[pt] Esta dissertação cuida da correlação entre homem traduzido do mundo contemporâneo e o homem cordial brasileiro, estabelecendo um paralelo revelador da presença de aspectos da modernidade, inclusive, mas não exclusivamente, socioeconômicos, na cena pós-moderna multicultural e urbana, a partir da premissa de que não há uma efetiva ruptura entre estes dois momentos. Para o desenvolvimento do tema, são considerados elementos que envolvam o processo de globalização econômica, cultural e política, inseridos na dinâmica do capitalismo cibernético, além do debate teórico que cuida da crise de identidade do homem contemporâneo e da busca por espaços híbridos, por hibridação e por transdiferença, com enfoque em certas narrativas e certas personagens da literatura e do cinema brasileiros. / [en] This text concerns the relation between the translated man of the contemporary world and the Brazilian cordial man. It establishes a parallel that reveals aspects of modernity (including, but not exclusively, socio-economic ones) in the multicultural, postmodern and urban scene, considering that there is not an effective rupture between these two moments. In order to develop the subject, we consider elements that involve the economic, cultural and politic process of globalization inserted in the dynamics of the cyber capitalism, along with the theoretical debate about the identity crisis of the contemporary man and the search for hybrid spaces by means of hybridism processes and by transdifference, focusing on certain narrations and characters of the Brazilian literature and cinema.

This research was designed to examine the relationship between individuals' perceived value incongruence with out-group members and their attitude towards the target group, as well as the boundary conditions of this process. By using the "inter-subjective consensus approach", in study one we found that among Mainland Chinese college students, their value incongruence with Hong Kong Chinese was negatively related to their attitude towards Hong Kong Chinese. In study two, we found that among participants with high identification with both the Mainland Chinese subgroup and the Chinese super-ordinate group, the negative relation between individual value incongruence and their intergroup attitude was non-significant. In addition, among participants with high multiculturalism endorsement, the relation between value incongruence and intergroup attitude was significantly weaker than those with low level of multiculturalism. Implications of this research and future directions were discussed based on these findings. / Guan, Yanjun. / Adviser: Helene Fung. / Source: Dissertation Abstracts International, Volume: 72-11, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 57-64). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

What cognitive conditions need to be in place in order for cooperation, and potentially, solidarity, to exist in hyperdiverse societies? What aspects of our social human brain are indispensible when it comes to achieving shared goals in divided liberal democracies? This dissertation singles out the dehumanized perception and categorization of out-groups as one of the most decisive disruptors of political cooperation. I develop an interdisciplinary model – the “Political Brain Perspective” (PBP) – that combines political theory, political science and social neuroscience insights to advance my argument about dehumanization in both domestic and International political contexts. I argue that dehumanized perception at the brain level is politically troublesome because it disables an important social brain function called mentalizing, which is foundational for both basic political transactions and more complex feelings such as empathy. I show how this is relevant in regard to the neuropolitical duties public representatives owe to their constituents in a diverse liberal democracy, and further, how various liberal traditions such as social contract, multiculturalism and human rights theories have hitherto ignored dehumanization as a fundamental disruptor to any political cooperative process. At the international level, I examine the potential for dehumanization within civilizational discourses in history, with a particular focus on the post-Cold War distinction between “civilized” and “barbarians”. I show that in the international context of genocide, intergroup conflict and identity politics, dehumanizing categories not only diminish the cognitive reasoning and mentalizing abilities of the dehumanizer, but also have an intense impact on the dehumanized, in the form of reciprocal dehumanization and retributive violence. Based on the epistemological premises of the PBP, I contend that a minimal neuropolitical theory of cooperation ought not to prioritize an ontological concept of human dignity but instead treat the ascription of humanness as an interpersonal brain mechanism. The brain data, in other words, can only tell us what our brains do when engaging in politics, not who we are as political beings in an essentialist way. In sum, this dissertation highlights the need for political scientists to pay attention to the neuronal mechanisms underlying dehumanization, and to distinguish it from other forms of exclusion and prejudice as a fundamental brain ability in its own right.

This diploma thesis examines whether and how does the Czech educational system respond to the growing cultural diversity of the Czech society. At the theoretical level, it defines the role of Education in a Multicultural society and within the implementation of Multicultural policy. The main part of the work consists of analysis of schoolbooks for the subjects History, Civics and Literature. Insitutional pespective, analysis of school curriculum and a case study focusing on faculties of Pedagogy are also considered. The thesis concludes that the concept of the Czech Educational system is monocultural and thus not responsive to the change of social reality. A few strategic and concrete steps deriving from the outcomes of the analysis and a comparative approach are presented. These steps should help to switch from a monocultural educational system to a multicultural one. The author argues that key changes need to be realized in the field of future teacher traning as well as in the area of schoolbooks, that are currently largely reproducing cultural stereotypes and that don't reflect culturally plural composition of the society.

"Diversity" has become a word associated with many professions, institutions, and contexts, paired with words such as standards, consultants, training, awareness and others. However, the researcher focused on how diversity is defined or conceptualized by pre-service teachers at Portland State University. Diversity is especially important as it relates to educators and pre-service teachers. Teachers will, today, be instructing children of different backgrounds and races more than ever in the past (Ross & Smith, 1992). And teachers conceptualizations and behaviors have profound impacts on student performance and success. In an effort to come to understand the ways pre-service teachers conceptualize "diversity," a literature search was conducted to identify past and present conceptualizations of diversity within the institution of education and more broadly. In addition, an open-ended survey question was administered, and two focused group discussions and three in-depth interviews were conducted. The survey question and transcripts from the focus groups and interviews were analyzed in an effort to identify emergent themes or units of meaning. Two major theoretical assumptions were utilized: lower-order concepts and constructivism. First, Chaffee's (1991) lower-order concepts, smaller units which comprise a larger unit of meaning, the higher-order concept, was selected. The education literature identifies language, learning style, teaching style, race, socio-economic status, ability, gender, and others (see APPENDIX B) as lower-order concepts for the higher-order concept "diversity." Second, according to constructivism, the human actively interprets and makes meaning of events (Delia, 1977) using constructs, pairs of bi-polar opposites. Individuals identify an event, experience or object and classify it along a number of relevant constructs in order to make sense of it in relation to similar phenomena. Within the education literature, the constructs, assimilationism I pluralism and ethnocentrism I ethnorelativism, good I bad, growing I dying and others have clearly been utilized to make meaning of "diversity." The researcher identified themes respondents appeared to correlate with the concept "diversity" and many complicated and conflicting messages as well (not unlike the "diversity" literature). Two of the emergent themes suggest additional lower-order concepts: "Structures" and "Mixed Messages." The emergent themes 'Teachable" and "Uncertain" suggest new constructs.

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"April 2003" / Bibliography: leaves 233-258. / vii, 258 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, School of Humanities, Discipline of English, 2004

Color-blindness and color-consciousness are two ideologies aiming at prejudice and negative intergroup behavior reduction. Whereas color-blindness emphasizes the importance of breaking down group differences and considering everybody as an individal similar and equal to each other, color-consciousness emphasizes the recognition and appreciation of group differences. This dissertation is about the positive and negative aspects of both ideologies, as well as about their differential effects on emotions, behavior, and prejudice. Furthermore, a longitudinal study between 4 different countries analyzes the differences between minority groups and majority groups in matters of ideology preferences and of their links to prejudice. Finally, some variables are tested as useful predictors of the color-blind and color-conscious ideologies.

Color-blindness and color-consciousness are two ideologies aiming at prejudice and negative intergroup behavior reduction. Whereas color-blindness emphasizes the importance of breaking down group differences and considering everybody as an individal similar and equal to each other, color-consciousness emphasizes the recognition and appreciation of group differences. This dissertation is about the positive and negative aspects of both ideologies, as well as about their differential effects on emotions, behavior, and prejudice. Furthermore, a longitudinal study between 4 different countries analyzes the differences between minority groups and majority groups in matters of ideology preferences and of their links to prejudice. Finally, some variables are tested as useful predictors of the color-blind and color-conscious ideologies.