Thesis (M.A. in Latin American Studies)--Vanderbilt University, Aug. 2006. / Title from title screen. Includes bibliographical references.

Thesis (M.A.)--University of North Carolina at Wilmington, 2006. / Includes bibliographical references (leaves: 88-95)

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 274-285). Also available on the Internet.

Thesis (H. Sc. D.)--University of Sydney, 2008. / Title from title screen (viewed Nov. 13, 2008) Submitted in fulfilment of the requirements for the degree of Doctor of Health Sciences to the Faculty of Health Sciences. Includes bibliographical references. Also available in print form.

Made available in DSpace on 2017-07-10T19:07:25Z (GMT). No. of bitstreams: 1 Dissertacao Valeria Fernandes2.pdf: 1715059 bytes, checksum: f2e36f6e781fcce1ea6def2489ce4fb7 (MD5) Previous issue date: 2014-02-06 / The study includes and analyzes the Arabic School in Brazil as a place to recover and (re)construct the identity of the Arab community in Foz do Iguaçu. It pursues the following goals: to understand the contemporary migratory processes of the Arab community in Brazil during the 19th and 20th centuries, by pervading the school context; to identify the identity (re)constructing areas at the Arab community in Foz do Iguaçu; to understand how an educational establishment becomes a space to formulate, arrange or rearrange the identity of the Arab population group; and, finally, to analyze from oral sources, the parents‟ point of view on the education of their children as well as their educational, cultural and religious relationships in such school. The time and space section focuses on the Arabic school community in Foz do Iguaçu from the mid-1980s. The analyses are guided by bibliographical studies that on population diversity and several features of the Arab community in the region, as well as those which relate migration processes to education. Furthermore, they are based on sources connected to the Arabic School in Brazil and allow one to understand that the school proposes actions to keep the culture alive and to strength characteristics valued by the school community, formed by Arabs and their descendants, regarding the references linked to the Arab people, the Islamic religion and the Lebanese nation. The methodological practice is ruled by four perspectives on records generation: bibliographical, documentary, oral sources and field observations. Theoretical concepts such as plurality, intersubjectivity and identity at the border were used at the interdisciplinaty work (CUCHE, 1999; HALL, 2006; SILVA, 2008); the border as were addressed; the border as place of plurality and interpersonal relations (CERTEAU, 1994; KLAUCK, 2010; SHALLENBERGER, 2011) immigration, education and ethnic groups established in Brazil (TRUZZI, 1997; KREUTZ, 1994, 1998, 2000, 2004; BARTH, 1998; CANCLINI, 2009). The study‟s structure consists of a first chapter addressing the general immigration and education of the Arab community in Brazil between the 19th and 20th centuries. The migration processes that go from the earliest between the 19th and 20th centuries. The migration processes that go from the earliest immigration of Syrians and Lebanese in Brazil to migrations in southern Brazil, by highlighting the city of Foz do Iguaçu as the main stage of this set. A second will adress will address the contextualization of spaces for identities (re)construction: religion, language, cuisine and political participation, which seeks to order the group through cultural references based on memory support. A third chapter deals with the school as a space for interaction and (re)construction of identities, by presenting analyses in schools from documentary sources and oral testimonies. And a last chapter will address the teaching of languages and religion and their relationships within the family environment, as well as the school role as a space for sociability and strengthening of the bonds of belonging. The analyses allow us to understand how the school seeks to value and strengthen the culture of the Arab community in Foz do Iguaçu through their educational practices. Such practices are connected to the religious, social and family issues in which this group is inserted. / O estudo compreende e analisa a Escola Árabe Brasileira enquanto um espaço de valorização e (re)construção de identidade da comunidade árabe em Foz do Iguaçu. Segue os objetivos de: compreender os processos migratórios contemporâneos da comunidade árabe no Brasil no decorrer do século XIX e XX, perpassando pelo contexto escolar; identificar os espaços de (re)construção de identidades da comunidade árabe em Foz do Iguaçu; compreender como um estabelecimento escolar se constitui como espaço para formular, ordenar ou reordenar a identidade do grupo populacional árabe; e, por fim, analisar, a partir das fontes orais, a visão dos pais sobre a educação de seus filhos, bem como suas relações de ensino, cultura e religião nessa escola. O recorte espacial e temporal tem como foco a comunidade escolar árabe de Foz do Iguaçu a partir de meados dos anos de 1980. As análises pautam-se em estudos bibliográficos que versam sobre a diversidade populacional e as diversas facetas da comunidade árabe da região, bem como as que relacionam os processos migratórios e a educação. Além disso, se ancoram em fontes vinculadas à Escola Árabe Brasileira e permitem compreender que a escola propõe ações que possibilitam manter viva a cultura, reforçando particularidades valorizadas pela comunidade escolar, formada por árabes e descendentes, nas referências vinculadas ao povo árabe, à religião Islâmica e à nação libanesa. A prática metodológica se pauta em quatro perspectivas de geração de registros: bibliográfica, documental, fontes orais e observações de campo. No trabalho interdisciplinar foram abordados conceitos teóricos como pluralidade, intersubjetividade e identidade na fronteira (CUCHE, 1999; HALL, 2006; SILVA, 2008); a fronteira como lugar plural e de relações intersubjetivas (CERTEAU, 1994; KLAUCK, 2010; SHALLENBERGER, 2011); imigração, educação e grupos étnicos estabelecidos no Brasil (TRUZZI, 1997; KREUTZ, 1994, 1998, 2000, 2004; BARTH, 1998; CANCLINI, 2009). A estrutura compõe-se, no primeiro capítulo, da imigração e educação da comunidade árabe no Brasil entre os séculos XIX e XX, descritas de maneira geral. Os processos migratórios seguem desde as primeiras imigrações de sírios e libaneses no Brasil até as imigrações na região sul do Brasil, destacando-se a cidade de Foz do Iguaçu como palco principal deste cenário. No segundo capítulo, da contextualização dos espaços de (re)construção de identidades: religião, língua, gastronomia e participação política, que procura ordenar o grupo através das referências culturais a partir de suportes de memória. No terceiro capítulo, da escola como um espaço de interação e (re)construção de identidades, apresenta as análises em contexto escolar a partir de fontes documentais e depoimentos orais. No último capítulo, discute-se o ensino de línguas e de religião e suas relações em âmbito familiar, bem como o papel da escola como espaço de sociabilidade e de reforço dos laços de pertencimento. As análises permitem compreender como a escola, através de sua prática educativa, procura valorizar e reforçar a cultura da comunidade árabe em Foz do Iguaçu. Essas práticas, por sua vez, encontram-se vinculadas às questões religiosas, familiares e sociais nas quais este grupo encontra-se inserido.

Este trabalho verificou como os jornais Folha de S. Paulo e O Estado de S. Paulo cobriram assuntos relacionados a árabes e muçulmanos seis meses antes dos atentados de 11 de setembro de 2001 e seis meses depois. Com base no Orientalismo, tese desenvolvida por Edward W. Said, e na Teoria Social do Discurso, de Norman Fairclough, foram analisadas as escolhas lexicais de ambos os jornais em relação aos assuntos que mais apareceram nos dois recortes. O estudo concluiu que dogmas orientalistas se mostraram presentes nos dois períodos e que os jornais naturalizaram discursos hegemônicos, que se colocaram em contraposição aos de árabes e muçulmanos. / This paper analyzed how the newspapers Folha de S. Paulo and O Estado de S. Paulo covered issues relating to Arabs and Muslims six months before the September 11, 2001 attacks and six months after. Based on the thesis of Orientalism, developed by Edward W. Said, and on the Social Theory of Discourse by Norman Fairclough, lexical variations from both newspapers were analyzed with regard to the issues that most appeared in the clippings. The paper concluded that Orientalist dogmas were present in both periods and that the newspapers frequently crystalized hegemonic discourse, contrary to Arabs and Muslims ones.

The aim with this research essay is to examine how Muslims and Arabs are depicted in aselection of four American newspapers following the terror attack on the World Trade Center andthe Pentagon. In order to examine my two main question, I have two theories in which myresearch is based on and they are the framing theory and the postcolonial theory. Said’s theorieson orientalism are also big part of this research essay. For my method, I have chosen a qualitativecontent analysis. This form of method gives me the opportunity to study the newspaper in depthand to identify the framework in which the newspaper operates in. It is my aim to showcase howMuslims and Arabs are seen by the American media landscape and how news media can shapeour understanding of the world we live in. Be using word such as terrorism, Middle Easternbased when writing about Muslims and Arabs, the general public will associate Islam withterrorism. How we interpret the news is largely due to how we view the world around us, and byusing hidden codes news media can shape one’s perspective on the world.

Stereotypes routinely appear within Hollywood films. This study focuses on films released from 1994-2000 that feature Arab/Arab-American characters. A literature analysis reviewed the use of stereotypes in other portrayals of Arab/Arab-American characters. A qualitative analysis of six movies examined specific characteristics that were displayed by Arab/Arab-American characters. These characteristics included speaking with an accent, traditional/native attire, acts of hostility and aggression, affiliation with terrorism, and whether they were depicted as victimizers or victims. These films were selected in order to demonstrate the frequent existence of negative portrayals in popular films prior to 9/11. A primary coder, the author, analyzed 108 scenes, while the secondary coder analyzed 10% of the total scenes as a reliability check. The findings suggest that negative images of Arabs/Arab-Americans appeared frequently in the popular films within this study. The conclusions suggest that stereotypes are evident in films and are detrimental to Arab/Arab-American races and cultures.

This study examined 100 Arab-American families of children attending a weekly Sunday school in the Southeastern region of the US on their views about infants, toddlers or preschoolers’ touchscreen device usage patterns. Over 80 percent of the respondents have obtained at least a bachelor’s degree. Surveys were completed for 51 boys and 49 girls. Like studies on children of other ethnic groups living in the United States of America show, Arab infants, toddlers and preschoolers’ mobile touchscreen device usage patterns do not conform to the 2016 American Academy of Pediatrics guidelines which suggested no touchscreen device usage for children below 2 years and 1-hour daily usage for children between 2-5 yesrs. However, Arab-American parents hold different views on the use of mobile touchscreens with young children when compared to studies from other parents living in the United States. Also, Arab American parents are less concerned about their infant, toddlers and preschools’ children damage to touchscreen devices. Thus, further studies are required to delineate why Arab American parents’ views on touchscreen devices differ to their young children reported usage habit.

The portrayal of Arabs and Muslims in American film and television has been a lopsided affair since the beginnings of Hollywood movie production. Over the course of film and TV production during the twentieth century, and later, Hollywood and TV production companies has used the Arab as a negative trope to negatively stereotype them, or to elevate the perception of American characters in contrast to the presentation of the baser character of the Arab. The English language has been the language of colonial power all over the world. No less so in the Middle East and North African regions. The stereotypes created in colonial times, has continued throughout the English language Hollywood film and American television production.  When Arab American comedian, Ramy Youssef, created an English language television show in the present USA, the previous century’s film and TV representation of Arabs is naturally something he has been exposed to. Ramy the TV-series is distributed to an American audience that chiefly speak the English language and have been raised on film and TV in America biased against the Arab. It necessitates Youssef to communicate criticism of the negative stereotypes in the English language. The aim of this study is to find out how Youssef’s TV show Ramy shows the attitudes of its characters and how it meets the preexisting negative stereotypic representation of Arabs. I used aspects of Jeffersonian transcription, a subdiscipline of Conversation Analysis, a part of Discourse Analysis, to study and analyze the flow and tone of the conversations in Ramy the TV-series as Jeffersonian transcription is a tool that can reveal attitudes in conversation. The results show that Ramy the TV-series uses a style of conversation, similar to everyday and unrehearsed conversations in the English language, and that intonation, cadence, and emphasis are used to reveal the attitudes of the characters. The results also show that Ramy the TV-series individualizes Arabs and problematizes the representation of an ethnic group by a single character.