Over the past two decades, the Atlanta metropolitan region has seen a large increase in its immigrant population, particularly in the city's northern suburbs situated in Gwinnett County around the famously multi-ethnic Buford Highway corridor. The suburbs of Norcross and Duluth have experienced a particularly large influx of immigrants from Asia and Central and South America. Once predominantly white bedroom communities, the cities' racial and ethnic make-up are now heavily defined by their Asian and Hispanic populations. Many residents and business owners are foreign-born or second-generation immigrants, and the number is growing. Despite this significant demographic shift, little attention has been paid to how multiculturalism fits into the planning process and how they are affected by local planning procedures and priorities. The cultural and linguistic divides found in Atlanta's continuously-diversifying social landscape remain largely unexplored and unaddressed in conventional planning practices. This research looks at demographic data and planning initiatives in Gwinnett County, and the cities of Duluth and Norcross in particular, to determine the extent that Asian and Hispanic populations are represented and involved in the planning process. An examination of public participation and community involvement in issues relating to land use, housing, and transportation is used to assess the degree of inclusion in planning and measure the extent to which increased cultural diversity is addressed in the region and in the two cities. I will argue that if the Asian and Hispanic populations are not engaged in planning processes and if their needs are not accounted for in city plans, there could be a resulting negative impact on those populations and the city in which they live.

While Canada is often called a pluralist state, there are no sustained studies by political scientists in which aboriginal self-government is discussed specifically in terms of the analytical tradition of pluralist thought. Aboriginal self-government is usually discussed as an issue of cultural preservation or national self-determination. Aboriginal identity is framed in terms of cultural and national traits that are unique to an aboriginal community and selfgovernment is taken to represent the aboriginal communal desire to protect and preserve those traits. Is such an understanding of what motivates aboriginal self-government accurate, or does it yield an incomplete understanding of the complex phenomenon that aboriginal selfgovernment in Canada represents? The political tradition of pluralism allows for analysis of aboriginal self-government that addresses questions left unattended by the cultural and nationalist frameworks. Pluralism is often viewed as a public arrangement in which distinct groups are given room to live side by side, characterized by mutual recognition and affirmation. At the same time, there are different faces of pluralist theory and each addresses questions about the recognition and affirmation of aboriginal self-government in different ways. Those three contemporary faces can be distinguished by the labels communitarian, individualist, and relational. The major hypothesis advanced is that aboriginal self-government is better understood if an "identification" perspective on aboriginal identity is adopted as opposed to a "cultural" or "national" one and if that perspective is linked to a relational theory of pluralism as opposed to a communitarian or individualist one. The identification approach examines aboriginal identity not in terms of cultural and political traits, but in terms of identification with, and political commitment to, an aboriginal community. Relational pluralism in turn, examines the challenge of aboriginal self-government in terms of power differences within aboriginal communities and between aboriginal and Canadian governments. Applying these approaches to aboriginal politics in Canada confirms their suitability. Contrary to what previous scholarship has assumed, aboriginal self-government should not be seen primarily as a tool to preserve cultural and national differences as goods in and of themselves. The politics of aboriginal self-government should be seen as involving demands to equalize current imbalances in power so that aboriginal communities and the individuals within them can construct aboriginal identities according to their own design.

Submitted in partial fulfillment of the requirements for the Master of Technology Degree: Public Relations Management, Department of Marketing, Retail and Public Relations, Faculty of Management Sciences, Durban University of Technology, 2009. / This study presents the research of an investigation into the intercultural communication barriers between Zulu and Chinese students at selected Higher Education Institutions in Durban. To achieve this aim, two sets of questionnaires were administered separately to Zulu and Chinese students at two HEIs in Durban and an observation report was compiled. This study reviewed theories and literature relevant to defining and understanding the barriers to intercultural communication. The insights gained from this literature review were used to interpret the results which were obtained through a quantitative and qualitative research methodology. The findings revealed that intercultural communication barriers do exist between Zulu and Chinese students. Findings also found that language problems amongst Zulu and Chinese students are viewed as common barriers, especially where the communicators speak different languages. Comments from respondents revealed that a communicators‟ accent, different grammar structure and the words they use are confusing during their intercultural communication experience. Cultural differences and language problems were found to be the main intercultural communication barriers. In addition, the problems of nonverbal communication, racism, ethnocentrism, cultural stereotyping were also viewed as obstacles of the intercultural communication process.

Can states formally recognize cultural diversity and, at the same time, preserve their political and social unity and provide the main public goods of modern citizenship? Is such conciliation feasible? Is it morally desirable? In the current context of unprecedented expression and politicization of cultural identities, especially in democratic countries, such questions are more and more crucial. To answer these questions, the present study considers the contribution of the modern federal tradition. Within this tradition, I analyze four federal responses to the unity-diversity dilemma. The first two---the Belgian and Canadian federations---are practical. Each embodies one of the two dominant contemporary models of federalism: classical liberal individualist, and multinational. I study the experience of each country over the past thirty years to compare the effects of the two models on citizenship. The potential of the modern federal tradition is further assessed through an examination of two theoretical and normative reflections, those of Tocqueville and Proudhon. / The central thesis is twofold. First, I contend that in a context of increasing cultural diversity, unity and diversity have an equal value and are both essential to citizenship. This is true both from a moral and from a practical point of view. Second, I argue that the dominant conceptions of federalism are unable to satisfactorily conciliate unity and diversity. Such task requires the development of what I call an intercultural federalism, one centered on the good of identity pluralization or complexitication. From a strictly practical point of view, only an intercultural federalism can prevent identity fragmentation and the political and social fragmentation which come with it. From a moral perspective, intercultural federalism promises not only to protect, but also to maximize the primary goods which are the most affected by identity fragmentation---political liberty and social solidarity---while also promoting individual liberty. Intercultural federalism rests on three principles which summarize the teachings of the modern federal tradition with regard to the establishment of just citizenship institutions in a context of diversity. Such institutions are just in that they protect and maximize the primary goods of citizenship for all citizens. The three principles are: (1) mutual recognition; (2) intercultural dialogue; (3) multi-varied asymmetrical institutionalization.

Thesis (MPhil (General Linguistics))--Stellenbosch University, 2008. / This thesis has been written in partial fulfillment of the requirements of a masters programme in intercultural communication. The study focuses on aspects of linguistic communication, specifically in media discourse, where “cultural boundaries” are determined by sexual difference and where much misunderstanding appears to be founded in different conceptions of homosexuality. I have investigated the theoretical frameworks within which discursive reflection on homosexuality can be studied from an interdisciplinary perspective. The research examines reports in a student newspaper that topicalise homosexuality; it also considers reports that are part of a discourse in which communication takes place between a heterosexual majority and a homosexual minority. Reports that were published across a period of five years were examined, in order to determine whether there has been any development in the discourse. This investigation of a particular kind of intercultural media discourse has been augmented by investigating attitudes towards the minority group by means of a questionnaire, designed by Kite and Deaux (1986: 137). This questionnaire was distributed among 240 students in an attempt to determine whether their reported attitudes coincide with those reported in the media. Despite the fact that homosexuality was removed from the Diagnostic and Statistical Manual of Mental Disorders (DSM) more than 30 years ago, reports of homophobic violence and attitudes in news media reveal that a significant percentage of the population still views homosexuality as an illness, a psychological disorder or as sin. The aim of this thesis was to examine the possible (re)enforcement of such homophobic ideologies in news media, as well as the possible (re)enforcement of increasingly tolerant ideologies, by making use of frameworks developed within Critical Discourse Analysis, by van Dijk (1998) and Gelber (2002). While the results of the media analysis indicate a growing acceptance of homosexuality, the survey results reveal that the majority of the heterosexual students surveyed still maintain homophobic attitudes. Furthermore, discrepancies in the survey results reveal the complex nature of such attitudes.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-06T13:51:00Z No. of bitstreams: 1 Nanci Franco.pdf: 1321289 bytes, checksum: cb6aa3db4d948feb16373f8583d0082f (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-16T17:58:13Z (GMT) No. of bitstreams: 1 Nanci Franco.pdf: 1321289 bytes, checksum: cb6aa3db4d948feb16373f8583d0082f (MD5) / Made available in DSpace on 2013-05-16T17:58:13Z (GMT). No. of bitstreams: 1 Nanci Franco.pdf: 1321289 bytes, checksum: cb6aa3db4d948feb16373f8583d0082f (MD5) Previous issue date: 2008 / A tese tem como objetivo geral investigar as concepções elaboradas pelos estudantes do ensino fundamental das séries subseqüentes da Escola Municipal Helena Magalhães diante da diversidade étnico-cultural que permeia o contexto escolar e até que ponto essas concepções influenciaram nas relações estabelecidas na escola e demais espaços que esses estudantes transitam. O trabalho de campo foi iniciado a partir de dois pressupostos básicos: a Escola não assume nem trata adequadamente a diversidade, em conseqüência da falta de Políticas Educacionais que prepare todos os níveis para compreender as diferenças e desigualdades, e, consequentemente trabalhar essa problemática nos processos educativos, bem como o passado histórico, a Ciência da Modernidade que se reflete na formação de um imaginário racista, veiculado socialmente impede os alunos negros e negras de conheceram a riqueza da sua cultura - constituída também pelo legado africano que deve ser contemplado pela Escola. Portanto, a escola precisa incorporar o legado cultural africano e desconstruir o imaginário racista veiculado socialmente. Do ponto de vista teórico-metodológico partiu-se de uma abordagem qualitativa, numa releitura do cotidiano da escola; sendo que, dentre as diversas formas que a pesquisa qualitativa assume a opção foi pelo estudo de caso e as técnicas utilizadas foram pesquisa bibliográfica, observação, questionário, entrevista e análise documental. O caminho trilhado na pesquisa culminou com os seguintes achados: os alunos tem um desconhecimento da sua própria história, o que dificulta o seu processo de construção de identidade, mina a sua auto-estima e consequentemente interfere nas relações estabelecidas nos diversos grupos sociais; no cotidiano, percebe-se que o adolescente negro (quer seja garoto ou garota) sofrem marcadamente a influência das idéias racistas que são veiculadas no imaginário social e a depender da situação se transformam em morenos, mulatos ou mesmo negros; existe uma preocupação intensa com a aparência, especialmente com o cabelo; presença da violência física e verbal; há um descompasso entre o vivido/construído pelos alunos e o discurso/ação implementados pela escola e finalmente a diversidade étnico-cultural é vista como inferioridade, quem está fora do padrão estabelecido ocupa posições menos privilegiadas. A partir disso, contata-se a necessidade a nível de governo de elaboração de políticas educacionais de inclusão étnico-racial, bem como a implementação de fato da Lei 10 639 (2003). A nível de Escola é necessário, entre outras coisas: investimento na formação políticopedagógica dos seus atores; criação de grupos de estudo sobre educação brasileira, levando em consideração a diversidade existente no país; conhecer instituições que trabalham com Educação na perspectiva cultural afro-brasileira; elaboração de projetos diversificados que contemplem a diversidade, especificamente étnico-racial; construção de materiais que contemplem a diversidade; sensibilizar a família sobre a necessidade da discussão da questão racial; realizar trabalhos sobre a temática que envolvam escola-família-comunidade. Espera-se que essa pesquisa pode indicar novos caminhos em processo de reflexão de especificidades a respeito da problemática educação e diversidade étnico-cultural, a partir da experiência da Escola Municipal Helena Magalhães. E, que o referido estudo suscite reflexões sobre políticas públicas de inclusão étnico-racial, de combate ao racismo e a discriminação racial existentes no Brasil. / Salvador

O trabalho apresenta uma revisão bibliográfica sobre a relação entre cinema, história e ensino de história e a reflexão sobre a forma como o cinema tem sido utilizado como recurso pelos professores de história. A partir da revisão, de entrevistas com colegas professores e alunos construiu-se uma proposta pedagógica de uso do cinema para abordar o tema da Pluralidade Cultural no contexto dos Temas Transversais. A proposta pedagógica lança reflexões sobre as possibilidades de uso do cinema e de outras fontes dentro de uma perspectiva interdisciplinar e que dá à Pluralidade Cultural espaço para fazer parte do currículo escolar no curso do ano letivo, retirando do tema o caráter de currículo eletivo, que aparece ocasionalmente como curiosidade no currículo escolar. Considerando o fato de que Pluralidade Cultural é um tema amplo, escolhi abordar o sincretismo religioso. A partir das relações entre cinema e história, esta proposta pretende contribuir para que estudantes da educação básica reflitam sobre o caráter móvel da cultura e das diferentes religiões. / This dissertation presents a bibliographic review of the relationship between cinema, history and history teaching, and a reflection on how cinema has been used as a teaching resource for history teachers. Based on this review, interviews with fellow teachers and students we aimed at developing a pedagogical proposal for using cinema as a means for approaching the subject “Cultural Pluralism” in the context of the “Tranversal Themes”. The pedagogical proposal evokes reflections on the possibilities of using cinema and other sources within an interdisciplinary perspective, giving Cultural Pluralism a space in school curriculum throughout the year, thus removing its character of an elective subject, appearing occasionally as a mere curiosity. Taking into account that Cultural Pluralism is a broad theme, I chose to approach the issue of religious syncretism. By looking at the relationships between cinema and history, this proposal intends to be a contribution for students from basic education, so they can reflect on the shifting character of culture and different religions.

Made available in DSpace on 2014-12-17T14:27:29Z (GMT). No. of bitstreams: 1 AnaCCA_DISSERT.pdf: 1036398 bytes, checksum: e92983fb66f4a9165f55b115a416e760 (MD5) Previous issue date: 2013-10-07 / The right to artistic expression, freedom granted in the western democratic constitutionalism, is a fundamental right that cyclically, compared to other cohesive rights of expression, has been forgotten and put in an irrelevant juridical-dogmatic position. The first reason for this behaviour that disesteems artistic freedom is the valorisation of rationalism and scientificism in the modern society, subordinating academic researches to utilitarianism, relegating the purpose of feelings and spirituality on men s elocution, therefore, we investigate, guided by philosophy, the attribution of art on human formation, due to its capacity in harmonising reason and emotion. After that, we affirm the fundamental right to artistic expression s autonomy in the 1988 valid constitutional order, after a comparative explanation of freedom in the Fundamental Laws of United States, Portugal, Spain and Germany; and the construction historic-constitutional of the same right in the Brazilian Constitutions. In this desiderate, the theoric mark chosen is the Liberal Theory of the fundamental rights, guiding the exam through jusfundamental dimensions: juridical-subjective and juridical-objective. Whilst the first, classical function of resistance, delimitates the protection area of the artistic expression right from its specific content, titularity and its constitutional and subconstitutional limits, the other one establishes it as cultural good of the Social Order, defining to the State its rendering duties of protection, formation and cultural promotion. We do not admit artistic communication, granted without legal reserve, to be transposed of restrictions that belong to other fundamental rights and, when its exercise collides with another fundamental right or juridical-constitutional good, the justification to a possible state intervention that tangentiates its protection area goes, necessarily, through the perquisition of the artist s animus, the used method, the many viable interpretations and, at last, the correct application of the proportionality criteria. The cultural public politics analysis, nevertheless, observes the pluralism principle of democratic substratum, developer of the cultural dialogue and opposed to patterns determined by the mass cultural industry. All powers are attached, on the scope of its typical attributions, to materialise public politics that have the cultural artistic good as its aim, due to the constant rule contained in ?1, art. 5? of the Federal Constitution. However, the access and the incentive laws to culture must be constantly supervised by the constitutional parameter of fundamental right to equality / O direito ? express?o art?stica, liberdade consagrada no constitucionalismo democr?tico ocidental, ? um direito fundamental que conjunturalmente, em rela??o aos outros direitos conexos da express?o, vem sendo olvidado, disposto em posi??o de irrelev?ncia jur?dico-dogm?tica. A primeira raz?o apontada para esse comportamento que desestima a liberdade art?stica ? a valoriza??o do racionalismo e do cientificismo na sociedade moderna, subordinando as pesquisas acad?micas ao utilitarismo, relegando o papel dos sentimentos e da espiritualidade na elocu??o do homem, portanto, investigamos, amparados pela filosofia, a atribui??o da arte na forma??o humana, devido a sua capacidade em harmonizar raz?o e emo??o. Em seguida, afirmamos a autonomia do direito fundamental ? express?o art?stica na ordem constitucional vigente de 1988, ap?s um quadro expositivo da liberdade tema nas Leis Fundamentais dos Estados Unidos, Portugal, Espanha e Alemanha; e a constru??o hist?rico-constitucional do mesmo direito nas Constitui??es brasileiras. Nesse desiderato, o marco te?rico escolhido ? a Teoria Liberal dos direitos fundamentais, orientando o exame pelas dimens?es jusfundamentais jur?dico-subjetiva e jur?dico-objetiva. Enquanto a primeira, fun??o cl?ssica de resist?ncia, delimita a ?rea de prote??o do direito ? express?o art?stica a partir do seu conte?do espec?fico, sua titularidade e seus limites constitucionais e infraconstitucionais, aquela lhe estabelece como bem cultural da Ordem Social, definindo ao Estado deveres prestacionais na prote??o, forma??o e promo??o cultural. ? comunica??o art?stica, prescrita sem reserva legal, n?o admitimos a transposi??o de restri??es que s?o pr?prias de outros direitos fundamentais e, quando o seu exerc?cio colide com outro direito fundamental ou bem jur?dico constitucional, a justifica??o para uma poss?vel interven??o estatal que tangencie sua ?rea de prote??o passa, necessariamente, pela perquiri??o do animus do artista, do meio utilizado, das v?rias interpreta??es vi?veis e, por fim, pela correta aplica??o do crit?rio da proporcionalidade. A an?lise da pol?tica p?blica cultural, por sua vez, observa o princ?pio do pluralismo de substrato democr?tico, fomentador do di?logo cultural e avesso aos padr?es determinados pela ind?stria cultural de massa. Todos os poderes est?o vinculados, no ?mbito de suas atribui??es t?picas, a concretizarem pol?ticas p?blicas que possuam como fim o bem cultural art?stico, devido ao mandamento constante no ?1 do art. 5?, CF. No entanto, o acesso e as leis de incentivo ? cultura devem ser constantemente fiscalizados pelo par?metro constitucional do direito fundamental ? igualdade

O trabalho apresenta uma revisão bibliográfica sobre a relação entre cinema, história e ensino de história e a reflexão sobre a forma como o cinema tem sido utilizado como recurso pelos professores de história. A partir da revisão, de entrevistas com colegas professores e alunos construiu-se uma proposta pedagógica de uso do cinema para abordar o tema da Pluralidade Cultural no contexto dos Temas Transversais. A proposta pedagógica lança reflexões sobre as possibilidades de uso do cinema e de outras fontes dentro de uma perspectiva interdisciplinar e que dá à Pluralidade Cultural espaço para fazer parte do currículo escolar no curso do ano letivo, retirando do tema o caráter de currículo eletivo, que aparece ocasionalmente como curiosidade no currículo escolar. Considerando o fato de que Pluralidade Cultural é um tema amplo, escolhi abordar o sincretismo religioso. A partir das relações entre cinema e história, esta proposta pretende contribuir para que estudantes da educação básica reflitam sobre o caráter móvel da cultura e das diferentes religiões. / This dissertation presents a bibliographic review of the relationship between cinema, history and history teaching, and a reflection on how cinema has been used as a teaching resource for history teachers. Based on this review, interviews with fellow teachers and students we aimed at developing a pedagogical proposal for using cinema as a means for approaching the subject “Cultural Pluralism” in the context of the “Tranversal Themes”. The pedagogical proposal evokes reflections on the possibilities of using cinema and other sources within an interdisciplinary perspective, giving Cultural Pluralism a space in school curriculum throughout the year, thus removing its character of an elective subject, appearing occasionally as a mere curiosity. Taking into account that Cultural Pluralism is a broad theme, I chose to approach the issue of religious syncretism. By looking at the relationships between cinema and history, this proposal intends to be a contribution for students from basic education, so they can reflect on the shifting character of culture and different religions.

THIS THESIS IS IN THE EXAMINATION PROCESS Christian Frederik Louis Leipoldt was born in on 28 December 1880 in the Rhenish House in Worcester, Cape Province, the fourth child of the Reverend Christian Friedrich Leipoldt and Anna Meta Christina Leipoldt (born Esselen). His father left the mission field to take up the position of the dominee in the Dutch Reformed Church in Clanwilliam where the Leipoldt family went to live, from 1884. Leipoldt received his education from his father at home, on a broad range of subjects, including several languages and also in the natural sciences. He became interested in writing from a very young age and sent pieces of his writing for publication when still a boy. When he was fifteen he began sending dried plant specimens to Professor McOwan in Cape Town, from Clanwilliam. It was through his interest in botany that Leipoldt met Dr Harry Bolus, a life-long friend. Leipoldt wrote the Civil Service examinations in 1897 after which he went to Cape Town to work as a journalist. Living in Cape Town he served on the staff of the pro-Boer newspaper, The South African News from 1898 until it was closed down by the British authorities in 1902, when he travelled to Britain to look for work as a journalist in London. Soon after arriving there he took up the offer from Bolus who would lend him money to study medicine at Guy’s Hospital. It was more or less at this time that some of his early literature on the South African War was written, for instance, his well-known poem, Oom Gert Vertel (published in 1911). After successfully obtaining his MRCS medical qualification in 1907, winning gold medals for medicine and surgery in the process, he briefly served as Acting House Surgeon at Guy’s until 1908 when he travelled to Europe to work in a number of hospitals to receive further training. Later the same year he took up a post as medical adviser to J D Pulitzer, the American newspaper owner. Thereafter he worked as a doctor in London except for the time he proceeded on a four month visit to the East in 1912, the experience of which he penned in a manuscript entitled ‘Visit to the East Indies.’In 1914 he returned to South Africa to take up a post as Medical Inspector of Schools with the Transvaal Education Department. During the First World War in South Africa, he was drafted into the army as the personal medical doctor to the Prime Minister at the time, Genl Louis Botha. He resigned from his post as Medical Inspector in 1923 to take up an offer from Dr F V Engelenburg to serve on the editorial staff of the pro-Smuts newspaper De Volkstem,. He worked there until 1925 when he and the newly appointed editor Gustav Preller did not see eye to eye and it was then that he decided to return to Cape Town. His second Cape Town period (1925 – 1947) was characterized by the most prolific writing, during which he published a great many works across a broad range of topics. Furthermore, though he never married, he adopted Jeffrey Leipoldt, and took in a number of boys as boarders in his home ‘Arbury’ in Kenilworth, Cape Town. At the same time as he wrote most prolifically for a wide range of publications including many novels, he taught pediatrics at the University of Cape Town Medical School and practised as a pediatrician in the city. C Louis Leipoldt was a versatile person who published across a wide range of fields, to include literature, medical studies, letters to friends and associates, the history of wine and cookery, and what few seem to be aware of, his three English historical novels that make up The Valley, written in English between 1928 and 1932. Whilst Leipoldt’s early work such as Oom Gert Vertel gave voice to the suffering of the Afrikaner people, in The Valley, his voice is one of protest against the isolationist policies of the National Party of the 1920s.</p/> Whilst Leipoldt will be known for his work as the inaugural medical inspector of schools of the Transvaal Education Department, the inaugural lecturer in pediatrics at the University of Cape Town and Cape Town’s first practising pediatrician, he will also be known for his wide oeuvre as a writer. For example, he served as the Medical Association of South Africa’s first editor of its South African Medical Journal, a post he held for 18 years. Leipoldt never married and died on 13 April 1947 in Cape Town. His ashes were scattered in the Pakhuis Pass near Clanwilliam, where there is a memorial to his life. / Thesis (DPhil)--University of Pretoria, 2012. / Historical and Heritage Studies / unrestricted