This thesis analyzes the Canadian Immigration and Refugee Board (IRB)’s treatment of culture in recent family sponsorship decisions. Drawing upon theories of cultural difference, identity construction, and Critical Race Theory, it examines IRB decision-makers’ assessments of cultural factors and their influence on the evaluation of parties’ credibility. This thesis argues that appellants and applicants before the Immigration Appeal Division often had to demonstrate that their family class relationships were “performed” in accordance with the norms of their culture. Many IRB Members relied on essentialist conceptions of culture, and thus generated problematic images of both cultural minorities and Canadian society. Further, the identity of parties was often constructed in terms of defined categories such as ethnic background, religion, marital status, age, and disability. In conclusion, this thesis offers reflections on how issues of cultural identity can be more fairly and sensitively addressed by administrative tribunals such as the IRB.

This thesis takes the form of a meta-criticism of the hermeneutics of the art-historical enterprise. I begin with an immanent critique of the discipline, paying careful attention to where art historians shift the interpretive focus in the spectrum of maker--object--viewer. After advocating for an increase in our consideration for the viewer in the present context, I then present a synoptic reception model for the interpretation of images in both their original forms and reproduced states. These two modes of viewing hinge upon spatial constructions: that of real spaces (e.g., museums, galleries, etc.) and virtual spaces (e.g., the Internet and other ephemeral media). Instead of relegating reproduced images to the art-historical basement, I argue for the productive interpretation of reproductions through a staged theoretical intervention between Jacques Derrida, Hans-Georg Gadamer, and Walter Benjamin. In order to demonstrate the use of my reception model, I conclude with a case study of a particular image--Francisco de Goya's Untitled (Saturn Devouring One of his Children) of 1820-1823. From the painting's beginnings in a farmhouse in Spain through the vicissitudes of nearly 200 years of grafting--from mural to canvas, Madrid to Paris and back again, and as a reproduced image in its "afterlife"--I analyze the aura of the image as imputed by its viewers. I argue that each subsequent reproduction of the image does not necessarily cause a loss of aura, but that conversely and paradoxically, aura actually increases. I analyze the act of viewing itself not as a passive act of visual consumption, but as an interactive process of cumulative production. In this fashion, the reproduced image can play a significant role in the formation of identities and possesses the phenomenological potential to lead to increased self-awareness. / text

Detta är en uppsats som genom diskursanalys undersöker hur den nyanlände invandrarens identitet konstrueras i samband med utformningen av etableringsreformen, en reform som trädde i kraft december 2010 med syftet att underlätta etableringen på den svenska arbetsmarknaden för vissa nyanlända invandrare, samt vilka konsekvenser denna identitetskonstruktion kan leda till. Den diskursanalytiska metod som ligger till grund för utformningen av analysen är Carol Lee Bacchis ”What’s the problem represented to be?”, vilken fokuserar på hur ett politiskt problem framställs genom att studera vilka lösningar som föreslås. Efter en noggrann genomgång av ett antal policydokument som framställdes under processen som föranledde införandet av etableringsreformen framkom det att den nyanlände invandraren i den politiska diskursen implicit framställs som omotiverad och oförmögen till att träda in på den svenska arbetsmarknaden om inte staten ingriper med åtgärder och krav, samtidigt som det svenska civilsamhällets agerande lämnas oproblematiserat. De följder detta kan få är dels att de nyanlända invandrarnas tilltro till den egna kapaciteten försvagas och dels att det civila samhällets attityd gentemot dessa riskerar att försämras. Detta är två utfall som ytterligare kan försvåra de nyanlända invandrarnas möjligheter till arbetsmarknadsetablering. / This is an essay that through discourse analysis examines how the newly arrived immigrant's identity is constructed in relation to the design of a legal reform, called the "establishment reform”, which came into force in Sweden in December 2010 with the aim to facilitate the establishment on the labor market of newly arrived immigrants. The implications of where this identity construction can lead are also discussed. The discursive analytical approach that is the basis for the design of the analysis is Carol Lee Bacchi's "What's the problem Represented to be?”, an approach that focuses on how a political problem is presented by studying the solutions that are suggested in order to solve it. After a careful review of a number of policy documents that were produced during the process that led to the entry of the establishment reform, it emerged that in the political discourse the newly arrived immigrant implicitly is portrayed as unmotivated and unable to enter the Swedish labor market unless the state intervenes with actions and demands, while problems in the behavior of Swedish civil society are left unaddressed. The impact this could have is partly that newly arrived immigrants lose confidence in their own capacities, and partly that civil society's attitudes towards immigrants may deteriorate. These are two outcomes that could further complicate the newly arrived immigrants' establishment on the labor market.

Le présent ouvrage propose une lecture spatiale du roman Texaco, de l’auteur martiniquais Patrick Chamoiseau. Texaco retrace l’histoire de la Martinique, principalement celle de sa population noire créolophone, depuis le XIXe siècle – époque de la traite et de l’esclavage – jusqu’à la fin du XXe siècle. Considérant que l’identité d’un individu (ou d’une communauté) est étroitement corrélée au rapport qu’entretient celui-ci avec son espace de vie, notre travail vise à mettre au jour les particularités identitaires des personnages du roman au travers d’une analyse des espaces qu’ils occupent et façonnent dans le récit. En nous appuyant sur des concepts spatiaux empruntés à Henri Lefebvre (l’espace tripartite), à Michel de Certeau (le lieu, l’espace et la pratique spatiale) et à Marc Augé (le lieu et le non-lieu), nous souhaitons montrer de quelle manière et dans quelle mesure ces différentes entités spatiales expriment, consolident ou oblitèrent l’identité singulière des personnages chamoisiens, c’est-à-dire leur « créolité ». / This work presents a spatial analysis of the novel Texaco, written by the Martinican author Patrick Chamoiseau. Texaco follows the story of Martinique, mainly its black Creole population, from the 19th century – the time of slave trade and slavery – until the end of the 20th century. Considering that the identity of an individual (or a community) is closely related to the link it maintains with its living space, our work aims to unveil the particularities of identity of the characters through the analysis of the spaces they occupy and create. Basing ourselves on spatial concepts borrowed from Henri Lefebvre (the tripartite space), Michel de Certeau (the space, the place and the spatial practices) and Marc Augé (the place and the non-place), we wish to show how and to what extent those different spaces express, consolidate or obliterate the distinct identity of Chamoisian characters, in other words their “creoleness”.

The essay represents the projector principle, on which, as the essay’s author believes, the narration of The Summer Lightning and Other Stories by Olive Senior is based. The projector principle illustrates the idea that little details and images in the text serve big purposes, for example, reflect the emotional state of the characters or how the characters construct their identity. The literary analysis of the present essay aims at exploring a complicated identity construction in the context of Jamaica with its half-lost indigenous and half-remained colonial legacies through the identity construction of adolescent Jamaican protagonists of the short stories.

The advent of social media has witnessed a transformation in how audiences interact with marketers online. While previous research has shown that media consumers generally hold a negative view of advertising, today’s media consumers are engaging with brands more than ever. This study examines what it means to be an active fan of marketers in social media to the modern media consumer through an investigation of how audiences relate to brands in the social media space. Centered around audiences’ uses and gratifications of three successful brand communities within Facebook through qualitative (field observations and individual interviews) and quantitative (surveys) methods, this study intends to gain further knowledge about the role of social media and its impact on forming new cultural trends. The findings suggest that while the uses and gratifications of Facebook brand pages and what becoming a fan of a brand on Facebook signifies to social media users vary, the prevailing motivation for and function of brand community membership is the construction of one’s digital identity in association with the brands of one’s choosing. Furthermore, despite being aware that Facebook brand communities are marketing platforms, fans were largely receptive to and held a positive attitude towards the brands. This critical study of brand fans on Facebook presents the importance of studying social media’s uses and implications in order to better understand new audience cultures within the interactive media landscape.

Made available in DSpace on 2015-05-14T12:43:22Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2560783 bytes, checksum: 524b60444ed249a452e78e93e237f2e2 (MD5) Previous issue date: 2010-12-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Based on the assumptions that texts represent and construe the world (FAIRCLOUGH, 1992), that identity construction occurs through individual and public forums‟ (TÁPIAS-OLIVEIRA, 2005), that ´located´ teacher development is essential in order to trigger a critical-reflective stance (FREEMAN, 1996; FREIRE, 1996; JOHNSON, 2006; REICHMANN, 2007a), this case study addresses a reflective journal produced by an EFL teacher the teacher-researcher herself over six months. In order to investigate teacher representations and discursive constructions about professional identity, this research follows an emic perspective (FREEMAN, 1998; GHEDIN & PIMENTA, 2002) and focuses on lexicogrammatical choices in the journal, grounded on Systemic-Functional Grammar, in special, the transitivity system (HALLIDAY, 1994; HALLIDAY e MATHIESSEN, 2004), and more specifically, in transitivity constructs such as Processes and mental projections. Systemic-Functional Grammar views language as a complex social semiotic system construing ideational, interpersonal and textual meanings (HALLIDAY, 1994). Results suggest that in terms of teacher representations, over time, there is an increase in relational and mental Processes, signaling characteristics related to teacher identity, students, the classes and the journal itself, as well as to reflective features of teaching practice. In terms of mental projections, they (re)constitute change in teacher positioning, suggesting new social roles adopted by the teacher. Highlighting the importance of the reflective journal as a literacy practice and as a literacy event, constituting a catalyzing genre‟ (SIGNORINI, 2006), it is relevant to underscore the importance of literacy practices in initial and continued language teacher development. / Partindo das premissas que textos representam e constituem o mundo (FAIRCLOUGH, 1992); que a construção identitária ocorre através de foros íntimos e públicos‟ (TÁPIAS-OLIVEIRA, 2005) e que a formação localizada de professores é essencial para favorecer uma postura crítico-reflexiva (FREEMAN, 1996; FREIRE, 1996; REICHMANN, 2007a), este estudo de caso focaliza um diário reflexivo produzido por uma professora de língua inglesa a própria professora-pesquisadora ao longo de seis meses. Com o intuito de investigar as representações da experiência docente e as construções discursivas sobre identidade profissional, esta pesquisa segue a perspectiva êmica (FREEMAN, 1998; GHEDIN e PIMENTA, 2002) e centra-se nas escolhas lexicogramaticais no diário, baseada na Gramática Sistêmico-Funcional (HALLIDAY, 1994; HALLIDAY e MATHIESSEN, 2004), mais especificamente, em construtos do sistema de transitividade, a saber, dos Processos e projeções mentais. Na ótica sistêmico-funcional, a língua é vista como um recurso sócio-semiótico complexo para construir significados ideacionais, interpessoais e textuais (HALLIDAY, 1994, p. xiii). Os resultados da análise indicam que em termos de representações da experiência, há um crescimento longitudinal dos Processos relacionais e mentais, sinalizando, respectivamente, características da identidade da professora, de seus alunos, das aulas e do diário; bem como traços de reflexão sobre a prática dessa professora. Quanto às projeções mentais, (re)constituem a mudança de posicionamento docente, sugerindo novos papéis sociais que ela assume. Apontando para o diário reflexivo simultaneamente como prática e evento de letramento, e constituindo-se como um gênero catalisador‟ (SIGNORINI, 2006), percebemos a importância de práticas de letramento na formação inicial e continuada de professores de línguas.

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-09-24T20:47:41Z No. of bitstreams: 1 THAYRONI ARAÚJO ARRUDA - DISSERTAÇÃO PPGCS 2013..pdf: 9290234 bytes, checksum: 8c32a5d3c0e8325acc4155faed0c0273 (MD5) / Made available in DSpace on 2018-09-24T20:47:41Z (GMT). No. of bitstreams: 1 THAYRONI ARAÚJO ARRUDA - DISSERTAÇÃO PPGCS 2013..pdf: 9290234 bytes, checksum: 8c32a5d3c0e8325acc4155faed0c0273 (MD5) Previous issue date: 2013 / A modernidade e o processo de globalização criam um ambiente favorável onde os integrantes do Movimento aparecem compartilhando das mesmas conjunturas históricas, sociais e econômicas. A verdade é que não podemos considerar os sujeitos deste movimento como uma unidade globalmente homogênea. As condições estruturais de existência, os quadros de interação em que se movem, assim, como os contextos sociais de produção de sentido, são variáveis que se relacionam com a formação de padrões de valores, representações, comportamentos e práticas. O próprio Movimento se constrói sobre bases diversificadas de elementos socioculturais distintos. À luz da sociologia do discurso, o presente estudo busca entender como se dá o processo de institucionalização do Movimento através da ação política dos sujeitos. Entendemos que o discurso é uma prática social significativa de natureza material e que todo o espaço social deve ser considerado como um espaço discursivo se ampliarmos a noção de discurso para aquilo que articula "todo o tipo de ligação entre palavras e ações, formando assim, totalidades significativas" (LACLAU, 2000; p. 10). Durante esse nosso percurso analítico, a temática da identidade não surge como foco principal - embora perpasse toda a discussão da nossa dissertação - a mesma aparece como um produto de ordem discursiva que disputa sentido no que Laclau e Mourffe (1985) denominam de campo da discursividade, que é o espaço onde ocorrem as disputas discursivas. Desta forma, a questão identitaria é abordada a partir da ótica da hegemonia do discurso, o que não nos impede de dialogarmos com outros autores que trabalham indiretamente com a questão identitaria. Assim, em um sentido mais especifico, fazemos uso do conceito Weberiano de "comunidade étnica" Apesar do conceito weberiano ser aplicado a grandes grupos e nações, o sentido que damos a ele em nosso trabalho se traduz no entendimento do surgimento de grupos minoritários através da ação política de seus sujeitos. Para tanto, nos restringirmos ao estudo de caso do Núcleo Campina - NH2C - que está localizado na Cidade de Campina Grande / PB, que como outros centros urbanos, apresenta graves problemas sociais e elevados índices de pobreza. Espaço onde várias expressões da cultura exercitam sua expressividade, dialogando umas com as outras e gerando assim ambiente propício para a consolidação do Movimento . / Modernity and globalization create an environment where members of the movement appear sharing the same historical conjunctures, social and economic. The truth is that we can not consider the subject of this move as a unit globally homogeneous. The structural conditions of existence, interaction frames that move as well, as the social contexts of meaning production, are variables that relate to the formation of patterns of values, representations, behaviors and practices. The movement itself is built on foundations diversified different sociocultural elements. In light of the sociology of discourse, this study seeks to understand how is the process of institutionalization of the movement through political action of the subject. We understand that discourse is a social practice significant material nature and all social space should be considered as a discursive space if we expand the notion of discourse to that which articulates "every kind of connection between words and actions, thus forming wholes significant "(Laclau, 2000, p. 10). During that our analytical course, the theme of identity does not emerge as main focus - although perpasse whole discussion of our dissertation - it will appear as a product of discursive order to dispute the sense that Laclau and Mourffe (1985) called the field of discourse , which is the space where disputes occur discursive. Thus, the identity issue is addressed from the perspective of hegemonic discourse, which does not prevent us to dialogue with other authors who work indirectly with the question of identity. Thus, in a more specific sense, we make use of the Weberian concept of "ethnic community" Despite the Weberian concept be applied to large groups and nations, the meaning we give it in our work is reflected in the understanding of the emergence of minority groups through political action of their subjects. Therefore, we restrict ourselves to the case study of the Core Campina - NH2 C - which is located in the city of Campina Grande / PB, which like other urban centers, has serious social problems and high poverty rates. Space where various expressions of culture exercise their expressiveness, dialoguing with each other thus creating conducive environment for the consolidation of the movement.

Que se passe-t-il chez les sujets confrontés à une crise cardiaque ? L’irruption brutale de symptômes dans lecorps active des phénomènes mentaux pour faire face à une urgence biologique qui menace la survie. Le sujeten crise est un soi à préserver en tant que soi-même, et un soi à transformer en tant que soi souffrant,nécessitant des soins. Deux niveaux de délibérations sont investis par la conscience en prise avec la menace :soi comme corps en crise, et soi, comme sujet en crise. L'urgence de préservation est psychique et corporelle.En se représentant soi-même avec toutes ses capacités, le sujet en crise lutte contre l'angoisse provoquée parl’infarctus du myocarde. Mais pendant que le soi-même résiste, le corps en crise impose sa temporalité etmenace le vivant. L'acceptation en urgence d'un soi souffrant est facilitée par une pleine conscience de soicomme corps et comme sujet. L'écoute au présent par le sujet en crise de ses ressentis du corps et de savulnérabilité, favorise la demande de soins. / What happens to subjects confronted with a heart attack? The raid of symptoms in the body activates mentalphenomena in order to deal with a threat to the life. The subject living a crisis is a self to protect as oneself, anda self to transform into a suffering self, requiring care. Two levels of deliberations are invested: the self as abody in crisis, and the self, as a subject in crisis. The urgency of self-preservation is psychic and physical. Byrepresenting the self with full capacities, subject in crisis fight against the anxiety caused by the myocardialinfarction. But while the oneself resists, the body in crisis imposes its temporality and threatens life. Urgentacceptance as a suffering self is facilitated by mindfulness of the self as body and subject. By listening to bodysensations and vulnerability in the present, subjects are more inclined to ask for care.

[pt] Com o objetivo de investigar a construção das identidades do professor em greve no discurso avaliativo de reportagens jornalísticas, a presente pesquisa analisa reportagens online, veiculadas durante dois períodos de greve dos professores da rede pública do Rio de Janeiro – de agosto a outubro de 2013 e de maio a junho de 2014 – pelos jornais O Globo e O Dia. A investigação busca discutir as seguintes questões: 1) que identidades do professor em greve são construídas pelo discurso avaliativo de reportagens jornalísticas?; 2) de que modo os recursos linguísticos avaliativos produzem discursos que constroem essas identidades?; e 3) que significados ideológicos são gerados no discurso das reportagens analisadas, sugerindo relações de poder e dominação que envolvem o professor em greve? Para fundamentar a análise, o estudo, com foco interdisciplinar, apoia-se na perspectiva teleológica sobre gêneros discursivos (Martin, 1992; Vian Jr. e Lima Lopes, 2005); na abordagem sociossemiótica de linguagem da Linguística Sistêmico-Funcional (Halliday, 1994), especialmente nos recursos do Sistema de Avaliatividade (Martin e White, 2005; Vian Jr., 2010); na Análise Crítica do Discurso (Chouliaraki e Fairclough, 1999) e nas teorias socioconstrucionistas de identidade propostas por Moita Lopes (2003), Hall (2005), Bauman (2005) e Duszak (2002). Resultados sugerem a construção de múltiplas identidades do professor em greve, em sua maioria negativas, tais como: agressivo, tumultuador, baderneiro, intransigente, irresponsável e, de forma positiva, como corajoso. Dentre as contribuições teóricas da pesquisa, destaca-se a rica interface entre abordagens sociais e críticas de linguagem que não compreendem o fenômeno linguístico de outro modo a não ser cultural e sóciohistoricamente situado. No que tange a minha prática docente – e à dos professores da rede pública de ensino que reconhecem a greve como direito legítimo –, o estudo proporcionou a reflexão acerca de como temos discursivamente construídas nossas identidades no e pelo discurso da mídia jornalística. / [en] With the objective of investigating identity construction of teachers on strike through the observation of evaluative discourse in newspaper articles, this study analyses online articles, published by the newspapers O Globo and O Dia, during two periods in which the public school system of Rio de Janeiro entered on strike –from August to October, 2013 and from May to June, 2014. The investigation aims at discussing the following questions: 1) what identities of teachers on strike are constructed by the evaluative discourse of the newspaper articles? 2) how do the evaluative linguistic resources produce discourse which constructs these identities? 3) what ideological meanings are generated by the discourse of the articles analysed, suggesting relations of power and dominance involving teachers on strike? Adopting an interdisciplinary focus, the study is based on Martin s (2005) telelogical perspective of discourse genres; on the sociosemiotic approach to language proposed by Systemic-Functional Linguistics (Halliday, 1994), particularly on the resources of Appraisal Theory as well as on the tenets of Critical Discourse Analysis (Chouliaraki and Fairclough, 1999) and on the socioconstructionist theories of identity (Moita Lopes , 2003; Hall 2005; Bauman, 2005; Duszak 2002). Results suggest the construction of multiple identities of teachers on strike, most of them negative, such as: aggressive, riotous, troublemakers, uncompromising, irresponsible and, in a positive manner, courageous. Amongst the theoretical contributions of the study, it is highlighted the rich interface between social and critical linguistic approaches which understand the linguistic phenomenon as cultural and sociohistorically situated. Regarding my teaching practice –and that of other teachers from the public school system who recognise the strike as a legitimate right –, the study provided the reflection on how educators have their identities discursively constructed by journalists in the media.