Orientador: Emilia Pietrafesa de Godoi / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-21T08:43:44Z (GMT). No. of bitstreams: 1 Luna_MarisaBarbosaAraujo_D.pdf: 4601306 bytes, checksum: 16f6b15567fdd6eee9c752928be7e167 (MD5) Previous issue date: 2012 / Resumo: Nesta tese tomo por objeto alegações de domínio sobre territórios e recursos naturais na Reserva Extrativista do Alto Juruá, localizada no oeste do estado do Acre e na Comunidade Remanescente de Quilombo de Praia Grande, no Vale do Ribeira, estado de São Paulo. Aproximo os dois contextos, remodelados pelo reconhecimento e pela institucionalização de direitos coletivos - ambientais e étnicos. As duas situações têm em comum o reconhecimento de uma territorialidade específica, que serve de base para a titulação coletiva da terra. Como reflexos da ingerência de políticas públicas em áreas de uso comum, ocorrem transformações nas lógicas de apropriação, de domínio e de uso do território, que legitimam direitos em casos específicos / Abstract: In this dissertation I examine claims over territories and natural resources in the Upper Juruá Extractive Reserve, in the western state of Acre, and the descent of Quilombo Community of Praia Grande, in the Ribeira Valley, state of São Paulo. In both situation the meaning of land claim have been reconfigured in order to accommodate the institutionalization of collective rights - environmental and ethnic - and the shared fact that recognition of a specific territoriality is the basis for collective land legal recognition. As result of inflections of public policies of common land, occur transformations in the logics that underlie legitimacy of ownership rights, in specific cases / Doutorado / Antropologia Social / Doutora em Antropologia Social

In September 2017, the Trump administration announced its plan to rescind The Deferred Action for Childhood Arrivals Program (DACA). Since then, program recipients, who have in recent years assumed the name "Dreamers," have fought back. This thesis explores how Dreamers use storytelling as a means of articulating individual and collective identity as a form of resistance in the sociopolitical climate that is Trump's America.

No description available.

The research aims to examine the development of Western-originated reality television (RTV) within a socialist country which is adopting and adapting a capitalist economic system.

M.A. / The primary objective of this study is to investigate the relationship between Locus of Control, Individualism/Collectivism and Sense of Coherence between two groups of participants by using three measures. The study will also investigate the significance of the relationship between Locus of Control and the Individualism/Collectivism, and between Sense of Coherence and Locus of Control. The motivation for the study stems from a question regarding how cultural perceptual style interacts with personality traits to influence a person's Sense of Coherence. A further question faced by all South Africans, regards how one adapts to the cultural changes being experienced in the country, while at the same time maintaining a sense of self·identity. While there are many possible questions, this study will focus on investigating the interaction between the three constructs of Sense of Coherence. Locus of Control, and Individualism/Collectivism. The three core constructs of Sense of Coherence. Locus of Control, and Individualism/Collectivism are defined as follows: • Antonovsky (1987) defines Sense of Coherence as a global orientation that expresses the extent to which one has a pervasive. enduring though dynamic feeling of confidence as a function of one's sense of comprehensibility, manageability, and meaningfulness. • Locus of Control refers to a generalised disposition. acquired from past experience, to believe that rewards either are, or are not, controllable by a person's own efforts. Such that those who are externally oriented hold the view that their success is due to factors outside their control such as chance and luck while internally oriented persons attribute success to their personal effort and ability. • Individualism and Collectivism are cultural perceptual styles which indicate whether individuals acts largely for their self interests, or in regard for collective group harmony.

No description available.

This ethnographic study describes the intersection between politics and education, and between discourses and practice pertaining to indigeneity among the Manobo of Tagpalico in a highland area of the Philippines. The analysis reveals the interrogation of my own personal values as I came to understand what are held to be important values by the Manobo. For example, my idealistic perceptions of indigenous leaders were challenged by what I came to appreciate about their leadership skills relative to strategic and situated participation in the context of complex relations with various outsiders. This study further explains how adults and children actively engage in social processes through which they negotiate what counts among them as significant, appropriate knowledge and learning. It discusses how global discourses of education, literacy, and indigenous peoples are spoken about in ideal terms, but enacted differently in local practice. Salient in understanding this study is an appreciation of how the role of learning in practice (Lave and Wenger, 1991) plays an important part in situated participation of actors in the educational enterprise. Against a background of local understanding about what it is important to know about – principally farming and other economic activities - and international discourses of indigeneity, schooling, literacy and development, children, parents, leaders, teachers, and nuns have appropriated and negotiated their notions of being ‘educated’ and ‘indigenous’ within a social space that is the school setting. As the Manobo explore what it means to be ‘educated’ in a politically volatile environment, they also learn to use their understanding of what it means to be ‘indigenous’ in order to negotiate their positionalities relative to external groups like the nuns, teachers, anthropologists, the military, guerrillas, and other non-Manobo groups.This study argues that learning to become educated transforms understanding of what it is to be a more valued person in the community, which altogether translates into significant differences in the children’s sense of self or personhood. Children are allowed to negotiate their social position within the family and the community through education but at the same time it also creates new forms of ‘inequality’ and ‘social separation’ (Froerer, 2011:695). For example, emerging forms of social differentiation in Tagpalico are evident in the processes through which more female members are becoming educated, bringing in a greater contribution to the family’s economic resources and thereby, developing a sense of choice about their lives as ‘individuals’ in charge, to a certain extent, over their own destinies.

The South African public sector is important for the sustainable growth and development of the country. One of its major responsibilities is to ensure that all citizens have access to and receive the services they need. The manner in which public sector institutions are structured has an impact on the delivery of effective and efficient services to citizens.Achieving a high degree of productivity is an important objective of public service organisations across the world given the pressure to deliver quality public goods and services within the limits of ever-increasing resource constraints. The South African Public Service is no exception to this global phenomenon. The focus on the public service is therefore continuously to improve performance to meet citizens’ needs. Where as performance is directed at measuring outputs achieved, productivity goes an important step further by measuring the relationship between the resources used to achieve outputs. The focus of this study is the analysis of change and transformation strategies in the Department of Home Affairs, Province of the Eastern Cape. The primary purpose was to assess the current state of service delivery in the Department of Home Affairs and to ascertain how continuous monitoring and evaluation could be factored in to enhance the delivery of services. The target population was the employees and clients of the Department of Home Affairs. Employees were selected randomly and asked to participate in the study. The sample was a convenient-purposive sampling and a quantitative research questionnaire was used.

During transformation (1994 onwards), different interventions were instituted within Education as an attempt to redress learner achievement and throughput. By so doing, the South African government believed that by investing in education a return would be attained which would be beneficial to stabilising its economy — nationally and internationally. However, expected outcomes of these interventions have not been achieved and various researchers and opinion leaders still view the quality of education in South Africa as disparaging and deficient as well as characterised by an increasing prevalence of dysfunctional schooling systems. Therefore, this research aimed to design a generic mentoring framework through which transformation within dysfunctional schooling systems can be facilitated; this is to enable whole school development to achieve best educational practice. In order to achieve this, a micro-level analysis of schooling systems, using the functionalist perspective, specifically enabled through the contributions of Parsons and Merton was undertaken. In addition, insight gained from a broad range of literature and other secondary resources on mentoring, best practice and quality education was used to develop a number of premises. These premises were used to suggest how the generic mentoring framework can be adapted to enable a fit-for-purpose mentoring system which allows facilitation of a process of sustained transformation which gravitates towards a whole school culture that envisions quality education for all. It is recommended that further research be undertaken to ascertain the strength of the generic mentoring framework and operationalising it as a fit-for-purpose mentoring system within a school in the form of a pilot study. Aligned with this, to undertake assessment research, amongst other things, to systematically and with greater depth explore the notions of intended and unintended consequences that manifest during operationalisation of a fit-for-purpose mentoring system and how these can and should be measured.

Essentially contested concepts result in continual disagreement over their meaning and use because important consequences flow from these disputes. Evidence of the contested nature of the concept social justice, in the context of teacher education, is documented in academic literature. Empirical evidence of the contested nature of the term is found in the transcripts of National Council for Accreditation of Teacher Education (NCATE)’s 2006 reauthorization hearing. Scholars note the complex nature of social justice and that teacher educators and colleges of education frequently use the term (e.g. Hytten & Bettez, 2011; North, 2008; Zollers, Albert, & Cochran-Smith, 2000). This study focuses on the various understandings and applications of the concept social justice in academic writing within teacher education. A directed qualitative content analysis of academic journal articles, guided by Gallie’s (1956) framework, was conducted to identify how the phrase, social justice, is used in the context of teacher education. Gallie’s framework was chosen because it has proved a useful tool to analyze complex concepts (Collier, Hidalgo & Maciuceani, 2006). One of Gallie’s goals in designing his framework was to help scholars’ reason about complex concepts. This study found evidence to support the classification of social justice as an essentially contested concept in teacher education. Additionally, this study found indications in the data that the term may be terminologically contested in the context of teacher education and recommends further investigation. I argue that teacher educators interested in social justice as a reform measure for teacher education should define the concept and come to a consensus about what social justice in teacher education means. The lack of precision in the term makes debate over the merits of concept, in the context of teacher education, difficult.