From 1871 up to the 1920s, Alsace, a region on the border between France and Germany, was forced to change its national affiliation several times. How, in this context, did the cultural identity of Alsace evolve? With what, and with whom, did Alsatians identify with, and why? In my exploration I will focus on three case studies. Their selection is determined by three criteria: one is that it is of importance to consider issues a vast majority of the population could relate to. Secondly, these case studies will mostly focus on Strasbourg. This is the capital of the region, its cultural centre and the location that France and Germany engaged with most. Finally, the selection is aided by the consideration that cultural identity is closely linked with the appropriation of particular spaces that are reconfigured according to changing socio-political contexts. I will therefore first examine the historical development between 1871 and the 1920s, and embed into this the debate that surrounded the new imperial architecture in Strasbourg. This will be followed by an analysis of the promotional devices found in selected travel guides about Alsace that span several decades. Finally, I shall consider the more particular vision of Alsace promoted in caricatures by Hansi and Zislin, which draw upon regional attachments and national stereotypes and prejudices, but also determine clear and recognisable settings that Alsatians could easily engage with. These case studies will show how Alsatian identity was promoted and challenged in daily life (and in specific spaces), which included, at times, propagandistic discourses, in order to make an assessment of the extent to which Alsatian identity evolved during a period of conflicting loyalties for the population.

This research is about the Social Networks and Social Capital of British-Bangladeshi Young Women in relation to their identity, cultural context and social aspects. It is a qualitative study based on the lives of a small sample of Bangladeshi young women, who are second or third generation British-born Bangladeshis between the ages of 16 and 29, living in London. They are British citizens and were born or grew up in Britain. The main area that the research takes place in is the London Borough of Tower Hamlets. Methods encompass in-depth interviews and focus group discussions. This research investigation has found that the social networks and social capital of Bangladeshi young women were impacted by their identity, ethnicity, social and cultural contexts, such as religious and gender identity, patriarchal practice within households and racism. Accordingly, for many women the construction of social networks was enabling; but for others, there were constraints in relation to their identity. On the other hand, the social networks through various places, especially places of study and work, significantly enabled the women to acquire their identity with regard to their social position, which has been helpful for agency and negotiation power. Consequently, their social networks were shaped based on their subjective experience, cultural expectations and social aspects. However, the women were active in order to create and maintain their social life, as well as to negotiate and develop their own ‘strategies to manage’ techniques to cope with the constraints. In this study, my main argument aims to emphasise how social networks are formed and maintained by the Bangladeshi young women in relation to their identity, cultural context and social aspects. I contend that these women actively negotiate a multitude of personal, familial and structural concerns in developing their social networks. I also argue that agency and negotiation power positively contribute to mitigate cultural constraints and inequalities with regard to the social networks of these young women; however social structures and inequalities create significant boundary conditions for these women to acquire negotiation power.

The thesis explores the relationship between citizenship education and identity in conflict-affected societies, by comparing the teaching of citizenship across different schools in Northern Ireland and Israel. In both societies, citizenship education addresses issues that are deemed controversial, such as the recent or ongoing conflict, citizenship, racism, and sectarianism. The theoretical framework brings together (neo) Marxist, post-colonialist, and critical pedagogical approaches to citizenship education and identity. Fieldwork was carried out in four different schools (Catholic, Protestant, Jewish-Israeli and Arab-Palestinian), using individual interviews, focus group interviews, observations, and document analysis. The major findings suggest that citizenship education at the policy, school, and classroom level is permeated by an avoidance of controversial issues related to the conflict and identity. In both societies, dominant narratives about the conflict glorify and justify violence, preventing a more critical examination of the conflicts. Additionally, educational policies promote a neoliberal/managerialist culture that censors the critical potential of citizenship education by determining that the priority for schools is academic standards and performativity. This limits teachers' ability to develop students' critical political thinking, to address controversial issues, and to challenge racist and sectarian views. However, the data also point to the employment of transformative forms of citizenship education, which became particularly evident among minorities. The thesis contribution is threefold: first, drawing on a (neo) Marxist and postcolonial theoretical framework facilitates a structural examination of the state of citizenship education through the lens of power relations. Second, the multi-level study shows how processes of avoidance and censoring trickle down from the policy level into schools and into classrooms. Third, since citizenship education is permeated by sidestepping and censoring, it is at risk of reproducing the conflict, structural sectarianism and racism, and socio-economic inequalities. The thesis concludes with the assertion that there is a need to provide teachers and schools with political and institutional support through offering training programmes; guidance and more time during the citizenship lesson to teach about controversial issues related to the conflict and identity. It also points at the need to further research pedagogies of critical teachers, who are able to promote transformative citizenship even in an uncongenial political environment that subtly promotes avoidance and censoring.

Existing scholarship on modern Tibetan writing takes the 1980s as its point of “birth” and presents this period as marking a “rupture” with traditional forms of literature. This study seeks to go beyond such an interpretation by foregrounding the persistence of Tibet’s artistic past and oral traditions in the literary creativity of the present. An appreciation of genres, styles, concepts and techniques derived from Tibet’s rich and diverse oral art forms and textual traditions exposes the inadequacy of a simple “rupture” perspective. Whilst acknowledging the novel features of modern Tibetan literary creations this work draws attention to hitherto neglected aspects of continuities within the new. It reveals the innovative presence of Tibetan kāvya poetics, the mgur genre, biography, the Gesar epic and other types of oral compositions within modern Tibetan poetry and fiction. It also brings to prominence the complex and fertile interplay between orality and the Tibetan literary text. All these aspects are demonstrated by bringing the reader closer to Tibetan literature through the provision of original English translations of various textual and oral sources. Like any other national literature modern Tibetan literary production is also informed by socio-political and historical forces. An examination of unexplored topics ranging from popular music, Tibet’s critical tradition and cultural trauma to radical and erotic poetries shows a variety of issues that fire the imagination of the modern Tibetan writer. Of all these concerns the most overriding is the Tibetan nation, which pervades both fictional and poetic writing. In its investigation into modern Tibetan literature this thesis finds that Tibet as a nation - constituted of history, culture, language, religion, territory, shared myths and rituals, collective memories and a common sense of belonging to an occupied land - is inescapable. Embracing a multidisciplinary approach drawing on theoretical insights in literary theory and criticism, political studies, sociology and anthropology, this research demonstrates that, alongside past literary and oral traditions, the Tibetan nation proves to be an inevitable attribute of modern Tibetan literature.

This thesis is divided into two sections; a theoretical section which looks at the analytic construction of collective identities, and a section which applies the theory to two Australian novels. The first four chapters use the theories of Roy Wagner, Benedict Anderson, Jacques Lacan and Homi Bhabha to look at the often unconscious construction of culture and national, and at the process of hybridity to which those constructions are continually subject.The next three chapters examine Glenda Adamss Games of the Strong and Nicholas Haslucks The Bellarmine Jug showing how an unconscious development of Australian themes runs through the novels, regardless of a lack of Australian characters and setting. The novels show the complex, unique and frequently misunderstood position Australia holds between the cultures, nations and civilisations of the East and the West.The conclusion draws together the principal arguments of the thesis and highlights some concerns which they imply for Australian and its national imagination.

This dissertation examines how historians, writers, colonial administrators, social scientists and immigration officials represented Anglo-Indians between 1850 and 1998.Traditionally, Anglo-Indians have sought to correct perceived distortions or misinterpretations of their community by disputing the accuracy of deprecatory stereotypes produced by ‘prejudicial’; writers. While the need to contest disparaging representations is not in dispute here, the present study finds its own point of departure by questioning the possibility of (re)presenting an undistorted Anglo-Indian identity. (For complete abstract open document)

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No. of bitstreams: 1 bastianini_mad_me_fran.docx: 238570 bytes, checksum: 6a2f534003930f03621ecaaa5c92f46d (MD5) Previous issue date: 2017-06-30 / Este presente trabalho analisa através de um estudo alicerçado na perspectiva do materialismo histórico dialético a existência de ações de incentivo ao respeito, afirmação e valorização da diversidade sexual e de gênero como efetivação de direitos humanos no âmbito da educação escolar, tendo como objeto primário de investigação bibliográfica e de campo os Temas Transversais apontados nos Parâmetros Curriculares Nacionais de 1998. Empreendeu-se investigação bibliográfica sobre a questão da diversidade sexual e de gênero, em que foi possível verificar que as dimensões de sexualidade e de criação e recriação de identidades sociais de sexo, ou seja, o gênero, possuem sustentações calcadas no patriarcalismo. Através da pesquisa exploratória de campo e de abordagem quanti-qualitativa, foi possível nos aproximarmos da realidade de uma escola pública estadual de ensino fundamental de um município médio a fim de se investigar quais são as ações e projetos existentes referentes à questão da diversidade sexual e de gênero no contexto escolar, dando voz aos educadores. Os dados da pesquisa foram coletados através de aplicação de questionários e realização de entrevistas, e foram empreendidas análises de conteúdo e análises de discurso para compreensão das informações e dos significados das mesmas. Observou-se que a materialidade das propostas de trabalho dos educadores sobre a referida temática não necessariamente tem como referência os Temas Transversais, sendo que na maior parte das vezes o que se percebe são intervenções pontuais realizadas devido à emersão de demandas e manifestações dos estudantes, bem como foi atestado que ainda existe muito desconhecimento, estranhamento e equívocos por parte dos educadores a respeito da questão da diversidade sexual e de gênero. Também se verificou que as manifestações e demandas sociais latentes suscitadas a partir da ação dos educadores são relacionadas à preconceitos, discriminações, conflitos internos, receios e curiosidade pelo assunto. Foi possível compreender circundam no ambiente escolar para a materialização de ações que pautem a diversidade sexual e de gênero a partir do lugar dos educadores dificuldades de ordem pessoal, do contexto escolar e do contexto extraescolar, bem como também possibilidades de ordem pessoal, do contexto escolar e também do contexto extraescolar. A partir das análises e reflexões empreendidas verificou-se que são múltiplos os desafios de tais ações no cotidiano escolar, e que se faz necessário que se ampliem os estudos e pesquisas sobre o assunto. / This present work analyzes, through a study grounded in the perspective of historical materialism, dialectics, the existence of actions to encourage respect, affirmation and appreciation of sexual diversity and gender as the realization of human rights in the context of school education, having as their primary object of research of the literature and of field the Cross-cutting Themes identified in the National Curriculum Parameters, 1998. Undertook-if the research literature on the issue of sexual diversity and of gender, in which it was possible to verify that the dimensions of sexuality and the creation and recreation of social identities of sex, or gender, have the supports marked in the patriarchy. Through exploratory research and field approach, quantitative-qualitative, it was possible to approach the reality of a public school state elementary schools of a municipality middle in order to investigate what are the actions and existing projects relating to the issue of sexual diversity and gender in the school context, giving voice to the educators. The research data were collected through questionnaires and interviews, and have undertaken analyses and content analyses of discourse for the understanding of the information and of the meanings of the same. It was observed that the materiality of the proposed work of the teachers on the said subject-matter does not necessarily have as a reference the Cross-cutting Themes, being that most of the times what is perceived are occasional interventions carried out due to the emergence of demands and protests of the students, as well as was attested that there is still much ignorance, estrangement and misunderstanding on the part of educators of the question of sexual diversity and gender. It was also found that the manifestations and social demands latent arising from the action of educators are related to prejudice, discrimination, internal conflicts, fears and curiosity for the subject. It was possible to understand the surrounding in the school environment for the materialization of actions that guided the diversity of sexual and gender-based from the place of the educators personal difficulties, the school context and the context extracurricular, as well as also possibilities of the personal order, the school context and also the context extracurricular. From the evaluations and reflections undertaken it was found that there are numerous challenges of such actions in the everyday school life, and that if makes necessary to broaden the studies and research on the subject.

Cultural Memory and its functions in the case of Božena Němcová The presented thesis is concerned with the topic of the construction of the portrayal of Božena Němcová and its functions in the cultural memory. Regarding the question of Božena Němcová's portrayal, this thesis is focused on the construction of gender identities in the remembering process. The influence of mediality of given representation on the process of gender identity construction is also explored here. The examination of the function of Božena Němcová's portrayal in the cultural memory is based on its intertextuality. The intertextuality is in this thesis understood as a valency plurality of Božena Němcová's portrayal in relation to other figures and themes of the cultural memory canon. The analyses in this paper is based on the concept of Cultural Memory Studies (Jan Assmann, Astrid Erll, Aleida Assmann), and Gender Studies (Judith Butler). There are different types of sources examined in this paper (textbooks, film, literature, press, social media), arranged from the present to the past. Key words: Božena Němcová, canon, cultural memory, mediality, gender identity

This thesis examines the state-sponsored rise of local patriotism in the post-1961 period, interpreting this as part of the effort to strengthen popular support for and the legitimacy of the Soviet regime during the second phase of de-Stalinization. It shifts the analytical focus away from the Secret Speech of 1956, the time of Khrushchev’s full-scale assault on Stalin and his legacy, to the Twenty-Second Party Congress of 1961, the inauguration of a utopian and pioneering plan to build Communism by 1980. The thesis considers how this famously forward-looking programme gave rise to an institutionalized retrospectivism as Soviet policy makers turned to the past to mobilize popular support for socialist construction. It examines how this process played out in the Russian North West, where Soviet citizens were encouraged to turn inwards to examine their local history and traditions, and to reread these through the lens of Soviet socialism. The thesis takes as a case study the towns of Novgorod, Pskov, and Vologda, where the state-sponsored regeneration of local traditions significantly impacted on the self-perception of local communities. In the first part, I look at the strategies for representing and displaying local culture in pubic institutions: the textual treatment and symbolic ordering of urban space in local tourist guides; the heritage movement and the attribution of cultural value to certain objects from the local landscape; and the primary focuses of the exhibitive 'gaze' in local museums. The second part of the thesis shifts the focus from institutionalized culture to popular culture, examining the informal practices and oral traditions that exist alongside the authoritative discourses of social identity in the post-Soviet period. The popular interpretation of public sculpture, the collective imagination of urban space, and the 'common knowledge' of the past as it is articulated in oral narratives are the focuses of discussion.

Made available in DSpace on 2016-07-27T14:20:46Z (GMT). No. of bitstreams: 1 CELIOMAR RODRIGUES SILVA.pdf: 12740675 bytes, checksum: aa765b71d245bd656c70a5fc62abd092 (MD5) Previous issue date: 2005-03-15 / This study investigates the importante of preservation of culture and memory while constituting elements of social identity of na Indian community in danger of becooming extinct: The Avá-Canoeiros of Goiás and Tocantins States. Starging as of a bibliographic research carried out July 2003 to February 2005, directed my analytical attention to actual implications of the loss of cultural memory of this indian Nation (both remnants and mestizos - half-breed). The research focused on the search of cultural references and the psycho-social-cultural strutcture of the Avá-Canoeiros, with the helf of Social Psychology and its connections with anthropology, history, and sociology. Furthermore, the loss of social memory of this community is due to the influence carried out by the civilized white society that marginalizes and despises the Indian societies since the very beginning of the historical process - privately the Avá-Canoeiros - of a new culture, causing them dramatic implications in their social identity. The cultural massacre of the Avá brought them a double invisibility: invisible not only for the others, but for themselves. Because of this, we are trying to establish e relation between memory and social identity based on the acquisition of the psycho-social processes so constituted. / Este estudo investiga a importância da preservação da cultura e da memória enquanto elementos constitutivos da identidade social, tendo como referência uma comunidade indígena em extinção: Os Avá-Canoeiros dos Estados de Goiás e Tocantins. A partir de pesquisa bibliográfica, desenvolvida entre julho de 2003 a fevereiro de 2005, analisa-se as implicações da perda da memória cultural dessa nação indígena (tanto os remanescentes quanto os mestiços). A pesquisa centrou-se na busca de referências da cultura e da estrutura psico-sócio-cultural dos Avá- Canoeiros, à luz da Psicologia Social e de suas relações com a antropologia, a história e a sociologia. A perda da memória social da comunidade estudada, em função do poder exercido pela sociedade civilizada branca dominante, que marginaliza e despreza as sociedades indígenas ao longo da história - em particular os Avá-Canoeiros a partir da imposição violenta de uma nova cultura, traz dramáticas implicações do ponto de vista de sua identidade social. O massacre cultural dos Avá, causa-lhes uma dupla invisibilidade: invisíveis não apenas para os outros, mas para si mesmos. Nessa perspectiva busca-se estabelecer a relação entre memória e identidade social, pela aquisição dos processos psicossociais aí constituídos.