This thesis explores native testimonies in Canada, Mexico, and Quebec written between 1950 and 1980. The goal of this research is to study the strategic use of life writing and the testimonial genre by Native subjects in particular in their struggle for self-governance, cultural recognition and survival in order to talk back to the dominant neo/colonial culture. Testimonio allows Native voices to emerge in scriptocentric culture while questioning the authority of neo/colonial cultures and addressing important issues regarding Native survival. The focus of this study is how the use of testimonial writing allows Native cultures to renegotiate history, fight cultural misrepresentation and resist cultural assimilation. By finding new ways to transmit oral knowledge and traditional heritage, while undergoing the process of mediation, such as translation and/or editing, Native writers are able to judiciously use testimonio as an empowering tool for cultural survival. The truth claims found in these narratives are discussed individually in order to render a clearer picture about Natives' oppression in the Americas. This enables the socio-historical specificities of each Native discourse to emerge from various geopolitical contexts and to stand tall against neo/colonial oppression. In order to better understand how testimonio can put forward Native voices and demands, this study draws on testimonial theory from researchers such as John Beverley, George Yudice and Georg Gugelberger as well as on postcolonial and life-writing theory. According to these theorists, testimonio writing speaks urgently about oppression, marginalization and survival, often for political not just aesthetic This thesis studies life stories by Juan Perez Jolote, Nuligak Kriogak, and An Antane Kapesh as example of testimonio, by analysing the collaboration between the author/teller and the editor/translator; the cultural mis/representation within these narratives, and the resistance (if any) these works engage in. The use of native languages (especially: Tzotzil, Inuvialuktun, and Innu-aimun) at the early stages of the collaboration testifies to the ongoing cultural survival of the Chamula, the Inuvialuit, and of the Innu in the 20 th century. The political urgency of these testimonios can be observed at the different stages of the process of their liberation in each respective narrative.

In diesem Arbeitspapier wird das breite Wissenschaftsfeld rund um das Metakonzept ‚Interkulturalität‘ im Hinblick auf Invektivität sondiert mit dem übergeordneten Ziel, konzeptionelle, theoretische und methodische Anschlusspunkte und für die einzelnen Teilprojekte des SFB zu markieren. Das Arbeitspapier lädt demnach dazu ein, sich dem Wissenschaftsfeld zur ‚Interkulturalität‘ zu nähern, es in Verbindung mit Invektivität zu denken und (neue) Impulse, Perspektiven und theoretische Ideen für die eigene Arbeit im Teilprojekt und darüber hinaus zu bekommen. Hierfür wurde ein zweistufiger Aufbau gewählt. In Teil I werden zunächst einige konzeptionelle Überlegungen zu den (Meta-)Konzepten ‚Interkulturalität‘ und ‚Invektivität‘ sowie den Verbindungspotentialen zwischen diesen beiden dargestellt. Dieser Teil dient auch dazu, das nahezu unüberschaubare Wissenschaftsfeld rund um das Metakonzept 'Interkulturalität' zu systematisieren und damit die Struktur für die in Teil II folgende kommentierte Bibliographie zu entwerfen. In Teil II erfolgt dann die Fortführung der interessengeleiteten Sammlung, Sichtung und Verdichtung von Untersuchungen rund um das Themenfeld ‚Interkulturalität‘ in Form einer kommentierten Bibliographie von Untersuchungen aus den Sprach- und Literaturwissenschaften, der Psychologie, Soziologie und Pädagogik.:Vorbemerkung Teil I: Konzeptionelle Überlegungen I. Interkulturalität II. Invektivität Teil II: Annotierte Bibliographie I. Kulturkontrastive Ansätze II. Kulturkonstruktivistisch-interaktionstheoretische Ansätze III. Thematische Schwerpunkte

This field study is based upon research by a teacher into the initiation, planning and implementation of an Intercultural Studies Project in an A.C.T. Primary School. The innovation was funded by the A.C.T. Schools Authority under the Curriculum Projects Scheme. The project's evaluation was undertaken from September 1978 until December 1980. The writer was one of the innovators, the co-ordinator of the course and the evaluator. The evaluation occurred mainly through the techniques of direct involvement, observation, questionnaire and interviews. As such this report is an acknowledged insider's view of the innovation and its impact upon the children, the teachers and the school generally. A picture of the perceptions of pupils and teachers towards the process of this particular curriculum innovation has evolved. It is hoped that other teachers may be able to glean information from this case study for specific application to similar types of innovations. This field study report is therefore an evaluation of the process of development and implementation of an Intercultural Studies innovation. Initially, a description of the background and early development of the programme is presented, followed by the rationale upon which the innovation is based. A literature review section studies various general themes and specific concepts. Multiculturalism, intercultural learning and teaching strategies are examined. Also, the characteristics of an innovation are examined within the context of the project's implementation process. Aspects of the curriculum design involving innovation implementation processes and the gradual development of the curriculum framework are discussed, including a description of a model of evaluation that the study utilises. Finally, the process of the Intercultural Studies Project innovation is examined in some detail. Data presentation with data analysis and interpretation occurs accompanied by general comments from the perspective of the evaluator. Some major elements that have evolved during the process of this curriculum change in an A.C.T. Primary School are as follows: 1. It was easier to change curriculum objectives than to facilitate change in methods of instruction. 2. Both internal and external sources influenced the curriculum process from inception to evaluation stages. 3. Teachers needed extensive inservice training in I.C.S. theory and practice in order to facilitate change of approach, outlook and methods of teaching. 4. I.C.S. partial success as an innovation was due in small degree to the nature of its aims and objectives and most of its intrinsic nature being synonymous with that of the school's Social Science Curriculum. 5. Staff changes affected curriculum continuity and implementation according to original aims. 6. The complexity of the project in the area of new materials and audio visual equipment produced an obstacle to its implementation. 7. Energy dissipation by teachers which was massive in relation to compilation of units of work, meetings, class teaching, and gathering resources was a constraint as teachers have limited time for curriculum development in the primary school context. 8. A plan of change, an implementation framework, resources linkage system, trouble-shooting interventionist approaches to difficulties as these arose and evaluative feedback mechanisms all existed, but much more needed to be done to make all these elements contribute to the innovation's successful implementation.

[pt] O léxico de família presente em manuais de PL2E: a família que não é baseia-se nas teorias oriundas da Antropologia Social sobre a Casa e a Rua de Roberto DaMatta e do Interculturalismo, buscando analisar o tratamento dado ao léxico de família presente em manuais de PL2E. É sabido que os brasileiros dão um grande valor à família e ao ambiente familiar, caseiro, característica do ambiente da Casa, das relações ali estabelecidas e construídas. Na contramão desta vem a Rua, ambiente externo em que as relações se processam de maneira mais indireta e objetiva. Diante disso, a análise de dois manuais de ensino de português a falantes de outras línguas desenvolveu uma amostra do que é apresentado aos alunos a partir desses manuais. Verifica-se que ausência de explicações, análises e discussões acerca dos termos em questão constitui uma lacuna considerável no ensino/aprendizagem de PL2E a partir de livros didáticos. / [en] This study is based on theories derived from Social Anthropology and the concepts of both House and Street, studied by Roberto DaMatta, as well as of Interculturalism, aiming at analyzing the use of the lexical item family found in PL2E textbooks. It is known that Brazilians value their family environment and their home, which are characteristics of the concept of concept of House and the relationships established there. In contrast to this, the notion of Street can be studied, acting as an external environment where social relationships are conducted in an indirect and objective way. Having taken all the aforementioned ideas into consideration, it can be inferred that the analysis of two textbooks for teaching Portuguese to speakers of other languages provided a sample of what is presented to students based on these manuals. It can be observed that absence of the explanations, analyses and discussion of those terms led to a considerable gap in the teaching and learning of PL2E found in textbooks.

Esta pesquisa, inserida no âmbito dos estudos interculturais, tem como objetivo a análise das unidades lexicais discutir e discutere em português brasileiro (PB) e italiano. A partir da observação de que, no emprego cotidiano, o verbo discutir parece assumir frequentemente uma conotação negativa em PB e de que o verbo discutere, ao contrário, parece ter um uso positivo na maioria dos casos, este estudo partiu de elementos semânticos para, então, abordar uma questão cultural: foram buscados os significados atribuídos no contexto cotidiano a discutir e discutere para, em seguida, iniciar-se uma reflexão sobre as possíveis relações entre esses significados e aspectos culturais brasileiros e italianos. Para tal fim, este trabalho foi dividido em duas etapas: uma de cunho linguístico e uma de cunho cultural. Na primeira etapa do trabalho, fez-se inicialmente uso da proposta da linguista Anna Wierzbicka para o estudo dos significados. De acordo com a linguista, a partir de uma descrição sistemática das palavras, categorias e construções de uma língua (por meio da chamada metalinguagem semântica) podem ser estudados valores e normas culturais de uma dada sociedade. A metodologia proposta por Wierzbicka foi aplicada aos verbos discutir e discutere e, após a análise das metalinguagens propostas por brasileiros e italianos nativos, chegou-se à conclusão de que tal proposta era, para este estudo, insuficiente. Assim, continuou-se a busca dos significados de discutir e discutere por meio de outra metodologia: as ocorrências desses verbos em mensagens (denominadas tweets) do microblogging Twitter. Para este trabalho foi coletado um corpus composto por 739.420 tweets, os quais, após alguns filtros aplicados, foram reduzidos a 182.012 tweets. Desses, 2.000 tweets em PB e 2.000 em italiano foram classificados manualmente em neutros/positivos e negativos de acordo com a conotação assumida por discutir e discutere, enquanto os 178.012 tweets restantes foram classificados automaticamente por meio do uso de técnicas de Processamento da Linguagem Natural (PLN). Na segunda etapa do trabalho, foi feita uma reflexão sobre as possíveis relações entre os significados de discutir e discutere e elementos culturais brasileiros e italianos. Nesta etapa, com o objetivo de observar o processo decisório de brasileiros e italianos frente a uma discussão, bem como os sentimentos associados a esse processo, foram aplicados questionários baseados nas chamadas árvores de decisão. Tais questionários foram respondidos por 314 brasileiros e 219 italianos. Os resultados deste estudo apontam que os verbos discutir e discutere são usados de maneira diferente em PB e italiano e que são também diferentes as atitudes de brasileiros e italianos frente a discussões. / This work, among other intercultural studies, has as its objective the analysis of the lexical units discutir and discutere in Brazilian Portuguese (BP) and Italian. From the perception that, in every-day use, the verb discutir frequently carries a negative connotation in BP whereas the verb discutere seems to have a positive use in most of the cases, this study departed from semantic elements in order to, then, approach a cultural issue: the meanings attributed to the verbs discutir and discutere were searched so that reflections on the possible connections between those meanings and Brazilian or Italian cultural aspects could be made. For that reason, this study has been divided into two sections: one focused linguistic matters and another focused on the cultural aspect. In the first stage of the work, the approach developed by linguist Anna Wierzbicka for the study of meanings was used. According to the linguist, from a systematic description of words, categories and constructions belonging to a language (by means of the so-called natural semantic metalanguage) the values and cultural norms of a society can be investigated. The methodology proposed by Wierzbicka was applied to the verbs discutir and discutere and, after the analysis of metalanguage proposed by Brazilian and Italian native speakers, we reached the conclusion that that methodology was insufficient for this study. Thus, the search for the meanings of discutir and discutere continued through a different methodology: the occurrences of these verbs in messages (called tweets) from microblogging Twitter. For that matter, a corpus composed of 739.420 tweets was compiled, and then, by applying some filters, reduced to 182.012 tweets. Out of these, 2.000 tweets in BP and 2.000 in Italian were classified manually as neutral/positive or negative according to the connotation taken by discutir and discutere, whereas the remaining 178.012 tweets were classified automatically by using the techniques of Natural Language Processing (NLP). In the second stage of the work, the aim was to carry out a reflection on the possible connections between the meanings of discutir and discutere and Brazilian and Italian cultural elements. In this stage, with the aim of analyzing the decision process of Brazilians and Italians before a discussion, as well as the feelings associated with that process, questionnaires based on the so-called decision trees were applied. Those questionnaires were answered by 314 Brazilians and 219 Italians. The results of this study show that the verbs discutir and discutere are used differently in BP and Italian and, also, that the attitudes of Brazilian and Italian speakers towards the discussions are different.

[pt] Esta dissertação tem como tema a relação entre Design e Interculturalismo e foi norteada pela questão: a ação do design é capaz de facilitar a interação entre as pessoas e minimizar estranhamentos gerados pelas diferenças culturais? A pesquisa foi desenvolvida com base nos modelos de categorização cultural de Richard D. Lewis e de Geert Hofstede, autores do interculturalismo, e no pensamento de autores do campo do design, como Patrick Jordan e Jorge Frascara, que destacam a importância das singularidades culturais para a ação do design e para o processo de desenvolvimento de produtos e serviços para o mundo contemporâneo. Seu foco são os alunos intercambistas internacionais recebidos pela PUC-Rio através da Coordenação Central de Cooperação Internacional, bem como a experiência desses alunos no campus da universidade (PUC-Rio) e na nova cultura. A ação metodológica central deste estudo consistiu em encontros com um grupo de alunos composto por: norte-americanos, mexicanos e japoneses, culturas definidas a partir da classificação de cultura de Richard D. Lewis e foi organizada em quatro temas: fatores motivacionais e fonte de informação, expectativas com a nova cultura, diferenças entre as culturas dos alunos internacionais e a brasileira, ações para facilitar a adaptação e interação do aluno internacional. O principal objetivo deste estudo é contribuir com subsídios teóricos e metodológicos para o projeto, planejamento e desenvolvimento de produtos e serviços interculturais e para um mundo mais diverso e plural. / [en] This research has as its theme the relation between Design and Crosscultural studies. It was guided by the idea that design actions are capable of facilitate social interaction among people and minimize cultural shocks caused by cultural differences. This study was developed based on cultural categorization models of Richard Lewis and Geert Hofstede, cross-cultural studies´ authors. It illustrates reflections of designers and authors such as Patrick Jordan and Jorge Frascara, who consider cultural singularities relevant to design actions as well as to the development process of products and services designed to the contemporary world. This research focuses on international students, hosted at PUC-Rio through the International Programs Central Coordination Office, as well as their experience at the university campus and with the new culture. The main methodological action of this study corresponded to the interview with a group of students composed by: North-American, Mexican and Japanese students, cultures defined through Richard D Lewis’ cultural categorization. Such method was organized under four themes: motivational factors and information source; expectations towards the new culture; differences between students and Brazilian culture, cultural shock and adaptation; and actions to facilitate the adaptation and interaction of international students. The main objective of this study is to contribute to the project, planning and development of cross-cultural products and services through theoretical and methodological data.

Thesis (M.A.)--Wheaton College Graduate School, 2002. / Abstract. Includes bibliographical references (leaves 130-134).

Thesis (M.A.)--Wheaton College Graduate School, 2003. / Abstract and vita. Includes bibliographical references (leaves 94-102).

[pt] Estudos de comunicação intercultural têm, em geral, como foco os desentendimentos e insucessos nesse tipo de interação. Neste trabalho, pretendese investigar os esforços dos participantes de um encontro de serviço que usam o inglês como língua franca para serem bem sucedidos. O foco do estudo é o uso das sobreposições, tratadas sob o viés da Análise da Conversa Etnometodológica. Apesar de as sobreposições poderem funcionar como um mecanismo de tomada de turno, seguido geralmente pela tomada do piso conversacional, o uso das sobreposições, nas interações analisadas, se mostrou orientado por um esforço dos participantes de se entenderem, como nos casos em que elas ocorreram em lugares não relevantes para a transição de turnos. Assim, como apontam os resultados, as sobreposições, em sua grande maioria, têm como função sinalizar solidariedade, beneficiando a interação e, consequentemente, a solução dos problemas/ questões que orientam a ação tanto do cliente quanto do atendente. / [en] Studies in intercultural communication have, in general, focused on misunderstandings and failure in this type of interaction. In this work, it is intended to investigate the participants’ efforts to be successful in a service encounter that has English as a lingua franca. The focus of this study is the use of overlaps, dealt under the theory of the Conversation Analysis. Although the overlaps can function as a mechanism of turn taking, usually followed by the taking of the conversational floor, the use of overlaps, in the data analyzed, has shown that the participants are oriented to an understanding, as it can be seen when they happen in a non-relevant transitional place. Therefore, as the results indicate, the overlaps, in the majority of the cases, function to signal solidarity, benefiting the interaction and, consequently, the solution of the problems which orient the action of the client and the attendant.

Esta pesquisa, inserida no âmbito dos estudos interculturais, tem como objetivo a análise das unidades lexicais discutir e discutere em português brasileiro (PB) e italiano. A partir da observação de que, no emprego cotidiano, o verbo discutir parece assumir frequentemente uma conotação negativa em PB e de que o verbo discutere, ao contrário, parece ter um uso positivo na maioria dos casos, este estudo partiu de elementos semânticos para, então, abordar uma questão cultural: foram buscados os significados atribuídos no contexto cotidiano a discutir e discutere para, em seguida, iniciar-se uma reflexão sobre as possíveis relações entre esses significados e aspectos culturais brasileiros e italianos. Para tal fim, este trabalho foi dividido em duas etapas: uma de cunho linguístico e uma de cunho cultural. Na primeira etapa do trabalho, fez-se inicialmente uso da proposta da linguista Anna Wierzbicka para o estudo dos significados. De acordo com a linguista, a partir de uma descrição sistemática das palavras, categorias e construções de uma língua (por meio da chamada metalinguagem semântica) podem ser estudados valores e normas culturais de uma dada sociedade. A metodologia proposta por Wierzbicka foi aplicada aos verbos discutir e discutere e, após a análise das metalinguagens propostas por brasileiros e italianos nativos, chegou-se à conclusão de que tal proposta era, para este estudo, insuficiente. Assim, continuou-se a busca dos significados de discutir e discutere por meio de outra metodologia: as ocorrências desses verbos em mensagens (denominadas tweets) do microblogging Twitter. Para este trabalho foi coletado um corpus composto por 739.420 tweets, os quais, após alguns filtros aplicados, foram reduzidos a 182.012 tweets. Desses, 2.000 tweets em PB e 2.000 em italiano foram classificados manualmente em neutros/positivos e negativos de acordo com a conotação assumida por discutir e discutere, enquanto os 178.012 tweets restantes foram classificados automaticamente por meio do uso de técnicas de Processamento da Linguagem Natural (PLN). Na segunda etapa do trabalho, foi feita uma reflexão sobre as possíveis relações entre os significados de discutir e discutere e elementos culturais brasileiros e italianos. Nesta etapa, com o objetivo de observar o processo decisório de brasileiros e italianos frente a uma discussão, bem como os sentimentos associados a esse processo, foram aplicados questionários baseados nas chamadas árvores de decisão. Tais questionários foram respondidos por 314 brasileiros e 219 italianos. Os resultados deste estudo apontam que os verbos discutir e discutere são usados de maneira diferente em PB e italiano e que são também diferentes as atitudes de brasileiros e italianos frente a discussões. / This work, among other intercultural studies, has as its objective the analysis of the lexical units discutir and discutere in Brazilian Portuguese (BP) and Italian. From the perception that, in every-day use, the verb discutir frequently carries a negative connotation in BP whereas the verb discutere seems to have a positive use in most of the cases, this study departed from semantic elements in order to, then, approach a cultural issue: the meanings attributed to the verbs discutir and discutere were searched so that reflections on the possible connections between those meanings and Brazilian or Italian cultural aspects could be made. For that reason, this study has been divided into two sections: one focused linguistic matters and another focused on the cultural aspect. In the first stage of the work, the approach developed by linguist Anna Wierzbicka for the study of meanings was used. According to the linguist, from a systematic description of words, categories and constructions belonging to a language (by means of the so-called natural semantic metalanguage) the values and cultural norms of a society can be investigated. The methodology proposed by Wierzbicka was applied to the verbs discutir and discutere and, after the analysis of metalanguage proposed by Brazilian and Italian native speakers, we reached the conclusion that that methodology was insufficient for this study. Thus, the search for the meanings of discutir and discutere continued through a different methodology: the occurrences of these verbs in messages (called tweets) from microblogging Twitter. For that matter, a corpus composed of 739.420 tweets was compiled, and then, by applying some filters, reduced to 182.012 tweets. Out of these, 2.000 tweets in BP and 2.000 in Italian were classified manually as neutral/positive or negative according to the connotation taken by discutir and discutere, whereas the remaining 178.012 tweets were classified automatically by using the techniques of Natural Language Processing (NLP). In the second stage of the work, the aim was to carry out a reflection on the possible connections between the meanings of discutir and discutere and Brazilian and Italian cultural elements. In this stage, with the aim of analyzing the decision process of Brazilians and Italians before a discussion, as well as the feelings associated with that process, questionnaires based on the so-called decision trees were applied. Those questionnaires were answered by 314 Brazilians and 219 Italians. The results of this study show that the verbs discutir and discutere are used differently in BP and Italian and, also, that the attitudes of Brazilian and Italian speakers towards the discussions are different.