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abstract: Social identities are fundamental to the way individuals and groups define themselves. Archaeological approaches to social identities in the Andes emphasize the importance of group identities such as ethnicity and community identity, but studies of gender and age identities are still uncommon. In this dissertation, I build on these earlier approaches to Andean social identities and consider community, gender, and age identities at the site of Chiribaya Alta using case studies. The coastal Ilo Chiribaya polity is associated with the Andean Late Intermediate Period in the lower Osmore drainage of southern Peru. Previous analyses indicate that Chiribaya sites in this area formed a señorío, an Andean chiefdom with separate occupational groups of fishers and farmers. The most complex excavated Chiribaya site in this region is Chiribaya Alta. At this time, excavations have sampled nine of the cemeteries present at the site. Two of these cemeteries, four and seven, have the most elaborate burials at the site and are each associated with different occupational communities. This dissertation examines community, gender, and age identities at Chiribaya Alta through the use of three case studies. The first case study argues that the iconographic designs on coca bags interred with the dead signified occupational community identities. Coca bags buried in cemetery four have designs relating to mountains and farming, whereas those from cemetery seven have symbols associated with water. These designs correspond to the occupational community groups associated with each of these cemeteries. The second case study uses grave good presence and absence to examine the nature of gender roles and identity at Chiribaya Alta. Multiple correspondence analysis indicates that normative gender roles are reflected in grave good assemblages, but that gender identity was flexible at the individual level. The final case study presents newly generated age-at-death estimations using transition analysis combined with mortuary analyses to explore the manner in which gender and age intersect for older individuals at Chiribaya Alta. This final paper argues that there is an elderly identity present amongst individuals at Chiribaya Alta and that gender and age intersect to impact the lives of older men and women differently. / Dissertation/Thesis / Doctoral Dissertation Anthropology 2019

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Deficits dominate our culture's narratives of homelessness, associating poverty with lower literacy and skewing social policies about access and equity in schools, jobs, healthcare, and community (Bomer, 2008; Miller, 2011; Miller, 2014; Moore, 2013). Scant, if any, literature exists about literacy and identity in homeless adults, in ways that they might enroll in college and/or seek long-term careers. Yet if one of our roles as educators is to advocate for justice and disrupt social apathy, then we ought to consider more studies identifying literacy strengths (Barton & Hamilton, 1998; Bomer, 2008; Janks, 2010; Miller, 2011, 2014; Moore, 2013) of marginalized groups. In particular, studies examining literacy spaces where homeless adults come together to partake in the writing culture of their town can inform, if not disrupt, what literacies we privilege, and whose. What can we learn about writing and writers, reading and readers when we broaden the boundaries of access to the community? When we appropriate Bakhtin's notion of dialogic tools inside a co-constructed learning space? This dissertation is based on my four-year and ongoing ethnographic observation of, and participation in, the literate lives of 75 men and women in the Community Stories Writing Workshop (CSWW) at a homeless shelter house (SH), a writing group I founded in fall 2010 and for which I am the facilitator. I focus on ways in which members negotiate, through composition, the layers of deficits ascribed to them as youths in school and as adults in transience (Gee, 2012, 2013; Holland, Lachicotte, Skinner, & Cain, 1998; Holland & Lachicotte, 2007) within the physical and mental, social and personal spaces of the CSWW. Implicitly this overarching pursuit assumes that the CSWW is indeed a kind of third space co-constructed by its members, and as such, throughout my dissertation, and particularly in the "pre-profile," I illustrate the various cultural practices and literacies or knowledge funds (González, Moll, & Amanti, 2013; Moje, et al., 2004) that members exchange with one another (and potentially integrate) inside the CSWW. In the first, second, and third profiles, I look at how members position themselves inside this space, as well as how my dual roles as facilitator and researcher affect the practices of the group. I consider, too, the various group dynamics inside the CSWW and ways in which they function as audience for the writers. Questions I ask in this study include: How might the act and process of telling, writing, revising, and sharing nonfiction narratives inside the CSWW afford adults in homeless circumstances the physical and mental, the social and personal spaces to exercise what they know and to construct who they are as literate beings? What identities and literacies do members perform in their stories (e.g., drafts of narratives) and off the page, or outside of their stories relative to audience? How does audience--inside the CSWW and CSWW-sponsored spaces--support and disrupt these self-discoveries and/or enactments for CSWW members--as writers, readers, and literate beings? As my ongoing quest, I wonder how these identities might correlate with those of the narrator's in drafts and the transformative implications of writing.

In this paper we explore generalized “$r$-Fibonacci Numbers” using a combinatorial “tiling” interpretation. This approach allows us to provide simple, intuitive proofs to several identities involving $r$-Fibonacci Numbers presented by F.T. Howard and Curtis Cooper in the August, 2011, issue of the Fibonacci Quarterly. We also explore a connection between the generalized Fibonacci numbers and a generalized form of binomial coefficients.

This thesis examines Norma Cantú's Canícula and Jhumpa Lahiri's The Namesake from the framework of transnationalism characterized by migration, transculturation, and hybridity. With the application of postcolonial theories, related to identity and space, it identifies the space between different cultural and national borders, as liminal space in which the immigrant characters diverge and intersect, ultimately constituting a form of hybrid and transnational identities. While most immigrant writers still explore the themes of complexities of lifestyles, cultural dislocation, and the conflicts of assimilation, and portray their characters as torn between respecting their family traditions and an Americanized way of life, my reading of these two immigrant writers goes beyond this conventional wisdom about the alienated postcolonial subject. Through a comparative analysis of the major themes in Canícula and The Namesake that center on issues of cultural and national border crossing, this thesis contends that Cantú and Lahiri attempt to construct transnational identities for immigrants, while locating and stabilizing them in the United States. Given the nature of the mobility of people and their cultures across nations, both writers deterritorialize the definite national and cultural identities suggesting that individuals cannot confine themselves within the narrow concept of national and cultural boundaries in this globalized world. A comparison between the transnational identity of the 1950s in Canícula and that of the 1970s through the twenty-first century in The Namesake demonstrates that identities are becoming more transnational and global due to the development of technologies, transportation, and global connections between people. In this regard, this thesis attempts to offer a re-vision of the contemporary United States not as a static and insular territory but a participant in transnational relations.

Esta pesquisa tem por objetivo discutir as interpretações construídas pelo engenheiro e economista francês Michel Chevalier (1806-1869) sobre as Américas entre as décadas de 1830 e 1860. Seguidor das ideias saint-simonianas durante sua juventude, viajou aos Estados Unidos, ao México e a Cuba entre 1833 e 1835. De volta à França, tornou-se professor do Collège de France (1840) e, anos depois, um dos principais quadros intelectuais e políticos de sustentação ao Segundo Império (1851-1870) de Napoleão III. Partindo dessas premissas, este trabalho se desenvolve por meio de dois grandes eixos: por um lado, a análise acerca da elaboração, na obra do autor, de uma utopia industrial de matriz saint-simoniana, desenvolvida, em grande medida, em sua abordagem a respeito dos Estados Unidos; por outro, a discussão sobre a construção de uma dicotomia no Novo Mundo entre as regiões de colonização inglesa e espanhola, mobilizada, entre outras coisas, como forma de defender empreendimentos como a construção de um canal interoceânico na América Central e a intervenção francesa sobre o México no decênio de 1860. Em seus textos, ao afirmar divergências culturais e políticas entre os países protestantes anglo-saxões e católicos latinos na Europa e nas Américas, Michel Chevalier forneceu elementos para a formulação de perspectivas de longa duração nos discursos intelectuais e políticos dos dois lados do Atlântico e para a posterior enunciação, na década de 1850, do conceito de América Latina. / This research aims to discuss the interpretations formulated by the French engineer and economist Michel Chevalier (1806-1869) about the Americas between the 1830s and 1860s. Follower of Saint Simon\'s ideas during his youth, he traveled to the United States, Mexico and Cuba between 1833 and 1835. Back to France, he became professor at the Collège de France (1840) and one of the main intellectual and political figures supporting Napoleon III\'s Second Empire (1851-1870). This work is developed based on two main axes: first of all, the analysis of the elaboration of an \"industrial utopia\" during his travel to the United States; secondly, the discussion about the elaboration of a dichotomy between the regions of English and Spanish colonization in the New World. Michel Chevalier used this comparison to defend the construction of an interoceanic canal in Central America and the armed intervention of France in Mexico in the 1860s. In his writings, Michel Chevalier affirmed cultural and political differences between the Anglo-Saxon Protestants and the Latin American Catholics in Europe and the Americas. He provided elements for the formulation, in the 1850s, of the concept of Latin America.

À la fin du XIXe siècle, le royaume éthiopien a étendu ses frontières vers l'est, l'ouest et le sud. Ce processus a renforcé l'hétérogénéité du royaume. Le Wolaita a été conquis en 1894. À partir de 1941, l'accélération de la centralisation par l'empereur Haylä Sellasé s'est accompagnée d'une volonté d'homogénéisation culturelle. Le système scolaire national était l'instrument emblématique de cette politique ; il devait diffuser la langue amharique et les valeurs du nord chrétien orthodoxe. Les premières personnes du Wolaita entrées à l'école, dans les années 1940, ont été les enfants des colons venus du nord et des Wolaita assimilés au nouveau pouvoir. Dans les années 1960, les jeunes des campagnes marginalisées récemment converties au protestantisme ont investi l'école, bien décidés à se faire une place dans la nation grâce à l'éducation. Mais leur volonté d'être à la fois éthiopiens et protestants se heurtait à l'idéologie officielle. Le régime du Därg (1974-1991) a élargi les critères d'appartenance à la nation en cherchant à fonder un nationalisme séculier exempt de discriminations culturelles et religieuses, tout en œuvrant à étendre l'éducation à l'ensemble de la population. Ceci a entraîné l'adhésion active des Wolaita éduqués. En dépit de la désaffection massive à l'égard du régime, à la fin des années 1980, due aux désastres économiques et à la violence politique, le Wolaita était résolument devenu éthiopien. Cinquante ans d'histoire des dynamiques scolaires montrent comment les acteurs locaux ont créé, dans la convergence et la négociation des identités wolaita et éthiopienne, de nouvelles formes d'appartenance à la communauté politique nationale. / At the end of the nineteenth century, Ethiopia expanded its borders to the east, west and south. This process increased the heterogeneity of the kingdom. Wolaita was conquered in 1894. From 1941, Emperor Hayla Sellasé's commitment to centralization came with the objective of cultural homogenization. The national school system was the focus of this policy; it had to spread Amharic language and the values of the Orthodox Christian north. In the 1940s, the first to enter school in Wolaita were the children of northern settlers and Wolaita incorporated to the new polity. In the 1960s, young people from rural areas, recently converted to Protestantism, entered school, determined to take their place in the nation through education. But their willingness to be both Ethiopian and Protestants clashed with official ideology. The Darg's regime (1974-1991) broadened the criteria for national belonging seeking to establish a secular nationalism divorced from cultural and religious discriminations, while working to extend education to the entire population. This has entailed the active support of educated Wolaita. Despite the massive disaffection with the regime in the late 1980s, due to economic disasters and political violence, Wolaita definitely became Ethiopian. Fifty years of dynamics of schooling reveals how local actors, negotiating with Ethiopian and Wolaita identities, created new forms of belonging to the national political community.

The literature concerning work identities within universities is limited and focussed upon the ways academic staff construct their identities and the impacts these have upon their approaches to change. Similar studies for the range of differentiated roles that characterise the newly managerialised university are not available. The first stage of the research, therefore, was to develop a categorisation of the ways in which senior managers, line managers, support staff and academic staff construct their identities at work. This categorisation was created by bringing together the experiences of change of fifty three staff from five similar Australian universities, reported in interviews, with a review of the discourses widely available within the university sector (Deetz 1992; du Gay 1996a; Knights & Morgan 1991; Marginson 2000; Readings 1996) to produce thirteen different classifications associated with different roles. These categories described as case study one provide an initial framework for making sense of the different viewpoints expressed by staff in interviews and a language for understanding w hat particular actions might mean to the organisational members making them. As such it provides a starting point or tool for analysis and makes an original contribution to understanding change within universities. The second stage of this research examined the dynamics of a teaching change project and the interactions between differently constructed work identities it entailed. This was undertaken through an ethnographic study of a change project in process. The ethnography was supplemented by interviews with participants at the conclusion of the project. The analysis of the ethnography combined the first theoretical focus on constructed identity with concepts of power and their forms within organisations (Foucault 1998; Clegg 1989a; Callon 1986) to take account of the hierarchical organisation of the university and the differentiated organisational roles of participants in the change project.

The objective of this exegesis is to show how linguistic and cultural hybridity create a unique prose style, and how my stories sit within that style. I will use Grace Paley and Lucia Berlin to demonstrate the distinctive narrative techniques. These include the use of sensuous details (instead of descriptions) to make place and character palpable; dialogue that convincingly evokes living speech; plots which emanate from the characters, rather than the other way round; and open-ended resolutions, as in real life. I will then show how I use these narrative techniques in my collection Happiness and other stories. The collection of stories is embargoed until 31 March 2012.