Thesis (Ph. D.)--Columbia University, 1940. / "Reprinted from the Review of religion, volume V, numbers 2 and 3, January and March, 1941." Includes bibliographical references.

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This study draws on a black feminist theoretical perspective, to develop an understanding of the cultural identities and experiences of twelve, academically 'successful', British South-Asian girls. The girls are aged between 16-18 years, and from Hindu, Sikh and Muslim religious backgrounds, selected across two West London secondary schools. A narrative interview approach is used to explore how these girls configure and invest in 'culture' and their cultural identities, during a critical stage in their academic lives before entering university. A series of unstructured interviews have been held with each girl, and these were complemented with reflective journals. The girls' narratives reveal how 'culture' (a contested term) is discussed with high weighting in relation to the importance of education, which they all narrated as an important key to unlocking 'success' in their future lives. The girls' identities move beyond media discourses that stereotype them as ‘passive’ and lacking a voice. These girls demonstrate agency and high aspirations for 'having it all', narrated through discourses of hard work, meritocracy and aspiration. This study reveals the complex interaction of experiences that influence South-Asian girls' cultural identities, and the interplay of structure and agency in their journeys towards becoming 'successful', irrespective of their largely working-class backgrounds. Whilst I recognise that all adolescents will face challenges of some kind, being a South-Asian girl embodies its own particularities, linked to markers of difference in 'culture', religion, gender, ethnicity, 'race', class, language, dress, amongst other historical influences. These differences are not necessarily embodied as negative forces by these girls, but rather, used as a catalyst for personal growth, where they draw on their psychological strength, aspirations and desires, to become 'successful' young women. This thesis makes a unique contribution to black feminist theory, girlhood studies, as well as narrative and educational literature. It acknowledges the uniqueness of South-Asian girls' cultural experiences and backgrounds, and challenges some of the cultural discourses in the media that pathologise them. It is written in a critically reflexive style, from the perspective of a second-generation, British-born, South-Asian academic, who, at the time of writing this thesis, was also raising two academically 'successful' daughters of her own. The inspiration for this research is rooted in the researcher's narratives of girlhood and early womanhood.

National women in the Gulf Cooperative Council (GCC) countries are highly educated yet their work participation remains low when compared to the rest of the world. This thesis aims to assess the impact of religion and family in the shaping of national women’s careers in the GCC workforce, in particular the United Arab Emirates (UAE). This aim is fulfilled by conducting three interlinked research projects; a systematic literature review, a qualitative study and finally, a quantitative study. The first research project comprises a systematic review of the literature that identifies the barriers and enablers to the participation and advancement of female national managers in the GCC workforce. The synthesis of articles reveals findings at the societal, organizational, family and individual levels. At the societal level, barriers and enablers are identified as those influenced by socio-cultural and religious norms and practices. These norms and practices influence how organizations (public and private) engage with their employees, and families engage with their individual members. In the second research project, I choose to narrow the scope of my research from six GCC countries to one country, the UAE. I explore the influence of family on the experiences of ten senior female UAE national managers at key work decision stages; I employ semi-structured interviews and, based on their experiences, the findings reveal that the family has influence at both the role entry and role participation stages. No data were available for the role exit stage. Furthermore, the experiences are different for women from extended versus nuclear families. In the third research project I choose to focus on the factors that support and impact on the experiences of UAE national women during their career life cycle. The findings indicate that overall there are no differences between the experiences of women from nuclear families versus extended; however, there are differences between the model and the UAE sample, both at the overall level and individual age stages. My second research project; a qualitative study provides three contributions to knowledge. Firstly, I extend the understanding of work related decisions, taking into account family influences. However, in the UAE, based on my research, the outcome will primarily be in favour of family due to the influence of socio-cultural and religious norms and practices. I propose that the conceptual framework be extended by adding the component of religion to it when considering the context of the UAE. Secondly, I propose a modification to the framework enabling it to be used in the UAE context. Thirdly, no previous empirical research has been conducted using this framework, with the result that the data from my research contribute empirically. With respect to contribution to practice, this qualitative study identifies the need for enhanced recruitment strategies for women and more gender friendly policies and practices to ensure the effectiveness of Emiratization within both the public and private sectors. The evidence from my third research project; a quantitative study contributes theoretically as my research demonstrates that the O’Neil and Bilimoria (2005) three phase women’s career development model does not fit in the UAE context. The research also contributes from a practical perspective as it identifies the need to improve the development of networking, communication and leadership skills for women and the implementation of comprehensive flexible working practices for women.

Public opinion regarding crime-related issues is a challenging matter for researchers and politicians alike. An ill-informed public with regards to crime, punishment and other aspects of the criminal justice system leads to discontent and demands for harsher policies to strengthen public safety. Politicians harness public opinion to secure votes, and this can result in punitive policies that are founded on erroneous beliefs. The objective of this study is to look more deeply into people’s attitudes towards crime and punishment, and to consider why Greek people hold the views that they do and how these views are constructed. A multi-method approach was adopted for the implementation of this study. Quantitative methods were used to map the scope of attitudes towards crime and punishment in Greece. Qualitative methods were then appropriate to analyse and explore how attitudes are constructed and investigate specific factors in more depth. Greek culture was found to be one of the core issues, and in this context the Greek Orthodox faith and the traditional tight Greek family unit indicate that the stronger are the Greek people’s adherence to their traditional religious and family values, the less punitive are their attitudes towards crime and punishment. However, factors such as the media, attitudes towards immigrants and the contemporary political scene were found to cause distorted perceptions, leading to lack of confidence in the Greek criminal justice system.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-04-12T19:14:51Z No. of bitstreams: 1 APARECIDO BARBOSA.pdf: 1566220 bytes, checksum: d9e5ef9b9d92b9316ddade2895e27486 (MD5) / Made available in DSpace on 2018-04-12T19:14:51Z (GMT). No. of bitstreams: 1 APARECIDO BARBOSA.pdf: 1566220 bytes, checksum: d9e5ef9b9d92b9316ddade2895e27486 (MD5) Previous issue date: 2017-12-12 / This study aims to reconstruct and analyze the discourse and representations regarding the practices and religious beliefs of the Brazilian people, present in the writings of the French traveler Auguste de Saint-Hilaire, who was in Brazil from 1816 to 1822. Analyzing his works that record and study Brazilian flora and fauna, written in the first half of the nineteenth century, it is possible to identify between the lines, the marginal observations, the deliberate insinuations, the description of places, customs and people, a whole world view of the author, unfolds in a partial and provocative portrait of the multiple dimensions of Brazilian society in formation. We emphasize, above all, the image built on the following religious dimensions: the life of the secular and religious clergy, traditional and popular Catholicism, popular religiosity, churches and sacred arts, religious festivals, processions and holy days. Constructed images that capture a process of identity formation in the mediation of the vision of the other. The richness of travelers' reports is the source of studies on the formation of Brazil. As an analysis perspective, we chose Cultural History, as it offers conditions for the interpretation and evaluation of the selected sections of the traveler's works. From a bibliographical review, we used as reference in this study a set of papers that dealt with the travel literature, particularly those that took as source the reports of Saint-Hilaire. We study the travel literature, seeking to highlight its political and economic matrices, its representative, cultural and historical discourses. We suggest an analysis of the reports produced by the traveler from the concept of "representation" discussed by Roger Chartier, that is, a conception of the other from his cultural world. But we also incorporate the concept of rhetoric of "otherness" used by Fran?ois Hartog, who, in approaching the "other" of "us", tries to perceive their differences and translate them into the language of the other. Both notions helped us to think about the meaning of the narratives and expressions of the religious world present in the speech of Saint-Hilaire. Analyzing them in the European, French and Brazilian historical context, the traveler lived and wrote his works, as well as the political-religious and cultural relationship between Church and State. The use of the aforementioned notions ended up affecting not only the results we have arrived at, but also the way forward. As a result the realization of the inescapable character of religion and its importance to the understanding of the complex processes of our cultural formation. Regarding the paths of analysis, we find that focusing on religion opens the perspective of articulating dimensions of reality that other studies avoid doing, for example, the public and private relationship, sacred and profane, Church and State, religion and culture. After the contextualization and critical analysis of Saint-Hilaire's discourse on this religiosity, we discuss his reports as a source of research, and as a problem, the possibility of transforming this representative discourse as a translation of that religiosity into an instrument for religious and cultural study in the period nineteenth-century and contemporary. / Este estudo tem como objetivo reconstituir e analisar o discurso e as representa??es a respeito das pr?ticas e cren?as religiosas do povo brasileiro, presentes nos escritos do viajante franc?s Auguste de Saint-Hilaire, que esteve no Brasil nos anos de 1816 a 1822. Analisando suas obras que registram e estudam prioritariamente a fauna e a flora brasileira, escritas na primeira metade do s?culo XIX, ? poss?vel identificar nas entrelinhas, nas observa??es marginais, nas insinua??es deliberadas, na descri??o dos lugares, dos costumes e das pessoas, toda uma vis?o de mundo do autor, que se desdobra num retrato parcial e instigante das m?ltiplas dimens?es da sociedade brasileira em forma??o. Destacamos, sobretudo, a imagem constru?da a respeito das seguintes dimens?es religiosa: a vida do clero secular e religioso, catolicismo tradicional e popular, religiosidade popular, Igrejas e artes sacras, festas religiosas, prociss?es e dias santos. Imagens constru?das que captam um processo de forma??o de identidade na media??o da vis?o do outro. Decorre disso a riqueza dos relatos de viajantes como fonte de estudos sobre a forma??o do Brasil. Como perspectiva de an?lise, optamos pela Hist?ria Cultural, por oferecer condi??es para a interpreta??o e avalia??o dos trechos selecionados das obras do viajante. A partir de uma revis?o bibliogr?fica, utilizamos como refer?ncia nesse estudo um conjunto de trabalhos que debru?ou-se sobre a literatura de viagens, de modo particular os que tomaram como fonte os relatos de Saint-Hilaire. Estudamos a literatura de viagem, procurando destacar suas matrizes pol?ticas e econ?micas, seus discursos representativos, cultural e hist?rico. Sugerimos uma an?lise dos relatos produzidos pelo viajante a partir do conceito de ?representa??o? discutido por Roger Chartier, ou seja, uma concep??o do outro a partir do seu mundo cultural. Mas tamb?m incorporamos o conceito de ret?rica da ?alteridade? utilizada por Fran?ois Hartog, que ao aproximar o ?outro? do ?n?s?, procura perceber as suas diferen?as e traduzi-las para a linguagem do outro. Ambas as no??es nos auxiliaram a pensar sobre o significado das narrativas e express?es do mundo religioso presente no discurso de Saint-Hilaire. Analisando-as no contexto hist?rico europeu, franc?s e brasileiro, que o viajante viveu e escreveu suas obras, bem como, da rela??o politica-religiosa e cultural entre Igreja e Estado. O uso das no??es apontadas terminou por afetar n?o apenas os resultados a que chegamos, mas tamb?m o caminho que seguimos. Como resultado a constata??o do car?ter incontorn?vel da religi?o e sua import?ncia para a compreens?o dos processos complexos de nossa forma??o cultural. No que diz respeito aos caminhos da an?lise, constatamos que enfocar a religi?o abre a perspectiva de articular dimens?es da realidade que outros estudos evitam fazer, por exemplo, a rela??o p?blica e privada, sagrada e profana, Igreja e Estado, religi?o e cultura. Ap?s a contextualiza??o e analise cr?tica do discurso de Saint-Hilaire sobre essa religiosidade, discutimos os seus relatos como fonte de pesquisas, e como problema, a possibilidade de transformar esse discurso representativo enquanto tradu??o dessa religiosidade num instrumento para o estudo religioso e cultural no per?odo oitocentista e contempor?neo.

Com base no debate sobre diferença, o estudo analisa o modo como a questão da religiosidade é significada e tratada nas práticas escolares. Abordando religião como processo de construção cultural, vale dizer, de significação discursiva que se desenvolve no âmbito de relações de poder, o estudo busca compreender os espaços que diferentes manifestações religiosas ocupam no ambiente escolar; como as disputas hegemônicas por significação acontecem e quais são as práticas de afirmação e silenciamento das diferenças religiosas na escola. A pesquisa traz a contribuição de Stuart Hall para a compreensão de cultura numa dimensão intercultural para além dos binarismos fixos estruturalistas. Analisa os processos de negociação da diferença a partir da abordagem de Chantal Mouffe sobre constituição do social; consenso conflituoso e democracia agonística, o que possibilita descolar as identidades da rigidez suposta ou imposta pela polaridade nós-outros construída no pensamento universalista. Uma importante referência, ainda, advém da conceituação nomeada de inculturação das religiões de Joanildo Burity. Dessa forma, procura refletir sobre processos educacionais orientados pela perspectiva pedagógica proposta por Aura Helena Ramos, segundo a qual a Educação em Direitos Humanos tem como referência a constituição de espaços de manifestação do dissenso, de negociação da diferença e de produção curricular, o que indica uma abordagem que se contrapõe a processos de silenciosamente de códigos culturais da hegemonia religiosa cristã ocidental. / Based on the discussion on the difference, the study examines how the issue of religion is meant and treated in school practices. Addressing religion as a cultural construction process, that is, the discursive meaning that develops within power relations, the study seeks to understand the spaces we occupy different religious manifestations in the school environment; as the hegemonic signification disputes happen and what are the practical affirmation and silencing of religious differences in schools. The research brings the contribution of Stuart Hall for understanding culture in intercultural dimension beyond the structuralist fixed binaries. Analyzes the processes of negotiation of difference from Chantal Mouffe approach on the social constitution; conflicting consensus and agonistic democracy, which allows take off the identities of the alleged rigidity imposed by the polarity or the other-we built the universalist thought. An important reference, however, stems from the concept named "inculturation of religions" of Joanildo Burity. Thus discuss how educational processes guided by pedagogical perspective proposed by Aura Helena Ramos, according to which the Human Rights Education has reference to the constitution of spaces manifestation of dissent, negotiation of difference and curriculum production, which indicates an approach that contrasts the processes of cultural codes silently Western Christian religious hegemony.

Com base no debate sobre diferença, o estudo analisa o modo como a questão da religiosidade é significada e tratada nas práticas escolares. Abordando religião como processo de construção cultural, vale dizer, de significação discursiva que se desenvolve no âmbito de relações de poder, o estudo busca compreender os espaços que diferentes manifestações religiosas ocupam no ambiente escolar; como as disputas hegemônicas por significação acontecem e quais são as práticas de afirmação e silenciamento das diferenças religiosas na escola. A pesquisa traz a contribuição de Stuart Hall para a compreensão de cultura numa dimensão intercultural para além dos binarismos fixos estruturalistas. Analisa os processos de negociação da diferença a partir da abordagem de Chantal Mouffe sobre constituição do social; consenso conflituoso e democracia agonística, o que possibilita descolar as identidades da rigidez suposta ou imposta pela polaridade nós-outros construída no pensamento universalista. Uma importante referência, ainda, advém da conceituação nomeada de inculturação das religiões de Joanildo Burity. Dessa forma, procura refletir sobre processos educacionais orientados pela perspectiva pedagógica proposta por Aura Helena Ramos, segundo a qual a Educação em Direitos Humanos tem como referência a constituição de espaços de manifestação do dissenso, de negociação da diferença e de produção curricular, o que indica uma abordagem que se contrapõe a processos de silenciosamente de códigos culturais da hegemonia religiosa cristã ocidental. / Based on the discussion on the difference, the study examines how the issue of religion is meant and treated in school practices. Addressing religion as a cultural construction process, that is, the discursive meaning that develops within power relations, the study seeks to understand the spaces we occupy different religious manifestations in the school environment; as the hegemonic signification disputes happen and what are the practical affirmation and silencing of religious differences in schools. The research brings the contribution of Stuart Hall for understanding culture in intercultural dimension beyond the structuralist fixed binaries. Analyzes the processes of negotiation of difference from Chantal Mouffe approach on the social constitution; conflicting consensus and agonistic democracy, which allows take off the identities of the alleged rigidity imposed by the polarity or the other-we built the universalist thought. An important reference, however, stems from the concept named "inculturation of religions" of Joanildo Burity. Thus discuss how educational processes guided by pedagogical perspective proposed by Aura Helena Ramos, according to which the Human Rights Education has reference to the constitution of spaces manifestation of dissent, negotiation of difference and curriculum production, which indicates an approach that contrasts the processes of cultural codes silently Western Christian religious hegemony.

This dissertation provides a journey into the world of beliefs and values of Saudi Arabia’s organisations, people and society at large, and how these influence and shape HRM practices and the employment relationship in the country. Designed as a single country case study, the dissertation uses a multi-case research design where two large companies operating in Saudi Arabia (an indigenous and a foreign multinational corporation) are explored and compared through methodological triangulation in data collection methods (interviews, surveys and focus group). The main findings identify that institutional pressures (regulatory and normative) are strong catalysts facilitating the impact of Islamic teachings on the workplace in the Kingdom of Saudi Arabia. The regulative forces represent the organisations’ rules, regulatory constraints (forced by regulatory bodies) and penalties for violations. They are a result of the KSA’s legal system and its political culture. The normative forces identify values and social behavioural norms which define how things should be done within the organisation. They are a result of the wider Saudi culture. Apart from its contribution to knowledge of the HRM practices of Saudi Arabia at micro- and meta- level, the dissertation also provides an analysis at two additional levels. it contributes firstly to the growing knowledge on the influence of Islamic beliefs in the workplace, and secondly, to the enlargement of theory on the subject of religion and its impact in the workplace. Moreover, the dissertation makes a contribution to the literature on HRM practices and approaches in Saudi Arabia. This extends to other countries of the Arab Gulf, holding strong potential to become a source of knowledge and reference for foreign organisations which operate and wish to operate in that region.

In the context of my involvement with the CASHSS Multiple Secularities – Beyond the West, Beyond Modernities’ research programme, I chose Ghazali’s autobiography, and in particular his “crisis of indecision,” as an example of a pre-modern negotiation of the boundaries of religion at the micro level. The research programme suggests employing the analytical concept of secularity to investigate both non-Western and pre-modern forms of secularity, in terms of conceptual distinctions and institutional differentiations between religious and non-religious social spheres. In this essay, I would like to propose a method of pursuing these goals from my own theoretical perspective. More specifically, I will argue that in Ghazali’s reflections on spiritual religiosity, theology, philosophy and science, we can discern the individual engagement of a prominent Muslim thinker with emerging communicative realms. In the Modern Systems Theory of Niklas Luhmann, these realms are taken to represent functionally differentiated subsystems of modern society.