Ideology, as explained by Louis Althusser, is used by ideological state apparatuses (ISAs) to reinforce the control of the dominant class. ISAs in turn consist of elements of society such as families, schools, and churches. In the works of Michael Ende, Astrid Lindgren, and Paul Maars, Momo, Pippi and the Sams defy the ideologies and norms of their respective societies. This thesis shows that the three children can do this because they are alien children and therefore exist beyond the reach of the ISAs of their respective worlds.

This study is an exploration of the social engineering of the single-party era through the lenses of state officials in their work of propagating the nationalist state ideology. It aims to bring the state officials, in their (re)production of the beliefs and values as products and as the (re)producers of the state ideology, to the forefront. More specifically, it studies the negotiations and the contestations between state officials in regards to three main social structures which are (ethno)nationalism, womanhood, and laicism. A fourth social structure is the hierarchical relations within the state bureaucracy. A deeper understanding of the social engineering through the lenses of state officials is provided through a discursive close reading of the archival data regarding the activities of Halkevleri (People’s Houses), which were state institutions through which the state ideology was propagated to the people.

Submitted by Morgana Silva (morgana_linhares@yahoo.com.br) on 2016-06-22T17:30:38Z No. of bitstreams: 1 Arquivototal.pdf: 808413 bytes, checksum: 3ff97a092a616b0cfcc22ec0039bf9c4 (MD5) / Made available in DSpace on 2016-06-22T17:30:38Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 808413 bytes, checksum: 3ff97a092a616b0cfcc22ec0039bf9c4 (MD5) Previous issue date: 2016-03-22 / Analyzes social networks, computer-mediated, from Althusser's theory of Ideological State Apparatuses (IEA) realizing them while a Ideological Device Information. Considers the Internet as cyberspace, Pierre Levy in perspective, that is, as a communication space opened by the global interconnection of computers. It proposes the construction of the concept of ideological information, conceptual base built from reflections on the understanding of the information phenomenon, following the ideology concept. Realize the Ideological information as a subordinate phenomenon materiality condition once every subject, while being free acts for their ideas, as endowed with consciousness, believes these ideas acting in accordance with them, printing in this act the acts of their practice material. Our methodological warp seeks to present Facebook in its history, discussing its main characteristics , arguing for that the internet and social networks on the Internet ( or social networks mediated by computer) in the view of some theorists , anchoring in Manuel Castells conceptions about characteristics involving Facebook as a social network mediated by computers. Follow investigating the characteristics of the mass media, these institutions that make up the Ideological Apparatuses information, enabling us to perceive the Internet as a means of mass communication. Therefore and on the understanding of Ideological analyze information Facebook as a space of struggle, where the subjects perceive and make use of the scientific and political weapons, found this tool to counter the ideologies transmitted by the ruling classes. Thus the Information Ideological apparatus is not only object, but instead of class struggle, since the resistance of the oppressed classes can find the means and the occasion of it and from it, to express themselves / Analisa as redes sociais, mediadas por computador, a partir da teoria althusseriana dos Aparelhos Ideológicos de Estado (AIE) percebendo-as enquanto um Aparelho Ideológico de Informação. Para tanto, considera a internet enquanto um ciberespaço, na perspectiva de Pierre Levy, ou seja, como um espaço de comunicação aberto pela interconexão mundial dos computadores. Propõe a construção do conceito de informação ideológica, base conceitual construída a partir de reflexões sobre o entendimento do fenômeno informação, seguindo do conceito ideologia. Percebe a Informação Ideológica como um fenômeno subordinado a condição de materialidade uma vez que todo sujeito, enquanto ser livre age por suas ideias, pois dotado de consciência, crê nessas ideias agindo de acordo com elas, imprimindo nesse agir os atos de sua prática material. Nossa urdidura metodológica busca apresentar o Facebook em seu histórico, abordando suas principais características, discutindo para isso a internet e as redes sociais na internet (ou redes sociais mediadas por computador) na visão de alguns teóricos, ancorando nas concepções de Manuel Castell acerca de características que envolvem o Facebook, enquanto rede social mediada por computadores. Segue investigando as características dos meios de comunicação de massa, instituições estas que compõem os Aparelhos Ideológicos de Informação, possibilitando-nos perceber a internet como um meio de comunicação de massa. Sendo assim e diante da compreensão de Informação Ideológica analisamos o Facebook como um espaço de luta, aonde os sujeitos percebem e fazem uso das armas científicas e políticas, encontradas nesta ferramenta, para se contrapor às ideologias transmitidas pelas classes dominantes. Assim o Aparelho Ideológico de Informação não é apenas objeto, mas lugar da luta de classes, uma vez que as resistências das classes oprimidas podem encontrar o meio e a ocasião de, nele e a partir dele, se expressarem.

This dissertation analyses the extent to which dominant political ideologies generate meanings in television news texts. The working process of the television news system and the manner in which television news constructs news programmes are discussed. In light of the televisual mode of news production, the author demonstrates how ideologically inspired meanings can systematically enter the television news system and thus potentially manipulate the production of television news broadcasts, though making a semiotic analysis of the CNN representations of September 11. This study is situated within the field of visual culture studies, and semiotic theory is employed to a great extent throughout. The author discusses the influence of dominant political ideologies on the television news production process, and how this contributes to the restriction of the polysemy of the television news sign. Television news representations may be mediated and manipulated in such a way to encourage viewers to produce readings that are favourable towards a certain dominant political ideology. The many mechanisms that television news utilises to create meaning are discussed. The mechanisms that are identified by the author as being the most effective in the production of ideologically inspired meanings are paid particular attention. These semiotic mechanisms include the manipulation of iconic signs, the construction of arbitrary signs and the representation of myths. The CNN representations of the September 11 events are analysed for their ideological content, and the author contends that these televisual representations were deliberately constructed to inspire readings that would be favourable to the ideology of Americanism. Therefore, Americanism, as an example of a dominant political ideology, is discussed. The visual mechanisms employed by CNN after September 11 are analysed. These include the editing of visually recorded footage, the treatment of the newsreader and the incorporation of the image of the American flag. The author offers a reading of the ideological motivation of these texts. The media myths that are constructed to naturalise Americanism, such as the myth of the hero and the myth of the tower, are discussed with regard to the manner in which they were represented by CNN after September 11. The iconic representations of key political figures involved with the September 11 events are also discussed and their ideological meanings uncovered. The CNN television news broadcasts functioned both to inform an international audience of the terrorist attacks and reinforce an ideology in crisis: namely, Americanism. CNN repeatedly employed many visual mechanisms to encourage viewers to produce readings that were favourable to Americanism. While Americanism entered a period of crisis, it mobilised its Ideological State Apparatuses, including television news, to reinforce and justify its position of power in order to maintain its own dominance after a deliberate blow. This study suggests that the CNN representations of September 11 are an accurate indication of how dominant political ideologies can effect the construction of television news texts. Where television news broadcasters reach large audiences while being ideologically aligned, and viewers are deliberately encouraged to produce certain ideologically inspired readings, television news becomes a medium through which widespread ideological domination can be achieved. / Dissertation (MA (Visual Studies))--University of Pretoria, 2005. / Visual Arts / unrestricted

Marriage is arguably one of the most important events and choices to be made in one’s life, especially for many of the female characters in Pride and Prejudice by Jane Austen. Whether characters are searching for a husband for themselves or is searching for someone else, marriage is the source of many conflicts. Social class plays an important part in the marital process in Regency England and remains a point of tension in the novel. Moreover, the women seemingly have different yet similar experiences with the marriage process. This essay will analyze Catherine de Bourgh, Caroline Bingley, Mrs Bennet, Jane Bennet, Elizabeth Bennet as well as Charlotte Lucas, with the focus of the essay being their views and experiences with marriage through a characterization study in order of their social class. The essay will be positioned within classic Marxism due to the importance of social classes in Marx as well as in Neo- Marxism. The main part of the analysis consists of whether a female character acts in agreement or disagreement with the ISAs (Ideological State Apparatuses) as presented by Louis Althusser. It will be evident that some will be in agreement while others are in disagreement. Because of this the essay will also show that regardless of the social classand relation to the ISAs a woman’s main purpose in life is to be a wife and mother, even if Austen hints at characters breaking free from this ideology to make way for a new way of thinking.

Young Adult Dystopian Film exercises an influence over young people of which they are not aware. As part of a structure of domination these films teach students to participate in their own oppression by the capitalist system. The film industry maintains a hidden curriculum like that utilized in school classrooms to conceal the oppression from the masses. One particularly effective means is the portrayal of resistance against oppression in the narratives of the YA Dystopian Film. Young people are drawn to that narrative and end up supporting the structure of domination financially and ideologically. Modes of resistance to this oppression can be found in Media Literacy Education and Public Pedagogy (e.g. culture-jamming). Teachers can incorporate Media Literacy and culture–jamming into a form of radical pedagogy to emancipate students from that oppressive relationship.This thesis investigates the usage of this radical pedagogy though an action research project in a high school drama class in the intermountain west. The students learned the theories, critically reflected on the situation, and created a live culture-jamming performance. The results of the action research show the affordances and limitations of this approach and offer suggestions for instigating its usage by media literacy educators.

This dissertation investigates the brand identities of the South African Broadcasting Corporation television channels SABC1, SABC2 and SABC3 during the first decade of the 2000s (from 2000 to 2009). The study explores the manifestation and dissemination of dominant political ideologies and myths by the SABC television channels and their respective brand identities. It is argued that SABC television channels are structured and organised according to specific brand ideologies that match dominant political ideologies prevalent in South Africa. This is evident from the manner in which these channels have been organised, defined and redefined over the past years, and also from the self-promotional visual imagery shown by the television channels. The visual brand identities of each channel create the elements that make up each channel’s visual vocabulary, and each visual vocabulary in turn contributes to notions of “South Africanness” and definitions of South African identity. The study also explores the main concepts of ideology theory as a critical discursive practice to assist in a better understanding of the power relations in the SABC and its channel brands in particular. Some developments and changes in the SABC brand identities and the organisation of its television channels are studied from a historical perspective and correlated with ideology theory. In order to do this, the study also draws from semiotic theory. The author notes the semiotic quality of a brand and argues that the process of branding, the process of semiosis and the process of the dissemination of political ideologies bear structural resemblance. Basic definitions and key concepts of branding and corporate identity contribute to an enhanced understanding of the visual brand identities of the SABC television channels. An exploration of the elements specific to television channel branding helps to determine the signs, codes and meanings in SABC television channel branding. / Dissertation (MA)--University of Pretoria, 2010. / Visual Arts / unrestricted

TITLE: The Philosophy of Louis Althusser in his ‚theoreticist' period AUTHOR: Petr Kužel DEPARTMENT: Social Sciences and Philosophy, Department SUPERVISOR: Mgr. Michael Hauser Ph.D. ABSTRACT: The thesis focuses on a philosophy of Louis Althusser in his "teoreticist" period, i.e. 1960-1967. The work is divided to four essentials sections: epistemology, ontology, psychoanalyse and ideology. We put accent on epistemological problematic, which is in this period of a development of Althusser's philosophy unequivocally dominant. In introduction of this text is explained historical and political context, in which Althusser realized his "theoretical intervention". The thesis treat on Althusser's conviction, that inadequate theory leads to deformed political practice and that Marxist theory exists till now in his "applied form", notably in The Capital. According to Althusser this Marxist theory wasn't adequately theoretically formed. Our work characterises Althusser's tentative to create and theoretically formulate this theory. This Althusser's tentative is connected with an effort to draw a "line of demarcation" between the Marxism and the pre-Marxist idealist notions, which are foreign to authentic Marxism. Althusser's critique focuses on Stalinism, "theoretical humanism", empiricism and Hegelianism. In present...

Multiculturalism and the merging of local communities with immigrants demands glocal policies in various sectors—especially in education. In order to successfully integrate immigrants, language acquisition is oftentimes the first initiative educators and politicians regard as one of the most essential attributes for successful and prompt integration. However, language acquisition cannot be separated from the need to bridge communities and their different values, tradition, ideologies, and identities based on their cultural heritages and religious affiliations. In order to properly respond to newly-emerging glocal dynamics in, for instance, classrooms, it is crucial to understand the shifts in racisms from black versus white to East versus West. Therefore, concepts need to consider different dynamics and embrace issues related to gender, sexuality, skin color, habitus, social, financial, and cultural capital, as well as educational achievement (gaps) on an interdisciplinary level. While seeking to find appropriate adaptations of school curricula, it is necessary to not try to run before one can walk—in other words—to not try to let educators teach before they have been taught cross-cultural communication. In addition, racisms cannot be limited to conflicts between immigrants and non-immigrants; racisms also occur among a homogeneous group. The complexity of reuniting and/or integrating various immigrant, non-immigrant, (Middle) Eastern and Western identities and their (intercultural) belonging is critical because of the various circumstances and settings that need to be considered for responding to linguistic, cultural, social, psychological, educational, and financial matters individually. Although there is not one concrete theoretical framework or outcome that can be applied for integration; this dissertation thesis functions as a roadmap for becoming more aware of regional and international struggles. Despite the multifaceted approaches that need to be combined and implemented in terms of second language acquisition, updated teacher training, cross-cultural policies, access to social services and support systems, etc., the education sector remains the foundation for prospective integration: Integrative and multiculturally-aware education provides the glocal society with intercultural and interdisciplinary-applicable assets and capitals. Such abilities help create a politically, socially, financially, culturally, and educationally responsible future embracing transatlantic intermingling instead of oppressing Otherness. Local and global communities benefit from better-adjusted and well-integrated immigrant families and students. The better societies and politics educate, integrate, and value non-locals, the more societies will benefit culturally, socially, politically, and economically from the glocal population. The newly-introduced PIC SAM guidelines provide, in cooperation with key actors and community-centered programs for immigrants and non-immigrants, a roadmap for combining theory and practice in glocal contexts.:Table of Contents vi List of Figures, Tables, and Illustrations x Chapter One 1 Personal Narrative and Relevance: Education as Powerful Integration Tool 1 Rationale, Overview, and Global Integration and Education 7 Theoretical Framework and Methodological Approaches 14 Terminology 17 Steps for Globally-Adjusted Integration and Education 29 Step 1: Understanding Legal Challenges of Turkish Immigrants 29 Step 2: Understanding that Not Every Middle Easterner is a Muslim 33 Step 3: Starting Successful Integration in Kindergarten 33 Step 4: Nurturing Integration Instead of Oppressing Immigration 36 Step 5: Adapting CRT—From Colorblind to Headscarfblind 39 Step 6: Taking the Education Exit for Integration 43 Step 7: Taking the Education Exit to Integration 44 Step 8: Sprucing Up the Headscarf Image 45 Chapter Two 48 Literature Review 48 Chapter Three 103 “Other” Ideologies and Identities—Theoretical Approaches 103 (1) How to Approach Different Ideologies 103 (2) Reasons for Othering and Biased Headscarf Images 103 (3) Disempowering the Exotic Other 104 (4) The Danger of Ill-Ideologies 106 (5) Ideologies as Utopia and Fantasy 108 (6) Capitalization and Mass Economization of Identities and Ideologies 109 (7) Institutionalization of the ISA (aka the School) 110 Chapter Four 113 Individuals are Always-Already Subjects of Ideology 113 Concepts Creating the Multifaceted Constructions of Ideology 114 (1) Ideology as A-Historical 114 (2) Is Ideology “Real” or an Illusion? 115 (3) Individuals are Always-Already Subjects (of Ideology) 116 (4) Subjects within a Mass-Produced Media (Ill)Ideology 117 (5) Shift: From Dominant via Repressed Ideology to State Apparatus 119 (6) Concluding Thoughts on Ideologies 120 Chapter Five 123 Race as Product of Social, Political, and Educational Thought 123 Chapter Six 128 Shifts in Racisms: Whitewashed—From Black to (Middle) East 128 The Wende within Immigration and Globalization 134 (1) History and Its Effect on Pre- and Post-Activism 134 (2) GDR Museums—(False?) Nostalgia in Times of Globalization 141 (3) Cross-Generational Racisms and Racialized White Others 145 Chapter Seven 149 Different Social and Cultural Capitals: East vs. West (German) Habitus 149 Adapting Bourdieu’s Habitus to Different Contexts 151 Comparative Examples: Disadvantaged Groups in the Education Sector 154 Getting to the Nitty-Gritty: The Case of Oscar 156 Concluding the Nitty-Gritty: Political Trust and Progressive Educators 165 Chapter Eight 170 Reverse Activisms: The Importance of Transnational Post-Activism 170 Tear Down that Church! 173 Transferring Activism from the GDR to the 21st Century 177 From “Teaching” Activism to “Doing” Activism 181 East versus West: Striving for Balanced Activisms 184 Activism, Aktivismus, and Activisme—or Negativism? 187 Chapter Nine 190 Adapting and Diversifying CRT 190 Teaching and Learning German and Intercultural Communication 195 Global and Anti-Racist Pedagogies In- and Outside of Schools 200 Roadmap for Changing (the) Dynamics in Germany’s Education 203 (1) Cross-Language Policies: Bilingualism for Everyone 203 (2) Current Challenges in Germany’s Education System 207 (3) Key Actors and Levels in Addressing the Integration Problem(s) 208 (4) Solution Approaches 210 Chapter Ten 212 Glocal Frameworks: Adding “Bi-Religionism” to Bilingualism & Biculturalism 212 Getting to the Nitty-Gritty: The Case of Mo 215 Educational Policy Recommendations 224 Concluding the Nitty-Gritty 230 Chapter Eleven 233 Outlook and Conclusion: Striving for Glocal Awareness and Activist Change 233 References 243 Endnotes 263