This knowledge overview consists of research surrounding digitalisation in pedagogics, visual culture learning communities and the correlation between these two subjects. Intercultural pedagogics often refers to including pupils’ ethnical cultural diversity as grounds for creating a discourse surrounding equality and inclusion in the classroom. However, we hypothesise implementing an intercultural view on pedagogics, where the culture is one based on teenagers’ digital presence. This could let teachers provide a learning environment that strengthens pupils’ engagement and assures inclusivity, without running the risk of labeling them ethnically. Throughout this assessment we have found research linked to the use of pop-culture and improved teaching environments, teenagers' visual identities and their sub-cultures, and an underrepresentation in the use of digital media as a proper teaching tool. Results show that a vast number of teachers misunderstand how digitalisation can be properly implemented in the classroom, and educational environments that manage to implement children’s and teenagers’ personal interests and digital identities greatly increase learning possibilities and student engagement.

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Made available in DSpace on 2016-03-15T19:46:11Z (GMT). No. of bitstreams: 1 Elen Del Sole.pdf: 1119476 bytes, checksum: 222fa8bddb42e6cbb98ff7e00436c997 (MD5) Previous issue date: 2014-10-22 / This study aims at adding some considerations on the development of intercultural competence in teaching English as a foreign language teaching (TEFL). The corpus under analysis has consisted of the observation of a group of adult students linguistical behavior in English as a foreign language classes within a 12 months ́ period of time. The programme content has been elaborated in such a way that dynamic activities should take place and provide the subjects ́ interaction, that is, the researcher and teacher on one side and the students, on the other side, as the participant group. The purpose has been to analyze students intercultural abilities on the basis of research-action methodology. Intercultural pieces of reality from Western countries, as well as the emphasis on multicultural thought, have been presented to the students. The technique adopted to introduce distinct intercultural pieces of reality has used authentic material and the criterion has involved themes related to politics, economics and creative thinking. Observation of the students linguistical behavior has resulted in subcategories such as generalization, which has been analyzed under the parameter of foreign language teaching as the third space. / O presente trabalho visa a contribuir com reflexões sobre o desenvolvimento da competência intercultural no ensino das línguas estrangeiras. O corpus para a análise constituiu-se na observação do comportamento linguístico de um grupo de alunos adultos de aulas de inglês como língua estrangeira (LE) no período de 12 meses. O conteúdo programático foi especialmente elaborado para que ocorressem dinâmicas que propiciassem a interação dos sujeitos envolvidos a saber, a professora como pesquisadora e os alunos enquanto grupo participante, com a finalidade de analisar as habilidades interculturais dos alunos, dentro dos pressupostos da metodologia da pesquisa-ação. Foram apresentadas aos alunos realidades interculturais provenientes de países do Ocidente, além de ênfase no pensamento multicultural. A técnica adotada para a apresentação de realidades interculturais distintas serviu-se de material autêntico, cujo critério de seleção foram temas relaciona dos à política, à economia e ao pensamento criativo. O resultado da observação do comportamento linguístico dos alunos trouxe subcategorias como a generalização, que foi analisada tendo como parâmetro o ensino de língua estrangeira enquanto terceiro espaço de enunciação.

Every year many immigrant families become members of United States communities. Among these are international graduate students whose lives and identities, as well as those of their families, are changed as they negotiate between cultures and experiences. In this study, three Saudi graduate students share their stories about culture, education and literacy. This research employs narrative inquiry to answer the following question: What stories do Saudi immigrant students tell regarding their educational beliefs and experiences, as well as the experiences of their children in the U.S. and in Saudi Arabia? The participants' interview texts are the main data source. The three-dimensional narrative inquiry spaces of temporality, sociality, and place help identify the funds of knowledge in place throughout these narratives. Data analysis uses funds of knowledge as a theoretical lens to make visible the critical events in each narrative. These events point to themes that support the creation of a third space in which the participants negotiate being in two cultures as well as their storying across time to understand their own experiences. Themes of facing challenges, problem solving, adaptation, and decision-making connect these stories and support the discussion of findings within the personal, practical, and social justifications for this narrative inquiry. The participants' negotiation of being in two cultures as revealed here serves as a resource for educators in understanding the instructional needs of immigrant families. The findings also have the potential to contribute to changing existing misconceptions about this minority group and other immigrant groups. In a rapidly growing global community as the United States, such narratives provide insights that invite personal understandings and connections among diverse people.

Esta investigación se centra en el estudio de las experiencias del tercer espacio de una flagship store, y cómo este espacio, a través del uso de la personificación de marca, comunica su personalidad, en relación con el sector de moda. El caso que se analizó fue el de la tienda insignia de Butrich y el público objetivo fueron mujeres entre 24 a 40 años del NSE B. La importancia del desarrollo de esta investigación se ve reflejada en los aportes que tiene en el ámbito de la publicidad y el marketing peruano, dado que la tienda insignia es una forma diferente de hacer publicidad en 3D de la marca. El objetivo de esta investigación ha sido identificar de qué manera la experiencia en el tercer espacio de la flagship store de Butrich puede lograr comunicar la personalidad de la marca a través del uso de la personificación de esta entre mujeres de 24 a 40 años. La metodología se basó en el enfoque cualitativo. Se usó la herramienta de entrevistas a profundidad. Los hallazgos principales fueron tres. El primero es el reconocimiento de Jessica como la personificación de Butrich. El segundo es la publicidad boca a boca. Y el tercero, es un espacio de diversión y de relajación. En conclusión, cuando se desarrolla una buena personalidad de marca, las experiencias en el tercer espacio son positivas y el uso de la personificación ayuda a comunicar y conectar al consumidor. La mejor publicidad que tiene Butrich es su propia tienda insignia. / This investigation focuses on the study of experiences of the third space through flagship stores and how this space uses brand personification to communicate its personality related to the fashion sector. The analyzed case is about Jessica Butrich’s flahship store, the target market were socio-economic status B women between 24 to 40 years old. The importance of this research is reflected in the contributions it has in the field of advertising and peruvian marketing, given that flagship stores are a different way of advertising the brand in 3D. The objective of this investigation is to identify how the third space experience related to Jessica Butrich’s flagship store can communicate the brand’s personality through its personification among 24 to 40 years old women. The used methodolody was based on the qualitative approach and the main tool used for this methodolody was the in-depth interviews. Three main findings were achieved. The first finding was the recognition of Jessica Butrich as the personification of her own store. The second finding is everything about mouth to mouth advertising. The third and final finding is about Butrich’s flagship store as a place of relaxation and fun. Finally, when a good brand personality is developed, the third space experiences are positive, and the use of personification helps to communicate and reach the consumer. Butrich’s best advertisement is its own flagship store. / Tesis

This study discusses the relevance of intercultural pedagogy in an increasingly digital and multicultural world. By exploring the intersection between intercultural pedagogy and youths’ visual culture the study aims to lay the groundwork for a pedagogical development in the field of culturally relevant pedagogy. The study brings light to the cognitive and motivational potential a pupil-oriented pedagogy has. The study also discusses limitations of intercultural and culturally relevant pedagogy, including the risks of ignoring ethnically diverse classrooms’ transcultural identities. Through the use of qualitative interviews with visual art teachers, in addition to an analysis of existing research dating back to the coining of culturally relevant pedagogy, this study examines how visual art teachers implement students’ visual cultures in the classroom and how this can be further developed into an inclusive and relevant pedagogical practice. / Denna studie diskuterar interkulturell pedagogiks relevans i en alltmer digital och mångkulturell värld. Genom att utforska intersektionen mellan interkulturell pedagogik och ungdomars visuella kultur syftar studien till att lägga grunden för en pedagogisk utveckling inom området kulturellt relevant pedagogik. Studien belyser den kognitiva och motiverande potential en elevorienterad pedagogik har. Studien diskuterar också begränsningar av interkulturell och kulturellt relevant pedagogik, inklusive riskerna med att ignorera mångkulturella klassrums transkulturella identiteter. Genom kvalitativa intervjuer med bildlärare, i samband med analys av befintlig forskning som går tillbaka till myntandet av kulturellt relevant pedagogik, undersöker denna studie hur bildlärare implementerar elevers visuella kulturer i klassrummet och hur detta kan vidareutvecklas till en inkluderande och relevant pedagogisk praktik.

Using interpretive methods of social inquiry, this thesis explores the socio-political significance of body tattoos made of Chinese-like text, which have recently become popular Western phenomena. It theorizes how contemporary Western tattooing complicates bodily and social boundaries, providing context to interrogate ideas of authenticity. Coining the term "Chinesenough" (from “Chinese” and “enough”), I describe how many such tattoos do not reflect in Chinese what many wearers and viewers assume they do. I contrast how Chinesenough tattoos (re)produce whiteness to the multiple and contradictory Chinesenesses that are also (re)produced. Reading Chinesenough flash art on tattoo studio walls as objects constituting social space, I consider the social meaning of their English subtitles and manner of organization. I theorize the body’s absence from Chinesenough flash art while articulating my body’s sense experience of encountering the same. Finally, I produce and theorize five illustrations that carnivalize Chinesenough iconography to disrupt and transform the phenomenon.

Using interpretive methods of social inquiry, this thesis explores the socio-political significance of body tattoos made of Chinese-like text, which have recently become popular Western phenomena. It theorizes how contemporary Western tattooing complicates bodily and social boundaries, providing context to interrogate ideas of authenticity. Coining the term "Chinesenough" (from “Chinese” and “enough”), I describe how many such tattoos do not reflect in Chinese what many wearers and viewers assume they do. I contrast how Chinesenough tattoos (re)produce whiteness to the multiple and contradictory Chinesenesses that are also (re)produced. Reading Chinesenough flash art on tattoo studio walls as objects constituting social space, I consider the social meaning of their English subtitles and manner of organization. I theorize the body’s absence from Chinesenough flash art while articulating my body’s sense experience of encountering the same. Finally, I produce and theorize five illustrations that carnivalize Chinesenough iconography to disrupt and transform the phenomenon.

This study and the accompanying design project explore postmodern identity construction as a nomadic state of being in relation to the shared experience of space. The potential of the relationship between postmodern identity and physical space is explored both theoretically and through practical application. The main theory explored is ‘third space’, with specific reference to the concept of ‘thirdness’ as articulated by American psychoanalyst Jessica Benjamin (in Frosh&Baraitser 2009). This study examines how shared spaces can, through narrative reframed by ontology (Somers 1994), be seen as physical manifestations of the ‘third space’ as envisaged by the likes of Homi K Bhabha (1994) and Edward Soja (1996). The notion of ‘thirdness’ is used to explore the relationship between individuals and shared space. ‘Thirdness’ is also paralleled to Ubuntu. ‘Thirdness’ is investigated as a means to access shared relational spaces that provide an abundance of symbolic narratives that can be gathered and integrated into the self. This study explores how being connected through shared space has the potential to be constructive in identity formation in the wake of unstable postmodern identity. This study uses a design process adapted from Karl Aspelund (2006) as an approach to the research. In the context of this study, design is seen as more than the resulting artefact. It encompasses the thought process, the methods used and steps taken to reach a particular research outcome. This study attempts to form a synthesis between the theoretical research conducted and design praxis in the form of the design outcome. As inspiration for the design action, the design process followed in this research facilitates the exploration of theory that is perhaps unfamiliar to design discourse. The steps in the process allow the refinement of concepts, application of the theory in a practical environment (a paper making workshop) and finally, the visualisation of the theory via the design artefact (an animated short). The medium of animation is selected purposively in order to convey the interpretive narrative derived from the process. The paper produced in the workshop reflects the theory, inspires the narrative of the animation and is used to create the environment and characters of the animation, which, in turn, embody the overarching concepts of the study. Copyright / Dissertation (MA)--University of Pretoria, 2012. / Visual Arts / unrestricted

Originating from a disenfranchisement with the contemporary definition and realisation of Westernised architecture as a commodity and product, this thesis seeks to explore alternative examples of positive socio-spatial practice and agency. These alternative spatial practices and methodologies are drawn from participatory and grass-roots development agency in informal settlements and contexts of economic absence, most notably in the global South. This thesis explores whether such examples can be interpreted as practical realisations of key theoretical advocacies for positive social space that have emerged in the context of post-Second World-War capitalism. The principal methodological framework utilises two differing trajectories of spatial discourse. Firstly, Henri Lefebvre and Doreen Massey as formative protagonists of Western spatial critique, and secondly, John F. C. Turner and Nabeel Hamdi as key advocates of participatory development practice in informal settlements. These two research trajectories are notably separated by geographical, economic and political differentiations, as well as conventional disciplinary boundaries. However by undertaking a close textual reading of these discourses this thesis critically re-contextualises the socio-spatial methodologies of participatory development practice, observing multiple theoretical convergences and provocative commonalities. This research proposes that by critically comparing these previously unconnected disciplinary trajectories certain similarities, resonances and equivalences become apparent. These resonances reveal comparable critiques of choice, value, and identity which transcend the gap between such differing theoretical and practical engagements with space. Subsequently, these thematic resonances allow this research to critically engage with further appropriate surrounding discourses, including Marxist theory, orientalism, post- structural pluralism, development anthropology, post-colonial theory and subaltern theory. 5 In summary, this thesis explores aspects of Henri Lefebvre's and Doreen Massey's urban and spatial theory through a close textual reading of key texts from their respective discourses. This methodology provides a layered analysis of post-Marxist urban space, and an exploration of an explicit connection between Lefebvre and Massey in terms of the social production and multiplicity of space. Subsequently, this examination provides a theoretical framework from which to reinterpret and revalue the approaches to participatory development practice found in the writings and projects of John Turner and Nabeel Hamdi. The resulting comparative framework generates interconnected thematic trajectories of enquiry that facilitate the re-reading and critical reflection of Turner and Hamdi's development practices. Thus, selected Western spatial discourse acts as a critical lens through which to re-value the social, political and economical achievements of participatory development. Reciprocally, development practice methodologies are recognised as invaluable and provocative realisations of the socio-spatial qualities that Western spatial discourse has long advocated for, and yet have remained predominantly unrealised in the global North.