[pt] O objetivo desta dissertação é analisar o tratamento dado pelas traduções brasileiras aos personagens negros na obra de William Shakespeare: o Príncipe de Marrocos em O mercador de Veneza, Aarão em Tito Andrônico e Otelo na tragédia homônima. O estudo parte dos pressupostos de que o preconceito racial é uma construção ideológica que se dá pela via do discurso e de que a tradução, como uma modalidade discursiva, pode desempenhar um papel na reprodução de ideologias. O estudo desenvolveu-se em três etapas: (i) identificação de ocorrências de discurso racista no texto-fonte; (ii) localização, nos textos-alvo, das traduções de cada possível afirmação racista previamente identificada; (iii) análise das soluções tradutórias observadas e os efeitos gerais que estas provocaram nos diferentes produtos finais, a fim de verificar em que medida as versões acabam por reconstruir, intensificar ou atenuar o preconceito percebido na obra original. O corpus de análise é constituído por The Merchant of Venice, juntamente com três traduções brasileiras, feitas por Carlos Alberto Nunes, Cunha Medeiros/Oscar Mendes, e Barbara Heliodora; Titus Andronicus, e as versões brasileiras realizadas pelos mesmos tradutores; e Othello, nas traduções de Onestaldo de Pennafort, Carlos Alberto Nunes, Cunha Medeiros/Oscar Mendes, Péricles Eugênio da Silva Ramos, Barbara Heliodora, Beatriz Viegas-Faria e Jean Melville. / [en] The purpose of this thesis is to examine how Brazilian translations deal with Shakespeare`s black male characters: The Prince of Morocco in The Merchant of Venice, Aaron in Titus Andronicus and Othello. The study is based on the assumption that racial prejudice is an ideological construct, mediated by language, and that translation as a discursive mode may play an important role in the reproduction of ideology. The research was conducted in three steps: (i) identification of instances of racist discourse in the source text; (ii) identification in the target text of the translated instances of such racist discourse; (iii) analysis of these translations and the general effect they may have on the different end products, so as to verify whether the Brazilian versions reconstruct, intensify or mitigate the prejudice identified in the original work. The plays examined were The Merchant of Venice, and three Brazilian translations by Carlos Alberto Nunes, Cunha Medeiros/Oscar Mendes, and Barbara Heliodora; Titus Andronicus, in renderings by these same translators; and Othello, as translated by Onestaldo de Pennafort, Carlos Alberto Nunes, Cunha Medeiros/Oscar Mendes, Péricles Eugênio da Silva Ramos, Barbara Heliodora, Beatriz Viegas- Faria, and Jean Melville.

Teachers play a pivotal role in the production of discourse on race relations in education, yet few studies have researched the impact of white teacher identity construction as a variable in the creation and maintenance of racial ideologies, particularly here in Canada. The majority of the current research done on racism in schools has produced data that points to the widespread denial of racism by the majority of white teachers and students, while parents, teachers and students of color acknowledge the pervasive role racism plays in their educational and social lives. While the focus on institutional and systemic racism is important, it sometimes denies the role individuals play in the reproduction of racism and in our ability to make change. For these reasons, it is critical to consider the identity constructions of white teachers, as these constructions will influence how we interpret and respond to existing racial inequalities in education. <p>This research will draw from poststructural theories of discourse analysis in order to analyze how white teacher identity constructions of innocence are reproduced in an education system where racial inequalities are pervasive and systemic. Discourse analysis and deconstruction are important in understanding the way our subjectivity as white teachers continues to be produced and maintained.<p>This study takes place in the Prairie region, where Aboriginal people have been produced as the racial Other historically. Using an open-ended questionnaire, in-service, and focus group method, this research study invites educators to narrate their own perceptions of racism in schools. The collection and analysis of this data begins to address the theoretical gap in academic knowledge on teacher perceptions of racism in education.

This qualitative study explored the potential for decolonizing the secondary English Language Arts classroom. An interdisciplinary approach was used to explore contemporary theories of literary criticism relevant to the study of Aboriginal literature, including an approach through colonial and post-colonial discourse and the growing body of theory and criticism written by North American Aboriginals; to incorporate literary theory and pedagogical knowledge of content into the development of Aboriginal literature units FOR secondary school classrooms; and to incorporate these new interpretive and pedagogical understandings into the practices of two secondary English teachers using North American Aboriginal literature in their classrooms.<p>A document was prepared that explored the interpretive potentials of postcolonial and Aboriginal literary theories and given to the two participating teachers who were able to use this information to develop instructional units for their literature classes. Action research framed the approach used to implement, revise, and evaluate the units of study in the two grade twelve classrooms. <p>The participating teachers found that the critical lenses enabled them to approach Aboriginal literature with more confidence and insight. They also found that their classroom use of Aboriginal literature disclosed the misconceptions their students held concerning Aboriginal peoples. The teachers were frustrated by the systemic racism evident in their classrooms. They were also frustrated by the resistance shown by their teaching peers toward incorporating Aboriginal literature and anti-racist methodologies into their instruction.<p>The findings of this study suggest that more exposure to critical literary theories and minority literatures in the context of teachers pre-service and in-service education may help to decolonize Canadian classrooms.

The present paper is part of a project carried on by the Swedish Section of the International Commission of Jurists. Sweden has ratified several major international human rights instruments. Most of the rights are covered by national law, and only in exception is there a discrepancy between national and international law. Such a discrepancy is found in the UN Convention on the Elimination of all forms of Racial Discrimination, in which the State parties agree on penalizing and prohibiting the founding of and participation in racist organizations. Sweden is not complying with this statute, despite the fact that the government has ratified the convention. The Swedish government states that national laws prohibit the activities of these organizations, and therefore it is not necessary to reform the legislation. The National Council for Crime Prevention (Brottsförebyggande rådet) presents an annual report on hate crime in Sweden. Between the years 2005 and 2009 the number of reported hate crimes almost doubled. To some point the increase can be explained by a widened definition of hate crime, but the reports have increased in real terms as well. The Swedish government is combating human rights violations, and the long term objective is to ensure full respect for human rights. Critique raised against Sweden in international reviewing institutions indicates that Sweden has some ground to cover before reaching such an objective. Most of the presented critique concerns the non-existing ban of racist organizations, increased reports of hate crime as well as racist influences within Swedish politics and society as such. Prohibiting racist organizations constitutes limitations in the freedom of expression and the freedom of association. Ever since Sweden incorporated the European convention for the Protection of Human Rights, freedom of expression has been given a unique position within the national legal system. This position is strengthened even further through different judgments in the Swedish Supreme Court, in cases on agitation. The questions raised in this paper are consequently: Is it possible to ensure full respect for human rights, or can you only come near such an ensuring? Does Sweden live up to its international obligations? How does the Swedish government weigh the different rights against each other? Should the rights be differently balanced? The purpose of this paper is, therefore, to establish Sweden’s international obligations, to highlight the possibility of limitations in the freedom of expression and to look at the occurrence of and legislations against hate crime. / Uppsatsen utgör en del av projektet "Implementering av kritik i internationella organ mot Sverige och Rätten till kompensation" som drivs av Internationella Juristkommissionen - Svenska avdelningen. / Implementering av kritik i internationella organ mot Sverige och Rätten till kompensation

This qualitative study explored the potential for decolonizing the secondary English Language Arts classroom. An interdisciplinary approach was used to explore contemporary theories of literary criticism relevant to the study of Aboriginal literature, including an approach through colonial and post-colonial discourse and the growing body of theory and criticism written by North American Aboriginals; to incorporate literary theory and pedagogical knowledge of content into the development of Aboriginal literature units FOR secondary school classrooms; and to incorporate these new interpretive and pedagogical understandings into the practices of two secondary English teachers using North American Aboriginal literature in their classrooms.<p>A document was prepared that explored the interpretive potentials of postcolonial and Aboriginal literary theories and given to the two participating teachers who were able to use this information to develop instructional units for their literature classes. Action research framed the approach used to implement, revise, and evaluate the units of study in the two grade twelve classrooms. <p>The participating teachers found that the critical lenses enabled them to approach Aboriginal literature with more confidence and insight. They also found that their classroom use of Aboriginal literature disclosed the misconceptions their students held concerning Aboriginal peoples. The teachers were frustrated by the systemic racism evident in their classrooms. They were also frustrated by the resistance shown by their teaching peers toward incorporating Aboriginal literature and anti-racist methodologies into their instruction.<p>The findings of this study suggest that more exposure to critical literary theories and minority literatures in the context of teachers pre-service and in-service education may help to decolonize Canadian classrooms.

Teachers play a pivotal role in the production of discourse on race relations in education, yet few studies have researched the impact of white teacher identity construction as a variable in the creation and maintenance of racial ideologies, particularly here in Canada. The majority of the current research done on racism in schools has produced data that points to the widespread denial of racism by the majority of white teachers and students, while parents, teachers and students of color acknowledge the pervasive role racism plays in their educational and social lives. While the focus on institutional and systemic racism is important, it sometimes denies the role individuals play in the reproduction of racism and in our ability to make change. For these reasons, it is critical to consider the identity constructions of white teachers, as these constructions will influence how we interpret and respond to existing racial inequalities in education. <p>This research will draw from poststructural theories of discourse analysis in order to analyze how white teacher identity constructions of innocence are reproduced in an education system where racial inequalities are pervasive and systemic. Discourse analysis and deconstruction are important in understanding the way our subjectivity as white teachers continues to be produced and maintained.<p>This study takes place in the Prairie region, where Aboriginal people have been produced as the racial Other historically. Using an open-ended questionnaire, in-service, and focus group method, this research study invites educators to narrate their own perceptions of racism in schools. The collection and analysis of this data begins to address the theoretical gap in academic knowledge on teacher perceptions of racism in education.

My thesis project is an argument for and an investigation into the complex dynamics of what I term a critical, feminist, anti-racist pedagogy. Drawing from scholarly work in the fields of feminist theory, cultural studies, whiteness studies, and rhetoric and composition, in what follows I argue for a blurring of the traditional reason-emotion split that, I believe, continues to stifle learners in todays U.S. educational system. I then offer a pedagogical theory that rejects or blurs this split, acknowledges and examines the affective realm, and is fueled by the more holistic notion and theory of love as a hermeneutic put forth by self-identified U.S. third-world feminist ChlÌ?a Sandoval. Next, I make connections between Sandovals theory and the work of several contemporary feminist scholars who theorize love and the formation of powerful coalitions that can work toward fostering democratizing social change in U.S. society today.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Nessa tese discutimos a necessidade de um aprofundamento que reflita e aponte caminhos sobre a inserÃÃo e o processamento do conhecimento produzido sobre a cultura de base africana pelos sistemas educacionais do Cariri cearense; tomamos o universo cultural dos alunos como elemento importante na (re)afirmaÃÃo de suas identidades e para o aprendizado da cultura. O lÃcus do estudo à o municÃpio de Milagres onde encontramos um grupo de Congos em plena atividade. O Mestre Doca Zacarias coordena esta manifestaÃÃo mantendo viva a devoÃÃo à Nossa Senhora do RosÃrio como parte importante dos ensinamentos recebidos dos seus ancestrais. O estudo se propÃe a compreender essa manifestaÃÃo da cultura de base africana buscando promover uma discussÃo sobre a premÃncia inclusiva da histÃria e cultura afro no currÃculo da educaÃÃo bÃsica das escolas locais, a fim de se construir uma pedagogia comprometida com o fortalecimento da identidade e combate ao racismo e ao preconceito que atingem as crianÃas e jovens negros(as). Nesse sentido, a transposiÃÃo dessa cultura para a educaÃÃo formal constitui a principal preocupaÃÃo desse trabalho. Apresentamos possibilidades de redimensionamentos das prÃticas pedagÃgicas dos educadores que atuam na educaÃÃo bÃsica no Cariri cearense a partir dessa expressÃo cultural de base africana. A metodologia utilizada tomou como base as narrativas que se deram atravÃs da memÃria individual e coletiva dos atores sociais pertencentes a esse universo que retratam a histÃria de uma comunidade que tem se mantido viva ao longo das geraÃÃes, alÃm de permitir uma reorganizaÃÃo da presenÃa negra no Estado do CearÃ. Durante a realizaÃÃo da pesquisa foram feitos registros fotogrÃficos e filmagens de trÃs eventos artÃstico-culturais onde o grupo foi atraÃÃo principal. O estudo das africanidades caririenses desvelou histÃrias desconhecidas de uma grande parte dos educadores locais, mas que carregam elementos significativos para se compreender o contexto histÃrico-cultural em que se està inserido e, por isso, sÃo componentes importantes para a formaÃÃo das crianÃas e jovens negros e nÃo-negros que frequentam as escolas da regiÃo. / In this thesis we discuss the necessity of a deepening which reflects and points out ways about the insertion and the processing of the knowledge produced about the culture from African basis through the educational systems of the Cariri region in the state of CearÃ; we took the cultural universe of the students as an important element in the reaffirmation of their identities and for the learning of the culture. The study place is the municipality of Milagres where we have found a group of Congos in activity. The Master Doca Zacarias coordinates this manifestation maintaining alive the devotion to Nossa Senhora do RosÃrio as an important part of the teachings received from their ancestors. The study proposes to comprehend the manifestation of the culture from African basis searching to promote a discussion about the inclusive urgency of afro history and culture in the curriculum of basic education in the local schools, in order to constructing a pedagogy committed to the strengthening of the identity and combating the racism and the prejudice which strikes children and young negro people. Therein, the transposition of that culture to the formal education constitutes the principal concern of this work. We present possibilities of dimensioning pedagogic practices of educators who act in the basic education in the Cariri region in the state of Cearà from this cultural expression of African basis. The methodology utilized took as basis the narratives which occurred through the individual and collective memory of the social actors belonging to this universe which retreat the history of a community which has maintained itself alive along the generations, besides permitting a reorganization of the negro presence in the state of CearÃ. During the accomplishment of the research photographic registers and recordings have been made of three cultural-artistic events where the group was the main attraction. The study of the African aspects of the Cariri region has unveiled unknown histories of a great part of the local educators, yet they still carry significant elements for the comprehension of the historical-cultural context in which it is inserted and, because of that, they are important components for the formation of children and young negro people and non-negro ones who attend the schools of the region.

The thesis deals with the theme of morality and racist attitudes towards Roms. The theoretical part is focused on describing the development of studying the phenomenon of morality, especially on intuitionistic theory (eg.:. J. Haidt). Next on moral emotions, namely disgust, and their influence on individual judgment in a social situation. And on attitudes to other racial groups. The intention is to refer to theories that assume influence of emotions on moral judgment, as well as the activation of attitudes. In the practical part was examined moral dilemma situations rating among 142 respondents, while their disposition to the perception of disgust and their racist attitudes. By the research was proved that people evaluate the situation as more immoral if there is participant with different ethnicity, depending on their perception of disgust. Direct relationship between evaluation and racist attitudes was not proven. The conclusions are in detail discussed in the thesis.

Peruvian mass media has failed in addressing and representing the cultural and ethnic diversity of its country, as the presence and representation of ethnic minorities (indigenous and Afro-Peruvian) are almost exclusively reduced to the reproduction of stereotypes in comedy shows, in which they are often racialized and the target of offenses directly related with their ethnic identities. The analysis will focus on the figure of El Negro Mama, a very popular character in Peruvian television thought to be a portrait of the Afro-Peruvian population. Through the use of textual analysis, the paper will explore of this character in order to determine the performativity of blackness in national television and the use of racist discourses in the national media and their direct relation with the reproduction of stereotypes and racist language. The research, then, seeks to provide an analysis of the transformation of the discourses that this character produced to show the variations of the racist discourse affecting this ethnic group and the transformation of the portrayals and interactions of the character when publicly rejected by the Afro-Peruvian civil society.