The Films of Scotland Committee (1938 and 1954-82) produced one hundred and sixty eight documentaries on Scotland and Scottish life; the thesis is an archaeology of those documentaries. The thesis breaks from a film theory discourse that has marginalised documentary to argue that the genre should be understood as a cultural technology, an exhibitionary apparatus that draws on a variety of discursive formations in its production of knowledge. Similarly, the thesis argues that the representation of Scotland should not be understood as an aesthetic failure to represent the reality of life in Scotland, but as a distinct discursive practice that emerged at a specific historical period, a practice regulated by the rules of formation of the discourses within which it operates. The thesis outlines the history of Scottish film culture before 1938, and examines the formation of the Committee by the Scottish Office, arguing that this needs to be understood in relation to the history of public cultural policy in Britain since the mid nineteenth century. It examines the Committee's commitment to 'the national interest, and its relation to the mechanics and legitimation of state authority. A discursive analysis of The Face of Scotland (193 8) begins to identify the discursive regimes on which Films of Scotland documentaries draw in their production of knowledge. The thesis argues that this film occupies a space of representation opened up by the discursive formations of ethnography and history, and a discourse of nationhood, and traces the formation of this space by looking at the earlier surfaces of emergence of these discourses. It also begins to suggest the ways in which these discourses engage with the construction of cultural and national identities. Arguing that the figure of the tour is central to the Films of Scotland documentaries, th e thesis traces the emergence of the tour as a cultural technology in Scotland from the eighteenth century travel writing of Martin Martin and Boswell and Johnson, to the apparatuses of tourism established by Thomas Cook. The last part of the thesis focuses on the travelogue as a sub-genre of documentary, mapping out both the technologies of vision on which it draws, and its generic 'regime of verisimilitude', structured, it is argued, by an oscillation between the discourses of history and ethnography. Finally the thesis argues that what remains hegemonic in Scottish culture are not particular images and narratives, but the very concept of national culture itself, and the nature, rather than the content, of national identity.

Thesis (Ph. D.)--York University, 1999. Graduate Programme in Social and Political Thought. / Typescript. Includes bibliographical references (leaves 247-255). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ43420.

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Allt fler unga vuxna växer upp och skapar mångkulturella identiteter i en globaliserad värld. Syftet med föreliggande studie var att utforska upplevelsen av att besitta en mångkulturell identitet samt bidra till en ökad förståelse för dess eventuella möjligheter och svårigheter. Deltagarna var åtta unga vuxna kvinnor med dubbel kulturell identitet, hemmahörande i både kollektivistiska och individualistiska kulturkontexter. Datainsamling gjordes genom kvalitativa intervjuer och tematisk analys användes som metod för dataanalys. Resultatet belyser komplexiteten i att förhålla sig till flera kulturella identiteter, samt förhandlandet dem emellan. Att kompromissa med det egna jaget till förmån för den rådande kulturkontexter samt upplevelsen av utanförskap var viktiga fynd. Dess möjligheter visade sig bland annat genom en ökad medvetenhet om kulturell identitet och kompetens att finna tillhörighet i ytterligare kultur kontexter. Vidare framkom betydelsen av att skapa identiteter bortom de normativa kulturramarna samt vikten av att erkänna den mångkulturella identiteten som en identitet i sin egen rätt. Resultatet i föreliggande studie går i linje med befintlig internationell forskning.

This thesis investigates the ways in which the selling and utilizing of medicinal plant remedies in Asunción, Paraguay intersects with conceptualizations of Paraguayan cultural identity, traditional gendered knowledge systems, and with the socioeconomic realities of vendors and consumers. Engaging with anthropological theories of the political economy of health, cultural identity, and the socioeconomics of women workers in Latin America, it explores how the use of indigenous healthcare practices engages with notions of Paraguayan identity and traditional knowledge, including the transmission of gendered knowledge. Through data collected in semi-structured interviews with market vendors of medicinal plants in Asunción, this thesis investigates the connections between indigeneity and land, cultural and symbolic identity and food, and the livelihoods of medicinal plant vendors, in order to argue that the selling of these traditional plant medicines in the local markets of Asunción solidifies Paraguayan identity by providing daily affordable access to consumable symbols of “Paraguayanness.” / Social Sciences and Humanities Research Council of Canada

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Thesis (M.A.)--Catholic Theological Union at Chicago, 2006. / Vita. Includes bibliographical references (leaves 126-130).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2006. / Vita. Includes bibliographical references (leaves 126-130).

This doctoral research has analyzed the employment of ex-military as teachers from a perspective of identity and culture. Using a single case study approach, including focus groups, interviews and observations, the research has explored a military academy within 'College', a further education institute in the south of England. Focusing particularly on the experiences of four teachers who had recently left the British Armed Forces, the analysis employs Pierre Bourdieu's habitus, field and capital to understand the macro, micro and subject level influences that shape field practice. It is proposed that, at a macro level, moralizing discourse regarding undesirable working class youth has been positioned against an idealized masculine military power identity. This has overlaid existing discourse regarding the feminized nature of teaching and the marketization of education. This can be viewed as an ideological tension between a pervading centre-right perspective of education as a tool of social order and preparing the young for employment, dominating a broader liberal egalitarian ideal of education for comprehensive social reform. At a micro level, the construction of military identities was accomplished through capital exchanges regarding military experience and relational processes of differentiation with feminized 'others'. Student identity work used processes of imagination, constructing imagined social capitals through storytelling, symbolic interaction and ritualized performance. It is proposed that socialization with idealized military types, providing conceptualized forms of idealized vocational habitus, provided access to powerful imagined capitals on which students were able to draw in the construction of new identities. The research indicates that there are both positive and negative outcomes to this identity work. The data shows that the identity work through the differentiation of feminized ‘others’ can lead to behaviours that could be viewed as aggressive or abusive. The research also argues that this identity work can have a motivating effect on students who want to join the Armed Forces, leading to successful educational attainment where identity narratives supported academic practice. With respect to the ex-military teachers themselves, the research witnessed the most successful transitions being made by the youngest members; the oldest member struggled to change to the new field conditions, his cultured military habitus disposing him to military practice, resulting in him positioning himself professionally through the capitals of his past.