The last two decades have set the global trend of internationalized education on a new course. Besides the usual flow of international students from their home countries to Western universities, an opposite flow emerged. In the Middle East, for instance, the number of international campuses nearly doubled between 2000 and 2009, and Egypt has been no exception. Starting 2003, Egypt has witnessed a remarkable surge of private international universities that use English as a medium of instruction, adopt foreign curricula and have partnerships with universities in Europe, North America, and recently Asia. This trend has raised identity loss concerns among many intellectuals and educational researchers whose worries mainly revolved around national, religious, and linguistic identities. This longitudinal qualitative study, thus, aimed to understand how Egyptian freshman students at an international University in Cairo construct and negotiate their national, religious and linguistic identities. A semi-structured interview was conducted with 12 students at three different points of their first year at the university, and a focus group was organized at the beginning of their second year. Results revealed a more complex picture than the widespread simplistic rhetoric about international universities’ influence on students’ identity construction. The participants’ social and academic backgrounds and unique life experiences were an important factor in their identity construction and negotiation; they seemed to determine the ranking of those identities on their hierarchy of identities, which in turn shaped how they constructed and negotiated them. Moreover, participants realized and used their agency to negotiate their identities and resolve identity crises when these happened. They also resorted to other identity agents, particularly family and students’ clubs. This study contributes to the Egyptian debate on educational reform and adds to the literature on English as a medium of instruction, identity formation, and internationalized education by shedding light on the intricate ways in which students navigate through international education, and by suggesting pedagogical and policy implications applicable not only to liberal-education institutions in the region, but perhaps also to other universities in Europe and North America that attract international students, particularly with the recent waves of refugees from the Middle East.

Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-11T14:13:21Z No. of bitstreams: 1 Arquivototal.pdf: 2550846 bytes, checksum: 16225b52014dc315aae220eaab0b0c81 (MD5) / Made available in DSpace on 2018-05-11T14:13:21Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 2550846 bytes, checksum: 16225b52014dc315aae220eaab0b0c81 (MD5) Previous issue date: 2017-02-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to investigate the role of Deaf teachers in the construction of identities of Deaf students, based on their discourses and pedagogical practices. Anchored in the field of Cultural Studies and Deaf Studies, we seek to understand the different scenarios that surround Deaf people in the educational process, especially the cultural relations among Deaf people, specifically between Deaf teachers and Deaf students. We assumed that the educational processes are more effective in the presence of female and/or male Deaf teachers, who value Deaf Culture in a direct relationship with Deaf people. Thus, this master’s thesis deals with pedagogical-cultural relations within the Specialized Educational Service (SES) involving three female Deaf teachers and their Deaf students, in common schools of João Pessoa-PB. The research was based by the qualitative approach, using semi-structured interviews and non-participant observation. Empirical evidence reveals that, in their relationship with Deaf teachers, Deaf students tend to develop cultural strategies that allow them to build the foundations of Deaf identities, even in the context of standardizing cultural practices. This happened because the teachers provided their students with cultural, historical and political knowledge about their cultural group, highlighting processes of identification with their similarities as Deaf people. The pedagogical situations indicated that, in their relationship with Deaf teachers, Deaf students had the opportunity to understand their place in the world, and that they were not handicapped and incapable persons, but different people who possessed a unique culture represented by a visual experience and the sign language. As a battle flag of Deaf teachers in schools, this language represents one of the main contributions of their role in the educational processes of Deaf students, since it is through it that the identity construction – in its multiplicity – becomes possible. Therefore, we conclude that Deaf teachers have fundamental role in the process of identity construction of Deaf students, not only for highlighting the Deaf culture and differences, but also for transcending them, teaching school contents, exchanging life experiences and even sharing the anguish experienced only by Deaf people. / Esta pesquisa propõe-se a investigar o papel de professoras Surdas na construção de identidades de alunas Surdas e alunos Surdos, a partir de seus discursos e práticas pedagógicas. Ancorado no campo dos Estudos Culturais e dos Estudos Surdos, tentei compreender as diversas faces que envolvem as pessoas Surdas no processo educacional, sobretudo a relação cultural Pessoa Surda-Pessoa Surda, especificamente docentes Surdas/os - discentes Surdas/os. Parti do princípio de que, mediante a presença de professoras Surdas e/ou professores Surdos, os processos educacionais são mais eficazes, ao valorizarem a Cultura Surda, numa relação direta entre as pessoas Surdas. Destarte, nesta dissertação de mestrado em educação, trato das relações pedagógico-culturais durante o Atendimento Educacional Especializado (AEE) entre três professoras Surdas e alunas Surdas e alunos Surdos, em escolas comuns de João Pessoa-PB. A pesquisa foi embasada na abordagem qualitativa, utilizando como técnicas a entrevista semiestruturada e a observação não participante. Os dados empíricos revelaram que, na relação com as professoras Surdas, as alunas Surdas e os alunos Surdos, mesmo envoltas e envoltos em práticas culturais normalizadoras e padronizadoras, tendem a desenvolver estratégias culturais que lhes permitem construir as bases das identidades Surdas. Isso se dava porque as professoras proporcionavam a suas alunas e a seus alunos conhecimentos culturais, históricos e políticos acerca do seu grupo cultural, exaltando processos de identificação com suas semelhanças, enquanto pessoas Surdas. As situações pedagógicas sinalizaram que, na relação com as professoras Surdas, as alunas Surdas e os alunos Surdos tiveram a oportunidade de compreender o seu lugar no mundo, entendendo que não eram pessoas incapazes, deficientes, mas pessoas diferentes, que possuíam uma cultura singular, representada pela experiência visual e pela língua de sinais. Esta língua, como uma bandeira de luta das docentes Surdas no espaço escolar, representa uma das principais contribuições de seu papel nos processos educacionais de alunas Surdas e alunos Surdos, visto que é através dela que toda a construção identitária – em sua multiplicidade – se torna possível. Pude concluir, então, que as professoras Surdas possuem papel fundamental no processo de construção de identidades de alunas Surdas e alunos Surdos, não só por trazer à tona a cultura e a diferença Surdas, mas também por transcendê-las, ensinando conteúdos escolares, trocando experiências de vida e partilhando, inclusive, angústias que só elas, as pessoas Surdas, vivenciam.

The aim of the paper is to explore the dominating perception of the Other after the conflict regarding the Danish Mohammed caricatures. How Swedish newspapers have portrayed Arabs, which role they have been given in society and what problems they are struggling with is going to be the focus of this thesis. As methodological approach I chose discourse analysis, since it presents a view where language defines and structures our understanding of reality. Through the study of various Swedish newspaper articles, this essay tries to illustrate the implicit yet existent negative image of the Arabs as a group and potential alternative ways of understanding the Other. The perception of Arabs is a product of a necessary imaginary foe, a mirror image of the bad and strange in contrast to the idyllic and safe Swedish nationality. The rhetoric’s of the discourse are therefore constructed between a politics of acknowledgement and a will to culturally dominate the Other. To challenge this view the citizens of a nation must accept it as nothing more than an imaginary design.

Orientador: Angela Kleiman / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-06T10:22:50Z (GMT). No. of bitstreams: 1 Tapias-Oliveira_EvelineMattos_D.pdf: 1497034 bytes, checksum: 6756d0bb5e78494c6a8c0394bdb68913 (MD5) Previous issue date: 2006 / Resumo: A presente tese de Doutorado conduz análise lingüístico-enunciativo-discursiva de diários produzidos por alunos universitários, iniciantes no curso de Letras, buscando evidências da sua construção identitária profissional no mundo figurado do Ensino Superior. Os dados dos diários foram obtidos em uma pesquisa-ação, em que as vivências ocorridas nas atividades partilhadas em sala forneceram subsídios para autopercepção dos alunos (desde o que aprendiam, em que medida, até como o faziam ¿ com dificuldade, facilidade, assombro). Os objetos de análise (os enunciados dos diários) mostram os alunos configurando-se em professores de várias maneiras. Uma delas refere-se ao posicionamento dos sujeitos (pelo uso das pessoas verbais, do tratamento mais ou menos cerimonioso) nos diários. O modo como vêem a si mesmos (sua imagem) também configura a imagem (ethos) de seu interlocutor nos diários, geralmente seu professor. Esses posicionamentos assumidos acabam por configurar, inclusive, o próprio gênero que está sendo escrito pelos sujeitos nos diários, no seu estilo e forma. Os dados também evidenciaram que a construção identitária não é incólume, nem fácil, nem sem problemas; pelo contrário, os sujeitos apresentam diferentes vozes em orquestração, em seus enunciados. A orquestração muda ao longo do tempo nas percepções dos sujeitos. Escolha lexical, adjetivos e comparações, entre experiências presentes e passadas, são as evidências principais. Além disso, foi analisada a relação dos sujeitos com o saber (como um objeto a ser possuído, uma atividade a ser partilhada, ou uma forma de ser e de agir na profissão), em suas metáforas e referenciações. Investigamos, também, o que significa, para os sujeitos, ser professor. Na modalidade deôntica, na assertividade e nos verbos de processo mental com caráter volitivo, os sujeitos tecem novas imagens profissionais para si, diferentes das de seus antigos professores. A prática diarista, em razão dos resultados obtidos, configura-se um instrumento cultural útil, por prover os sujeitos de um espaço-tempo para reflexão e verbalização de suas idéias e pensamentos, cada um a seu ritmo, o que os ajuda na própria construção identitária profissional e faz com que haja a possibilidade da constituição de novos mundos / Abstract: The present thesis develops a linguistic-discursive analysis of diaries, produced by freshmen language college students. The aim is to detect evidences of their professional identity construction as teachers in the figured world of Higher Education. In the diaries, subjects tell of their perception about their own learning in activities they were enrolled in their Portuguese language classes. They also tell of their quest, their discoverings and difficulties in the process. Data (their utterances in the diaries) analysis shows students becoming teachers from the very beginning in a manifold of ways. One of these ways is their positioning in the diary that we can perceive, for instance, by verb tense voice and formality. By positioning themselves according to an image (ethos) they have for themselves, they also show the image they have of their teacher ¿ the person usually addressed to in the diaries. By the constitution of these imagined personae, subjects constitute genres as far as style and form are concerned. Data analysis also shows that identity construction is not a safe and easy path. Subjects have different voices in orchestration while they utter. This orchestration changes over time in the subjects perceptions. Adjectives, word choice, and comparisons between what is new to them and what previously took place in their education are the main evidences. The relation students have with knowledge (as an object, as an action and as a way of being) is also studied in metaphors and in ways of referring to it. The research also deals with what for the students, constitutes being a teacher. Using deontic mode and assertivity, as well as verbs in the mental process expressing will, the beginners build for themselves a new image of being a teacher, different from that of their past teachers. According to the results, diary practice is understood as a cultural tool to help students, since it provides a privileged space and time for thinking out and wishing for a different more engaged and responsible future teacher practice, making it possible for new worlds to come about / Doutorado / Linguistica Aplicada / Doutor em Linguística Aplicada

Esta tese analisa o livro Infância, de Graciliano Ramos. A leitura proposta sublinha experiências do menino no entroncamento de questões relacionadas à violência, à não violência e à expressão literária. Sustentamos que a construção das memórias contém tensões e ambiguidades presentes na articulação temporal da obra, mas ao mesmo tempo incorpora certa dimensão conciliatória como marca identitária do narrador. Investigamos como a significação de si é elaborada de forma que o sentido atribuído às experiências converge para apresentar um modo de agir e intervir no mundo que combate esteticamente em favor da paz e da cultura. / This thesis analyzes the book Infância, by Gracilano Ramos. The proposed approach underlies the experiences the boy had at the junction of issues concerning violence, non-violence and literary expression. It is our understanding that the building of memories involves tensions and ambiguities which are present in the books temporal articulation, but at the same time it also incorporates a certain reconciling dimension as one of the narrators distinguishing identity marks. We investigate how the signification of the self is elaborated, so as the meaning imparted on the experiences eventually converge to introduce a way of acting and intervening in the world, aesthetically fighting in favor of peace and culture.

The aim of this thesis is to study how self presentations and reflexive writing work as displaying identity in the school context. In the curriculum from 1994 and the current curriculum (GY11) for the Swedish upper secondary school, identity making is central in how the subject Swedish  is defined. It is through language and different media the student will strengthen her individual and cultural identity. The material consist of students’ texts, inspirational texts and an assignment from the national test 2008 in the subject Swedish from upper secondary school. I examine how these texts provide a context for the student's own self presentation. I see this as a situation of interaction between the school as an institution and students’ writing. The study is discourse analytical where self presentations produced within the school are linked to a societal and historical context, based on theories on reflexivity and modernity, communication and enterprise culture and individualization/subjectivity and power. The methodological tools are primarily drawn from Systemic Functional Grammar and Narrative analysis. The results indictate a clear interaction when it comes to content as well as form between self presentation / life story and the construction of the assignment and the inspirational texts that the school provides. The discursive practice has great impact on the students’ own stories about themselves, and shows how the students handle the the discursive framework and the prerequisite provided from the school. The study's main contribution to school and writing research is to show how this is carried out.

[pt] A maioria das unidades escolares públicas brasileiras adota a estrutura de organização seriada, que permite a retenção do aluno na mesma série no término do ano letivo. Na escola onde esta pesquisa foi realizada, como professora de Língua Inglesa, tenho lecionado para um grupo de alunos que permanece no 6. ano há três, quatro, ou até mesmo cinco anos. Com base neste fato, minha motivação em conduzir o presente estudo se dá pelo interesse em investigar: (1) de que maneira os alunos avaliam o contexto escolar no qual se encontram? e (2) que identidades são construídas durante a interação entre alunos/participantes e professora/pesquisadora?. A abordagem sociossemiótica de linguagem da Linguística Sistêmico Funcional fundamenta o trabalho, alinhada a pressupostos socioconstrucionistas de identidade que a concebem como um fenômeno fluído, emergente, interacional e sociocultural. A coconstrução das identidades é observada, principalmente, em pequenas histórias surgidas espontaneamente em Grupos de Discussão. Duas perspectivas direcionam a análise das avaliações nas narrativas: o ferramental de análise textual do Sistema de Avaliatividade e os construtos teóricos seminais e contemporâneos que propõem o estudo das avaliações no discurso narrativo. Seguindo a metodologia qualitativa de pesquisa, dez alunos do Ensino Fundamental e da EJA (Educação de Jovens e Adultos) foram entrevistados pela pesquisadora/professora acerca de sua visão da prática escolar. Histórias contadas pelos participantes retratam situações do cotidiano da escola que sugerem relações de conflito entre alunos, professores, coordenadores e diretores. A coconstrução das pequenas histórias sinaliza fortes atitudes de identidades coletivas, por meio das quais os participantes engajam-se em um processo discursivo de culpabilização do outro, construindo-se como vítimas de um ambiente escolar que não propicia a qualidade de vida necessária à efetivação do processo de ensino-aprendizagem. / [en] The majority of Brazilian public schools adopt a system which keeps students who fail at the end of the school year in the same grade. As an English language teacher in the school where this study was guided, I have been teaching a group of students who have remained in the sixth grade for three, four, or even five years. Based on this fact, my motivation to conduct this research derived from an interest in investigating: (1) how do students evaluate the context in which they find themselves? (2) which identities are constructed during the interaction among students/participants and teacher/researcher? The study is based on the sociosemiotic approach of language, as proposed by Systemic Functional Linguistics, aligned with socioconstructionist paradigms of identity which conceive it as a fluid, emerging, interactional and sociocultural phenomena. The construction of identities is observed in small stories spontaneously told during Discussion Groups carried out with the participants. Two perspectives lead the analysis of evaluative moments in the narratives: the analytical tools of the Appraisal Theory and the seminal and contemporary theoretical concepts related to narratives, which emphasize the study of evaluation in narrative discourse. Following a qualitative methodology, ten students from secondary school and EJA ( Educação de Jovens e Adultos ) were interviewed by the researcher/teacher about how they see their school practice. Stories told by the participants portray situations of everyday school life which suggest relationships of conflict among students, teachers, coordinators and principals. The coconstruction of small stories indicates strong attitudes of collective identities through which participants blame the other, constructing themselves as victims of a school environment that does not provide the necessary quality of life for an effective learning process.

Les marques suscitent un engouement particulier qui témoigne de la place qu’elles prennent désormais dans la vie d’un grand nombre de personnes, notamment dans la construction de leur identité sociale. Ce phénomène est encore plus accentué pour les fans de marques. Elles deviennent ainsi des symboles sociaux qui servent de supports de communication pour l’expression de leur identité sociale. C’est en effet à travers la communication que se développe cette construction identitaire. Or, depuis quelques années, les réseaux sociaux numériques sont devenus d’importants espaces de communication pour les marques mais également pour leurs fans, nécessitant dés lors de repenser les relations entre la communication des marques et ce type particulier de public. Le principal objectif de cette thèse est de mieux comprendre les internautes des réseaux sociaux numériques quand ils sont face aux actions de communications des marques dont ils sont fans, leurs perceptions de cette communication ainsi que d’étudier les processus identitaires qui s’opèrent dans le cadre de cette communication. Dans une perspective communicationnelle pluridisciplinaire, nous avons donc notamment mobilisé des concepts issus de la recherche en marketing et de la psychologie sociale parmi lesquels les concepts de fans, d’identité individuelle, sociale et numérique pour étudier ce phénomène. / The spread of the Internet and the simultaneous development of Web 2.0 have led to the emergence of a digital presence for internet users which is an extension of the identities of the Internet users. In the Internet, identity is characterized by various highly patterns of self-expression on the social networks websites and on Facebook in particular. Simultaneously, the emancipation of the individual from traditional social frameworks leads that individual to construct and re-shape his or her identity which is now seen as a process of identity construction based on a search for benchmarks and relationships. The results show that in the context of brand - fan interactions, social networks websites allow new spaces for individual and collective expression that are implementing unprecedented social groups and coconstruction process. By relating distant fans, the multiplication of such links creates a social identity that can be described as "digital" and a particular form of digital capital. Through their interactions, the fans contribute to the maintenance of this capital. Fan pages and become a shared social territory, a space for co-building and their identity but also a place of confrontation identity for the fans. Depending on the brand they are fans, individuals have tendencies to intra- groupal or intergroupal comparisons.

Traumatic brain injury (TBI) affects thousands of people in South Africa. Our knowledge regarding this phenomenon has expanded rapidly and the problematic psychological wellbeing of persons who have been injured through TBI has been well documented. When reviewing the published literature regarding TBI it would appear that the majority originate from a positivist epistemology, quantitative methodology, and focus mainly on cognitive and/or motor ability changes of the injured individual. Furthermore, literature regarding interaction between the injured person and others tend to focus on uninjured family members’ experience of and adaptation to the injured person – generally ignoring the injured person’s experience of others. This study addressed this gap in the literature by making use of a qualitative research design to explore how injured persons' experience of others might contribute to the challenges, other than those related to cognitive and physical changes, persons face following TBI. Specifically, this study investigated whether themes that suggest a "loss of self" could be identified in the narratives of the participants' experiences of others. While not being able to support the idea of “loss of self” in the participants' narratives, there are indications that experiences of others may add to the challenges injured persons face following TBI. / Dissertation (MA (Counselling Psychology))--University of Pretoria, 2007. / Psychology / MA / unrestricted

Cette thèse s'intéresse au rôle des pratiques médiatiques dans la construction des adolescences lycéennes à La Réunion. Les adolescences lycéennes sont ici envisagées comme des périodes de multiples changements durant lesquelles les individus apprennent à acquérir le statut de lycéen. Cette mutation passe par trois stades qui constituent des « finalités intermédiaires » : les différenciations, les négociations, les adhésions. Les différenciations se construisent par rapport aux autres (enfants, adultes, parents, le sexe opposé). Les négociations résultent de la volonté des adolescents de bricoler avec les éléments qui leur sont imposés et qui font partie de leur identité. Enfin, les adhésions marquent le désir des individus d'adopter des codes et des activités participant à la reconnaissance de leur identité. L'analyse d'entretiens réalisés avec des lycéens en classe de seconde montre que ces adolescents mobilisent leurs pratiques médiatiques pour définir des « stratégies identitaires » facilitant la construction de soi. La thèse interroge au final le lien rites de passage et pratiques médiatiques par ailleurs largement travaillées par les dynamiques culturelles à l'œuvre dans cette île de l'océan Indien. / This dissertation is about the role played by media practices in the identity construction of adolescent secondary school (lycée) students in La Réunion. Secondary school adolescence is considered here as a period of multiple changes during which young individuals learn to be part of this moment of life. The transformation for students from college to lycée goes via the realization of “intermediary finalities”: differentiation, negotiation and identification. Differentiation means taking a distance from other individuals (children, adults, parents, opposite sex). Negociation results from the adolescents ‘ willingness to compose with different elements which are forced upon then and which are parts of their identity. Finally, indentification marks the individuals ‘ desires to adopt codes and activities playing a part in the recognition of their identity. The analysis of interviews conducted with students from the fifth of secondary school (seconde) shows that these teenagers are inspired by their media practices to define “strategies of identity” which help them in the construction of their personal selves. This research observes that media practices are not the only agents for the definition of adolescence: cultural dynamics operating in the island are equally important factors. The thesis also questions the links which can be made between media practices and rites of passage.