While Taiwanese Aboriginal culture has become essential for Taiwanese to construct a new national identity, this report examines the uses, makings, and transmissions of Taiwanese Aboriginal music in contemporary society, illuminating power dynamics of how Aboriginal music has been presented and perceived among different groups. The shifting Taiwanese identity within the contemporary political context opens up the discourses of indigeneity that have interpreted the Aboriginal culture as a site either for forming the new Taiwanese identity or claiming indigenous rights and subjectivity. Through the analysis of these discourses, I deconstruct how Taiwanese Aboriginal music has been exoticized and folklorized as Other by the Han-centric perspective. Further, by examining Aboriginal song-and-dance at intra-village rituals, at a Pan-Aboriginal festival, and at international cultural performances, I seek to argue that Aborigines are neither simply implementing the “otherness” imposed by the Han majority nor are they completely in conflict with it. By using Homi Bhabha’s concept of the Third space that resists the binary of the dominant ideology and counter-hegemonic discourses of a minority, I particularly consider the Aboriginal vocable singing as a site within which Aborigines strategically adopt different identities depending upon the performative context. Through this theoretical perspective, I argue that the multiplicity of identity and the interconnectedness of Aboriginal musical practices across different groups and regions challenge the rhetoric of multiculturalism and diversity of cultures in the sense of neo-liberal ideology. / text

Esta dissertação propõe-se analisar o Programa Institucional de Bolsa de Iniciação à Docência (PIBID) e a natureza das relações institucionais estabelecidas entre a Universidade e a escola de Educação Básica. Propõe realizar uma aproximação entre o conceito de Terceiro Espaço de Formação Docente e o PIBID. O PIBID é uma política que objetiva a qualificação docente criando espaços para inserção dos licenciandos na realidade escolar. No referencial teórico são abordados aspectos relacionados a formação de professores no Brasil, aos saberes docentes, a articulação entre teoria e prática na formação inicial, a constituição de um referencial teórico sobre Terceiro Espaço de Formação Docente. Foi realizada uma revisão bibliográfica sobre o Programa, que apontou a escassez de artigos científicos que discutissem o PIBID de maneira mais aprofundada. Utiliza-se como base metodológica neste trabalho o estudo de caso fundamentado na pesquisa participante, tendo como objeto de análise as relações entre o PIBID-UFRGS e a Escola Técnica Estadual Irmão Pedro (IP). Foram aplicados questionários em grupos de sujeitos atuantes no PIBID-UFRGS/IP. As análises presentes nesta dissertação indicam que o PIBID-UFRGS/IP pode ser considerado um Terceiro Espaço de Formação Docente. As atividades desenvolvidas nesse Espaço aproximaram a UFRGS e o IP a medida que os bolsistas foram inseridos no ambiente escolar. A relação entre UFRGS e IP nasce a partir da Universidade. Constatou-se que a relação entre o IP e a UFRGS, na esfera do PIBID, não é equânime em função da natureza das relações, a que não desqualifica totalmente a relação entre as instituições e o estabelecimento do Terceiro Espaço de Formação. / This dissertation intend to analyze the Institutional Scholarship on Teaching Initiation Program (PIBID) and the nature of its institutionalized relations created among the University and the Basic Educational System. Intend to realize a closer approach between the Third space of Teacher Education and the PIBID. The PIBID is a policy that aim to qualify the teachers to be by creating spaces to propitiate the insertion in the school environment. The theoretical basis are addressed by features related to teacher formation in Brazil, teachers knowledge, the hinge among theory and experience in the initial formation and the constitution of a theoretical basis about the Third space of teaching Development. A literature review has shown that are a wantage in scientific articles that argue with deepness and effectively about the PIBID program. It was used case study as a methodological basis grounded in participating research by analyzing the relations between the PIBID – UFGRS and the State Technical School Irmão Pedro (IP). A questionnaire were applied on the active group members of PIBID – UFRGS/IP. The analyses presented in this monograph indicate that the PIBID – UFRGS/IP may be considered as a Third Space of Teaching Development. The activities growth in this space make a closer relation between UFRGS and IP because the scholars are in the school environment. This relationships between UFRGS and IP comes from the University because the need of qualifying the education of teachers. It is clear that the relation between the IP and UFRGS in the PIBID program is not equitable due to the nature of it. However it does not disqualify the relations completely among these institutions.

Esta dissertação propõe-se analisar o Programa Institucional de Bolsa de Iniciação à Docência (PIBID) e a natureza das relações institucionais estabelecidas entre a Universidade e a escola de Educação Básica. Propõe realizar uma aproximação entre o conceito de Terceiro Espaço de Formação Docente e o PIBID. O PIBID é uma política que objetiva a qualificação docente criando espaços para inserção dos licenciandos na realidade escolar. No referencial teórico são abordados aspectos relacionados a formação de professores no Brasil, aos saberes docentes, a articulação entre teoria e prática na formação inicial, a constituição de um referencial teórico sobre Terceiro Espaço de Formação Docente. Foi realizada uma revisão bibliográfica sobre o Programa, que apontou a escassez de artigos científicos que discutissem o PIBID de maneira mais aprofundada. Utiliza-se como base metodológica neste trabalho o estudo de caso fundamentado na pesquisa participante, tendo como objeto de análise as relações entre o PIBID-UFRGS e a Escola Técnica Estadual Irmão Pedro (IP). Foram aplicados questionários em grupos de sujeitos atuantes no PIBID-UFRGS/IP. As análises presentes nesta dissertação indicam que o PIBID-UFRGS/IP pode ser considerado um Terceiro Espaço de Formação Docente. As atividades desenvolvidas nesse Espaço aproximaram a UFRGS e o IP a medida que os bolsistas foram inseridos no ambiente escolar. A relação entre UFRGS e IP nasce a partir da Universidade. Constatou-se que a relação entre o IP e a UFRGS, na esfera do PIBID, não é equânime em função da natureza das relações, a que não desqualifica totalmente a relação entre as instituições e o estabelecimento do Terceiro Espaço de Formação. / This dissertation intend to analyze the Institutional Scholarship on Teaching Initiation Program (PIBID) and the nature of its institutionalized relations created among the University and the Basic Educational System. Intend to realize a closer approach between the Third space of Teacher Education and the PIBID. The PIBID is a policy that aim to qualify the teachers to be by creating spaces to propitiate the insertion in the school environment. The theoretical basis are addressed by features related to teacher formation in Brazil, teachers knowledge, the hinge among theory and experience in the initial formation and the constitution of a theoretical basis about the Third space of teaching Development. A literature review has shown that are a wantage in scientific articles that argue with deepness and effectively about the PIBID program. It was used case study as a methodological basis grounded in participating research by analyzing the relations between the PIBID – UFGRS and the State Technical School Irmão Pedro (IP). A questionnaire were applied on the active group members of PIBID – UFRGS/IP. The analyses presented in this monograph indicate that the PIBID – UFRGS/IP may be considered as a Third Space of Teaching Development. The activities growth in this space make a closer relation between UFRGS and IP because the scholars are in the school environment. This relationships between UFRGS and IP comes from the University because the need of qualifying the education of teachers. It is clear that the relation between the IP and UFRGS in the PIBID program is not equitable due to the nature of it. However it does not disqualify the relations completely among these institutions.

Esta dissertação propõe-se analisar o Programa Institucional de Bolsa de Iniciação à Docência (PIBID) e a natureza das relações institucionais estabelecidas entre a Universidade e a escola de Educação Básica. Propõe realizar uma aproximação entre o conceito de Terceiro Espaço de Formação Docente e o PIBID. O PIBID é uma política que objetiva a qualificação docente criando espaços para inserção dos licenciandos na realidade escolar. No referencial teórico são abordados aspectos relacionados a formação de professores no Brasil, aos saberes docentes, a articulação entre teoria e prática na formação inicial, a constituição de um referencial teórico sobre Terceiro Espaço de Formação Docente. Foi realizada uma revisão bibliográfica sobre o Programa, que apontou a escassez de artigos científicos que discutissem o PIBID de maneira mais aprofundada. Utiliza-se como base metodológica neste trabalho o estudo de caso fundamentado na pesquisa participante, tendo como objeto de análise as relações entre o PIBID-UFRGS e a Escola Técnica Estadual Irmão Pedro (IP). Foram aplicados questionários em grupos de sujeitos atuantes no PIBID-UFRGS/IP. As análises presentes nesta dissertação indicam que o PIBID-UFRGS/IP pode ser considerado um Terceiro Espaço de Formação Docente. As atividades desenvolvidas nesse Espaço aproximaram a UFRGS e o IP a medida que os bolsistas foram inseridos no ambiente escolar. A relação entre UFRGS e IP nasce a partir da Universidade. Constatou-se que a relação entre o IP e a UFRGS, na esfera do PIBID, não é equânime em função da natureza das relações, a que não desqualifica totalmente a relação entre as instituições e o estabelecimento do Terceiro Espaço de Formação. / This dissertation intend to analyze the Institutional Scholarship on Teaching Initiation Program (PIBID) and the nature of its institutionalized relations created among the University and the Basic Educational System. Intend to realize a closer approach between the Third space of Teacher Education and the PIBID. The PIBID is a policy that aim to qualify the teachers to be by creating spaces to propitiate the insertion in the school environment. The theoretical basis are addressed by features related to teacher formation in Brazil, teachers knowledge, the hinge among theory and experience in the initial formation and the constitution of a theoretical basis about the Third space of teaching Development. A literature review has shown that are a wantage in scientific articles that argue with deepness and effectively about the PIBID program. It was used case study as a methodological basis grounded in participating research by analyzing the relations between the PIBID – UFGRS and the State Technical School Irmão Pedro (IP). A questionnaire were applied on the active group members of PIBID – UFRGS/IP. The analyses presented in this monograph indicate that the PIBID – UFRGS/IP may be considered as a Third Space of Teaching Development. The activities growth in this space make a closer relation between UFRGS and IP because the scholars are in the school environment. This relationships between UFRGS and IP comes from the University because the need of qualifying the education of teachers. It is clear that the relation between the IP and UFRGS in the PIBID program is not equitable due to the nature of it. However it does not disqualify the relations completely among these institutions.

In Critical Practice, Catherine Belsey states how traditionally, classic realism is interpreted as a genre that"presents individuals whose traits of character, understood as essential and predominantly given, constrain the choices they make" (Belsey 74). Belsey's claim is significant in that it articulates what is often the locus of tension and conflict in the genre: rigid, essentialist identitary discourse.In summarizing and considering the various identitary discourses at play within Mordecai Richler's The Apprenticeship of Duddy Kravitz and The Street and Gérard Bessette's La bagarre and Les pédagogues, the purpose of this thesis is to analyse how issues surrounding constructions of identity are dramatized in these classic realist, satirical texts in order to show how their cultural work in terms of identity can be understood as being more ambivalent than has heretofore often been thought. The thesis' theoretical focus is rooted primarily in post-colonial theory, especially the ways it interrogates representations of cultural and ethnic struggles for recognition and power that are a result of colonial and/or cultural hegemonic domination. More specifically, the thesis discusses and appropriates the theory and concepts of the post-colonial critic Homi K. Bhabha, particularly in terms of how the selected primary texts can be said to exemplify Bhabha's notions of ambivalence, hybridity and a Third Space of identity; how the narratives' main conflicts and tensions around identity can be better understood by looking at how some of the characters can be said to inhabit a Third Space. However, the thesis will also show that while Bhabha's claim that instances of ambivalence, hybridity and the Third Space in the selected texts can be said to represent" neither the one [...], nor the Other [...] but something else besides which contests the terms and the territories of both [i.e. of competing identities]," (Bhabha 41) their concomitant essentialist discourses can be said to trouble the idealism of Bhabha's faith in such notions.In short, this thesis posits that though the selected texts perform important cultural work via their complex problematizations of the ambivalence of said discourses, they also satirize and critique essentialist and ethnocentric discourses.

This is an instrumental case study that focuses on the construction of English Language Learner Identity (ELLI) in postcolonial Pakistan. It is a study of students at a public sector university in the province of Sindh. The study broadly examines how English language learners reconstruct, redefine and negotiate their language learner identities during their English language learning journeys. In particular, it attempts to explore learners’ investment and agency in learning English and what ‘future possible selves’ they want to achieve after acquiring English language skills. Consideration is given to how learning English as a second language may be impacted by students’ gender, social class and ethnolinguistic selves and how learners’ English Language Learner Identity is formed and reformed in postcolonial Pakistan. This instrumental case study of the University of Sindh did not attempt to explore the case in its entirety but rather studied a particular aspect of it. In order to gather the data for my study I recruited three cohorts - primary (Year 1) and secondary (Year 2, 3 and 4) participants and other stakeholders from the Institute of English Language and Literature (IELL), the University of Sindh (UoS). Year 1 students were the key participants in the study but with the involvement of 2nd, 3rd and 4th year students, I was able to construct a possible sense of language learner identity and language learning evolution beyond the first year students’ experiences. Year 1 students were interviewed twice over a twelve-month period during which time they also wrote reflective diaries twice a month. Engagement with each of the other year groups involved one focus group discussion with each year once only in the middle of the data collection journey. In addition, participant shadowing and non-participant classroom observations were also utilised to enhance understanding and to triangulate the data. The views of other stakeholders such as the language teacher, the Director of the Institute and the Dean of the Faculty were also gathered to supplement and inform the data collected from students. The key findings of this study suggested that investment, learner agency, desire for possible future selves and historical and cultural consciousness are the main constructs of language learner identity in postcolonial Pakistan. Learners have invested in English language learning through a number of processes and have had unique language learning journeys exercising their learner agency. It reinforced an understanding of learners’ identities as dynamic and multidimensional and fluid in nature, being continually reconstructed and negotiated over time in different academic, social and cultural contexts leading to a hybridised English Language Learner Identity (ELLI) situated in the ‘third space’. It was found that Year 1 students were open to negotiating their multidimensional identities but conformed to an acceptance of the primacy of English while their senior counterparts resisted and sometimes challenged not only English language learning but also the significance of English as a mechanism for linguistic and cultural manipulation. It was noticed that the nature and extent of investment, agency and identity negotiations were related to learners’ individual experiences, social class, academic, family and ethnolinguistic background and their year of the degree programme.

In an effort to match the structure of this paper to its content, a commitment of linking theory and practice, I use a framework that is a hybrid of theories rooted in practice. Frire's (1970) theory of liberation through social justice education, Bourdieu’s (1977) theory of cultural, economic and symbolic capital, Bhabha’s (1994) and Gutiérrez’s (2008) work around hybridization and Third Space, and my own understanding of critical reflection each contribute to my attempt to address the following questions: What does it mean to link theory and practice in social justice education? What do models from research tell us about how to link theory and practice? What implications does this research have for educators and students of privilege? In order to address these questions I 1. Discuss the theory as I have to come to understand it over the last three years 2. Analyze instances of teachers' attempts to merge theory and practice,and 3. Develop the curriculum for a professional development opportunity, putting into practice the theories I develop over the course of this paper. / text

In year 2030 approximately six out of every ten people will live on the urban area. This movement is especially strong in Asias mega cities like for example Tokyo, Delhi, Mumbai and Shanghai. Accelerating globalization is driving us towards the situation where each little peace of transportation must be optimized to gain space, time and efficiency to reduce the greenhouse effect. Personal transportation is a sector which will inexorably face major changes. It might not be as acceptable as it is nowadays. It is simple. Cars are unefficient the way they appear at the moment. To be able to accept them as a part of the future traffic, they need to be designed differently. Future personal transportation must be able to multitasking outside of traffic. It is important that the usage ratio would be improved considerably compared to the current one. When autonomous driving technology enter the market, a big step towards expanding the scope of the vehicles will be taken. It is still consequential to undestand that improving efficiency will not only require Cutting-Edge technology. With re-designed constructions and the creation of new ideas and preferences, one can also go far. While the vehicles are being redesigned, it is also necessary to renew the way people perceive it. If users adopt a new kind of vehicle ideology, it will lead to a positive development curve. The used design process was rather traditional. The research phase was started in January being followed by an ideation phase. After ideation the project moved in to the refinement phase and ultimately to the execution of the design in form of 3D-model and at the end physical model. Measurements and proportions were tested in Virtual Reality and in 2D 1:1 scale so that the correct size of the scale was secured since the project incorporates a space intended for living and longer stays. The Final Result is a new type of vehicle construction that appears in two main piece. It is designed to be more efficient and to serve the user in another dimension as well. Project Heliotrope combines future transportation with temporary living by transforming the vehicle's cabin into a part of your housing while tarveling. The secondary function will in fact become firstrate importance in the optimal situation, when traveling time will be shorter in relation to living time. This is the way that future transportation should be seen and designed. Driving becomes the seconday function. The Lexus Heliotrope styling is audacious and different. It does not obey the proportions or main lines of existing sedans. One of the main goals of the design has been to show the vehicle's duality, which is an important part of the concept. The architecture coprises two side-forming panels, the interposed capsule forming the vehicle cab. The design respects Lexus's traditional front graphics giving it the familiar softness from the past, instead of current murderous sharpness. The center of the visual balance is closer to the rear axle that is well known Lexus trademark. The top view introduces a beautifully flowing design that also shows the typical organic nature of the brand. A long, streamlined body can be seen as a very long lasting design.

This study focuses on the Salvadoran diaspora, by implementing the concepts of marginality, collective action and the Third Space together with hybridity theory. Characteristics of marginality faced by the diaspora and methods used to defy them are explored, through a qualitative analysis of previously published research. The results of this study are that members of the diaspora have challenged their position of marginality, and that the methods of defiance studied are two types of collective action. I argue that is it hybridity which opens a Third Space for defiance to existing power-structures by conjuring new negotiations against marginality.

Att genus tar plats och formas i musik-klassrummet har uppmärksammats sedan länge inom forskningen. Lärarens roll lyfts fram som central i det här området. Syftet med denna uppsats är därför att studera hur lärare ser på sin roll och möjlighet att påverka genusstrukturer i klassrummet. För att uppfylla syftet studerar jag lärarens roll bland annat med hjälp av bedömning, både formativ och summativ. Som teoretisk ram använder jag teorier om skapande och återskapande av genus och third space, med performativitiet och interaktion som huvudkoncept. Metoden är kvalitativ, med data från intervjuer med aktiva lärare ur ett socialkonstruktivistiskt perspektiv. Resultaten visar att lärarna beskriver att de upplever att de kan påverka genusstrukturen i sina klassrum, men bedömning framhålls inte som det mest centrala verktyget. Dessutom skildras inte elevernas privata sfär som bara en förstärkning av traditionella genusstrukturer, utan också som källa för förändring. Traditionell genusstruktur återfinns också i det köns-homogena klassrummet. / That gender occupies space and is being formed in the music classroom, is something that since long has been observed in research. The role of the teacher is often underlined as central in this field. The purpose in this thesis is thereby to study how teachers look upon their role and their possibilities to affect the gender structures in the classroom. To fulfil the purpose I study the teacher’s role by looking at assessment. As theoretical framework I apply theories about the creation and recreation of gender and third space, with performativity and interaction as main concepts. The method is qualitative, with data from interviews with active teachers from a social constructivist perspective. The results show that the teachers describe themselves as able to affect the gender structure in their classrooms, but assessment is not underscored as the most central tool. Furthermore, the pupils’ private sphere is not defined as only basis for strengthening traditional gender structures, but also as a source for change. Traditional gender structure is also found in the gender homogenous classroom.