, revisiting and resignifying memories existing their bodies / Vive-se hoje em tempos de globalização, um cenário marcado pelas grandes circulações de bens materiais, capital, informação e, sobretudo, de pessoas. A tecnologia propicia maior fluxo, troca, compartilhamento de conteúdo, imagens e imaginários. Os cenários são reformulados e, de alguma forma, as pessoas de todo o globo podem se conectar tanto com outros sujeitos quanto com outros territórios. As fronteiras tornam-se porosas, conformam cenários marcados por disputa e conflito e são redesenhadas por seus sujeitos em deslocamento. Dentro desse grande compartilhamento, mais especificamente em São Paulo, inserem-se os jovens do coletivo angolano Muxima na Diáspora. Conjuntamente às suas narrativas e trajetórias, esta dissertação objetiva entender as formas pelas quais as práticas juvenis e imigrantes são capazes de criar um cenário vivo, pulsante e simbólico no interior da experiência metropolitana contemporânea, na qual a inserção da cultura, da política e da comunicação na vida cotidiana destes sujeitos é capaz de contribuir para transformações na perspectiva “inevitável” de permanência em contextos de segregação e exclusão urbanas. Da mesma forma, como em suas lutas contra o racismo, promovem e reformulam estruturas e configuram contranarrativas emergentes de forma “local” e “global”. O percurso metodológico esteve ancorado na combinação de referenciais teóricos com técnicas qualitativas (observação etnográfica, entrevista em profundidade e etnografia virtual), a fim de mergulhar empiricamente neste universo e responder de que forma esses imigrantes criam novas maneiras de (re)existirem e resistirem, assim como (re)constroem suas vidas em transfronteira, atrelando, revisitando e ressignificando memórias trazidas em seus corpos

The purpose of this study was to explore the relationships among adult attachment, acculturation, and psychological well-being in Chinese/ Taiwanese immigrants. Specifically, the present study examined how adult attachment predicted psychological well-being and how acculturation moderated the relationship between adult attachment and psychological well-being. Adult attachment was measured by two dimensions, attachment anxiety and attachment avoidance. Acculturation was measured by two domains, behavioral aspect and psychological aspect of acculturation. Bivariate correlation analyses on attachment anxiety, attachment avoidance and psychological well-being were conducted. The results suggested that both attachment anxiety and attachment avoidance were significantly negatively associated with psychological well-being. In addition, hierarchical multiple regression analyses were performed where attachment anxiety and attachment avoidance were entered as predictor variables; acculturation towards Chinese orientation, acculturation towards American orientation and Asian cultural values as moderating variables; psychological well-being as the outcome variable. The results indicated that acculturation towards American orientation moderated the relationship between attachment anxiety and psychological well-being and the relationship between attachment avoidance and psychological well-being. The findings and discussions, limitations, implications for future research, clinical practice and training were addressed.

The U.S. is the leading nation for international students to pursue higher education; the majority of whom are from countries with significant differences in culture and language from American students. As such, many international students start higher education in ESL support programs. While on the surface international students supposedly add cultural and linguistic diversity to American higher education by contributing to the internationalization of campuses, international students' transition into U.S. life and academe is often fraught with challenges including culture shock, adjusting to the new environment and society, adjustment to norms of academic performance, acquisition of academic and language skills, and negotiating chilly campus climates. Such factors can affect academic success, social/cultural acclimation, and even personal/ethnic identity. However, little is researched about international ESL students' transitions into U.S. higher education. This study employs qualitative research with semi-structured interview and grounded theory as analytical technique and aims to rectify the existing research literature limitation by identifying factors that facilitate and inhibit social, cultural, and academic transitions among international ESL students that best serve and accelerate their academic career in the United States.

The construct internal-external locus of control was utilized to examine the Soviet Pentecostal refugees' perception of life experiences in the United States as defined by three dimensions: social, economical, and political. Unlike the majority of immigration research, which focuses on structural variables, this research further addressed the concept of acculturation as a long term process of resettlement. Subjects completed an anonymous forced choice questionnaire consisting of the Rotter (1966) locus of control instrument scale. Pearson Product moment correlation coefficients were calculated to examine the strength of the relationships between the internal-external locus of control scores and five factor analyzed life experience categories. Positive and sometimes strong correlations could be found between the internal-external locus of control scores and the five life experience factors. All five hypotheses were confirmed by the results.

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The development processes Taiwan¡¦s indigenous languages have gone through three hundred years of Foreign and Ethnic Chinese influence and assimilation. Languages belonging to Bu group of the western lowlands of Taiwan have mostly become extinct, there are only two or three languages belonging to this group that are worth listing. However even these few remaining languages are quickly dying out. From 1949 onwards beginning with the Republican (ROC) governments¡¦ promulgation and strict enforcement of National Language (Mandarin Chinese) education policies the number of speakers of Indigenous language groups sharply diminished, and with them a great amount of their language, cultural practices and cultural identity have also been lost. This is especially so in urban areas where members of indigenous group must compete in a multi-ethnic society where they are only exposed to the dominant language media outlets, the result being a worsening trend of these culture groups placed at a greater disadvantage and language development has become increasingly difficult. As a basis for Indigenous language groups continuing development in urban areas as well as saving and reinvigorating Indigenous languages and cultures on the brink of disappearing, it has now become an urgent topic if discussion to promote Indigenous cultural and linguistic development. This dissertation aims at promoting the languages and cultures of Indigenous people residing in urban areas from a strategic viewpoint in order to expand on the work of Indigenous language development. The content of this work will be roughly split between theory and practicum. In dealing with issues of theory we shall use sources from a wide body literature including historical data, government policies, and benefit factors taken from surveys and questionnaires that will be used to analyze variables. As for practicum, we shall proceed to use research methods of strategic promotion. We will also incorporate SWOT analysis to clarify the purposes of Indigenous groups in target municipalities and the most important problems therein. In the target municipalities of urban areas where Indigenous people reside we will seek to analyze our most important subject ---that being the problems faced by disadvantaged youth among Indigenous people in urban areas. As to the needs of entire groups and dealing with competitors we must implement mixed marketing strategies. There must also be a plan arranged from the standpoint of the public agencies that would imperatively promote the language development from urban areas to each tribal settlement.

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This study investigates the adjustment experiences of 23 Chinese-speaking foreignborn students in a social climate where they form the largest cultural group in a secondary school setting. The study's objectives were to determine initial adjustment issues, to examine adjustment issues of international and satellite students as sub-groups within this population, to identify students' lived experiences concerning racism and discrimination; to identify adjustment concerns subsequent to graduation and to examine student perception of Canada's multicultural policy. Ethnographic interviews were conducted over a four-week period. Data were subsequently categorized into 14 different categories: Agency, Chinese Population Concerns, Comparing Education Systems, Cultural Considerations, Current Adjustment Issues, ESL Program, Facilitating/Hindering Issues, Friendship/Peer Relationships, Initial Observations and Concerns, Language, Mental Health Issues, Multicultural and Assimilation Issues, Racism and Discrimination, and Satellite and International Students. Adjustment issues were divided into two main categories: those pertaining to the large numbers of Chinese-speaking foreign-born students and those that are independent of their large numbers. Issues that seem to stem directly from the large numbers of Chinesespeaking foreign-born students are language development, developing friendships outside the Chinese cultural group, assimilation/integration issues, and EAL program concerns. Language, peer relations, cross-cultural concerns and education and the school environment are the adjustment issues identified in this study. Satellite student results, further divided into satellite and full-satellite categories, produced somewhat different findings. While mental health issues began to emerge in the satellite category, they overrode the adjustment concerns of full-satellite students. Students do not identify racism and discrimination as adjustment issues though they are part of their everyday lives. Students were aware of Canada's reputation as a multicultural country and understood the concept of cultural pluralism. Most students could see the benefits of this policy to them as Chinese-speaking foreign-born students. Some students felt the policy was good for Canada; others did not. Recommendations included reviewing the current provincial EAL Policy in view of the changing demographics in some of British Columbia's school districts, placing a priority on identifying/addressing the needs of satellite students and increasing funding to develop and implement a more comprehensive program concerning racism and discrimination.

Despite the recent proliferation of work around the subject of residential schools, few analyses have deconstructed the concept of "civilizing the Indian" which animated the schools' agendas. This thesis examines the discourse of "civilization" as it was expressed and enacted in two missions in late nineteenth-century British Columbia. Archival primary sources and published secondary sources are drawn on to provide an understanding of what "civilization" meant to Euro-Canadians, specifically missionaries, and how it was to be "taught" to the indigenous peoples they encountered. Colonial images and photographs, in particular, reveal how missionaries constructed a vivid and compelling contrast between "civilization" and "savagery." An intersectional framework is employed to highlight the ways in which ideas about "race," class, gender and sexuality were essential elements of the "civilizing" project. The goal of the thesis is to show how "civilizing the Indian" was premised not only on a specifically hierarchical construction of Whites versus Natives, but also intersecting binaries of men versus women, normal productive heterosexuality versus deviant degenerate sexuality, bourgeois domesticity versus lower class depravity, and others. Ultimately, it is argued, the discourse of "civilization" regulated both the "colonized" and the "colonizers" as it secured the hierarchical foundations of empire and nation.