Thesis (MFA)--Rocheser Institute of Technology, 1987. / Includes bibliographical references (leaves 25-26).

Thesis (M. A. (Department of Political Science)) -- University of Pretoria, 2008. / Includes bibliographical references (leaves 260-279)

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 184-189).

Paul Virilio states, "...war is now directed not so much against the enemy's war machines as against the atmospheric ecosystem of the target country. Hence the strange inversion in the nature of the victims of a conflict unleashed 'in the name of human rights' -- a conflict in which most of the casualties are civilians and the military personnel appear to be a protected species."2 There are many examples of local, national, and international sites targeted and destroyed in the so-called 'wars in the name of humanitarian aid'. In addition, a new trend shows terrorist groups targeting symbolic cultural heritage sites in order to erase the identity of the place. The possibility of cultural heritage protection goes beyond current methodologies. What if instead we thought about a city, as Italo Calvino states, "consisting of relationships between the measurements of its space and the events of its past," in order to design a sensitive, yet protective layer for its historic fabric? This thesis explores a theory of ange beginning with understanding the problem: cultural heritage is being targeted in conflict zones to instill fear, destroy identity, and generate symbolic propaganda. Despite the rapid development of technology and resources, the built fabric has not yet fully adapted to the needs and desires of the 21st century. The solution develops through a complex spatial vehicle: a protective layer or sacrificial skin, a replica or mask, encompassing oth tangible and intangible aspects of a cultural heritage site, that prevents destruction to both the building and the people thus creating a safe, yet historic space for public and private life. Empathy leads to insights. For the first time in human history, it is impossible to imagine what the next decade will look like much less the next century. This thesis explores one possible route to existing harmoniously with the past while continuing to progress towards a shared future. / 0 / SPK / specialcollections@tulane.edu

Thesis (M.F.A.) -- University of Portland, 2009. / Title from PDF t.p. (viewed on Jan. 10, 2009). Includes bibliographical references.

The purpose of this study was to explore the experience of culture conflict in second-generation Indo-Canadian women. An existential-phenomenological approach was used to gain an understanding of culture conflict from the perspective of those who have experienced it. Five second-generation Indo-Canadian women participated in this study. The participants took part in an in depth, unstructured interview in which they were asked to describe their experience of culture conflict. The interview was taped and transcribed. The transcripts were then analyzed and common themes were explicated. The 29 themes that emerged from the data were written into an exhaustive description of the experience of culture conflict. The themes and exhaustive description were then presented to each of the participants for validation. From the exhaustive description, the essential structure of the experience of culture conflict was also formulated. The findings of this study are discussed in terms of implications for further research as well as implications for counselling individuals who are experiencing culture conflict.

The purpose of this study was to explore the experience of culture conflict in second-generation Indo-Canadian women. An existential-phenomenological approach was used to gain an understanding of culture conflict from the perspective of those who have experienced it. Five second-generation Indo-Canadian women participated in this study. The participants took part in an in depth, unstructured interview in which they were asked to describe their experience of culture conflict. The interview was taped and transcribed. The transcripts were then analyzed and common themes were explicated. The 29 themes that emerged from the data were written into an exhaustive description of the experience of culture conflict. The themes and exhaustive description were then presented to each of the participants for validation. From the exhaustive description, the essential structure of the experience of culture conflict was also formulated. The findings of this study are discussed in terms of implications for further research as well as implications for counselling individuals who are experiencing culture conflict. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This thesis attempts to look at the experiences of Japanese housewives who have spent a period of time in a foreign Western country before returning to Japan. It is an ethnography presented in the context of what it is like to become a stranger. In it I try to examine not only the initial impact of the cultural encounter, but also the day-to-day sense making as it occurs in the lives of the women, and the change in perspective which becomes apparent upon return home. The data were collected in the form of approximately 50 tape recorded, in-depth interviews conducted in English. Because the relevant experiences of the women varied so greatly, an unstructured open-ended interview format was employed. The informants were wives of scholars, government representatives, or businessmen. All were residing or had resided in a foreign Western country solely because their husbands were studying or working abroad. About one-third of the interviews were conducted in Vancouver, and the remainder in Japan. Most interviews took place in the informant's home. Many of the women bring with them expectations based on past experiences, handed-down information, and taken-for-granted ideas which prove to be an inadequate basis for sensemaking in the new environment. Confronted with this anomaly, they often suffer disorientation and depression. It appears that time, familiarity, and exposure to the new socio-cultural environment ameliorate the sense of dislocation. But perhaps the most important factor is the individual ability to draw from varied sources of information and to integrate this information into the patterns of thinking and behavior. This can lead to cultural competence, which is more than just being able to perform in a socially acceptable manner. It involves both knowing the rules of society well enough to abide by them and understanding when one can successfully violate, bend or break the established tenets. Upon returning to Japan many women feel that their encounter with another culture has affected their perceptions of self and home. Following the initial impact of return, many began to question the differences and similarities of the socio-cultural environments they had encountered. They also began, again, to question themselves. Some women found this self-examination and reflection to be a long and difficult process, but others experienced immediate insights and changes in perspectives. / Arts, Faculty of / Anthropology, Department of / Graduate

As an Indigenous research study into the cultural quality of Indigenous education this thesis focuses on the proposition that mainstream education marginalises Indigenous learners because of its entrenchment in the Western worldview. The thesis opens with an analysis of the cultural dynamics of Indigenous values, the politics of Indigenous identity, and the hegemonic constraints of West-centric knowledge. This analysis is then drawn upon to critically examine the cultural predisposition of mainstream education. The arguments proffered through this critical examination support the case that Indigenous learners would prosper culturally and educationally by having access to educational programmes centred within an Indigenous cultural framework, thereby addressing the dilemma of lower Indigenous retentions rates. This research study was conducted using a qualitative Indigenous methodology specifically designed by the researcher to reflect the values and cultural priorities of Indigenous Australians. Collective partnership was sought from Indigenous Australians, whom the researcher respected as Indigenous stakeholders in the research. Collegial participation was also sought from non-Indigenous educators with significant experience in teaching Indigenous learners. The research process involved both individual and group sessions of dialogic exchange. With regard to the Indigenous sessions of dialogic exchange, these resulted in the formation of a composite narrative wherein Indigenous testimony was united to create a collective Indigenous voice. Through this research study it was revealed that there is indeed a stark and deep-seated contrast between the value systems of Indigenous and non-Indigenous Australia. This contrast, it was found, is mirrored in the cultural dynamics of education and the polemics of knowledge legitimacy. The research also revealed that Australia’s mainstream education system is intractably an agent for the promulgation of Western cultural values, and as such is culturally disenfranchising to Indigenous peoples. This thesis then concludes with an alternative and culturally apposite education paradigm for Indigenous education premised on Indigenous values informing curriculum and pedagogical praxis. This paradigm specifically supports independent Indigenous education initiatives.

No description available.