abstract: Although there are millions of Nahuatl speakers, the language is highly threatened. The dominant language of Coatepec de los Costales, a small village in Guerrero, Mexico, was historically Nahuatl, a Uto-Aztecan language, referred to by some as “Mexicano” (Messing, 2009). In the last 50 years, there has been a pronounced shift from Mexicano to Spanish in the village, and fewer than 10% of the residents currently speak Mexicano. Without intervention, the language will be lost in the village. The ultimate cause of language shift is a disconnect in transferring the Indigenous language from the older to the younger generations. In Coatepec, older Nahuatl speakers are not teaching their children the language. This recurring theme appears in case studies of language shift around the world. Using a conceptual framework that combines (1) a critical sociocultural approach to language policy; (2) Spolsky’s (2004) definition of language policy as language practices, ideologies or beliefs, and management; (3) the ethnography of language policy, and (3) Indigenous knowledges, I collected and analyzed data from a six-month ethnographic study of language loss and reclamation in Coatepec. Specifically, I looked closely at the mechanisms by which language ideologies, management, and practices were enacted among members of different generations, using a combination of observation, archival analysis, and in-depth ethnographic interviews. Seidman’s (2013) three-part interview sequence, which includes a focused life history, details of experience, and reflections on meaning, provided the framework for the interviews. What are the language ideologies and practices within and across generations in this setting? What language management strategies – tacit and official – do community members of different generations employ? This in-depth examination of language ideologies, practices, and management strategies is designed to illuminate not only how and why language shift is occurring, but the possibilities for reversing language shift as well. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

abstract: This dissertation examines contemporary issues that 18 (im)migrant university students faced during a time of highly militarized U.S.-Mexico border relations while living in Arizona during the time of this dissertation research. Utilizing critical race theory and public sphere theory as theoretical frameworks, the project addresses several related research questions. The first is how did (im)migrant university students describe their (im)migrant experience while they lived in the U.S. and studied at a large southwestern university? Second, what can (im)migrant university student experiences tell us about (im)migrant issues? Third, what do (im)migrant university students want people to know about (im)migration from reading their story? Three conceptual constructs, each composed of three categories, that described the different (im)migrant experiences in this study emerged through data analysis. The first of these conceptual constructs was the racialized/ing (im)migrant experience that categorically was divided into systemic exclusions, liminal exclusions, and micro-social contextual exclusions. The second concept that emerged was the passed/ing (im)migrant experience where (im)migrant university students shared that they felt they had a systemic pathway to citizenship and/or that their immigration authorization gave them privilege. This concept was also categorically divided into systemic inclusions, liminal inclusions, and micro-social contextual inclusions. The last concept was the negotiated/ing (im)migrant experience, which described ways that (im)migrant university students negotiated their space/place in the public sphere while attending a large, public university in Arizona. As with the other two concepts, three categories emerged in relation to negotiated/ing (im)migrant experience: systemic negotiations, liminal negotiations, and micro-social contextual negotiations. It is (im)migrant university student experiences that give individuals a better understanding of the complexities that surround immigration. The (im)migrant narratives also highlight that inclusion and exclusion from the public sphere is a complex and dynamic process because all (im)migrant students, including U.S. citizens, experienced moments of inclusion and exclusion from the U.S. public sphere. / Dissertation/Thesis / Doctoral Dissertation Communication 2016

This study focuses on how an open-ended process of learning can affect education as well as our relationship with knowledge production. Nearing the classroom as a site of important moments this work tries to exemplify what a shift from an epistemic to an ontological pedagogy can mean. The two questions at issue are, What takes place in learning processes when we center conceptual creativity? and, What can the open-ended mean for esthetic methods within educational science? The fieldwork is based in a Swedish elementary school where a group of 10-year olds take on the task of designing objects and performing them for a dinner that is sort of out of the ordinary. An imaginary menu of green beets in lava sauce, roasted earth cakes with stardust and sweet flames with lemon twigs works as an inlet for the participants creative different processes. Using an assemblage of methods and theories this study aims to research how pedagogy can become a site that centers conceptual creativity. Artistic research, design and craft offers a closeness to what Karen Barad calls ”matter that matters”. And for the pedagogical this means a closeness to material culture and how things play a part in the making of our society. It´s called ”Performing difference” because it looks at what the production of differences in relation to knowledge and creativity can mean for pedagogy. The conclusion is partly an understanding of what this setting asks from an educational context and of what happens when we introduce and work with pedagogy from a performative angle. What this study comes to is that a pedagogy that blends theory with practice by turning to new-materialism presents exciting possibilities for education. When the un-disputable is made subject to question and open to interpretation knowledge becomes something we are allowed to enact, engage and provoke. In conclusion the open-ended can mean many things for an educational discourse but I believe one thing is clear - it presents inlets for creativity and our understanding of culture and society.

This thesis addresses the aesthetics, ideologies and practicalities of contemporary European Improvised Music-making - this term referring to the tradition that emerged from 1960s American jazz and free jazz, and that remains, arguably, one of today's most misunderstood and under-represented musical genres. Using a multidisciplinary approach drawing on Grounded Theory, Ethnography and Social Network Analysis, and bounded by Berlin's cosmopolitan local scene of 2012-13, I define Improvised Music as a field of differing-yet-interconnected practices, and show how musicians and listeners conceived of and differentiated between these sub-styles, as well as how they discovered and learned to appreciate such a hidden, 'difficult' and idiosyncratic art form. Whilst on the surface Improvised Music might appear chaotic and beyond analysis in conventional terms, I show that, just like any other music, Improvised Music has its own genre-specific conventions, structures and expectations, and this research investigates its specific modes of performance, listening and appreciation - including the need to distinguish between 'musical' and 'processual' improvisatory outcomes, to differentiate between different 'levels' of improvising, and to separate the group and personal levels of the improvisatory process. I define improvised practices within this ifeld as variable combinations of 'composed' (pre-planned) and 'improvised' (real-time) elements, and examine the specific definitions of 'risk', 'honesty', 'trust', and 'good' and `bad' music-making which mediate these choices - these distinctions and evaluatory frameworks leading to a set of proposed conventions and distinctions for Improvised Music listening and production. This study looks at the representation of identity by improvising musicians, the use of social and political models as analogies for the improvisatory process (including the interplay between personal freedom of expression and the construction of coherent collective outcomes), and also examines the multiple functions of recording, in a music that was ostensibly only meant for the moment of its creation. All of this serves to address several popular misconceptions concerning Improvised Music, and does so directly from the point of view of a large sample of its most important practitioners and connoisseurs. Such findings provide key insights into the appreciation and understanding of Improvised Music itself (both for newcomers and those already adept in its ways), and this thesis offers important suggestions for scholars of Musicology, Ethnomusicology, Sociology of Music, Improvisation Studies, Performance Studies and Music/Cognitive Psychology, as well as for those concerned with improvisation and creativity in more general, non-musical, terms.

Grounded in fieldwork within a civil association of street vendors in Mexico City, my research interweaves ethnographic and historical approaches to better understand the ways people read and interpret each other in everyday encounters. The study explores representations of street markets in Mexico City’s dominant discourses. Using field methods such as participant observation, filmmaking and street photography, I outline the benefits and difficulties implicated in the assemblage of a periodic market in public spaces. I also trace the trajectories of street market participants in order to understand the role and significance of street markets in their everyday lives and existence in the city. I use the notion of ‘trajectories’ proposed by Massey to define street markets as places of encounters. Following daylight and the daily rhythm of the market, I relate social interactions with the nuances of living in the city. By exploring methods of verbal and non-verbal communication in social interactions in the street market such as dar vista and tantear, I examine the kind of socialities that emerge from these encounters. These practices of communication also allow people to formulate social critiques about the ways of living and socialising in a megacity. Finally, the website that accompanies the thesis, www.diadetianguis.org, is grounded in the idea of trajectories. It aims to explore non-linear modes of ethnographic representation that can enhance and interrelate different ways of approaching and interpreting ethnographic data through a variety of means, such as audiovisual media, mapping and hypermedia. I recommend that one reads the thesis along with the hyperlinks given in particular sections, as a means to encourage the reader to make her own way to explore the website and remaining chapters. The website is also available in the complementary DVD entitled ‘www.diadetianguis.org’. To access the home page, please open the DVD and click on the file: tianguis/index.html. Clicking on this file will open the web browser and allow for navigating the website offline.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-08-17T18:42:25Z No. of bitstreams: 1 DISS_2014_Gabriela Scroczynski Fontes.pdf: 2512538 bytes, checksum: 128dfa2fbe99fb13d283ff55462695ef (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-08-21T13:45:08Z (GMT) No. of bitstreams: 1 DISS_2014_Gabriela Scroczynski Fontes.pdf: 2512538 bytes, checksum: 128dfa2fbe99fb13d283ff55462695ef (MD5) / Made available in DSpace on 2017-08-21T13:45:08Z (GMT). No. of bitstreams: 1 DISS_2014_Gabriela Scroczynski Fontes.pdf: 2512538 bytes, checksum: 128dfa2fbe99fb13d283ff55462695ef (MD5) Previous issue date: 2014-04-04 / CAPES / Este trabalho sintetiza uma pesquisa etnográfica a respeito da criação e manutenção de vínculos sociais por parte de estudantes da Universidade do Estado de Mato Grosso - UNEMAT, da cidade de Sinop – MT. O método etnográfico foi utilizado com o intuito de realizar reconstruções analíticas de cenários e de grupos sociais, através de mergulhos e observações da cultura do grupo estudado, em busca de indícios e características que contribuam para a compreensão do mesmo. Para compreender como o estudante universitário, da cidade de Sinop constrói e mantém vínculos sociais tanto no espaço urbano quanto no ciberespaço e como as mídias e novas tecnologias de comunicação participam desse processo, foram realizadas entrevistas semi-estruturadas com 13 estudantes, cujas idades variam de 18 a 33 anos. Além disso, também foram utilizadas como ferramentas de coletas de dados a fotoetnografia e observações assistemáticas e sistemáticas, devidamente registradas em caderno de campo. Baseado em perspectivas teóricas de autores como Michel Maffesoli e Muniz Sodré e na noção de que a vida social em comunidade e a vinculação social são constituídas por processos de interação que ocorrem através da comunicação, este estudo constatou que os vínculos sociais, dos alunos participantes desta pesquisa, são constituídos a partir de dois fortes elementos: a família e o estudo e que as ferramentas de comunicação mediadas por aparelhos móveis de comunicação são instrumentos importantes no que se refere à manutenção desses vínculos. / This work synthesizes an ethnographic research about the creation e maintenance of social ties by the students from University of Estate of Mato Grosso – UNEMAT, Sinop – MT. The ethnographic method was used in order to perform analytical reconstructions of scenarios and social groups, through dives and observations of the culture of the group studied, looking for clues and characteristics that contribute to the understanding of it. To understand how the college student, from Sinop builds and maintains social ties in both urban space and in cyberspace and how the media and new communication technologies participate in this process, semi-structured interviews were conducted with 13 students, whose ages range 18-33 years. In addition, were also used as instrument of data collection the photoethnografy and the unsystematic and systematic observation, which were registered in a field notebook. Based on theoretical perspectives from authors as Michel Maffesoli and Muniz Sodré and in the idea that community social life and the social ties were constructed by interaction process which occur by communication, this study noted that the social ties, of the students who participated of this research, are made based on two elements: family and study and the communication tools mediated by mobile communication devices are important instruments used for the maintenance of this social ties.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-12-19T19:25:42Z No. of bitstreams: 1 DISS_2013_Naiara Cristina Gonçalves Rocha.pdf: 10587917 bytes, checksum: dfc88283e2c5b2506ac8900a2500d05f (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2018-01-26T12:17:05Z (GMT) No. of bitstreams: 1 DISS_2013_Naiara Cristina Gonçalves Rocha.pdf: 10587917 bytes, checksum: dfc88283e2c5b2506ac8900a2500d05f (MD5) / Made available in DSpace on 2018-01-26T12:17:05Z (GMT). No. of bitstreams: 1 DISS_2013_Naiara Cristina Gonçalves Rocha.pdf: 10587917 bytes, checksum: dfc88283e2c5b2506ac8900a2500d05f (MD5) Previous issue date: 2013-02-28 / Este relato resulta de um estudo de cunho etnográfico realizado no bairro denominado “Canjica”, localizado na periferia de Cuiabá, MT. O foco da análise é um grupo de jovens, rapazes e moças entre 15 e 21 anos, para a compreensão do que caracteriza a sua vida cotidiana e suas relações interpessoais. O suporte teórico foi baseado em Michel Maffesoli e suas noções de “tribalização” e “socialidade”, em Erving Goffman e sua metáfora de teatro, e em Edward Hall e suas possíveis acerca da Proxêmica. Os dados empíricos foram escolhidos através de observações sistemáticas, fotografia e entrevistas individuais, realizadas no período entre Fevereiro e Junho de 2012. Os resultados parciais da investigação apontam para traços que priorizam o espaço de vivência ocupado pelos participantes do grupo e as relações tecidas entre eles, principalmente o papel de sua corporeidade e sua, sensualidade. Desvelam-se no perfil traçado o papel e o peso do seu estar- junto para os festejos, os vínculos de amizade e as experiências amorosas. / This report results from a study conducted ethnographic neighborhood called "Hominy", located on the outskirts of Cuiaba, MT. The focus of the analysis is a group of young boys and girls between 15 and 21 years, to understanding that characterizes their daily lives and their interpersonal relationships. The theoretical framework was based on Michel Maffesoli and his notions of "tribalization" and "sociality" in Erving Goffman and his metaphor of theater, and Edward Hall and their possible about proxemics. Empirical data were chosen through systematic observations, photography and interviews, conducted in the period between February and June 2012. Partial results of the investigation show traits that prioritize living space occupied by the group participants and the relationships woven between them, especially the role of his corporeality and his, sensuality. Unveiled in the profiled the role and weight of your being-together for the festivities, the vículos friendship and love experiences.

This study has explored the experiences of lone mothers and their labours as lone- mother students in Higher Education and en route to accessing Higher Education. The main aim of the study was to investigate barriers and constraints in provision of support for lone mothers wishing to study in Higher Education. The importance of education for lone parents has been well documented (Fryer, 1997; Scottish Office,1998; Powney et al., 2000), and there has been a plethora of research undertaken on Higher Education. However, the connection between the lone mother and education has not received much attention; little is known about the support that is offered to lone mothers whilst accessing Higher Education. Research by the National Union of Students (NUS) (2009) has shown that in many ways the responsibilities of mothering and mothers have not been considered by educational institutions as many courses operate in a climate of assumption that most students are free from family obligations of providing care. Due to lack of empirical research undertaken in this area, this study adopted a qualitative ethnographic approach to investigate the lives of lone-mother students. Furthermore, the study was conducted by an international student from Pakistan who is a lone mother herself and whose experiences also form a part of this research. An ethnographic approach was adopted and developed, to enable a holistic understanding of the lone mothers’ experience in Higher Education and specifically in relation to their cultural background. Hence, in-depth, semi-structured interviews were opted for to collect data. The research revealed in-depth knowledge about the relationships that the lone mothers share with their children, extended family, friends and with studies. The data suggested the need for socio - economic support for lone mothers in Higher Education. The qualitative inquiry method used in this study allowed for an examination of the phenomenon of ‘lone motherhood’. The depth, range and longitudinal nature of the data allowed to see contradictions or contrasts in the data (e.g. extrinsic/intrinsic motivations), as well as changes and developments over time (anxiety/self-esteem). The iterative approach also enabled emerging theories and concepts to develop and to be tested over time (e.g. ‘modelling’, ‘utopian’ narratives). Thus, the ethnographic approach enriched the possibilities of ‘grounded’ theorising, and also improved the possibilities of extending previous studies. Thus it indicates that lone-mother students’experiences of education are complex and therefore it is argued that the study of lone- mother students should be extended to conduct further research into different aspects of lone mother students in Higher Education.

This thesis explores how those involved in a mobile-slaughtering mode of beef production engage with, and experience cattle bodies throughout the beef producing process. These experiences are examined in relation to historical accounts of how people have experienced cattle bodies in both pre-industrialized and post industrialized modes of beef production. Furthermore, an ethnographic study of a Swedish mobile-slaughtering company was conducted, followed by analysis using hermeneutic phenomenology and the concepts of liminality and Ellis’ boundary labour (2014). This thesis has shown that cattle bodies are experienced differently depending on the context of interaction, and that these experiences are both similar and different from those in pre-industrial and industrial beef production. This research contributes to a larger body of research exploring human-animal interactions, and contributes to understanding the experiences of those who are engaged in beef production.

Made available in DSpace on 2014-06-11T19:28:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-12-22Bitstream added on 2014-06-13T20:37:04Z : No. of bitstreams: 1 polido_cg_me_botfm.pdf: 873070 bytes, checksum: fad402977368f166d81fecbb1ff0dca6 (MD5) / Secretaria de Saúde do Estado de São Paulo / Trata-se de estudo qualitativo de cunho etnográfico que objetivou compreender experiências de amamentar, a partir de mães egressas de maternidade de um município de pequeno porte do interior paulista, usuárias do Sistema Único de Saúde. Para a obtenção dos dados, foram realizadas observações participantes e entrevistas semi-estruturadas junto a nove puérperas primíparas e seus familiares de referência, ao longo dos seis primeiros meses de vida do bebê (dois casos), até a desistência da participação no estudo (um caso), interrupção total do aleitamento materno (seis casos). Após coleta e transcrição total das entrevistas e diários de campo, com base em princípios do método hermenêutico dialético, foram definidas as categorias operacionais e correlacionadas as categorias empíricas: 1 - Iniciando a amamentação: acho que não sei quase nada sobre amamentação, aprendi um pouco em cada lugar e é bom amamentar, mas tem problemas; 2 - Mantendo o aleitamento materno exclusivo: amamentar meu filho é um momento mágico, problemas surgem, mas vou me adaptando e consigo amamentar, sei que amamentar é o melhor pro meu filho e recebo ajuda com as tarefas diárias; 3 - Vivenciando o processo do desmame precoce: fui bem informada sobre amamentação, eu não queria, mas precisei desmamar e se fosse fácil amamentar, eu teria conseguido. Das expectativas iniciais a vivência dessa prática, as primíparas revelaram sentimentos, percepções e atitudes por vezes convergentes, em outras divergentes. Foi possível relacionar o desfecho mais prolongado do aleitamento materno exclusivo às lactantes que se mostraram encantadas Resumo com a prática e convencidas dos benefícios da amamentação para seus filhos, mesmo diante de problemas e da interferência contrária de seu meio cultural. Para aquelas que vivenciaram o desmame precoce, o explicito desejo e o conhecimento... / This qualitative ethnographic study aimed at understanding the experience of breastfeeding by users of the Unified Health System assisted at a maternity located in a small municipal district of the interior of São Paulo state. Data were obtained through the observation of the study participants and the administration of semi-structured interviews to nine primiparous puerperal women and their reference family members over the first six months after birth (two cases), until study withdrawal (one case), or breastfeeding discontinuation (six cases). After data collection and total transcription of interviews and field logs, the following operational categories were defined and empirical categories were correlated based on principles of the dialectic hermeneutic method: 1 – Initiating breastfeeding: guess I do not know anything about breastfeeding, I have learned a little here and there and it is good to breastfeed, but there are problems; 2 - keeping breastfeeding exclusively: breastfeeding my child is magical, problems arise, but I keep on adapting and being able to breastfeed, I know breastfeeding is the best for my child and I have help with my daily chores; 3 – experiencing early weaning: I was well informed about breastfeeding, I did not want it, but weaning was necessary and if breastfeeding were easy, I would have been able to do it. From early expectations to actual practice, the primiparous women revealed their sometimes convergent and sometimes divergent feelings, perceptions and attitudes. A longer exclusive breastfeeding time was observed among the women who were delighted with the activity and convinced of the benefits it provided to their children, even in the presence of problems and opposing interferences from their cultural environment. Among those who Abstract experienced early weaning, the expressed desire to and previous knowledge on breastfeeding were not... (Complete abstract click electronic access below)