The purpose of this thesis is to research the relation between spatial structures and social relations including the cultural ones. This study specifically researches the relation between the construction and the representation of urban space and urban culture in Sakarya Caddesi as an instance of society-space interaction. This research focuses on Sakarya Caddesi where various urban cultural practices such as entertainment, has intensified. It deals with the constitution and representation of this entertainment space and researches how a particular place is constructed materially and imaginarily, how different social actors perceive, interpret and constitute a particular place in different ways. Accordingly, the contestation over the representation and use of place is discussed in this study. In order to comprehend a local place and culture, the issues should be thought in a wider context. Therefore, Sakarya Caddesi which is a part of urban space and the urban practices which occur in this area, are evaluated in global context. This study, discusses the influences of global changes on urban space, urban cultural practices and lifestyles. Discussing Sakarya Caddesi and its culture through discourses, this thesis relates spatial categories with some concepts of cultural politics such as identity.

The primary focus of this work is the Interwar years (1919-1939), a time when dance came to the forefront of Australian consciousness, not only as an expression of worldwide modernity, but in terms of a new kind of local professionalism. Using dance as window through which to analyse Australian culture, this thesis explores notions of the dancing ‘body’ in Australia. For this research, the term dancing ‘body’ is used to indicate a kind of artistic identity that incorporates various elements of the mind, the physical being, the conscious and unconscious idea of ‘self,’ and the external perceptions and stereotypes about dancers. Importantly, perceptions and understandings about the dancing ‘body’ were not static during the Interwar period. They changed physically, emotionally, environmentally, socially, politically, and dynamically, depending on the genre of dance being analysed. This thesis identifies four main types of dance that became popular in Australia during the Interwar period—ballroom, physical culture, modern dance and classical ballet —recognising that each type presented a slightly different dancing ‘body’ to the world and was perceived accordingly. These types were differentiated by their dynamic, environment, relationships between dancers, level of professionalism, accompanying music, and societal or political purpose, yet all share an emphasis on the corporeal form, an element of performance or spectacle, and an association with femininity. / Additionally, and most importantly, each of these four dancing ‘bodies’ was primarily associated with one or more cultures other than Australian, including American, Russian, English, and German. As a result, the dancing ‘body’ in Australia remained a foreign concept, connected to a variety of overseas cultures and ‘performing’ those associations through movement. While it is true that individual Australians danced, choreographed, taught and lobbied for their art-form, the sense remained in Australia that dancing was not an inherent national activity and thus, simply could not resonate with traditional notions of national identity. It leads us to ask this very complicated question: considering the varied cultural associations of the dancing ‘body,’ was there such a thing as an Australian dancing ‘body’? Did dance ever fully articulate an Australian national experience, aesthetic or ethos? / This research shows that local insecurities about the abilities of Australian dancers and dance-makers was closely related to dancing being an imported activity, introduced through films, magazines, recorded music, and in the bodies of foreign dancers. Moreover, it was often those foreign associations of dance, associations believed to be strong enough to ‘infect’ an Australian dancer, that caused concern over the power of the dancing ‘body.’ The tensions between the four dancing ‘bodies’ of the Interwar period, and the almost mythological stereotype of the national Australian ‘body’ are explored in this research, differentiating it from other contemporary works on the history of dance. Rather than focusing only on professional tours, this research seeks to understand the dancing ‘body’ in relation to Australian notions of physicality, identity and modernity. / Using dance as a ‘window’ through which to explore aspects of Australian culture during the Interwar period, this thesis argues that societal perceptions about dance and dancers were fundamentally related to the differences between behavioural expectations of Australian men and women, and dance’s inherent association with foreign cultures. This research looks closely at these cultural associations, and analyses various attempts by Australian dancers to legitimise their artform during an era of rapid technological, political and social change.

Thesis (M.A.)--State University of New York at Binghamton, Department of English, General Literature and Rhetoric. / Includes bibliographical references.

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Deron Robert Boyles,committee chair; Jennifer Esposito, Heather Olson, Susan Talburt, committee members. Electronic text (194 p.) : digital, PDF file. Description based on contents viewed May 23, 2007. Includes bibliographical references (p. 182-189).

The education system in South Africa encourages the use of indigenous languages through policies that require full participation of teachers and elders. This case study explored the perceptions of teachers and elders of the use of folktale storysinging when teaching Setswana to young learners in the selected four provincial rural schools and villages. The aim was to investigate what folktale story songs they know and how they use them to communicate cultural customs and traditions embedded in them for young children’s future actualisation. The framework of the study was based on structuralism, functional-linguistic and ethnography of communication theories. A qualitative approach was undertaken in the form of group interviews, observations, field notes and documentation, including photo-voice. These instruments were analysed and grouped in themes and subthemes. The study assumed that teachers are professionals and are able to present Setswana folktale story lessons. The findings revealed that teachers, though being passionate and willing, were challenged by the folktale story books containing songs that they could not sing and contained grammatical errors as well as English words and sentences. They called on the parents (elders) with their totem understanding, for assistance, as the government seemed to be failing them through the implementation of language policies. However, it was found that elders sing folktale story songs to young children and even have the opportunity to give performances at the gatherings at the chief’s kraal but they did not regard themselves to be acknowledged by the teachers as responsible to give assistance to them. In the complex linguistic context in South Africa, speakers of a minority language need to understand that language and culture can be retained and transmitted but this understanding needs commitment from the speakers; in this case Setswana. / Tsamaiso ya thuto mo Aferika Borwa e rotloetsa tiriso ya dipuo tsa bantsho tsa setso ka go latela melaotheo e e gwetlhang barutabana le bagolo go tsaya karolo. Dipatlisiso tse di begwang mo, di tsenelela sebopego se barutabana le bagolo ba dirisang molodi-dinaaneng go ruta bana ba bannye Setswana mo dikolong tse dipotlana le metse-magaeng e e mabapi go tswa mo dikgaolopusong tse nne. Maikaelelomagolo ke go lekola gore ke melodi efe ya dinaane e ba e itseng le gore ba e dirisa jang go goroseng molaetsa wa ngwao ya setso o o leng mo dinaaneng, go ruta bana ba bannye gore ba tshele ka tsona fa ba gola. Tshekatsheko e, e theilwe godimo ga diteori tsa molebokagego, molebobodirisego le molebo wa setso wa tlhaeletsano. Leano la go kokoanya kitso ya go dira dipatlisiso le go fitlhela batsayakarolo go ntsha maikutlo a bona, e nnile ka mokgwa wa dipuisano ka setlhopha, go lebelela, go kwala le go buisa dikwalwa. Didiriswa tse tsa dipatlisiso, di dirisitswe go sekaseka kitso e e tswang go batsayakarolo, moo go neng ga runya dikarolo le dikarolwana tsa melaetsa maleba le kgang e ya go batlisisa ka ga molodi-naaneng. Tshekasheko e e dirilwe ka kgopolo ya gore barutabana ke bomaitseanape mo tirong ya bona, ba kgona le go ruta molodi wa dinaane tsa Setswana. Tshenolo ya dipatlisiso e supile gore le fa barutabana ba rata e bile ba na le tlhoafalo mo tirong ya bona, ba ne ba sitiswa ke dibuka tse ba di dirisang go ruta dinaane ka di ne di na le dipina tse ba sa kgoneng go di opela, gape di ne di na le diphoso tsa mokwalo le tiriso ya mafoko a sekgowa. Ka la ntlheng, go tsweletse gore bagolo bona ba opelela bana dipina tsa dinaane e bile ba kgona go bona tšhono ya go di tsweletsa mo dikopanong kwa kgosing. Le gale, ba ne ba bona gore barutabana ga ba lemoge mosola wa bona wa go ka tsaya karolo mo go ruteng bana dipina tsa dinaane. Fela jaaka go na le dipuo tse di farologaneng mo Aferika Borwa, bengdipuo-potlana ba tshwanetse go tlhaloganya loleme lwaabo gore ba kgone go somarela setso sa bona le go fetisetsa loleme loo tshikatshikeng. Foo go batlega itapiso go tswa go bengpuo ya Setswana mo kgannyeng e. / Thesis (PhD)--University of Pretoria, 2016. / EU DHET / Early Childhood Education / PhD / Unrestricted

Aim of the thesis is to examine the influence of strategic culture on states and their most substantial decisions. The concept of strategic culture introduced first by Jack Snyder in the 1970s is today generally accepted, there are even warnings that culturalism may become too fashionable, indeed some authors say this is already happening. Most works however focus on strategic cultures of countries with long and rich history, historical experience and a great amount of various doctrinal documents - such as USA, Russia, China or India. My aim is to identify the influence of strategic culture in small countries, with a rather short period of independence - Finland and Czechoslovakia before World War II. They differ in one crucial decision: Czechoslovakia had decided to yield to German territorial demands, while Finland had decided not to do so and as a result faced a war against the Soviet Union. Hypothesis of this work is that this crucial difference is caused by different strategic cultures in the two contexts.

This thesis explores the shifting political culture of inter-war Scotland and Britain via an examination of political identities and practice in Aberdeen, Dundee and Edinburgh. Drawing on the local and national archives of the Labour movement and the Communist Party of Great Britain (CPGB) alongside government records, newspapers, personal testimony and visual sources, relations on the political Left are used as a means to evaluate this change. It is contended that, as a result of the extension of the franchise and post-war fears of a rise in political extremism, national party loyalties came to replace those local political identities, embedded in a sense of class, trade and place, which had previously sustained popular radicalism. This had crucial implications for the conduct of politics, as local customs of popular political participation declined, and British politics came to be defined by national elections. The thesis is structured in two parts. The first section considers the extent to which local identities of class and established provincial understandings of popular democracy came to be identified with an appeal to class sentiment excluded from national political debate. The second section delineates the repercussions this shift had for how and where politics was conducted, as the mass franchise discredited popular traditions of protest, removing politics from public view, and privileging the individual elector. In consequence, the confrontational traditions of popular politics came to be the preserve of those operating on the fringes of politics, especially the CPGB, and, as such, largely disappeared from British political culture. This thesis thus offers an important reassessment of the relationship between the public and politics in modern Britain, of the tensions between local and national loyalties, and of the role of place in the construction of political identities.

This thesis examines the use of design in the construction of Poland's national identity at the international exhibitions in the Cold War period. It is the first comprehensive study of Polish design discourse in any language that rests at the crossroads of design studies and cultural history. Based on original archival material, both written and visual, and oral interviews this thesis tracks the process of construction of Imagined Poland alongside the development of the design discipline during the three post-war decades. It charts the trajectory of these two narratives and examines their critical reception. In doing so this research casts new light on the relationship between design and political history in the Cold War Europe. However, it is not a thesis about designed objects or spaces per se, but rather about their discursive qualities and the way that they were put in work to narrate the nation. Versatile and embedded in the cultural, economic and social contexts, design understand here in its broadest sense proved to be well suited to this role: it allowed political authorities, trade representatives and creative intelligentsia to address timely issues on their agendas. This thesis closely examines eight exhibitions organised in the Soviet Union, Italy, Belgium and Poland. The narratives of these events, as the thesis argues, reflected the state's changing self-understanding towards international public opinion. It indicates that although Polish exhibitions were occasionally adjusted to the particular location, their themes were largely shaped in response to the political developments at home and in the Eastern Europe. By using exhibitions as a framework, this thesis offers a new perspective to study Polish international modernism and suggests a limited impact of ideology on the development of professional networks. Subsequently it provides a nuanced reading of Poland's relationship with the Soviet Union, the Eastern Bloc and the rest of Europe beyond reductive paradigm of totalitarianism.

Made available in DSpace on 2017-07-10T18:56:35Z (GMT). No. of bitstreams: 1 Olga.pdf: 1437596 bytes, checksum: 1bbe8f0875b3d970103b7d9c512708c0 (MD5) Previous issue date: 2012-03-09 / ABSTRACT: PEIBF, created in 2005 as an action between Brazil and Argentina, proposes the gradual transformation of schools located at the border into bilingual intercultural institutions, to offer their students an education based on a new frontier concept, linked to regional integration, knowledge and respect for the culture of the neighboring country. This paper aims to show the process chosen by the Intercultural Bilingual School Project (PEIBF), as well as their teaching methods, highlighting the need of new language policies due to the multilingualism and multiculturalism typical of the border region, taking into account its influence on the construction of the identity of its inhabitants. The bilingual education that I support has the aim of providing intercultural contextualization, that is, to instruct the children through the L1 and L2 to ensure equal conditions and reach the common basic knowledge, promoting individual identity, respect, recognition of group differences which are part of national mosaics, as well as the unity that is necessary to make each country a singular nation. Since PEIBF is a means that provides many possibilities for this educational concept to take place, I intended to answer the following questions: which are the socio-cultural and linguistic characteristics of the three border region Brazil-Paraguay-Argentina, how the pedagogical process at Bordering Bilingual Schools occurs, and what are the concepts of language, bilingualism, interculture and identity which are the basis of pedagogical practices at PEIBF. This research is a qualitative, ethnographic study case, and is based on theoretical and methodological assumptions of Applied Linguistics (LA). It is developed based on the concept of language, culture and identity as something multiple, dynamic, hybrid and at a constant change. (SANTOS and CAVALCANTI, HALL, 2005; DAMKE, 1992, 2009; RAJAGOPALAN, 1998); Bi/multilingualism is seen as the ability to make use of more than one language (MAHER, 2007; CAVALCANTI, 1999; SANTOS, 2004; MOITA LOPES, SAVEDRA, 2009; DAMKE, 1992, 2009; VON BORSTEL, 1999, among others) and appropriate language policies to the socio-educational context (CALVET, 2007; OLIVEIRA, 2009, 2003; HAMEL, 1999; SAVEDRA, 2003). Thus, I hope this work contributes to the creation of new schools at PEIBF and can also provide support, so that an educational policy which takes into account multilingualism and cultural characteristics of the border regions may be thought later on. / O PEIBF criado em 2005 por uma ação bilateral Brasil-Argentina, propõe a progressiva transformação das escolas de fronteira em instituições interculturais bilíngues que ofereçam aos seus alunos uma formação com base num novo conceito de fronteira, ligado à integração regional e ao conhecimento e respeito pela cultura do país vizinho. Este trabalho visa mostrar o processo trilhado pelo Projeto Escola Intercultural Bilíngue de Fronteira (PEIBF) e suas práticas pedagógicas, apontando a necessidade de novas políticas linguísticas em virtude do plurilinguismo e pluriculturalismo existentes na região de fronteira, tendo em vista sua influência na construção identitária dos seus habitantes. A educação bilíngue que defendo tem como objetivo a contextualização intercultural, ou seja, instruir as crianças por meio da L1 e a L2 para garantir igualdade de condições de chegar aos saberes básicos comuns, promovendo a identidade individual, o respeito, o reconhecimento das diferenças dos grupos étnicos que compõem os mosaicos nacionais, assim como a unidade necessária para fazer de cada um dos países uma nação. Sendo o PEIBF um meio com muitas possibilidades para que essa educação se concretize, busquei responder quais as características sócio-culturais e linguísticas da região de fronteira Brasil-Paraguai-Argentina, como se processam as práticas pedagógicas das escolas bilíngues de fronteira e quais conceitos de linguagem, bilinguismo, interculturalidade e identidade estão subjacentes às práticas pedagógicas do PEIBF. Esta pesquisa se caracteriza como qualitativa, etnográfica, com estudo de caso e se apóia nos pressupostos teórico-metodológicos da Linguística Aplicada (LA). Desenvolve-se tomando como base o conceito de linguagem, cultura e identidade como múltiplas, dinâmicas, híbridas e em constante transformação (SANTOS e CAVALCANTI, HALL, 2005; DAMKE, 1992, 2009; RAJAGOPALAN, 1998); de bi/multi/plurilinguismo como a capacidade de fazer uso de mais de uma língua (MAHER, 2007; CAVALCANTI, 1999; SANTOS, 2004; MOITA LOPES, SAVEDRA, 2009; DAMKE, 1992, 2009; VON BORSTEL, 1999, entre outros) e de políticas linguísticas adequadas ao contexto sócio-educacional. (CALVET, 2007; OLIVEIRA, 2009, 2003; HAMEL, 1999; SAVEDRA, 2003). Com isso, espero que este trabalho contribua com a inserção de novas escolas no PEIBF e que também possa fornecer subsídios para que, posteriormente, seja pensada uma política de ensino que leve em consideração a pluralidade linguística e cultural, características da região de fronteira.

Este estudio de carácter descriptivo de una parte de la realidad social de Andorra puede constituir el punto de partida para una actuación educativa "razonable", si se acepta que toda acción educativa tiene su punto de partida en el conocimiento de la realidad personal del educando, pero también del contexto socio-cultural que le envuelve. Los datos obtenidos ponen de relieve que la mayoría de alumnos presentan actitudes acordes con lo que la sociedad espera de ellos. Asimismo, los resultados apoyan la hipótesis de que la actitud de "indiferencia" aparece como un componente importante. En los resultados del análisis bivariado se desprende que los alumnos de género femenino, los alumnos de nacionalidad portuguesa y aquellos cuyos padres poseen un nivel de estudios primarios, manifiestan actitudes más acordes con la integración social, la identidad cultural o la sociedad multicultural que el resto de los estudiantes investigados / This is a descriptive study of a sector on the Andorran social reality. It could be considered as a "reasonable" starting point to act on the educational field. It takes into account the personal reality of the pupil together with his/her socio-cultural context.The obtained data reveals that the majority of students manifest attitudes according to what society expect from them. In the same way, the results of the survey emphasises on the hypothesis that the attitude of "indifference" stands out as an important component.The results of the crossed analysis show that pupils of feminine gender, those from Portuguese nationality and also those whose parents acquired a basic education, manifest attitudes which are more in accordance with the social integration, the cultural identity or the multicultural society, than the rest of the surveyed pupils.