[pt] A associação estratégica entre a União Europeia e a América Latina e o Caribe é apresentada nas declarações de cúpula como um espaço de prosperidade, desenvolvimento e segurança. As duas regiões compartilhariam valores em comum e, por isso, poderiam formar uma comunidade imaginária. Uma análise dos discursos oficiais mostra, no entanto, que existe uma fratura nesta comunidade devido à presença da diferença colonial. A América Latina e o Caribe ainda são o Outro bárbaro, atrasado, em desenvolvimento, que deveria portanto seguir o caminho indicado pelos europeus. A cisão torna-se mais explícita no tema migratório, que coloca as duas regiões em lados opostos. O migrante latino-americano não é considerado um semelhante do europeu, mas é representado como um Outro que deve ser submetido a controles fronteiriços. Por outro lado, a posição do migrante na fronteira lhe confere também um lócus de enunciação e produção do conhecimento a partir da fronteira. Esta tese recorre a autores pós-estruturalistas e pós-colonialistas para discutir a possibilidade de contestar, a partir da fronteira, o caráter eurocêntrico do projeto de associação estratégica. / [en] The summit declarations between European Union and Latin America/Caribbean present their strategic association as a space of prosperity, development and security. Both regions would supposedly share the same values and, as a consequence, participate in an imaginary community. However, the discourse analysis reveals a community fractured by the colonial difference. Latin America and Caribbean are the barbarous Other, the one which is not yet modern and developed. For that reason, it should follow the european model. The fracture in the strategic association is more explicit in migration issues. Far from being considered an equal, the latin-american immigrant is represented as an other which is submitted to border controls. However, the position of the migrant in the border is also an opportunity for producing knowledge from the border. This thesis employs post-structuralism as well as post-colonialism in order to discuss the eurocentric character of the strategic association.

The purpose of this study was to examine the relationship between acculturation and aspects of family functioning (cohesion and adaptability) and family leisure involvement from Mexican-American parent, youth, and family perspectives. Acculturation of parents, youth, and families was measured using the Bidimensional Acculturation Scale for Hispanics (BAS). Family leisure involvement was measured using the Family Leisure Activity Profile (FLAP). Aspects of family functioning were measured using the Family Adaptability and Cohesion Evaluation Scales (FACES II). Sociodemographic variables such as age, gender, generation, family size, income, and education were also used to help predict levels of acculturation for family perspectives. The sample was obtained from communities in Texas and Utah and consisted of 74 Mexican-American families, including a parent and child from each family. Differences were found in measures of family leisure involvement and family functioning between Mexican-Americans and normative samples of Anglo-Americans. Findings suggest that family leisure involvement, aspects of family functioning, and sociodemographic variables helped to predict parent, youth, and family perspectives of acculturation. The independent and sociodemographic variables also helped to discriminate levels of acculturation for parents, youth, and families. Recommendations are given for commercial and community recreation programs targeting Mexican-American families, in addition to implication for further research.

[pt] Em esta tese se constrói o conceito de Hibridações tectônicas analisando criticamente a arquitetura latino-americana na interculturalidade, a partir de três casos referenciais. A contracorrente dos pactos hegemónicos da construção civil y dos referentes ocidentais de arquitetura contemporânea, em latino-américa temos conseguido inovar e desenvolver uma arquitetura singular que gera identidade em sua localidade particular. Inovações no uso de materiais e técnicas geram novas expressões que conseguem manter o diálogo com a pré-existência e ao mesmo tempo cria nova arquitetura contemporânea num processo dialógico entre o tradicional e moderno, rural e urbano, local e global, artesanal e industrial, culto e popular, superando as separações binarias para criar hibridações singulares, analisadas aqui segundo a óptica que propõe o antropólogo Néstor García Canclini como processos de hibridação, e desde a tectónica, conceito que propõe o crítico de arquitetura Kenneth Frampton, valorizando os processos de transformação e definindo na essência construtiva a historia da arquitetura contemporânea latinoamericana. / [es] En esta tesis se construye el concepto de Hibridación tectónica analizando críticamente la arquitectura latinoamericana en la interculturalidad, a partir de tres casos referenciales. A contracorriente de los pactos hegemónicos de la construcción civil y de los referentes occidentales de arquitectura contemporánea, en Latinoamérica hemos sabido innovar y desarrollar una arquitectura singular que genera identidad en su localidad particular. Innovaciones en el uso de materiales y técnicas generan nuevas expresiones que logran mantener el diálogo con la preexistencia a la vez de crear nueva arquitectura contemporánea en un proceso dialógico entre lo tradicional y moderno, rural y urbano, local y global, artesanal e industrial, culto y popular, superando las separaciones binarias para crear hibridaciones singulares, analizadas aquí según la óptica que propone el antropólogo Néstor García Canclini como procesos de hibridación, y desde la tectónica, concepto que propone el crítico de arquitectura Kenneth Frampton, valorizando los procesos de transformación y definiendo en la esencia constructiva la historia de la arquitectura contemporánea latinoamericana.

Household-level characteristics have been shown to be associated with food insecurity but studies among vulnerable populations are sparse. A food security assessment was developed to determine food security and collect sociodemographic and household level data across San Luis Obispo County. The assessments were administered to vulnerable groups through interviews at multiple sites across the County. Three household characteristics (marital status, number of children in the household and number of workers in the household) were examined in this analysis. A total of 808 surveys were collected, 69% in English and 31% in Spanish. Through ethnicity-stratified sequentially adjusted logistic regression models, the association between food insecurity and household characteristics were tested, controlling for sociodemographic, economic and other potentially mediating variables. In the fully adjusted model for Hispanic/Latino households, associations were observed with number of children in the household and workers in the household, but confidence intervals were wide. In the fully adjusted model for White households, marital status was weakly associated with food insecurity. In both groups, per capita monthly income was strongly associated with food insecurity. Several interrelated household and individual level variables determined a households food security status. Because of this complexity, comprehensive social and economic changes are needed to improve food security in California and the rest of the United States. Also, different processes associated with race/ethnicity and coping strategies with regard to food insecurity should be considered when designing studies, planning policies, and conducting interventions.

This research examines the practices of Title I school principals. The purpose of this research is to examine schools with strong AYP scores to understand the reasons for their success, the teacher's roles, the principal's role, and the process of change initiated by each principal. The schools that have been included in the study are Title I Elementary/Middle Schools in Northern California with at least a 30% Latino population. The researcher was able to develop a working model for school improvement called the "Good School Functional Model" through extensive data analysis. This model identifies the common attributes of these schools that have enabled them to become successful.

La réalisation de ce projet a été rendue possible grâce à une bourse d’études supérieures du Canada du Conseil de recherche en sciences humaines (CRSH). / Dans ce mémoire, nous proposons une étude de la réception des albums publiés en Colombie ou par des auteurs et illustrateurs colombiens dans la période allant de 2000 à 2013. À partir de la définition de l'album qui va s'exposer, nous comprenons qu'il s'agit d'un objet culturel qui est conçu et fabriqué, qui soutient et est impliqué dans le récit et qui est partagé pendant la lecture. En ce sens, nous allons considérer non seulement les dynamiques qui le définissent, mais nous allons aussi le lier à une conception de l'enfant, de la lecture et du livre auxquels ce type d'expression artistique semble répondre. C'est à dire, à une vision esthétique du livre pour les enfants, à la lecture comme une fin en elle-même et à l'enfant lecteur comme un récepteur actif. Pour ce faire, nous allons nous servir de la notion de communautés interprétatives proposée par Stanley Fish pour inclure dans l'analyse le contexte de la médiation esthétique de lecture en Colombie comme le cadre définissant les stratégies interprétatives qui dirigent la construction du sens dans les expériences de lecture de notre corpus. / In this thesis we propose a study of reception of picturebooks published in Colombia or by Colombian authors and illustrators during the period from 2000 to 2013. From the definition of the picturebook that we will expose, we understand picturebooks as a cultural object that is designed and manufactured, which supports and is involved in the story and that is shared while reading. In this sense, we will not only consider its dynamic narratives but it will also be linked to the concept of the child, to the act of reading and the book to which this kind of artistic expression seems to respond; that is, an aesthetic vision of the children's book, the act of reading as a goal itself and the reader child as an active receptor. To do this, we will use the notion of interpretive communities proposed by Stanley Fish in order to include in the analysis the context of aesthetic reading mediation in Colombia as the framework defining the interpretive strategies that direct the construction of meaning in the experiences of reading of our corpus. / En esta tesina nos proponemos hacer un estudio de recepción de los libros-álbum publicados en Colombia o por autores e ilustradores colombianos en el periodo de 2000 a 2013. A partir de la definición del libro-álbum que expondremos, entendemos que estamos abordando un objeto cultural que se diseña y se fabrica, que soporta y se involucra en la narración y que se comparte al ser leído. En este sentido, no solo tendremos en cuenta las dinámicas narrativas que lo definen sino que lo ligaremos con una concepción del niño, de la lectura y del libro a la que este tipo de expresión artística parece responder; a saber, a una visión estética del libro infantil, de la lectura como fin en sí misma y del niño lector como receptor activo. Para ello, nos valdremos de la noción de comunidades interpretativas propuesta por Stanley Fish en miras a incluir en el análisis el contexto de la mediación estética de lectura en Colombia como el marco que define las estrategias interpretativas que dirigen la construcción de sentido durante las experiencias de lectura de nuestro corpus.

Eurocentric and marginalizing schooling practices hinder Latino student persistence in US Schools. Furthermore, an intentional focus placed on Latinas uncovers compounding layers of oppression permeating the educational system. Through an analysis of testimonios, this qualitative critical narrative study better understands the schooling experiences and academic self-concept of seven Latina junior high students. Guided by Latino Critical Race (LatCrit) and Intersectionality Theories, it contributes to understandings of how Latina youth experience the transition from elementary to junior high school and how they perceived themselves as scholars. Testimonios were captured through a three-part series of semi-structured videoconference interviews. Data analysis utilized tenets from both LatCrit and Intersectionality frameworks and revealed navigating academic challenges, language challenges in the classroom, and overall belonging were key for participants. Gender and ethnic identity also surfaced as significant factors that impact academic self-concept of Latina student's academic perceptions. The findings lead to suggestions for liberatory pedagogical, political, and social schooling practices.

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