Thesis advisor: PhiliP G. Altbach / Today the diaspora option is seen as an important strategy for decreasing the adverse impacts of brain drain. Chinese academic diasporas have increasingly begun to create academic ties with China, yet few studies have examined Chinese academic diasporas' scholarly ties with China. The purpose of this research study is to explore why and how Chinese academic diasporas develop their academic ties with China. In this study, 20 Chinese overseas scholars in the northeastern United States were interviewed. Grounded theory was employed to analyze the interview data. A spectrum of issues and topics, in the narratives of academic ties of Chinese overseas students, emerged from this study. Generally, the interviewed scholars had established active academic ties with the Chinese academic community. These academic ties mainly transferred three types of knowledge: network-building knowledge, outcome-oriented knowledge, and context-oriented knowledge. The intensity of academic ties was found to highly associate with the types of knowledge that were transferred. Academic ties were categorized into three modes: radio mode, outsourcing mode, and constructional mode. While radio and outsourcing modes have a separate process of producing and transmitting knowledge, Chinese academic diasporas and their Chinese counterparts can equally collaborate to create new knowledge in a constructional mode. This study found that cultural identity and academic identity influenced the scholars' motivations for maintaining academic ties with China and shaped the intensity of their academic ties. Finally, this study suggests that Chinese academic diasporas play a crucial role in communicating western values and norms with the Chinese academia and society via their scholarly ties with China. Limitations of this study include small sample size and distribution. Recommendations for future study include increasing sample size, recruiting more female participants, examining scholars from non-research universities and from other regions of the United States, and investigating how social values impact academic ties. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

A pesquisa contou com o trabalho de campo nas aldeias Wederã, Pimentel Barbosa e Etenhiritipá, localizadas na Terra Indígena Pimentel Barbosa, Mato Grosso, Brasil, e seu mote principal foi o ponto de vista feminino sobre a construção do corpo e a produção de gênero Xavante. Foram realizadas entrevistas com mulheres e homens mais velhos das três comunidades e a linha mestra das conversas foram as categorias de idade xavante, descritas nessa dissertação. Um tema recorrente foi a participação no zöomori, expedição familiar e coletiva de caça e coleta que aconteceu intensamente até o começo da década de 1980. O zöomori era um momento chave para mulheres e homens colocarem em prática seus conhecimentos e transmiti-los para os mais novos e crucial para a produção cultural dos corpos Xavante. / This paper is based on the field work developed in the villages of Wederã, Pimentel Barbosa and Etenhiritipá, located at Terra Indígena Pimentel Barbosa, Mato Grosso, Brasil, and its main theme is the feminine point of view regarding practices of body and gender construction to the Xavante people. Interviews with some elderly men and women were conducted in the three communities, and the main guidelines to those were the Xavante age categories, described in this dissertation. One recurring aspect was the participation in the zöomori, which is a family and collective hunt expedition that used to take place up until the beginning of the 1980s. The zöomori was a key moment to men and women to put to practice their knowledge and transmit it to the younger generation. That was a crucial process to the Xavante cultural production of the body.

This thesis investigates the relationships between skills transmission and human adaptation to climate change. Elements of the relationships are empirically examined in an arctic community to document how environmental knowledge and land skills (referred to hereafter together as ‘land skills’) are transmitted among Inuit men and what role, if any, skills transmission plays in adaptation to climate change with respect to subsistence harvesting. It is well documented that climate change is already being experienced in the Arctic with implications for Inuit subsistence harvesting. The ability of Inuit to adapt to changing environmental conditions in the past has been associated with a profound knowledge of the Arctic ecosphere and land skills, which were transmitted from the older generations to the younger through hands-on training in the environment. Based on a review of vulnerability and skills transmission scholarship, a conceptual model for interpreting the relationships between skills transmission and adaptive capacity is developed. The model conceptualizes land skills as a key determinant of Inuit adaptive capacity to deal with climatic changes that affect subsistence. The ability of a hunter to draw on land skills to adapt to changing conditions also depends on whether or not a given skill has been transmitted, and transmission success depends on the level of skill mastery. The transmission of land skills was studied among Inuit men in Ulukhaktok, Northwest Territories, Canada. The research found that there is a difference in the rate of land skills transmission among generations, with average transmission rates lowest among younger respondents. Several skills had not been transmitted, or were transmitted incompletely among younger respondents. Whereas these same skills had been transmitted by that age among older Inuit. Changes in skills transmission are attributable to changes in the educational environment, loss of native language, absence of skills teachers, and declining levels of involvement in some subsistence activities. These factors appeared to impair the traditional mode of skills transmission and hands-on learning in the environment, resulting in several skills not being transmitted to younger respondents. Incomplete skills transmission has already reduced some individuals’ involvement in subsistence, and has increased the sensitivity of others to changing climatic conditions.

The intergenerational continuity of knowledge has become a concern as small-scale societies worldwide balance the challenges of adapting to environmental change associated with globalization while retaining continuity in their ways of life. This dissertation examines the intergenerational continuity of environmental knowledge through the conceptual lens of an Ethnoecology of Practice framework (EofP) developed to guide this research. Integrating insights from political ecology, social wellbeing and adaptive learning, the EofP provides theoretical and methodological tools based on practice theory to examine the knowledge of small-scale societies. Based on fieldwork in the community of Ponta Negra (Atlantic Forest Coast, Brazil), this dissertation uses a qualitative case study strategy of inquiry guided by a phenomenological worldview. Methods included participant observation, semi-structured interviews covering livelihoods, life histories and marine and terrestrial knowledge themes, document review and a census. Chapters 4 and 5 examine the perception of marine and terrestrial natural resources by tracing their social life from harvesting grounds to exchange and consumption sites. Chapters 6 and 9 analyse historical and contemporary adaptation to environmental change. While Chapter 6 describes the adoption of the pound net fishery, Chapter 9 illustrates contemporary modes of learning associated with natural resource harvesting and presents the processes associated with production of new knowledge through the example of local participation in the tourism economy. Chapter 7 examines local perspectives on livelihood transition from a social wellbeing perspective and highlights factors underlying the continuity of natural resource harvesting practice in Ponta Negra. Chapter 8 discusses how the term Caiçara, as used in biodiversity conservation and tourism development discourses, circumscribes the relation between coastal people and their local environments to a subsistence economy, denying their current economic engagements as well as their desires and aspirations. This dissertation contributes to ethnobiological understandings of the intergenerational continuity of knowledge by providing a framework and grounding evidence that demonstrates how knowledge is generated through context-specific practice attuned to dynamic environments that leads to individual innovation. It provides a theoretical contribution to our understanding of framing and creating processes inherent to human-in environment relations that lead to fluidity in ways of life over time.

A pesquisa contou com o trabalho de campo nas aldeias Wederã, Pimentel Barbosa e Etenhiritipá, localizadas na Terra Indígena Pimentel Barbosa, Mato Grosso, Brasil, e seu mote principal foi o ponto de vista feminino sobre a construção do corpo e a produção de gênero Xavante. Foram realizadas entrevistas com mulheres e homens mais velhos das três comunidades e a linha mestra das conversas foram as categorias de idade xavante, descritas nessa dissertação. Um tema recorrente foi a participação no zöomori, expedição familiar e coletiva de caça e coleta que aconteceu intensamente até o começo da década de 1980. O zöomori era um momento chave para mulheres e homens colocarem em prática seus conhecimentos e transmiti-los para os mais novos e crucial para a produção cultural dos corpos Xavante. / This paper is based on the field work developed in the villages of Wederã, Pimentel Barbosa and Etenhiritipá, located at Terra Indígena Pimentel Barbosa, Mato Grosso, Brasil, and its main theme is the feminine point of view regarding practices of body and gender construction to the Xavante people. Interviews with some elderly men and women were conducted in the three communities, and the main guidelines to those were the Xavante age categories, described in this dissertation. One recurring aspect was the participation in the zöomori, which is a family and collective hunt expedition that used to take place up until the beginning of the 1980s. The zöomori was a key moment to men and women to put to practice their knowledge and transmit it to the younger generation. That was a crucial process to the Xavante cultural production of the body.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / No presente trabalho apresentamos a pesquisa o conhecimento indígena e a formação social do jovem, no contexto da comunidade Maruwai, T.I. São Marcos - Pacaraima. Partimos da necessidade de compreender os processos que transmissão de conhecimento e dos conflitos que ocorrem com os jovens indígenas em um contexto de mudanças, considera-se o contato com a escola, com as igrejas, religiões e outros elementos que tem influenciado e modificado as formas de preparação para a vida adulta desses sujeitos. Diante desses conflitos e mudanças culturais buscamos identificar quais conhecimentos próprios são transmitidos aos jovens no contexto da família, da comunidade e quais envolvem os valores sociais, as visões de vida e de mundo. Nessa pesquisa, utilizamos a ideia de fazer uma etnografia colaborativa, concomitante à proposta do método indutivo intercultural e da teoria da atividade. Dessa forma, desenvolvemos esse estudo para conhecer e explicitar os conhecimentos implícitos nas atividades significativas da qual os jovens participam. Na perspectiva Vigotskiana (teoria da atividade), partimos da realidade desses moradores para entender suas concepções de trabalho e de mundo, assim como acessar os conhecimentos indígenas. As atividades analisadas foram destacadas do calendário socionatural, no qual a relação sociedade e natureza são compreendida como parte integrante da educação indígena. Notamos que a preparação dos jovens dá-se pela necessidade que a vida comunitária exige. Há conhecimentos que são específicos de suas realidades e são transmitidos aos seus filhos (as) através da oralidade, da vivência na prática, como é o caso das danças, dos cantos, das histórias e suas crenças. A aquisição desses conhecimentos pelos novos membros se dá pela observação e pelo aprender fazendo. Nessa perspectiva, o tempo, o espaço e o ambiente fazem parte desse entendimento. É nessa interação de respeito com a natureza, que esses moradores do Maruwai repassam os valores sociais e os aperfeiçoam para atender suas necessidades. / In the present study, I researched indigenous knowledge and social formation of the young in the context of Maruwai community T.I. San Marcos. We started from the need to understand the processes that occur with indigenous youth in a context of significant changes due to contact with the school, with churches and religions and other elements that have modified forms of preparation for adult life. Faced with these conflicts and cultural changes, we seek to identify which own knowledges are transmitted to young people in the context of family, community and which involve social values, visions of the life and of the world. In this research, we used the idea of a collaborative ethnography, concurrent with the proposal of the intercultural inductive method and the theory of activity. Thus, we developed this study to understand and to explicit the implicit knowledges in the meaningful activities which young people participate. In Vygotskian perspective (theory of activity), we start from the reality of these residents to understand their conceptions of work and world, as well as access the indigenous knowledges. The analyzed activities were highlighted by the socionatural calendar, in which the relationship between society and nature is understood as an integral part of indigenous education. We note that the preparation of young people give up the need that community life requires. There are knowledges that are specific of their realities and are transmitted to their children through orality, the experience in practice, such as in the case of dances, songs, of the stories and their beliefs. The acquisition of these knowledges by new members is by observation and "learning by doing". In this perspective, the time, the space and the environment are part of this understanding. It is in this interaction of respect with nature, that these residents from Maruwai pass on social values and improve them to meet their own needs.

[EN] This thesis is about the Design of Interactive Multimedia Learning Environments for Museums. Having into account the rapid advance and adoption of the Internet, which turns it into the new industrial revolution, whose innovative system influence and transform all socio--¿cultural and communicative paradigms. It raises the need for reformulating the models across all human domains, and specially those studied in this thesis, education, communication, patrimony/heritage, manipulation and information access. During the research on its bibliography support, it has lead this research to the concept of Virtual Museums (MOCA, Don Archer and Bob Dodson, 1993) as a ground for exploration and experimentation. Adopting from revolutionary cognitive theories, some educational tools such as graphic information representation and storytelling, to enhance knowledge construction and meaningful learning in a ubiquitous computing world, where there are plenty of opportunities for innovation and creativity but also there are also threats for human isolation and alienation . Data navigation and construction is proposed to be developed using concept maps as a systematic approach and storytelling as a human learning epistemological approach. / [ES] Esta tesis doctoral trata sobre el Diseño de Ambientes Educativos Interactivos Multimedia aplicados a museos. Teniendo en cuenta el rápido avance y adopción de la Internet, que la convierte en la nueva revolución industrial, cuyo sistema innovador influye y transforma todos los paradigmas sociales, culturales y de comunicación, suscitando un replanteamiento de los modelos de las actividades humanas y en el caso particular de esta tesis, la educación, el patrimonio o herencias, el acceso y la manipulación de la información. Durante la investigación bibliográfica, hemos tomado el concepto de Museos Virtuales (MOCA, primer museo virtual creado por Don Archer y Bod Dodson en 1993), como un lugar de exploración y experimentación. De teorías cognitivas revolucionarias, se han adoptado herramientas educativas como la representación gráfica del conocimiento y la narración de historias, para mejorar las condiciones de construcción del conocimiento y el aprendizaje significativo, en un mundo de computación omnipresente, donde las oportunidades para la innovación y la creatividad se multiplican, pero a la vez, presenta riesgos de aislamiento y alienación Como una aproximación sistémica para la navegación y construcción de la información, se propone el uso de los mapas conceptuales y como aproximación epistemológica de la transmisión del conocimiento, se propone la narración de historias. Ambos se estructuran en un andamiaje conceptual del Diseño Industrial, como disciplina encargada de la cultura artificial, centrada en los usuarios. / [CA] Aquesta tesi doctoral tracta sobre el disseny d'ambients educatius, interactius, multimèdia, aplicats a museus. Tenint en compte el ràpid avanç i adopció d'Internet, que la converteix en la nova revolució industrial, el sistema innovador de la qual influeix i transforma tots els paradigmes socials, culturals i de comunicació, suscitant un re-plantejament dels models de les activitats humanes i en el cas particular d'aquesta tesi, l'educació, el patrimoni o herència, l'accés i la manipulació de la informació. Durant la recerca bibliogràfica, hem pres el concepte de Museus Virtuals (MOCA, primer museu virtual creat per Don ARCHER i Bob DODSON en 1993) com un lloc d'exploració i experimentació. De teories cognitives revolucionàries, s'han adoptat eines educatives com la representació gràfica del coneixement i la narració d'històries, per a millorar les condicions de construcció del coneixement i l'aprenentatge significatiu, en un món de computació omnipresent, on les oportunitats per a la innovació i la creativitat es multipliquen, però al mateix temps, presenta riscos d'aïllament i alienació. Com una aproximació sistèmica per a la navegació i construcció de la informació, es proposa l'ús dels mapes conceptuals i com una aproximació epistemològica de la transmissió del coneixement, es proposa la narració d'històries. Totes dos s'estructuren en una bastida conceptual del disseny industrial, com a disciplina encarregada de la cultura artificial, centrada en els usuaris. / Gómez García, JP. (2016). Diseño de ambientes educativos interactivos multimedia para museos [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/62151

Ce mémoire s’intéresse à la relation entre des archéologues et des Atikamekw de la communauté de Wemotaci, située en Haute-Mauricie. Cette relation est abordée sous l’angle de la transmission des savoirs. En effet, archéologues et Amérindiens possèdent des systèmes de connaissances distincts et c’est de la dynamique de rencontre entre ces deux corpus de savoirs dont il est ici question. Contrairement à ce que décrit généralement la littérature, les différences de conceptions à divers niveaux comme le rapport au passé, au territoire ou à l’objet n’empêchent pas une reconnaissance mutuelle des savoirs entre les archéologues et les Atikamekw. Chacun des groupes acquiert et intègre même les connaissances de l’autre selon ses préoccupations et ses besoins. Cette transmission des connaissances ne se limite pas à l’échange entre les archéologues et les Atikamekw, elle a également eu lieu entre les différentes générations amérindiennes. À travers une histoire où se conjuguent colonisation, éducation et sédentarisation, les savoirs des Atikamekw se trouvent au cœur du changement. C’est ainsi que la pratique archéologique peut devenir un moyen pour mettre en valeur des connaissances autochtones en permettant une rencontre intergénérationnelle sur un terrain de fouilles archéologiques. Enfin, dans un contexte où les nations autochtones désirent participer à tout ce qui concerne la protection de leur patrimoine culturel, l’archéologie peut également devenir un outil de réappropriation culturelle. / This thesis concerns the relation between archaeologists and the Atikamekw from the Wemotaci community, located in the Haute Mauricie region. This relation will be studied from the perspective of knowledge transmission. Archaeologists and Native Americans each possess a distinct knowledge and it is the dynamic nature of the encounter between these two knowledge systems that will be discussed here. Different viewpoints on many themes, such as the way the past, territory or the objet are perceived do not, however, impede a mutual recognition between the archaeologists and the Atikamekw. Indeed, each group gains and incorporates the knowledge of the other according to their preoccupations and needs. This transmission of knowledge is not limited to that between archaeologist and Atikamekw; it also occurs between the different Atikamekw generations. Within the history of colonization, education and settlement in sedentary communities, Atikamekw knowledge is changing. Thus, archaeology can become a way to promote Indigenous knowledge by favouring an intergenerational encounter on an archaeological field project. Finally, within a context where First Nations want to become more involved in their cultural heritage, archaeology can also be a means of cultural reappropration.

Ce mémoire s’intéresse à la relation entre des archéologues et des Atikamekw de la communauté de Wemotaci, située en Haute-Mauricie. Cette relation est abordée sous l’angle de la transmission des savoirs. En effet, archéologues et Amérindiens possèdent des systèmes de connaissances distincts et c’est de la dynamique de rencontre entre ces deux corpus de savoirs dont il est ici question. Contrairement à ce que décrit généralement la littérature, les différences de conceptions à divers niveaux comme le rapport au passé, au territoire ou à l’objet n’empêchent pas une reconnaissance mutuelle des savoirs entre les archéologues et les Atikamekw. Chacun des groupes acquiert et intègre même les connaissances de l’autre selon ses préoccupations et ses besoins. Cette transmission des connaissances ne se limite pas à l’échange entre les archéologues et les Atikamekw, elle a également eu lieu entre les différentes générations amérindiennes. À travers une histoire où se conjuguent colonisation, éducation et sédentarisation, les savoirs des Atikamekw se trouvent au cœur du changement. C’est ainsi que la pratique archéologique peut devenir un moyen pour mettre en valeur des connaissances autochtones en permettant une rencontre intergénérationnelle sur un terrain de fouilles archéologiques. Enfin, dans un contexte où les nations autochtones désirent participer à tout ce qui concerne la protection de leur patrimoine culturel, l’archéologie peut également devenir un outil de réappropriation culturelle. / This thesis concerns the relation between archaeologists and the Atikamekw from the Wemotaci community, located in the Haute Mauricie region. This relation will be studied from the perspective of knowledge transmission. Archaeologists and Native Americans each possess a distinct knowledge and it is the dynamic nature of the encounter between these two knowledge systems that will be discussed here. Different viewpoints on many themes, such as the way the past, territory or the objet are perceived do not, however, impede a mutual recognition between the archaeologists and the Atikamekw. Indeed, each group gains and incorporates the knowledge of the other according to their preoccupations and needs. This transmission of knowledge is not limited to that between archaeologist and Atikamekw; it also occurs between the different Atikamekw generations. Within the history of colonization, education and settlement in sedentary communities, Atikamekw knowledge is changing. Thus, archaeology can become a way to promote Indigenous knowledge by favouring an intergenerational encounter on an archaeological field project. Finally, within a context where First Nations want to become more involved in their cultural heritage, archaeology can also be a means of cultural reappropration.

Trois groupes professionnels ruraux parient sur l'amélioration de leur qualité de vie en participant à un projet qui associe la diffusion de la langue française et celle de techniques fromagères et céramistes. Le rapport au projet des acteurs sociaux et les stratégies qu'ils y déploient dépendent de leur degré d'engagement et celui-ci dépend à son tour de la valeur d'utilité attribuée à la nouvelle langue. Les différents schémas interactionnels activés par les groupes et leur réactions vis-à-vis des objets linguistiques et techniques, interrogent le rapport existant entre type de métier, processus d'apprentissage et réinvestissement social des savoirs. Les obstacles de la diffusion linguistique et technique dans ce milieu rural sont liés d'une part aux inégalités sociales et à la structure de réciprocité qu'elles génèrent et, d'autre part, à la prise de pouvoir de plus en plus marquée par les acteurs sociaux, prise de pouvoir collective qui s'oriente vers un refus des biens matériels et des valeurs symboliques imposés par le régime développementiste de l'économie capitaliste basé sur la compétitivité et l'innovation. Cette recherche fournit une vision d'ensemble de la réalité sociale d'une région rurale colombienne. / Three rural professional groups bet on the improvement of their quality of life by participating in a project which associates diffusion of French language, and the one of cheese-making and ceramist techniques. The relation of social actors with the project and the strategies they deploy depend on their degree of commitment and this one depends in its turn on the value of utility allocated to the new language. The different interaction schemes activated by the groups and their reactions towards the linguistic and technical objects question the relations between type of job, learning process and social reinvestment of knowledges. The obstacles of linguistic and technical diffusion in this rural context emerge on one hand from social inequalities and from the structure of reciprocity which they generate and, on the other hand, from the more and more firm social empowerment by social actors, collective empowerment that turns towards a refusal of tangible assets and symbolic values imposed by the development regime of the capitalist economy based on competitiveness and innovation. This research provides an overview of the social reality of a Colombian rural region.