This study seeks to analyze the Turkish nation-building process during the early Republican period (1920-1938). In doing this, the substantive focus will be on three main dimensions --language, education, and citizenship -- with particular emphasis on the rhetoric and actions of the political elite. / By looking at language, education, and citizenship policies, and their formulations, the present analysis will make three main propositions: First, and in contrast to the existing literature on nations and nation-building, it will be demonstrated that the process of Turkish nation-building was neither a smooth nor an automatic process. Moreover, during the period under analysis, there were competing definitions of nationhood which were taken up, and discussed by the political elite. The final conceptualization of nationhood --which took an assimilationist form with an ethnic understanding attached to it -- was formed over time. At times, the process was wrought with tensions as illustrated by the heated debates among the political elite. / Second, the present analysis will seek to bring together two different ways of looking at nation formation. More specifically, the analysis will attempt to bridge the gap between those works which only underline the role of ideas in the formation of nations, and those which emphasize the role of structural forces. By paying attention to the "voices" (and actions) of the political elite, this study will demonstrate that it is not only ideas, nor is it only structural forces that matter. Rather, the crystallization of the contents of Turkish nationhood illustrates the interplay of ideological as well as geopolitical and political forces. / Third, a detailed analysis of the trajectory of Turkish nation-building and the formulation of Turkish nationhood reveals the complexity of this process. The existing literature on Turkey tends to treat the Kemalist era as an undifferentiated whole. The present work will remain critical to such an outlook. Instead, and by looking at the shifting conceptualizations of nationhood, it will seek to demonstrate the complexity and contingent nature of the Turkish nation-building process.

This dissertation is an ethnography of the cultural politics of Indian/white relations in a small, interior British Columbia resource city at the height of land claims conflict and tensions. Drawing on the theoretical approaches of Nicholas Thomas (1994) and Raymond Williams (1977, 1980), I show how the power that reinforces the subordination of aboriginal peoples in Canada is exercised by 'ordinary' rural Euro-Canadians whose cultural attitudes and activities are forces in an ongoing, contemporary system of colonial domination. In approaching these issues through in-depth ethnographic research with both the Native and Euro- Canadian populations and in exploring the dynamics of cultural domination and resistance at the level of a local, rural community, this dissertation stands as a unique contribution to the ethnographic study of colonialism and Native/non- Native relations in Canada. The dominant Euro-Canadian culture of the region is defined by a complex of understandings about history, society and identity that is thematically integrated through the idea of the frontier. At its heart, the frontier complex consists of an historical epistemology - a Canadian version of the American frontier myth (Slotkin 1992) - that celebrates the processes through which European explorers 'discovered' and 'conquered' North America and its aboriginal inhabitants, . Central to this complex is the Indian/white dichotomy, a founding archetype in Euro-Canadians' symbolic ordering of regional social relations and in their private and public constructions of collective identity. Also central is the Euro-Canadians' self-image of benevolent paternalism, an identity that appears repeatedly in discourses of national history and Native/non-Native relations. Facets of the frontier complex are expressed in diverse settings: casual conversations among Euro-Canadians, popular histories, museum displays, political discourse, public debates about aboriginal land claims, and the town's annual summer festival. In each setting, these practices contribute to the perpetuation of relations of inequality between Euro-Canadians and area Shuswap, Tsilhqot'in and Carrier peoples, and in each setting area Natives are engaging in diverse forms of resistance. The plurality of these strategies of resistance, rooted in different cultural identities, biographical experiences and political philosophies, reflects the creativity in which new forms of resistance are forged and tested in public contexts of Native/Euro-Canadian interaction.

In research on immigrant enterprise, scholars argue that entrepreneurs mobilize informal support and resources from ethnic affiliations to overcome barriers associated with their immigrant or 'racial' status. The presumed relationship between ethnicity and entrepreneurship is relatively straight forward: immigrant entrepreneurs facing cultural or economic barriers use ethnic resources to propel their economic strategies. This assumption is brought under scrutiny in a study of Chinese Canadian immigrant entrepreneurs in Vancouver, Canada who arrived after 1967, many of whom are skilled professionals, affluent investors, and experienced entrepreneurs. Some have formed corporate ethnic enterprises and many maintain extensive social and commercial ties abroad. What relationship exists between ethnicity and entrepreneurship in this setting? Do these conditions necessitate new approaches or concepts? These questions are explored in the course of the study. Using ethnographic methods, this study examines the changing patterns and composition of Chinese Canadian rmmigrant entrepreneurship and the role of ethnic ties in this process. Consideration is given to the historical precedents and class and cultural politics surrounding the immigration and participation of Chinese Canadian entrepreneurs and workers in the Vancouver economy. The study concludes that existing theory on immigrant enterprise needs move beyond a narrow focus on ethnicity to consider the historical and cultural context of immigrant entrepreneurship.

Ce mémoire porte sur la polémique qui a eu lieu au Québec entre mars 2006 et décembre 2007 autour des pratiques d’« accommodements raisonnables » pour motif religieux. À partir d’une approche compréhensive et d’un cadre théorique propre à la sociologie des relations ethniques, il propose une analyse qualitative de lettres d’opinion publiées dans des quotidiens québécois. Une première analyse, thématique, a permis de constituer des registres argumentaires dans lesquels ont puisé les participants au débat public sur les « accommodements raisonnables » par le biais de lettres d’opinion. Une seconde analyse, comparative, a permis de construire des figures d’intervenants du débat public qui témoignent non seulement des forces idéologiques qui se sont affrontées dans le débat public, mais également de leur positionnement au croisement des axes saillants de la différenciation sociale dans cette polémique Les résultats de ces analyses suggèrent d’abord que la polémique résulte d’un conflit entre marqueurs identitaires devant servir au positionnement des frontières ethniques, et ensuite que la polémique des « accommodements raisonnables » a donné lieu à une reconfiguration des rapports ethniques au Québec, attribuable à la dissociation entre le conflit entre deux nations et celui sur les critères d’inclusion à la nation. / This master’s thesis addresses the polemic that took place in Québec between March 2006 and December 2007 on the “reasonable accommodation” of religious minorities. Starting from a comprehensive perspective and a theoretical framework peculiar to the sociology of ethnic relations, it offers a two-pronged qualitative analysis of the open letters published in Québec newspapers. First, the various arguments made by participants in the debate are identified and categorized by means of thematic analysis. Second, a comparative approach is used to identify the various types of participants in this debate, taking into account both the nature of the ideological forces at work and their position on the most salient social-differentiation axes that structured the debate. The results suggest that the polemic arose from a conflict between the various “identity markers” used to place ethnic boundaries. Moreover, it suggests that the polemic also gave rise to a reconfiguration of ethnic relations in Québec, due to the distinction between the debate on the nation-to-nation conflict and that on the criteria for inclusion in the nation.

This work is a contextual study of five selected biblical texts from the Fourth Gospel: John 2:1-12 and John 19:25-29; John 4:1-42; John 11:1-12:1-11 and John 18:15-17. Its aim is to read the selected texts with a Rwandan woman’s eyes, focusing on her peacemaking role and her potential as an agent of reconciliation. It is motivated by the context of the Rwandan situation during and after the catastrophic genocide of 1994. This work seeks to open the eyes of Rwandan women toward the role of peacemaking and unity-building by using a combined approach to conflict resolution. This approach includes the application of some theories in the domain of sociology, as well as the contextual biblical approach. Thus, it combines the capacity of awareness of conflicts in the community and its pain in the victim, and strives to restore the broken relationship caused by the conflict. The reading of the biblical texts with Rwandan eyes and the dialogue with the texts pointed out that the women used some tools in the gospel for success in the role of peacemaking and peace-building in their communities. The main tools are listed in the data findings of the exegesis. But mainly the transcendence of conflictual myths of origin to with kinship ties was found to be a major tool for breaking the kind of barriers which could lead to genocide. This research also highlights the failure of women in that domain because of their lack of transcendence of obligations based on regional and kinship ties. They fail to display their ubumuntu and their ubunyampinga. They rather point fingers at the victims instead of siding with or shielding them. Various suggestions are made for women to play a successful role in bringing about true and lasting peace and reconciliation, pointing out some ways in which Rwandan women can help to restore unity and trust among the population. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

This study examines Polish-Jewish relations during the pivotal eight months between the declaration of Polish Independence on November 11, 1918 and the formal re-establishment of the Polish state by its recognition by the Allied and Associated Powers at the Paris Peace Conference on June 28, 1919. The thesis explores the background to Polish-Jewish relations in the years immediately preceding the period under investigation in order to place the events in their political and socio-economic context. The key to the present study is a detailed examination of the controversial anti-Jewish outrages that occurred in the disputed Russo-Polish-Ukrainian borderlands, namely in Lwów in November 1918, and at Pińsk in April 1919. It is important not only to scrutinise these events in detail, but furthermore to place them in their full international perspective. The direct result was the imposition of a Minorities Treaty upon Poland, which was largely drafted during the final months of the Peace Conference. Polish anti-Jewish violence was not the only factor that influenced the Allies gathered at Versailles, yet the peacemakers felt compelled to treat Poland as a special case. The Treaty further strained the interdependent links between Poles and Jews, both in Poland and the west, as the dominant group saw it as an unfair limitation on its sovereignty. Polish resentment at the perceived influence of ‘international Jewry’ further heightened tensions between the two, yet the drafting of the Minorities Treaty was emphatically not as a result of the ‘Jewish lobby’ (which was in fact divided) that had gathered in the French capital in an attempt to further Jewish demands in both Eastern Europe and Palestine. The damage done to Polish-Jewish relationships during the crucial period of 1918-1919 not only strained interaction between those groups in the months covered by the thesis, but also exacerbated the Jewish ‘problem’ during the course of the Second Polish Republic and beyond.

This study of newspaper content from ten papers in four countries with substantial Muslim minorities uses discourse and sentiment analysis to identify general attitudes toward Muslims. / Masters by research Thesis

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Kathy Bickmore.

Thesis (D. Min.)--McCormick Theological Seminary, 1996. / Includes bibliographical references.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-08-30T12:31:44Z No. of bitstreams: 1 DissMPAR.pdf: 1687772 bytes, checksum: 5183b5bdfe6314cdb45308ee52adf154 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-20T14:12:30Z (GMT) No. of bitstreams: 1 DissMPAR.pdf: 1687772 bytes, checksum: 5183b5bdfe6314cdb45308ee52adf154 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-20T14:12:37Z (GMT) No. of bitstreams: 1 DissMPAR.pdf: 1687772 bytes, checksum: 5183b5bdfe6314cdb45308ee52adf154 (MD5) / Made available in DSpace on 2017-09-20T14:16:55Z (GMT). No. of bitstreams: 1 DissMPAR.pdf: 1687772 bytes, checksum: 5183b5bdfe6314cdb45308ee52adf154 (MD5) Previous issue date: 2017-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The research which resulted in this dissertation aimed to understand the manner the University is incorporating the racial-ethnic theme on the curriculums of the Arts degree course, specifically in two Theater degree courses, one from Universidade Federal de Minas Gerais and the other one from Universidade Estadual Paulista. This research fall within the wide-ranging debate which has as reference the Law 10.639/2003, attempting to understand how the future teachers of arts are being trained in the racial-ethnic relations and the teaching of Afro-Brazilian History and Culture. The methodology applied was the Grounded Theory and consisted of document and bibliographic research and interviewing researchers of the field and students who were about to finish their course. After the data analysis, important contribution was gathered to think of actions to (re)test and (re)plan the basic training of Theater teachers in such theme, searching for new contents and pedagogical-didactics that come from an ethnocentric education, mainly from a European aspect, and bring a more plural education on which the differences are appreciated, as well as different ways of conceiving and performing theater are contemplated. To that extent, the barrier-breaking between the university and the community shows up, on the data, as a central issue to new perspectives of training teachers. / A pesquisa que resultou nesta dissertação buscou compreender de que maneira a Universidade está incorporando a temática étnico-racial nos currículos dos cursos de Licenciatura na área de artes, especificamente em dois cursos de Licenciatura em Teatro, sendo um da Universidade Federal de Minas Gerais e outro da Universidade Estadual Paulista. Esta pesquisa se insere no amplo debate que tem como referência a Lei 10.639/2003, buscando compreender como os/as futuros/as professores/as de Arte estão sendo formados/as para educação para as relações étnico-raciais e para o ensino da História e Cultura Afro-brasileira e Africana. A metodologia utilizada foi a Teoria Fundamentada e constituiu-se de pesquisa documental e bibliográfica e, de entrevistas com pesquisadores/as da área e com estudantes concluintes dos cursos. Após as análises dos dados reuniram-se importantes contribuições para se pensar ações de (re)avaliação e (re)planejamento de formação inicial de professores/as de Teatro na temática em questão, buscando novos conteúdos e didáticas pedagógicas que questionem a formação etnocêntrica, principalmente de vertente europeia, e tragam uma formação mais plural, na qual as diferenças sejam valorizadas, bem como se contemple diferentes formas de se conceber e realizar o fazer teatral. Neste sentido, o rompimento da barreira entre universidade e comunidade aparece, nos dados, como questão central para novas perspectivas de formação de professores/as.