In this thesis I explore issues of food security and food-identity relationships among international students at the University of Guelph and the University of Windsor. I argue students who attempt to maintain traditional diets are more likely to experience food insecurity than students who explore diverse foods because they are more likely to be negatively affected by food availability, food access and structural barriers. What students eat can also have implications for identity maintenance and identity creation. Thus in this thesis I also explore the relationship between food and identity by considering how identity and food-security can be closely related to preferred food availability and accessibility. I argue that students consume certain foods as a means to maintain and create identities, and as such I suggest that familiar food eaters may experience a sense of losing their identities as their food insecurity increases.

The standardisations/adaptation theme is amongst the most debated within International Retailing. Much research has attended to the question of whether an MNC should adapt to local market needs or, if instead, it should emphasise the upholding of global standards to reap efficiencies. Within this debate there is much focus on resonating to market needs but less on the inheritance, history and structure of the MNC and how this affects the ability to adapt or standardise, or indeed to do both by applying the glocalisation theme. Existing research has placed less emphasis on how the MNC might be biased towards either standardising or adapting regardless of market conditions. Central to this debate is the transfer of a retail formula. It is commonly understood that the faithful replication of a retail formula means that each element of the marketing mix is copied ‘as is’ from home to host country. This can at best be a benchmark as no MNC would be able to completely copy a home-derived standard to the host market, however, some retail concepts are generically better able to perform this ideal act than others. They would attempt to standardise as much as possible, adopting a strategy that maximises replication as it seeks not to duplicate resources across borders. The key point in this attempt is whether it does so out of recognising that differences are insignificant, or if it does so because it is unable to see that the differences do matter. Seen from an institutionalisation perspective and, initially looking at the home-derived context only, one recognises the well-defined relationship and interaction between MNC and consumer culture and the position the MNC has obtained in terms of brand strength and success. It is easy to see that context will be different in the host market, but difficult to take this into account when transferring the retail formula out of the home context. More recent literature on embeddedness has addressed some of these linkages and influences which affect the way MNCs transfer their retail concepts, but the literature fails to recognise the full impact. The structural paradox embodies some of the dilemma in this discussion as it addresses the conflict between transferred operational structure and the need to adapt locally to market needs. The glocalisation theme approaches the same dilemma from a competency perspective but does not embrace what stops the MNC from being more adaptive. This research develops a model that aims to combine these perspectives. This model is deployed to three cases, all detailing the transfer of a highly standardised retail concept, hard discounting, which is an ideal platform to explore how home-derived structure is transferred and how it deals with trans-contextual dimensions across borders. The research looks critically and in-depth at how the standards applied impact on the levels of awareness paid towards the need to adapt to trans-contextual dimensions and seeks evidence that demonstrate how attention to the differences become vital to success. At the same time, the cases illustrate that the differences may alter, but the approach taken towards them remain the same. The model defines this approach as a strategic trajectory called ‘MaxRep’, which is developed out of the home context and remains aligned to this particular foreign context when transferred in on the host settings. The benchmarking of this approach against the glocalisation theme leads to the identification of gaps and definition of action to be taken to overcome these barriers to applying effective glocalisation.

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The master's thesis explores the process in which tourist interactions between hosts and guests develop and sheds some light on tourism imaginaries by which these interactions are constructed and produced in an Istrian pension. The ethnography of hosts and guests presented here illustrates how the global and the local are closely intertwined through the process called glocalization (Salazar, 2005) and shows that "the global not only affects, but becomes the local, and vice versa". (Leite, Graburn in Jamal, Robinson ed., 2009: 53) The thesis shows how both the global and the local can take an active part in the process of new meaning-making in the context of tourism. In the pension, there is an ongoing local struggle over tourism imaginaries seeking to redefine the place and people. (Salazar, 2012) The thesis reveals that hosts cannot be viewed as passive victims of their hosts' expectations. They rather can be viewed as active negotiators, negotiating their position in the field of tourism. Key words: globalization, truism, global, local, glocalization, hosts/guests, tourism imaginaries, identity, cosmopolitanism, tourist development Powered by TCPDF (www.tcpdf.org)

The dialectics of globalization and multiculturalism is encountered everywhere and is an inescapable world reality. It has also become a major factor affecting teacher education. As a meeting ground and intercept for educational programs, teacher education provides an interface for both global imperatives and local identities. Ethiopia has pronounced achievements in most education programs at all levels, although official documents indicate variance in the quality of attainment across the levels (ESDP IV, 2011). Local studies (Ambisa, 2008; Amaliraj, 2008) also found that teacher education suffers from a lack of relevance and poor quality. Moreover, the demand for qualified teachers who are competent to shape the young generation through balancing the glocal context is increasing. This study investigated how local identities and global imperatives are integrated in contemporary Ethiopian teacher education at all levels. Critical theory was employed as the paradigm for the study. This epistemological view underpinned a discussion of the effect of globalization and multiculturalism on the world’s functioning. The research approach in the empirical study was qualitative and an interpretive case study method was employed. The units of analysis were literatures, such as The Lexus vs. the Olive Tree; McWorld vs. Jihad; The Clash of Civilization: The West vs. the Rest; and Demonstrating Common World Culture of Education (CWCE) or Locating A Globally Structured Agenda for Education (GSAE); and the contemporary Ethiopian teacher education programs (the PGDT and TESO programs). Data collection tools were basic dialectical questions under Eemeren’s (1986) established ‘system of norms’, observation, interviews and focus group discussions. Confidentiality, anonymity, informed consent, resolution of conflict of interest and intellectual ownership were considered in the study. The dialectical analysis investigated the four quadrant glocal relationships model and described the role players in each quadrant where nations may locate themselves. Moreover, the comparative analysis indicated that globalization has not yet become an issue in contemporary Ethiopian teacher education, while multicultural practices are fragmented and are addressed only in response to ethnic demands for accommodation. To this end, Ethiopian teacher education should redefine its programs in order to adjust to global understanding in an endeavor to produce competent teachers for the global market. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

90年代各國政府對媒體的解除管制（deregulation）、傳播媒體集團間合作策略日興、逐漸形成媒體集團，加上新媒介技術的發展（光纖和衛星技術的發展），為跨國媒體的市場版圖拓展提供了有利條件，在市場機能的運作的背景下，全球的電信業自由化影響台灣電訊傳播民營化，因應全球化、自由化的浪潮，以及市場開放趨勢，全球主要知名頻道紛紛佔據台灣市場，例如CNN、HBO、DISCOVERY頻道、國家地理頻道、ESPN、STAR TV、Disney等。跨國媒體集團在台灣除了經營大眾娛樂的頻道之外，另一類受到觀眾喜愛的「特定類型頻道」為「紀實娛樂」（nonfiction entertainment）頻道。 2006年台灣地區跨國媒體集團共經營43個頻道，根據行政院新聞局所做的「最受歡迎頻道」調查顯示，台灣地區外國頻道中最受歡迎的前三名分別是HBO、Discovery頻道、國家地理頻道（新聞局，2005；54），HBO以電影播放為主，而Discovery頻道與國家地理頻道同屬休閒社教類節目。兩者又以Discovery頻道近年來致力於本土化經營的成績較為顯著，似可觀察其「節目在地化」階段性的策略演變。 本研究鎖定Discovery頻道這一特殊節目類型的跨國媒體集團在台灣的經營與發展為研究主題，深入了解該跨國頻道在全球化的時代中，如何迎合輸入國觀眾的喜好、擴大市場佔有率，分析該媒體集團在全球化時代的「全球在地化」經營模式，並透過節目製作公式，深入其在地化歷程；同時，本研究亦分析當地政府機構的介入與其經營策略的關係及影響。 研究發現跨國媒體進入本地市場之後，就節目產製與在地的營運的方式而言，必須考量全球化的佈局、在地的業務運作及節目製播兩方面的需求。Discovery集團透過全球媒體市場的考量，以在地發展模式加深了全球與在地的交互融合、互相滲透，本研究案例Discovery能夠透過「全球節目公式，在地產製內容」在本地產生其影響力、獲取利潤，以在地的力量（人才、資金、技術、文化）達到「文化接近性」的認同，更在「去地化」與「再地化」的概念下，實踐全球與在地的連結，並邁向「去再地」的發展階段。 承上，本研究設定跨國媒體集團為討論範圍，欲探討跨國媒體集團—面對變化所因應的策略，以Discovery傳播集團為探討個案，希望歸納出其「全球在地化」經營策略， 探討Discovery頻道在台灣之在地化策略實踐成效。 / This research is for the purpose of discussing Nonfiction Entertainment channel –Discovery, its management achievements, the history of localization of programming, the characteristic of arrangement of program telecast, and how the channel cooperate with locally produce productation teams. This research adopts the globalize vision, to analyze and inspect the characteristic of the 12 years on the foreign own channel –Discovery. This study shows that the Discovery channel’s Taiwan's management achievements are related to the channel’s strategy on global localization. The strategy not only affects the channel’s penetration rate and steady growth of advertisement income, this strategy also affect in programming and business practice. The whole says, Discovery’s localization is under the pattern development of "global management, international vision, and local viewpoint.” Its program characteristic is mostly base on traveling program taking from the headquarters supply. Program of subjects about Americas region and Asian region are equal. There are three types of Taiwanese subject programs; they are provided by cooperate, joint venture or outside production. Joint venture productions are growing rapidly, almost match the number of cooperate provide programs. The research also discovered that, the Discovery channel’s evolution of localize program productions are achieved gradually. In the produces system, manufacture management, the program quality, the narrative way, and the image style must conform to its program formula. Although the local responses are intense, it also has its gain after adjustment.

本文研究的目的嘗試回答「在以國族認同的現實中，東亞流行文化的交流是否能使東亞國家成為一個想像中的共同體，進而創造一個令人嚮往認同的東亞認同？」。在理論層次上，本研究認為一個想像中的東亞共同體可以建立在亞洲閱聽人對東亞國家間混種流行文化產品的消費上，東亞共同體代表了形形色色的生活型態，並結合傳統、現代及後現代的價值觀。為了要找出混種的文化實踐能否建構東亞認同，必須探討這些文化實踐在社會及歷史的情境中各種既有的連接方式。 本研究發現，在消費進口流行文化的情境下，消費混種流行文化文本不僅能提供消費者反思社會議題，同時也讓生產者理解其他國家如何產製產品的機會。此外，大眾媒體藉由討論國家主義，試圖干預閱聽人對他國文化產品的消費行為。當審視東亞流行文化實踐之間所發生複雜的互動關係，本研究也發現構想東亞認同應該是想要面對並克服各種非民主及壓制的力量，而非去認同其所定位的文化內容。 / National identity has traditionally played a central role in shaping a person’s views and beliefs. However, is it possible that we are moving towards a new paradigm, where exchanges of popular culture in East Asia make it possible to visualize an integrated East Asia bloc and connect with a broader East Asian identity? On the theoretical level, we contend that the new East Asian image is being cultivated by the commonality of consuming hybridized popular culture products exchanged among East Asia countries, which represent various shapes and forms of cultural memes, which are ingrained in tradition and values of modernity and post－modernity. In order to find out whether hybrid cultural practices can constitute the basis for the establishment of an 「East Asian identity」 with the potential to change the current landscape in power relations, we need to investigate concrete ways in which specific cultural practices are articulated in the social and historical contexts. In the context of the consumption of imported popular cultural products, the experience of hybrid popular culture products provides the consumer with an opportunity to critically reflect on the problems in their society as well as gaining an insight into the foreign country producing the product. For the part of audiences enjoying other Asian cultural products, some make use of the cultural products as symbolic capital as a way of distinguishing themselves from other users.

The dialectics of globalization and multiculturalism is encountered everywhere and is an inescapable world reality. It has also become a major factor affecting teacher education. As a meeting ground and intercept for educational programs, teacher education provides an interface for both global imperatives and local identities. Ethiopia has pronounced achievements in most education programs at all levels, although official documents indicate variance in the quality of attainment across the levels (ESDP IV, 2011). Local studies (Ambisa, 2008; Amaliraj, 2008) also found that teacher education suffers from a lack of relevance and poor quality. Moreover, the demand for qualified teachers who are competent to shape the young generation through balancing the glocal context is increasing. This study investigated how local identities and global imperatives are integrated in contemporary Ethiopian teacher education at all levels. Critical theory was employed as the paradigm for the study. This epistemological view underpinned a discussion of the effect of globalization and multiculturalism on the world’s functioning. The research approach in the empirical study was qualitative and an interpretive case study method was employed. The units of analysis were literatures, such as The Lexus vs. the Olive Tree; McWorld vs. Jihad; The Clash of Civilization: The West vs. the Rest; and Demonstrating Common World Culture of Education (CWCE) or Locating A Globally Structured Agenda for Education (GSAE); and the contemporary Ethiopian teacher education programs (the PGDT and TESO programs). Data collection tools were basic dialectical questions under Eemeren’s (1986) established ‘system of norms’, observation, interviews and focus group discussions. Confidentiality, anonymity, informed consent, resolution of conflict of interest and intellectual ownership were considered in the study. The dialectical analysis investigated the four quadrant glocal relationships model and described the role players in each quadrant where nations may locate themselves. Moreover, the comparative analysis indicated that globalization has not yet become an issue in contemporary Ethiopian teacher education, while multicultural practices are fragmented and are addressed only in response to ethnic demands for accommodation. To this end, Ethiopian teacher education should redefine its programs in order to adjust to global understanding in an endeavor to produce competent teachers for the global market. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

In 2016, the Walt Disney Company launched Shanghai Disneyland--the company’s first theme park in mainland China. Entering mainland China poses significant political and cultural challenges for American companies. To address these challenges, Disney pursued a “glocalization” strategy -- it accounted for local norms and values in launching Shanghai Disneyland. This paper examines how Shanghai Disneyland constructed its brand narrative to negotiate tensions in this glocalization process. A semiotic analysis of two Shanghai Disneyland commercials illustrates the ways in which Disney tapped into culturally meaningful themes of harmonic balance and collective identity to produce the park’s brand narrative--“China’s Disneyland.” A thematic analysis also considers how Chinese citizens engaged with that brand narrative on the popular Chinese social network, Weibo. Citizens engaged with this brand narrative in ways that deviate somewhat from Disney’s messaging, such as by avoiding depictions of people in the park. Still, even these deviations aligned with and reinforced the cultural values in the “China’s Disneyland” brand narrative. The study underscores the importance strategically adjusting brand narratives for new markets and accounting for users’ engagement with those narratives.

Le début du XXIe siècle est marqué par une transformation constante qui façonne le monde à travers les dynamiques générées par la globalisation. Celles-ci ont progressivement transformé la configuration économique, politique, sociale et culturelle des villes à l’échelle mondiale et dans quasiment toutes les activités humaines et disciplines comme l’urbanisme. Ainsi les villes cherchent à garder ou à trouver un positionnement stratégique sur la scène internationale, souvent à partir d’une planification stratégique. Au sein des nouvelles démarches « stratégiques » est né le projet urbain dit « déterritorialisé », sous la forme d’une formule transposable. La thèse s’intéresse à la déterritorialisation du projet culturel et en particulier à celle des musées Guggenheim.Les projets « déterritorialisés » sont définis par des grands développeurs internationaux qui les transposent dans différentes villes, de manière à ce qu’elles puissent en tirer le maximum de bénéfices et vice-versa. Les effets attendus sont généralement d’ordre économique et d’image, ce qui séduit les responsables des villes, en quête de tels projets. Quelle est la nature de tel projet ? Quelles sont les conditions de leur déterritorialisation et de leur importation ?Sous une logique de reproductibilité universalisée le projet urbain est conçu selon un modèle de production en réseau. La mise en réseau de ce modèle nécessite l’échange des savoir-faire et des expertises conjuguées en transformant l’échelle d’intervention du projet. Alors quelle dialectique s’établit entre le global et le local, s’agit-il d’une échelle « glocale » ? Selon quels modes opératoires se fabrique donc le projet déterritorialisé ? Comment modifie-t-il la gouvernance urbaine ?Ce phénomène soulève plusieurs enjeux sur la nouvelle façon de concevoir les projets urbains. Pour répondre à cette question, nous analyserons le réseau Guggenheim dans 3 villes différentes : New York, Bilbao et Guadalajara. / The early twenty-first century goes though a fast-changing process that shapes the world through multiply dynamics generated by globalization. This context has transformed the economic, political, social and cultural configuration of cities worldwide and in virtually all human activities and disciplines such as urban planning. Nowadays, cities are trying to keep or enhance a strategic position on the international scene, by developing a strategic urban planning. A new "strategic" concept was born called "deterritorialized" urban project, in the form of a transposable formula worldwide. This thesis focuses on the deterritorialization of cultural projects and in particular those from the Guggenheim Foundation.The "deterritorialized" projects are defined by major international developers transposing them into different cities as strategies that produce benefits to the cities, and vice versa. This allows developers to increase their cross-border activities by exploiting the potential of the international market. What is the nature of such a project? What are the conditions required for their import?Globalization has led to a universalized reproduction of urban projects which are based on a model of networked production. The networking of this model requires the exchange of know-how and expertise combined in order to transfer the project to different cities. What dialectic is established between the global and the local scales? Is it a "glocal" scale? According to what procedures this project can be deterritorialized?This raises several questions on how to design new urban projects. How does it change urban governance? To answer this question, we propose to explore a symptomatic case of the Guggenheim’s network in three different cities: New York, Bilbao and Guadalajara.