Some Turkish Jewish women have been serving the elderly staying in the geriatric unit of the Jewish Or-Ahayim Hospital in Istanbul. Their group is recognized as &lsquo / the Pink Angels.&rsquo / The volunteer women at the Jewish hospital founded a group in 1974, and Nuket Antebi named this group &lsquo / the Pink Angels.&rsquo / Today this group of women is divided into three subgroups: (1) those who offer chat and art therapies, after having been trained, (2) those who distribute foods and beverages, deal with donations, are involved in the preparation process of jam jars, and offer memorial services, and (3) those who assume both duties. The Pink Angels who serve as therapists contribute to the attainment of world peace locally in Istanbul by chatting and reading various texts belonging to various world cultures in the chat therapies and making the patients create works of art and sing songs related to different cultural occasions in the art therapies by promoting global moral values. Sometimes they promote the moral values of other religious and cultural groups by celebrating different feasts and narrating stories belonging to these diverse groups by underscoring the concept unity in diversity and imposing upon the patients that they constitute a family in the hospital. Moreover, not only the foods and beverages the Pink Angels distribute, but also the jam jars and gift baskets they prepare carry Turkish Jewish symbols. This thesis based on fieldwork tests the hypotheses that the Pink Angels employ positive symbols in the therapies and activities they conduct, avoid talking about negative issues, such as sadness and death, not only the therapies, but also all the other activities that the Pink Angels conduct evoke happiness and joy in the patients as long as the Turkish Jewish culture is reproduced, since the patients feel as if they were at home, and several intercultural peace building techniques are employed in the therapies together with symbols and metaphorical imagery emphasizing the importance of peace between different religious and ethnic groups by mentioning the commonalities between them, and the rules obeyed by the Pink Angels provide the patients with comfort, since they conceive that they are in a serious and secure place. Furthermore, the foods cooked everyday in the hospital and the music the patients listen to during the therapies reflect the transcultural identities of the Turkish Jews whose ancestors had lived in different countries and interacted with various cultural groups. Symbolic interactionism is employed in analyzing all of these.

No description available.

Contemporary challenges to education pose threats that our current educational system remains unable to meet. With the prevalence of school shootings, rapid technological development, threats to mental health, superficial curriculum content, increased testing standards, and continued inequality in classrooms, now more than ever it is imperative to define, explore, and quantify the ways in which the system of education reproduces or replicates norms, values, behaviors, and practices and the effects these possibly have on students and teachers. The purpose of this research is to redefine 'cultural reproduction' into reproduction and replication in order to explore how the education system in a single district in Florida reacts to threats through adjustments to, or replication of, existing practices. Through the perspectives of teachers, the research question posed was: (RQ) How do teachers perceive the presence of cultural reproduction and cultural replication in their schools? The study discovered that in addition to identifying cultural replication (CL) and cultural reproduction (CD) in their schools, (i) participants perceived that current needs outpace their public-school system's ability to adapt effectively and (ii) that contemporary threats to education produce unmeasurable and unmeetable challenges within current cultural practices and resources. The study contextualized the implications of these findings through social change, cultural studies, social system dynamics, and primitive belief disruption for the purpose of developing a new model of subsystem adaptation to represent the cycle of replication, reproduction, and reform in education as observed by teacher participants in this study.

A case study research design was employed to examine the cultural reproduction, segmented assimilation and religious schooling experiences of immigrant Muslim parents and students at an Islamic day school. Research Site: The research site was the Nur Islamic Academy, a Pre-school-12th grade licensed private Islamic day school located in a north-eastern city in the United States. The student body composition was 55% immigrant and 45% African-American Muslims. The school was an edifice in an urban Arab enclave. This ethnic neighborhood was experiencing capital flight, uneven development and urban decay. Research Questions: Three core questions guided this study. What is the functionality of Islamic schooling as a vehicle of cultural reproduction? How do religiosity and the presentation of Islamic rituals serve students and families as opportunities for affirmation? What experiences carry the immigrant's identity? Research Design: The case study research design consisted of interviews, an immigrant student focus group, attitudinal parental survey, observations and archival investigations. Theoretical Framework: The theoretical framework of this study was cultural reproduction. Segmented assimilation, urban, ethnic, Muslim and immigrant identity theories were incorporated throughout this discourse. Data Analysis: Content Analysis methodologies were used to classify transcribed audio-taped interviews,observations and archival investigations into themes. The targeted population of this study did not respond well to survey data collection. Therefore the survey results were inconclusive. Outliers were identified and noted. The interpretations, conclusions, and discussions were supported with a literature synthesis. All participants were anonymous Findings: The findings of this study suggest that the Muslim expatriates in this urban immigrant settlement consciously used Islamic schooling as an institutional mode of intergenerational cultural reproduction. They elected to carry and hold their home cultures and Arabian heritage as they nestled into this urban landscape. Conclusions:The Nur Islamic Academy created an ethos that affirmed the parents, students and community member's Islamic belief system and Arabian heritage. Parents and students choose religious schooling as a means to ward-off the downward mobility that they associated with their neighborhood schools. Staff members and parents related that they have forgone full mainstream assimilation. Their preference was to actively participate in selective acculturation and incorporation processes as a segmented component of their day to day lives. 1. The Nur Islamic Academy and all other individual, organizational and institutional names are pseudonyms to maintain their anonymities. / Urban Education

<p>Preschool is a central part of Swedish family life. The manner in which the state regulates preschool through laws, ordinances, and various kinds of written objectives has an impact on many people in the Swedish society. </p><p>The thesis examines the development of preschool state regulation from the 1940s until 2008. The starting point of the study is a draft for a new Education Act, put forward in 2003, which proposed that preschool should be integrated into the school system as a new form of school. The purpose of the study is to generate knowledge about the state regulation of Swedish preschool, and how it has contributed to the shaping of preschool as a societal institution. Questions considered in the analysis are how regulation delimits preschool as a social category, what role this regulation assigns preschool in relation to other actors and societal institutions involved in early childhood education and care, and what principles this regulation is based on.</p><p>The study has evolved within the research tradition of curriculum theory as developed in studies in educational politics. The analysis is carried out as a text analysis, where the concepts of boundary work, official classification and activity system serve as important analytical tools. Texts produced within the formal chain of decision and legislation: directives for committees, government white papers, ministerial task forces, bills, legislative texts etc., form the empirical foundation for the study. </p><p>The analysis shows that economic as well as legal and ideological governing instruments are used in the shaping of the framework of preschool. These frameworks are indicated in the form of different boundary markers that delimit preschool as a specific category and arrange it in relation to other categories. The boundaries indicated by these boundary markers have been subject to extensive discussion during the formulation process. Through this boundary work, preschool has been constructed as a full time preschool, commissioned to provide both education and care. The boundaries of this commission are in some respects indistinct and contain several overlapping elements with regards to family, social services and school. At the same time, preschool holds a fixed core with more distinct boundaries, in the form of a part time public preschool delimited by time and age and regulated by far-reaching legislation regarding the rights of children to attend. Owing to this construction, preschool may balance several different and partly contradictory demands placed on it by other institutions and by different interest groups, while at the same time maintaining a core of identity of its own. In that sense, preschool may be described as a boundary object. Thus, when it is suggested that preschool should constitute a form of school and be placed in the more formal regulation structures of the school system, the balance of this construction is challenged. </p>

Preschool is a central part of Swedish family life. The manner in which the state regulates preschool through laws, ordinances, and various kinds of written objectives has an impact on many people in the Swedish society. The thesis examines the development of preschool state regulation from the 1940s until 2008. The starting point of the study is a draft for a new Education Act, put forward in 2003, which proposed that preschool should be integrated into the school system as a new form of school. The purpose of the study is to generate knowledge about the state regulation of Swedish preschool, and how it has contributed to the shaping of preschool as a societal institution. Questions considered in the analysis are how regulation delimits preschool as a social category, what role this regulation assigns preschool in relation to other actors and societal institutions involved in early childhood education and care, and what principles this regulation is based on. The study has evolved within the research tradition of curriculum theory as developed in studies in educational politics. The analysis is carried out as a text analysis, where the concepts of boundary work, official classification and activity system serve as important analytical tools. Texts produced within the formal chain of decision and legislation: directives for committees, government white papers, ministerial task forces, bills, legislative texts etc., form the empirical foundation for the study. The analysis shows that economic as well as legal and ideological governing instruments are used in the shaping of the framework of preschool. These frameworks are indicated in the form of different boundary markers that delimit preschool as a specific category and arrange it in relation to other categories. The boundaries indicated by these boundary markers have been subject to extensive discussion during the formulation process. Through this boundary work, preschool has been constructed as a full time preschool, commissioned to provide both education and care. The boundaries of this commission are in some respects indistinct and contain several overlapping elements with regards to family, social services and school. At the same time, preschool holds a fixed core with more distinct boundaries, in the form of a part time public preschool delimited by time and age and regulated by far-reaching legislation regarding the rights of children to attend. Owing to this construction, preschool may balance several different and partly contradictory demands placed on it by other institutions and by different interest groups, while at the same time maintaining a core of identity of its own. In that sense, preschool may be described as a boundary object. Thus, when it is suggested that preschool should constitute a form of school and be placed in the more formal regulation structures of the school system, the balance of this construction is challenged.

Made available in DSpace on 2016-12-23T14:36:46Z (GMT). No. of bitstreams: 1 Luciana Silvestre Girelli.pdf: 431117 bytes, checksum: b2a7dea042aad9d568f08a3547d37442 (MD5) Previous issue date: 2011-06-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Aborda o papel da cultura na reprodução do sistema capitalista a partir da obra de Fredric Jameson, que afirma ser o pós-modernismo a lógica cultural da atual fase do capitalismo. Além de contextualizar a emergência histórica do pós-modernismo a partir das mudanças no âmbito econômico e político na segunda metade do século XX, com destaque para a reestruturação produtiva e a implantação do neoliberalismo, caracteriza a cultura como elemento constitutivo do modo de vida contemporâneo, marcado pelo individualismo e pelo consumismo. Apresenta a mercantilização cultural como marca principal da cultura na fase de financeirização da economia e relaciona a hegemonia dessa lógica cultural à dificuldade de organização da classe trabalhadora na atualidade / It approaches the role of culture in the reproduction of the capitalist system from the work of Fredric Jameson, who states that postmodernism is the cultural logic of the capistalism current phase. It does not only contextualize the historical emergency of the postmodernism from the changes in the economic and politician sphere in the second half of the XX century, with special attention to the productive reorganization and the implantation of the neo-liberalism, but also characterizes the culture as a constitutive element in the contemporary way of living, marked by individualism and consumerism. It presents the cultural commercialization as main mark of the culture in the phase of financialization of the economy and it relates the hegemony of this cultural logic to the difficulty of organization of the working class in the present time

Made available in DSpace on 2017-07-10T18:20:37Z (GMT). No. of bitstreams: 1 Inajara Kaoana Weiss.pdf: 3372123 bytes, checksum: ac7c6ee90c0017c729b682e8dc061984 (MD5) Previous issue date: 2015-10-01 / Fundação Araucária / This work is the result of ethnographic research accomplished among the Guarani Tekohá Itamarã, from Diamante do Oeste - Pr. The scope of this study is to understand contemporary cultural reproduction of these authocthon people, mainly concerning their ritual practices. The constant intercultural contact is a trademark of historical trajectory of this indigenous ethnic, which in the course of this process had elaborate visibility and survivor strategies, physical and cultural. This is the meaning pursued by the lines below, that show the contribution of the mythological framework and body strategies for cultural "maintenance" of the current Guarani group. / Esta dissertação é o resultado da pesquisa etnográfica realizada entre os Guarani da Tekohá Itamarã, localizada na cidade de Diamante do Oeste - Pr. O estudo tem o escopo de compreender a reprodução cultural contemporânea destes autóctones, principalmente no que concerne suas práticas ritualísticas. O constante contato intercultural é marca da trajetória histórica desta etnia indígena, que no decorrer deste processo elaborou estratégias de visibilidade e de sobrevivência física e cultural. É neste sentido que o objetivo perseguido pelas linhas que aqui se seguem mostrará a contribuição do arcabouço mitológico e das estratégias corporais para a manutenção cultural dos Guarani atuais.

The aim of the dissertation thesis is to study the non-mathematical content of textbooks of mathematics. Textbooks of mathematics are not only a pedagogical document but also a cultural artefact that is produces in a particular society with its own cultural norms. While working with a textbook of mathematics, pupils come across many images of everyday life. Yet, since the main goal of a mathematics textbook is to help pupils gain knowledge and skills in mathematics, not much attention is paid to textual (non-mathematical, cultural) content. This means that pupils almost on everyday basis visit a world that tries to awaken the illusion of being "real", of being model of reality but in fact is a model for what is perceived as normal. The question asked in the presented research is what images of everyday life pupils come across while working with Czech textbooks of mathematics and whether there are differences among textbooks by different authors in this respect. Within the frame of this research, five sets of textbooks for 6th grade of lower secondary schools and four textbooks for 9th grade (only the chapter on financial mathematics, an area closely connected to everyday life) were analysed with respect to their non-mathematical, cultural content. The method used in the research comes out of the...

No description available.