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In the theoretical part of this thesis are discussed concepts of collective memory created by Maurice Halbwachs, Pierre Nora and Jan Assmann, the author considers them inspiring for the research about forming of collective identity. Case study is given to the South Bohemian town of Pisek and the changing of its identity in the second half of the 19th century. It gives an overview of available sources and detailed biographies of people, who were most important for the forming of local identity. By using the analysis of dictionary entries are recognized basic attributes of local identity and their various forms, focusing particularly on process of modernization. KEYWORDS City of Písek, local identity, collective memory, process of modernization.

(in English): The theoretical part of the dissertation analyzes the process of modernization in the long- lasting nineteenth century and related terms. In particular nationalism, nation, identity, and memory. The case part follows up the towns Děčín and Podmokly and the beginnings and changes in identity of the local inhabitants in the second half of the 19th century and the beginning of the 20th century. It lists the available sources and bibliography that are related to local identity. It describes the social life and the divelopment of both towns. The dissertation finds through the analysis of the dictionary entry the basic components of the local identity. The selected components are being analyzed by means of toponymy books, guide books, and primary sources. The work also follows the ways of influencing the local identity by the national proportionality and the national rivalry between the Czechs and the Germans.

Léonora Miano est une écrivaine franco-camerounaise qui est « jeune » mais féconde et déjà appréciée et reconnue par un large public ; elle peut être considérée comme une figure représentative parmi les écrivains de la génération postcoloniale sur le continent africain. Elle a publié une dizaine de romans, y compris deux trilogies, l’une dite africaine et l’autre « afropéenne » , de nombreux d’essais et des pièces de théâtres. La trilogie africaine regroupe L’Intérieur de la nuit, Plon, 2005 ; Contours du jour qui vient, Plon, 2006 ; Les Aubes écarlates, Plon, 2009 et constitue le corpus principal de cette thèse. La problématique identitaire est un sujet central et incontournable parmi les axes de recherches sur la littérature francophone africaine à cause de l’histoire coloniale et post-coloniale qui a perturbé les cultures traditionnelles et mis en contact des peuples et sociétés fort différents. En tant qu’écrivaine née dans les années 70, époque à la fois stimulante et troublante, Léonora Miano a vécu ses expériences d’adolescente sur le continent africain puis d’adulte en France à partir de ses études universitaires. Cette mobilité entre les continents et les cultures l’a amenée à connaître une vraie vie postcoloniale, à prendre du recul par rapport à l’histoire africaine ancienne et récente, à réfléchir sur les crises identitaires des Africains en Afrique et les causes de leurs crises dans la société postcoloniale complexe. Nous verrons donc que la trilogie africaine de Léonora Miano est révélatrice de ces questions socioculturelles car elle décrit un panorama des questions identitaires concentré spécifiquement sur une Afrique fictive mais évocatrice de bien des pays africains réels. Or ces bouleversements sont trop souvent éludés par les Européens et par les Africains eux-mêmes (c’est à la fois cette distanciation et ce retour africain qui fait la particularité de l’œuvre de cette Franco-Camerounaise). Cette thèse essaye en premier lieu de contextualiser notre approche de la trilogie, en donnant un aperçu général, surtout indispensable pour le lecteur chinois, sur la problématique de l’identité, le parcours de Miano (peu connue en Chine), et les contenus thématiques de la trilogie africaine. Dans la deuxième partie, nous travaillons sur toutes sortes de représentations de la désidentification africaine, autour du mal principal provoquant la crise identitaire : la violence (que ce soit la violence physique ou la violence psychologique) ; ses systèmes de fonctionnement sont analysés en détail et thématiquement fondés sur le corpus. Dans la troisième partie, nous traitons des résistances des personnages africains, protagonistes ou personnages secondaires, face à leurs crises identitaires pour élaborer une nouvelle identité africaine à l’époque postcoloniale. Dans toutes les parties, nous prenons en compte la particularité de l’écriture mianesque qui n’a rien de réaliste mais qui laisse entrevoir un sens parabolique, un monde noir mystérieux et tourmenté, des personnages divers mais typés, des histoires frappantes et cruciales rendant compte d’une vision affranchie et sans concession de l’Afrique contemporaine. Cette modalité narrative fait prendre conscience des évolutions identitaires des populations africaines dans le continent africain lui-même, l’ambition de l’auteure, à travers cette trilogie africaine, étant d’attirer notre attention sur ce qui est souvent ignoré volontairement ou non tant du côté africain qu’en dehors du continent. / Léonora Miano is a "young" but fertile Franco-Cameroonian writer who is already appreciated and recognized by a large-scale public ; she can be considered as a representative among the writers of the postcolonial generation on the African continent. She has published a dozen novels, including two trilogies, one named as african and the other as "afropéenne", many essays and theatres. The African trilogy includes L’Intérieur de la nuit, Plon, 2005 ; Contours du jour qui vient, Plon, 2006 ; Les Aubes écarlates, Plon, 2009 and they are the main corpus of our thesis. The African trilogy is revealing of the socio-cultural questions related to colonization and entry into the postcolonial era, because it describes a panorama of identity questions focused specifically on a fictional Africa but evocative of many real African countries. But these upheavals are too often ignored by the Europeans and by the Africans themselves (at the same time, this distancing and this return to Africa make the work of the Franco-Cameroonian particular). The thesis attempts firstly to contextualize our approach to the trilogy, giving a general overview, especially essential for the Chinese public, on the question of identity, Miano’s course of life (who is still noteless in China), and thematic content of the African trilogy. In the second part, we work on all kinds of representations of African de-identification, around the main causing the crisis of identity: violence (physical violence or psychological violence); their operating systems are analyzed in detail and thematically based on the corpus. In the third part, we deal with the resistance of African protagonists or secondary characters, in front of their identity crises as well as the consequences and perspectives of their attempts to establish a new African identity in the postcolonial era. In all the parts, we take into account the peculiarity of the "mianesque" writing which is not realistic but suggests a parabolic sense, a black world mysterious and tormented, various et typified characters, striking and crucial stories, and making account of a frank and uncompromising vision of contemporary Africa.

This study aimed to analyze how the female lead in Candomblé agency the identity process of woman. The interest in this topic came from the historically notorious fact that these religious spaces are marked by the presence of women, as a member and priestess of the religion. With this, we elected as the universe of this research a religious house in Aracaju: the Ilê Axé Oloiá Tassitòò , considering that it is not only led by a woman (the Yalorixá, Mother Tassitòò), but also consists most by daughters of saint. This research was conducted in the context of the case study, in order to give depth to the questions elucidated. For this, we appropriate the concepts of individual identity and relational identities by Claude Dubar (1993) and use the methodological procedures from the Biographical Interview, the Ethnographic Interview and Participative Observation. Such methodological instruments have allowed us to raise the story of the Yalorixá s life, retracing its path objectively and subjectively through their narratives of self , thus, analyzing an individual identity process. Therefore, through an ethnographic approach, we assessed the relationship network of the terreiro in order to analyze the perception that the family members have about the leader, her role, and her performance, as well as understand what kind of influence the same exercises over her followers (sons of saint). From these procedures, we could add that the mother of saint, immersed in this system of meanings, incorporate learning already linked to its function- historically and culturally delineated that reconfigure conceptions and social practices, producing peculiar ways of acting, featuring identities of resistance. Furthermore, her religious post makes reference to concepts and practices for her followers, promoting not only the transmission of learning about the religion, but interfering routinely in their lives, thus determining life choices, ways of being and exists in the social world, as well as gender roles and functions that makes specific meanings. Moreover, the power conferred on her by this office turns her into a big socio agent that promotes the African-brazilian culture, permitting it, consequently, also to disseminate new references of thought and behavior of the woman. / Esta pesquisa teve como objetivo analisar o modo como a liderança feminina no candomblé agencia processos identitários da mulher. O interesse pela temática partiu do fato historicamente notório de que estes espaços religiosos são marcados pela presença da mulher, como membro e sacerdotisa da religião. Com isto, elegemos como universo de pesquisa uma casa-de-culto aracajuana: o Ilê Axé Oloiá Tassitòò , considerando que a mesma não só é liderada por uma mulher (a Yalorixá Mãe Tassitaòò), mas também compõe-se de uma maioria de filhas-de-santo. A pesquisa foi realizada na perspectiva do estudo de caso, no intuito de dar profundidade às questões elucidadas. Para tal, nos apropriamos das noções de Identidade Individual e Identidades Relacionais de Claude Dubar (1993) e utilizamos os procedimentos metodológicos da Entrevista Biográfica, a Entrevista Etnográfica e a Observação Participativa. Tais instrumentos metodológicos nos permitiram levantar a história de vida da Yalorixá, reconstituindo sua trajetória objetiva e subjetiva através de suas narrativas de si ; dessa forma, analisando um processo identitário individual. Por conseguinte, através de uma abordagem etnográfica, acessamos a rede de relações do terreiro, no sentido de analisar a percepção que os membros da família-de-santo possuem sobre a líder, seu papel e sua atuação, bem como compreender que tipo de influência a mesma exerce sobre seus seguidores (filhos-de-santo). A partir destes procedimentos, nos foi possível aduzir que a mãe-de-santo, imersa neste sistema de significados, incorpora aprendizados já atrelados à sua função histórica e culturalmente delineada que reconfiguram concepções e práticas sociais, produzindo formas de atuar peculiares. Ademais, seu posto religioso a faz referência de concepções e práticas sobre seus seguidores, promovendo não somente a transmissão de aprendizados acerca da religião, mas interferindo cotidianamente na vida dos mesmos, assim determinando escolhas de vida, modos de ser e existir no mundo social, bem como papéis e funções de gênero, que ganham significados específicos. Ademais, o poder que lhe é conferido pelo cargo a transforma em grande agente sociocomunitária que fomenta a cultura afro-brasileira, autorizando-a, por conseqüência, a disseminar também novas referências de pensamento e conduta da mulher.

This paper is a by-product of a minor field study conducted in Zanzibar, Tanzaniaduring eight consecutive weeks in early 2019. The purpose of the study was to examinehow colorism affects women’s identity and ethnicity construction through the researchquestions; how do women in Zanzibar experience colorism in their daily lives and; howdoes colorism affect their self-perception? The data was collected through seven semi-structured interviews with women in Zanzibar and observations. The concepts of identity and ethnicity saturated the study and the identity process theory (IPT) was used as a theoretical framework to analyze the inquiry. The findings suggest that colorist ideals were dominant in society as light and medium colors were more valued than dark. This was demonstrated by associating light and medium skin color, as well as relaxed and straight hair to “good” and “beautiful”. However, colorism proved to impact women in their daily lives to various degrees. Informants who grew up on the mainland admitted to being more affected and expressed feelings of unworthiness or praise, depending on skin color. Whereas women born and raised on Zanzibar, felt colorism affected their lives minimally, but nevertheless acknowledged the existing problems for many women of e.g. skin bleaching. According to the IPT, a strong sense of distinctiveness from mainlanders, a continuity in past and present identity and a highself-efficacy seemed to guard self-esteem against existing colorist ideals. Furthermore, inclusion to the Zanzibari ethnic identity proved not to be affected by colorism, as colorwas not a prerequisite factor to ethnicity but rather, shared land, religion, and history.

The purpose of this essay is to, with help of content analysis, analyze three posts on the website Chabad.org to regarding how married orthodox Jewish women within the group Chabad express their choice of wearing a sheitel. The analysis is based on social identity theory as well as identity process theory. Chabad is a jewish orthodox group who follow the Chabad-Lubavitch philosophy and are known to follow the progress of technology to spread God’s word. The result of the essay is that married women within the group express different opinions about wearing the sheitel, but both seem to wear them because of the ingroup norm. They way the women express themselves it seems from an identity process theory standpoint that their hair is as big of a part of their identity as their religion.

This study examines national identity formation processes among individuals with foreign backgrounds, particularly those from former Yugoslavia who are raised in Sweden. It takes its starting point in the complex phenomenon of identity formation and belonging, drawing inspiration from the question "Where are you from?".  Previous research shows that individuals with foreign backgrounds experience a sense of duality in their identities as they navigate between their parents' culture and the culture in the new country. The study aims to understand the social structures and relationships that shape these individuals’ national identity processes. By exploring their experiences of national belonging and identifying the social structures and social relations that influence their identity construction, the study hopes to contribute to a better understanding of the complex dynamics surrounding national identity formation for this specific group. To achieve the purpose of the study, a qualitative approach was employed, involving six semi-structured interviews with individuals aged between 20 and 35, whose parents immigrated from former Yugoslavia and raised them in Sweden. The theoretical framework for this study is based on ethnic identity and national identity as a form of ethnic identity. The results shows that social structures and social relationships influence individuals experiences of national belonging and identity formation. Individuals shape their national identity based on a "we" and "them" structure. Another important conclusion is that societal structures and norms can affect an individual's experience of her national identity. Institutions such as schools, workplaces, and the "Swedish family " can be seen as important social structures that influence the individual. Furthermore, place plays a central role in shaping national identity.

Through the lens of identity process theory, the present thesis explores: (i) the qualitative nature of British national and ethnic attachments and their respective outcomes for identity processes among British South Asians (BSA); and (ii) the impact of media representations for identification and identity processes. In study I, 20 first generation South Asians (FGSA) were interviewed regarding identity, national and ethnic group memberships and inter-ethnic relations. The results revealed that (i) social representations of the ethnic 'homeland' could accentuate national attachment, but that both national and ethnic identities could have positive outcomes for identity processes in distinct social contexts; (ii) the phenomenological importance of 'special moments' and family identity can shape and accentuate national identification; (iii) ethnic and national identities are strategically 'managed' in order to achieve psychological coherence. In study II, 20 second generation South Asians (SGSA) were interviewed regarding similar issues. The results revealed that (i) SGSAs' awareness of the hardship faced by FGSA in the early stages of migration could induce disidentification with Britishness and accentuate identification with the ethnic group; (ii) the Press may be regarded as excluding BSA from Britishness; (iii) SGSA may manifest hybridised identities to enhance psychological coherence. In study III, a sample of 50 tabloid articles regarding BSA was analysed qualitatively. The results revealed that (i) BSA are constructed as 'deviating' from self-aspects of Britishness; (ii) BSA may be represented in terms of a hybridised threat to the ethno-national ingroup. Study IV investigated some of the findings of the previous studies quantitatively. The questionnaire was administered to 215 BSA. A series of statistical analyses confirmed (i) the impact of negative media representations of one's ethnic group for identity processes; (ii) the accentuation of ethnic identity and attenuation of British national identity as a result of exposure to negative media representations; (iii) a weaker national attachment among British Pakistanis than British Indians. It is argued that levels of British national and ethnic identities will likely fluctuate in accordance with social and temporal context and that BSA will make strategic use of both identities in order to optimise identity processes.

Made available in DSpace on 2015-09-25T12:22:38Z (GMT). No. of bitstreams: 1 KatiaCristinaCastroPassos.pdf: 1434645 bytes, checksum: ec0f5b5c387f1b0552912a34aae06a08 (MD5) Previous issue date: 2006-11-28 / The present demands to education and the profile expected from the learner from the basic education are raising questions about the formation and the practise of the teachers. Specially for the ones that work with children education and the first years of the elementary school, it is questioned the propertyof their formation in the high school, pointing to the high level as necessary to their gradiation. In this context, it is studied the teachers formation(as), taking into account the effect in a teachers school of Campina Grande (PB). The research is developed as a stidy of case, with a qualitative approach, developed from November (2005) to June (2006). Its objective is to keep the formation that is developed in the school, so as in the theoretical point of view as practical, as also the contribuition to the identifying process from the future teachers. It is given previleges to the school oficial documents, as alsoto the furure teachers speeches. The speeahes are colected by interview, read and systemized cith the content analyses. The documents are interpreted, observing their directions toward the quality of the formation. The study registers the following aspects in formation: professional identity, even when the legal space of construction is the teaching practice itself, is seen as discontinuous and difuse in the process of formation, sometimes denying sometimes revealing strong marks of the non-normalist teacher. Not only the persistence to become a teacher, but also the idealism and the contact with incorporated or cried out teaching technical knowledge, as well as defense of the occupation, along with other detected aspects, are indicators of the identifying process of teaching, in course. Such consideration takes identity into account, not as a fixed mark, something discovered or acquired at once, but as a process in course. Specific formation for teaching occupation is shown, on normalist speeches, as incipient and denounced as a source of worry about efficiency for a future work. Critical speeches concerning phases and competences, not developed for the use of technological resources in teaching, are constant. In such speech praising of education through the power of love to students and occupation is strong. Lines concerning the development of a teacher´s critical conscience are silenced, where weak criticism to situations around, to school or teacher actions however, can be noticed. Intelectual skills, seen as constant during work, are centered in audition and exposition, being silented those who require comments, critics, articulation of own thought, reflexion in study among other things. School papers prioritize practice as a formation axis. With the support of these sources, besides others, we can see the whole of the parts which shows traces of formation developed at the school of studies. The relevance of the study is seen in the gathering of data about the magistery present formation, in the Normal mode, which can provide Paraíba with discussions, reflexions and opinions about such teaching. / As demandas atuais para a educação e o perfil esperado do educando procedente da educação básica vêm colocando questões à formação e à prática de professores. Especialmente para os que trabalham com a educação infantil e anos iniciais do ensino fundamental, questiona-se a propriedade da sua formação em nível médio, apontando-se para o nível superior como o necessário para essa formação. Neste contexto, estuda-se a formação de professores(as), levada a efeito em uma escola normal de Campina Grande (PB). A pesquisa molda-se como estudo de caso, com abordagem qualitativa, desenvolvida de novembro (2005) a junho (2006). Seu objetivo é apreender a formação que se processa nessa escola, tanto do ponto de vista teórico quanto prático, quanto ainda de contribuição ao processo identitário dos(as) futuros docentes. Privilegiam-se documentos escolares e oficiais, assim como discursos de normalistas e professores(as) formadores(as). Os discursos são coletados através de entrevistas, lidos e sistematizados com análise de conteúdo. Os documentos são interpretados, observando-se seus direcionamentos à qualidade da formação. O estudo registra os seguintes pontos da formação: a identidade profissional, mesmo tendo como espaço legítimo de construção a efetiva prática docente, configura-se difusa e descontinuamente no processo de formação, ora afirmando, ora negando, ora pondo em questão traços marcantes do professor na(o) normalista. Tanto a persistência em formar-se professor(a), quanto o idealismo e o contato com conhecimentos técnicos da docência incorporados ou reclamados, quanto ainda a defesa da profissão, entre outros aspectos detectados, são tomados como indicadores do processo identitário da profissão docente, em marcha na formação. Esta consideração leva em conta a identidade, não como algo fixo, descoberto ou adquirido em um único tempo, mas como processo em marcha. A formação específica para a atuação do professor aparece, nos discursos dos(as) normalistas, como incipiente e denunciada como fonte de inquietações sobre a eficiência do trabalho futuro. Críticas à formação prática no que tange aos estágios e às competências, não desenvolvidas para uso de recursos tecnológicos no ensino, são recorrentes. É forte, nesse discurso, o enaltecimento à educação, através da força do amor aos alunos e à profissão. Alusões ao desenvolvimento da consciência crítica do(a) professor(a), como elemento da formação profissional são silenciadas, podendo-se observar, entretanto, pequenas críticas a situações próximas, referentes à ação da escola ou do professor. As habilidades intelectuais, consideradas recorrentes no trabalho escolar, nucleiam-se na audição e exposição, silenciadas as que demandam comentários, críticas, articulação do pensamento próprio, reflexão em estudo, entre outras. Os documentos escolares privilegiam a prática como eixo de formação. Com o apoio dessas fontes, além de outras, tece-se um todo que evidencia traços da formação desenvolvida na escola estudada. A relevância do estudo se expressa em reunir dados sobre/da formação atual do magistério, na modalidade Normal, que podem alimentar, na Paraíba, discussões, reflexões e posicionamentos sobre esse ensino.