Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-03-18T17:54:22Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_Margarete_BC.pdf: 4161038 bytes, checksum: 8b4908f3839924760f302c291e5810cb (MD5) / Made available in DSpace on 2016-03-18T17:54:22Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_Margarete_BC.pdf: 4161038 bytes, checksum: 8b4908f3839924760f302c291e5810cb (MD5) Previous issue date: 2015-03-24 / Esta pesquisa visa à elaboração de materiais didáticos e à sua aplicação em uma sala de aula de língua inglesa em um curso de extensão da UFPE. Por estar situada na Linguística Aplicada, devido a seu caráter interdisciplinar, e por fazer parte do grupo Linguagem, Línguas, Educação e Escola (LIGUE), a pesquisa assume a perspectiva da Teoria da Atividade Sócio-Histórico-Cultural (TASCH), que focaliza o estudo das atividades em que os sujeitos estão em interação com outros em contextos culturais determinados e historicamente dependentes. (LIBERALI, 2009). Situado sócio-historicamente no momento de internacionalização universitária atual, o material didático elaborado tem como objetivo expandir os conhecimentos em língua inglesa; e, além disso, trazer para a sala de aula a possibilidade de o aluno ter uma visão multicultural por meio da performance, da observação e do contraste de situações típicas da vida universitária em diferentes culturas dentro da atividade social programa de intercâmbio universitário. Nesse cenário, a organização argumentativa tem papel determinante no desenvolvimento da capacidade de formular e defender pontos de vista, pois o diálogo entre eles (LEITÃO, 2011) confronta os indivíduos com múltiplas perspectivas acerca de um tópico, possibilitando-lhes, portanto, exame, compreensão e apropriação de uma multiplicidade de posições sobre um mesmo tema. A Pesquisa Crítica de Colaboração -PCCOL, (MAGALHÃES,\2007) foi adotada como metodologia por permitir que todos os seus sujeitos tenham participação ativa na construção do conhecimento, criando, modificando e ampliando as possibilidades de trabalho. Na análise e discussão dos dados, foram considerados conceitos inerentes à TASCH, aspectos enunciativos, discursivos e linguístico-discursivos, conforme proposto em Liberali (2009), além de consonância com as vozes teóricas escolhidas. O resultado mostra o papel do material didático, elaborado pela professora-pesquisadora, na conscientização do aluno como sujeito que faz escolhas. / This research aims at developing didactic material and using them in an English language extension course classroom at the Federal University of Pernambuco (UFPE). As situated within the Applied Linguistics field, due to its interdisciplinary nature, and as part of the Language, Languages, School and Teaching-Learning (LIGUE) study group, this research assumes the perspective of the Socio-Cultural-Historical Activity Theory (SCHAT), which focuses on the study of activities in which the subjects interact with others in determined and historically dependent cultural contexts. (LIBERALI, 2009). Sociohistorically situated in the current moment of university internationalization, the especially designed didactic material has the purpose of improving students’ English language skills; and, in addition, bringing to the classroom the opportunity for the student to have a multicultural point of view by observing, contrasting and performing ordinary university-life situations in different cultures within the social activity University Exchange Program. In this scenario, the argumentative arrangement has an important role in developing the ability to formulate and support points of view, once the dialogue among them (LEITÃO, 2011) exposes individuals to different perspectives regarding a given topic, enabling them, therefore, to exam, comprehend, and appropriate a multiplicity of perspectives concerning the same theme. The Critical Collaboration Research Methodology (PCCOL) (MAGALHÃES, 2007) was adopted in this study once it allows every subject to have an active role in building knowledge, by creating, modifying, and broadening working possibilities. When analyzing and discussing the data, some concepts inherent to SCHAT, enunciative, discursive, and linguistic-discursive criteria proposed by Liberali (2009), were taken into consideration, in addition to conformity with the theoretical voices selected. The result shows the role of didactic material, designed by the researcher, in building students’ critical thinking skills, enabling them to make choices.

Em discussões recentes, algumas teóricas feministas (Iris Young, Nancy Fraser e Seyla Benhabib) têm posto em evidência as pretensões de reconhecimento das identidades de grupos culturais, étnicos, “raciais”, sexuais, etários, assim por diante. Essas pretensões têm revelado a existência de sociedades multiculturais e também implicado uma crescente demanda por políticas e direitos de afirmação das diferenças por parte dos movimentos sociais. Retomando a vertente crítica dessas teorias, o presente trabalho procura mostrar em que medida é possível mediar tais pretensões por reconhecimento no âmbito do Estado democrático de direito. Nesse sentido, parece promissora a idéia de uma esfera política pública que é capaz de dar vazão a esses movimentos e, ao mesmo tempo, oferecer um critério democrático de legitimidade política. / In recent discussions, some feminist theorists (Iris Young, Nancy Fraser and Seyla Benhabib) have focused on claims for recognition of identity-based groups (cultural, ethnic, “racial”, sexual, aged, and so forth). These claims have showed the existence of multicultural societies and have also given rise to an increasingly demand for affirmative policies and rights by social movements. This work will review those feminist critical theorists in order to show how it is possible to mediate such claims for recognition within democratic constitutional states. In this sense, a political public sphere seems to be a promising idea, which is able to give an outlet for social movements at the same time it gives a democratic criterion of political legitimacy.

Made available in DSpace on 2016-03-15T19:41:56Z (GMT). No. of bitstreams: 1 Elias Justino Bartolomeu Binja.pdf: 721117 bytes, checksum: b09aec31c6c2e27a07e86178c03a57f5 (MD5) Previous issue date: 2010-12-15 / This research investigates, from the approach of multiculturalism , in Charles Taylor, the identity of the subject in the contemporary social tensions. Two works serve as theoretical basis: Sources of the Self: The Making of the Modern Identity and Multiculturalism. The bottom line of the present work is: who and what is the multicultural identity of the subject, considering the tensions by the recognition of the differences in the contemporary societies. The new forms of coexistence in the political field propitiate the emergence of new democratic political practices, expressed in the tensions between liberals and communitarians. Charles Taylor, usually identified with the communitarian party, advocates a peculiar positioning, that reflects more of the consequences of his philosophical anthropology through its moral anthology, than party militancy. However, in order to better explicit the new forms of coexistence in the political field, a contemporary society characterization is undertaken, highlighting the emergence conditions of tensions in democratic political practices: the mythical construction of the national identity and globalization. And, consequently, from the Taylorist philosophical anthropology, a proposal of education for authenticity can be outlined, aiming to enhance and distinguish the role of education in the formation of the subject and also of his identity. / Esta pesquisa investiga, a partir da abordagem do multiculturalismo em Charles Taylor, a identidade do sujeito nas tensões sociais contemporâneas. Duas obras nos servem de aporte teórico: As Fontes do Self: a construção da identidade moderna e Multiculturalismo: examinando a política de reconhecimento. A questão de fundo do presente trabalho é: quem e qual a identidade do sujeito multicultural, considerando as tensões pelo reconhecimento das diferenças nas sociedades contemporâneas. As novas formas de convivência no campo político propiciaram a emergência de novas práticas políticas democráticas, expressas na tensão entre liberais e comunitaristas. Charles Taylor, geralmente identificado com o partido comunitarista, no entanto, defende um posicionamento peculiar, que mais reflete das consequências de sua antropologia filosófica, por meio de sua ontologia moral, do que de militância partidária. Entretanto, para melhor explicitar as novas formas de convívio no campo político, empreendemos uma caracterização das sociedades contemporâneas, salientando nelas as condições de emergência das tensões nas práticas políticas democráticas: a construção mítica da identidade nacional e a globalização. E, consequentemente, da antropologia filosófica tayloriana, esboçamos uma proposta de educação para a autenticidade, com vista a realçar e distinguir o papel da educação na formação do sujeito e da sua identidade.

Made available in DSpace on 2016-08-17T13:54:34Z (GMT). No. of bitstreams: 1 DISSERTACAO RAUL.pdf: 3108969 bytes, checksum: 272bfa25b7fefc6b4777e5cb65d0e64c (MD5) Previous issue date: 2013-02-25 / The object of this paper is the graduation on Pedagogy at the Centro de Educação, Ciências Exatas e Naturais (CECEN), Universidade Estadual do Maranhão (UEMA), aiming to analyse this training in order to capture the multicultural dimension in the curriculum. It is considered the limits and potential of the multicultural curriculum for the pedagogue training and the perception of the subjects about the multicultural perspective on the course. It is imperative to identify in the Political-Pedagogical Project the theoretical and methodological fundaments that guide the construction of pedagogical practices attentive to differences and overcoming discriminatory attitudes. This is a qualitative research using literature review, document analysis techniques and semi-structured interview, with questions specific to each category of analysis. The work was performed under CECEN, involving interviews with eight teachers, the coordinator and eight students regularly enrolled in the final semester. The research was based on studies of several authors, among which we highlight: Moreira (2001, 2005, 2008); Giroux (1986, 1993, 1997); Hall (2003); McLaren (1997, 1999); Gimeno Sacristan (1995); Silva (2010); Lopes (2008); Lopes and Macedo (2002, 2011); Freire (1977, 2000, 2009). It is confirmed, with the results, that training in pedagogy course seeks to develop skills compatible with the interests and social needs, intertwining individual improvement with desirable aspects of citizenship. It was found that there is criticism to the effectiveness of the curriculum, particularly regarding dynamic interdisciplinary, seized as a result of the timely initiative of some teachers. It is observed in the existing legal provisions imposing limits on the development / adaptation of new educational projects and curricular organization by disciplines, restrictions on debate topics such as multiculturalism. The potential of the proposed is identified in the curricular flexibility and the autonomy given to teachers to work towards the multidimensional development of the student in a exclusionary context, but subject to change. The construction of pedagogical practices that address the difference is one of the elements of the proposal. Although not stated in the curriculum, the survey revealed that the course enables the multicultural approach, however in an individualized form. / Constitui-se objeto de estudo desta pesquisa a formação no curso de Pedagogia do Centro de Educação, Ciências Exatas e Naturais (CECEN), da Universidade Estadual do Maranhão (UEMA), visando à análise dessa formação na perspectiva de capturar a dimensão multicultural em seu currículo. Consideram-se os limites e os potenciais multiculturais da proposta curricular para a formação do pedagogo e a percepção dos sujeitos da pesquisa sobre a perspectiva multicultural no curso. Busca-se identificar no Projeto Político-Pedagógico os fundamentes teórico-metodológicos que orientam a construção de práticas pedagógicas atentas às diferenças e superação de atitudes discriminatórias. Trata-se de uma investigação qualitativa com a utilização de revisão bibliográfica, técnicas de análise documental e entrevista semiestruturada, apresentando questões específicas para cada categoria de análise. O trabalho realizou-se no âmbito do CECEN, com entrevistas envolvendo oito professores, o coordenador e oito alunas regularmente matriculadas no último período do curso. A pesquisa fundamentou-se nos estudos de vários autores, dentre os quais se destacam: Moreira (2001, 2005, 2008); Giroux (1986, 1993, 1997); Hall (2003); McLaren (1997, 1999); Gimeno Sacristán (1995); Silva (2010); Lopes (2008); Lopes e Macedo (2002, 2011); Freire (1977, 2000, 2009). Confirma-se, com os resultados, que a formação no curso de Pedagogia procura desenvolver habilidades compatíveis com os interesses e necessidades sociais, entrelaçando aperfeiçoamento individual com aspectos desejáveis de cidadania plena. Constata-se a existência de críticas à efetivação da proposta curricular, especialmente no tocante à dinâmica interdisciplinar, apreendida como resultante da iniciativa pontual de alguns professores. Observa-se nos dispositivos legais vigentes a imposição de limites quanto à elaboração/adequação de novos projetos pedagógicos e, na organização curricular por disciplinas, as restrições ao debate de temas como o multiculturalismo. Identifica-se o potencial da proposta na flexibilização curricular e na autonomia conferida aos professores para atuarem em prol do desenvolvimento multidimensional do educando num contexto excludente, mas passível de transformações. Verifica-se que a construção de práticas pedagógicas que contemplem a diferença é um dos elementos da proposta. Embora não esteja prescrito no currículo, a pesquisa revelou que o curso viabiliza a abordagem multicultural, porém de forma ainda individualizada.

Made available in DSpace on 2016-08-18T18:55:13Z (GMT). No. of bitstreams: 1 RUBY ESTHER LEON DIAZ.pdf: 810072 bytes, checksum: aa5ccd5c59d5bb86c66cf908cd91e1dd (MD5) Previous issue date: 2011-02-28 / The Colombian state, since 1991, proposes to "recognize and protect the ethnic and cultural diversity of the Colombian nation," according to the National Political Constitution (CP-91, art. 7). The reflection that I develop in this thesis seeks to investigate the position that the State, through its policies, has taken in relation to ethnic and cultural diversity" at the time of the state discourse on ethno-racial differences, which took place in Colombia since the 90's. The research focuses on interrogating the discourse on recognition of "ethnic and cultural diversity" in Colombia, built by the Colombian state. In order to reach that goal, I proposed the following path: to identify and analyze how the state formulates its laws and policies designed specifically for black people (including the Law No. 70/1993). The empirical field of research was the "public district policy for the recognition of the cultural diversity and the guarantee of rights for Afro-descendent people or "Public Policy for the Afro-descendent population living in Bogota" - (PPPARB). My analysis departs from the comprehensive sociology perspective, from the questions raised by post-colonial studies on race and ethnicity in Latin America and the look on the practices of intervention. The perspective that I use emphasizes the qualitative nature of this study, whose focus would be on the construction (symbolic, normative) of ethnic and racial difference, its recognition and the political formulation for its intervention. For this research, I used three types of sources: official documents, observations and fieldwork notes, and thirty semi-structured interviews conducted between February and July of 2010. In general, I present the complex way in which discourses and practices underlie the ideal of "recognition" of ethno-racial diversity in Colombia. So that the the dynamics of agreement and disagreement emerging in official discourses of the state are embodied in laws and normativities, and in the interpretations that are made from them in the management of PPPARB by multiple actors involved. / A presente dissertação procura interrogar o posicionamento do Estado através de suas políticas- face à diversidade étnica e cultural nos tempos do discurso estatal sobre as diferenças étnico-raciais, instalado na Colômbia desde os anos 90 s. O Estado colombiano, desde 1991, propõe-se a reconhecer e proteger a diversidade étnica e cultural da nação colombiana , segundo a Constituição Política Nacional (CP-91, art. 7). A pesquisa interrogou o discurso sobre o reconhecimento da diversidade étnica e cultural na Colômbia, construído pelo Estado colombiano. Para tanto, buscou identificar e analisar os delineamentos que o Estado formula em suas leis e políticas especificamente voltadas às pessoas negras (entre elas a lei n° 70/1993). O campo empírico da pesquisa foi a Politica pública distrital para el reconocimiento de la diversidad cultural y la garantia de los derechos de los afrodescendientes ou Política Pública para la Población Afrodescendiente residente en Bogotá -(PPPARB). Minha analise parte da perspectiva da sociologia compreensiva, associada às propostas dos estudos pós-coloniais sobre as questões raciais e étnicas na América Latina. Privilegia o enfoque qualitativo da pesquisa, com foco nas construções (simbólicas, normativas) relativas à diferença étnico-racial, seu reconhecimento e a formulação de políticas para a intervenção. Foram utilizados três tipos de fontes: documentos oficiais, observações e anotações de campo e trinta entrevistas semiestruturadas, realizadas entre fevereiro e julho de 2010. Apresento os discursos e as práticas do Estado colombiano oscilam entre o ideal de reconhecimento da diversidade étnico-racial na Colômbia e a afirmação da homogeneidade da nação colombiana. No caso específico da Política Pública para la Población Afrodescendiente residente en Bogotá sua implementação expressa a ênfase nas ações articuladas a idéias da cidadania democrática em detrimento do respeito à diversidade étnico-racial.

Trabalho na área de História e Historiografia da Educação que se propõe a conhecer, reconhecer, registrar e refletir a respeito das formas lúdicas em contexto de comunidade quilombola, sob perspectiva de um estudo de caso apoiado em elementos etnográficos. O campo de pesquisa é a comunidade de Bombas, situada em Iporanga, São Paulo, que atualmente busca reconhecimento como remanescente de quilombo. A periodização reside no tempo de ocupação do território pelos ancestrais dos atuais habitantes da região, ou seja, aproximadamente um século (1910 até os dias de hoje). Toma por referência a noção de quilombos contemporâneos. Bombas é um lugar peculiar para estudo: cravado na floresta, não conta com estrada, água encanada, telefones ou luz elétrica. Assumindo o lúdico como elemento da cultura (HUIZINGA, 1996) e a cultura como objeto da História e da Educação, investigam-se no cotidiano os brinquedos, brincadeiras, jogos e outras manifestações lúdicas como festividades, que são praticadas ou fazem parte da memória do grupo. Os sujeitos da pesquisa são jovens, adultos e crianças, observando-se o processo educativo nas relações estabelecidas e não apenas na instituição escola. No campo da metodologia o texto recorre à triangulação de fontes, observando o que Cambi (1999) chamou de pluralismo tipológico de documentos a fim de apreender o objeto (o lúdico) e suas relações com a cultura, História e Educação, propondo, entre elas, um exercício dialógico. São considerados como fontes os registros de campo, imagens do local e das situações tidas como lúdicas, bem como depoimentos e entrevistas dos habitantes e colaboradores, além de alguns documentos escritos oriundos de outros trabalhos. A cada grupo de fontes coube tratamento adequado a sua tipologia, como, por exemplo, no caso das entrevistas, recorre-se a recursos próprios da história oral. Rompendo com a dicotomia habitual que polariza campo/cidade, urbano/rural, ócio/trabalho, culto/popular, tradicional/moderno, dentre outras denominações, o trabalho afirma como pertinente a condição teórica proposta como Culturas Híbridas (GARCIA CANCLINI). Assume como constante o fluxo de idéias, cultura, educação, discursos, produções, enfim, a História em sociedade plural. Desemboca, na área de Educação, nos preceitos que consideram a diversidade como elemento fundamental no trato educativo em qualquer contexto, apontando a necessidade de se desfazer dos modelos que tendem a homogeneizar (e branquear) as relações e padronizar o conhecimento, apontando a urgência em se adotar abordagens e práticas inspiradas pelo multiculturalismo. / A History and Historiography of Education case study project supported by ethnographic elements and intended to understand, acknowledge, record and think about forms of play in a black community. The research is conducted in the community of Bombas, located in Iporanga, São Paulo, which is currently attempting to be recognized as a remnant quilombo (ancient autonomous slave community). The study includes the one hundred year period (from 1910 up to today) of territorial occupation by the ancestors of the current inhabitants of the region, and is based on the notion of contemporary quilombos. Bombas is an unusual location for this study as it is thrust deep in the middle of the forest and has no road, drinking water, telephone or power supply infrastructure. By assuming that playful behavior was an element of the culture (HUIZINGA, 2000), and that this culture was an appropriate subject for History and Education research, the daily use of toys, entertainment and games was studied, as were other manifestations of play, such as festivals and celebrations that are still commemorated or remembered by members of the group. The research subjects included adolescents, adults and children, and the education process within the established relationships, not only in the school institutions, was observed. The study text uses the triangulation of sources methodology and observes what Cambi (1999) has called the typological pluralism of documents to comprehend the objective (playful behavior) and its relationship with culture, history and education, and then to propose a dialogue between them. Field records, images and photos and playful situations were used as sources, as were anecdotal information and interviews with inhabitants and collaborators, and written documents selected from other studies. Each source of study received appropriate treatment for its type; for instance, the interviews relied on oral history resources. By breaking away from the customary dichotomy that polarizes the designations of field/city, urban/rural, leisure/work, erudite/popular, traditional/modern, among others, the study affirms the relevance of the proposed Hybrid Cultures theoretical condition (GARCIA CANCLINI, 2006). It also assumes that the flow of ideas, culture, education, discourse, productions, in short, the History in a pluralistic society, is a constant. In the area of Education, this study follows the principles that consider diversity to be a fundamental educational element in any context by pointing out the necessity to eliminate models that tend to homogenize (and whiten) the relationships and standardize the knowledge, and highlights the urgency of adopting approaches and practices inspired by multiculturalism.

O contexto sociopolítico Latino-Americano vem se modificando nas duas últimas décadas por conta de processos de redemocratização política que evidenciaram as seguintes questões: 1)Estados que se reconheceram como multiculturais e pluriétnicos; 2) Estados que adotaram políticas públicas de reconhecimento de direitos culturais e etnicorraciais direcionados às populações negras e indígenas. Esse é o caso de Brasil e Colômbia, países em que as ideologias de mestiçagem e democracia racial vêm perdendo espaço para a problematização das desigualdades sociorraciais e políticas de reconhecimento. A partir desse quadro situacional analiso os processos de construção e desenvolvimento das políticas públicas para comunidades negras (quilombos) no Brasil e palenques na Colômbia. Nesse objetivo estão enquadradas a construção e aplicação do Programa Brasil Quilombola (2004) e a Lei 70 colombiana (1991), mais conhecida como a Lei dos Negros, entre ambas há um ponto em comum: a garantia de direitos territoriais para populações negras. Isso faz com que Estado e sociedade enfrentem problemáticas sociais, até então, ignoradas ou minimizadas: territorialidade e racismo. Esse entrelazamiento de questões cruciais nos faz refletir sobre como isso está ocorrendo? Quais são as dificuldades? Quem são os atores sociais envolvidos? Essas questões motivaram a elaboração da tese de doutorado Entre Quilombos e Palenques: um estudo antropológico sobre políticas públicas de reconhecimento no Brasil e Colômbia. / The Latin American sociopolitical context has been changing in recent decades because of sociopolitical processes that have brought: 1) states that if recognized as multicultural and pluriétnicos; 2) states that adopted policies for the recognition of cultural rights and etnicorraciais directed at black populations and indigenous. From this situational context this paper seeks to present an anthropological analysis of the processes of construction and development of public policies on land rights for black communities in Brazil and Colombia through Brazil Quilombola Program and Law 70 Colombian, more known as the \"Law of the Blacks\", between the two there is a point in common: the guarantee of territorial rights for black populations. This makes the state and social problems facing society, hitherto ignored or minimized: territoriality and racism. This \"interlacement\" crucial issues makes us reflect on how this is happening? What are the difficulties? Who are the actors involved? These issues motivated the development of the doctoral thesis \"Between Quilombos and palenques: an anthropological study on public policy recognition in Brazil and Colombia.\"

Active participation, and formal and informal contact on sports fields and in physical education classes can contribute to the bridging of diversity in a play setting. This ties in with the Revised National Curriculum Statement for Life Orientation which emphasizes the holistic development of all learners. There are widespread concerns about the inactivity and related disease profiles of the South African Youth, as well as the divisions of the past that still prevail. A national need for indigenous knowledge was identified and the opportunity arose for documenting and selecting indigenous Zulu games as part of a national survey. This study developed from this background. It aims to provide material for socio-cultural development as well as to address the void in the current educational dispensation regarding physical education as part of the Life Orientation Learning Area. Quantitative data on the trends, content and nature of these games was collected through the completion of a questionnaire (De Jongh, 1984 and adapted by Burnett, 2001), triangulated with information collected through structured interviews, focus groups and observations of learners at play. Visual and tape recordings assisted in the capturing of songs, physical skills and various other play patterns. Forty indigenous Zulu games and other play related activities were collected from grade seven learners (age 10 to 17) (n=217), and adults (age 40 to 70) (n=57) from rural and urban schools and communities in and around Empangeni, Eshowe, Vryheid, Nongoma and Durban in the KwaZulu-Natal Province of South Africa. The sample (N=274) comprised of Zulu-speaking boys (n=87), girls (n=130), men (n=26) and women (n=31). A theoretical framework for inventorising Zulu play and games, was developed and applied for classification, analysis and documentation of these Zulu games. These games were presented in an educational outcomes-based framework and guidelines offered for the inclusion of indigenous games in a multicultural classroom. Thirteen of these games were, however, selected for curriculum development purposes according to the criteria of the nature (indigenous content and structure), popularity and potential for cross-field educational outcomes. Appropriate strategies were offered for teaching, learning and pedagogy. These thirteen selected indigenous Zulu games may meaningfully contribute to the physical education curriculum for promoting ethnic understanding, reinforcing social skills and to provide an opportunity to use fundamental motor skills and movement concepts in dynamic settings in the multicultural classroom in the South African context. It is recommended that these indigenous Zulu games should hence be introduced to all learners in the multicultural classrooms of all South African schools, providing that sufficient time will be allocated and subject specialists will be appointed for teaching physical education. Furthermore it is recommended that research should be conducted on the indigenous games of all other ethnic groups, not only the Zulu in KwaZulu-Natal, but throughout South Africa to be included in a comprehensive physical education curriculum. / Prof. C. Burnett-Louw Prof. W.J. Hollander

M.A. / Traditional measures often used in the assessment of cognitive functions of individuals, are regarded as unsuitable for two reasons. Firstly, since a particular language is utilized in the test items and instructions of most cognitive tests, the overall lower verbal test scores of culturally diverse individuals often is an indicator of poor verbal knowledge and language proficiency that in effect has a bearing on an invalid lower Full Scale IQ score. The verbal item content fail to provide important information regarding the potential learning and reasoning abilities of a person from a different culture. Secondly, due to past standardization practices in the construction of measuring instruments, important elements regarding the cultural relevance of the content of the measures, have often failed to be included. In order to address such problems, this research examined the suitability of the S.O.N.-R 5 % - 17 according to three objectives: (a) to cognitively assess the non-verbal intelligence of 400 secondary school children from four culturally diverse groups in the Johannesburg metropolitan area, viz. Afrikaans-, English-, Sotho- and Zulu-speaking learners who are in grades 8-10; (b) to determine whether home language, grade level, socio-economic status (SES), gender, handedness and the use of visual aids (spectacles/contact lenses) were important variables in determining subtest total scores; and (c) to determine the appropriateness of the S.O.N.-R 5%- 17 for local use in terms of its psychometric properties, viz. reliability (internal consistency) as well as its construct and predictive validity. Apart from providing the developmental aspects pertaining to the cognitive development of adolescents, other important theoretical aspects of intelligence were discussed from a cross-cultural perspective in reference to various conceptual frameworks from which intelligence was viewed as a function of the internal (innate) psychological processes of the individual and the external (socio-cultural) psychological processes of the individual. An outline based on the psychometric and cultural implications for such theories of intelligence was also delineated in an effort to define the concept of intelligence as related to culture-fair testing.

Abstract This study focuses on representations of multiculturalism in children’s literature. Children’s books are seen as cultural products which do not only reflect but also construct our social reality. The research consists of four peer-reviewed articles and a summary part. This interdisciplinary research is theoretically positioned in both cultural studies and social sciences, with the key concepts of multiculturalism, identity, ethnicity, racism and anti-racism. More specifically, the study contributes to the discussions of multicultural children’s literature as both pedagogy and art. The methodological-theoretical framework is based on the social constructionist approach. Language is understood as socially, historically, sociopolitically and ideologically constructed; hence performativity, discourse and representation are considered as key concepts of the analysis. Intersectionality functions as both a theoretical framework which guides the understanding of multiculturalism, as well as an analytical tool for examining the data. The data consists of children’s picturebooks which are analysed by applying the method of close reading. Intersectional analysis also makes the numerous sociocultural categories, i.e. ethnicity, nationality, gender, language, dis/ability and age visible in the studied books. The results show that representations of multiculturalism are connected to the ideas of nationality, which again relates to the ideas of belonging and exclusion – often meaning Finnish/non-Finnish division. The representations of multiculturalism can reproduce and circulate discourses of differentiation, and thus legitimise exclusion and marginalisation of people. However, picturebooks can also display representations of multiculturalism that challenge the normative assumptions of ‘difference’ and ‘normal’. In the studied books, challenging the dominant sociopolitical discourses seems to further the understanding of ‘us’ in a more inclusive way which then might prevent exclusion of people who differ from the ‘norm’. The didactic quality of children’s books is manifest in anti-racist strategies with the aim of reducing racism by making it visible. The study shows that children’s literature offers possibilities for readers to question implicit assumptions about the self and other, and thus can support readers in becoming more culturally aware and sensitive. / Tiivistelmä Tämän tutkimuksen keskiössä ovat lastenkirjallisuudessa esiintyvät monikulttuurisuuden representaatiot. Tarkastelen lastenkirjallisuutta kulttuurisena tuotteena, joka ei ainoastaan heijasta vaan myös rakentaa sosiaalista todellisuutta. Tutkimus rakentuu neljästä vertaisarvioudusta artikkelista sekä yhteenveto-osasta. Tutkimus on monitieteinen, ja sijoittuu sekä kulttuurintutkimuksen että yhteiskuntatieteiden kenttään. Keskeisiä käsitteitä ovat monikulttuurisuus, identiteetti, etnisyys, rasismi ja anti-rasismi. Tutkimuksessa tarkastellaan lastenkirjallisuutta sekä pedagogiikan välineenä että taiteellisena tuotteena. Tutkimuksen metodologis-teoreettisen perustan muodostaa sosiaalinen konstruktivismi. Kieli ymmärretään sosiaalisesti, historiallisesti, poliittisesti ja ideologisesti rakentuneena, ja analyysin avainkäsitteitä ovat performatiivisuus, diskurssi ja representaatio. Tutkimuksen aineisto koostuu lasten kuvakirjoista, joiden analysoinnissa on hyödynnetty lähiluvun tekniikkaa. Intersektionaalisuus toimii teoreettisena viitekehyksenä, mutta se tarjoaa myös sopivan analyysivälineen mahdollistaen erilaisten sosiaalisten kategorioiden (etnisyys, kansalaisuus, sukupuoli, kieli, kyvykkyys, ikä) tekemisen näkyviksi aineistossa. Tulosten mukaan monikulttuurisuus kuvataan usein kansalaisuuden kautta. Kansalaisuuden representaatioihin kiinnittyy kuulumisen ja poissulkemisen tematiikkaa, joka ilmenee usein suomalainen/ei-suomalainen-jaotteluna. Koska monikulttuurisuuden representaatiot tuottavat eroja korostavia diskursseja, ne myös aiheuttavat yksilöiden syrjäyttämistä. Lastenkirjallisuus sisältää toisaalta myös kuvauksia, jotka haastavat normatiivisen jaottelun ’erilaisuuteen’ ja ’normaaliin’. Dominoivien sosiaalisten ja poliittisten diskurssien haastaminen mahdollistaa meihin ja muihin liittyvien erontekojen monimuotoisemman ymmärtämisen. Näin normista poikkeavia yksilöitä ei suljeta ulkopuolelle yhtä herkästi. Lastenkirjojen didaktinen ominaisuus tulee esille erityisesti antirasistisina strategioina, joiden avulla rasismiin pyritään puuttumaan tekemällä se näkyväksi. Tutkimuksen mukaan lastenkirjallisuus tarjoaa lukijoille mahdollisuuksia kyseenalaistaa yksinkertaistavia oletuksia itsestä ja muista. Näin lastenkirjallisuus voi tukea lukijan kulttuurisen tietouden kehittymistä.