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Uplatnění multikulturní výchovy v mateřské škole / Aplication of multicultural education in day nursery schoolNavrátilová, Jana January 2013 (has links)
The diploma thesis deals with the possibilities of the application of multicultural education in nursery school through ethnic music. The theoretical part deals with clarifying of basic terms of the multicultural education, it describes personal and interpersonal development of the personality of a child in a pre-school age and possibilities of the development of the cooperation in a child group. it is also focused on the importance of music during accepting of differences of children and people. The practical part analysis statistic information of questionnairies for teachers in nursery schools. It also tries to find out the actors which influence the application of multicultural education in nursery schools in Moravian-Silesian region. It also introduces the pedagogical project focused on the possibility of the use of ethnic music for development of cooperation and accepting the differences by children.
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The evaluation of a career education programme for black grade eleven learners in the Ekurhuleni districts of Gauteng / D.J. SteadStead, Dennis John January 2005 (has links)
Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.
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La multiculturalité, la communauté et les femmes non-conventionnelles dans The Diviners de Margaret Laurence et O Pioneers! de Willa CatherArvisais-Castonguay, Catherine 12 1900 (has links)
Résumé
Ce mémoire traite des enjeux multiculturels du tournant du vingtième siècle en Amérique du Nord, des problématiques de la communauté de face-à-face ainsi que de la non-conventionalité des protagonistes féminins présents dans The Diviners (1974) de Margaret Laurence et O Pioneers! (1913) de Willa Cather. Cette étude a pour objectif de faire des liens entre ces deux œuvres qui ont été écrites par des auteures féminines, qui mettent en scène des femmes fortes et émancipées dans des petites communautés multiculturelles de l’Ouest. Cette étude traitera également des différences entre les deux romans, soit l’époque et le contexte. Cette étude s’intéressera, en premier lieu, aux différents enjeux de la multiculturalité et analysera les deux romans à la lumière de concepts tels le Melting pot, l’assimilation et l’interculturalité. Cette étude s’intéressera ensuite aux problématiques de la communauté de face-à-face. Elle aura pour objectif de déconstruire l’idéal type de la communauté de face-à-face et de démontrer comment frictions et rejets font partie du quotidien des personnages des deux romans. En dernier lieu, cette étude s’intéressera à la non-conventionalité des personnages féminins principaux. En effet, chacune à leur manière, les protagonistes fracassent les stéréotypes féminins de leur milieu et de leur époque afin de s’émanciper. / Abstract
This thesis studies the multicultural stakes at the turn of the twentieth century in North America, the problems occuring in face-to-face communities and the unconventional traits of the feminin protagonists in The Diviners (1974) by Margaret Laurence and O Pioneers! (1913) by Willa Cather. This study aims at highlighting the similarities between the two novels which were written by women writers and narrate the stories of strong and independant women who are living in multicultural communities of the West. This study will also highlight the differences between the period and context in which each novel takes place. Firstly, this thesis will study several problems regarding multiculturality and will analyse the two novels with the help of such concepts as Melting Pot, assimilation and interculturalism. Secondly, this thesis will study several problems regarding face-to-face community. This section, in an attempt to deconstruct the ideal of the face-to-face community, will show how frictions and rejections are part of the daily life of the novels’s characters. Lastly, this thesis will study the nonconformism of the two feminine protagonists and will show that in their own way, they deconstruct the feminine stereotypes of their environement and period in order to become emancipated.
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The evaluation of a career education programme for black grade eleven learners in the Ekurhuleni districts of Gauteng / D.J. SteadStead, Dennis John January 2005 (has links)
The objective of the study was to determine the impact of a train-the-trainer career education programme on educators and black grade eleven learners in the Ekurhuleni districts of Gauteng. The context of career education in South Africa is such that learners have little exposure to career information and planning. This is a result of an education system which historically has placed little emphasis on the preparation of learners for the world of work. In the past little or no career guidance was conducted in black schools. To overcome this dilemma a train-the-trainer career education
programme was developed and implemented with educators in the Ekurhuleni district.
The results showed that educators felt empowered by the programme and that it provided them with resources and information. The impact on the learners in terms of the programme was achieved by means of a pre- and post-test on the Career Development Questionnaire (CDQ). A convenience sample of grade eleven learners
(n = 5 1) in the Ekurhuleni East district of Gauteng was taken. The results indicate that the learner's career maturity scores increased after their exposure to the programme.
This research serves as a model for the development and implementation of a train the trainer career education programme and demonstrates how an action-oriented research design can empower educators in the implementation of such a programme. The study also highlights the importance of providing adequate resources as part of career education intervention in the South Africa context. Recommendations for organisations and future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.
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The evaluation of a career education programme for black grade eleven learners in the Ekurhuleni districts of Gauteng / D.J. SteadStead, Dennis John January 2005 (has links)
The objective of the study was to determine the impact of a train-the-trainer career education programme on educators and black grade eleven learners in the Ekurhuleni districts of Gauteng. The context of career education in South Africa is such that learners have little exposure to career information and planning. This is a result of an education system which historically has placed little emphasis on the preparation of learners for the world of work. In the past little or no career guidance was conducted in black schools. To overcome this dilemma a train-the-trainer career education
programme was developed and implemented with educators in the Ekurhuleni district.
The results showed that educators felt empowered by the programme and that it provided them with resources and information. The impact on the learners in terms of the programme was achieved by means of a pre- and post-test on the Career Development Questionnaire (CDQ). A convenience sample of grade eleven learners
(n = 5 1) in the Ekurhuleni East district of Gauteng was taken. The results indicate that the learner's career maturity scores increased after their exposure to the programme.
This research serves as a model for the development and implementation of a train the trainer career education programme and demonstrates how an action-oriented research design can empower educators in the implementation of such a programme. The study also highlights the importance of providing adequate resources as part of career education intervention in the South Africa context. Recommendations for organisations and future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.
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Competencia multicultural en educación artística. Contextos y perspectivas de futuro en la formación de las maestras y los maestrosVallès Villanueva, Joan 28 June 2005 (has links)
Entendemos que desde el área de Educación Artística podemos trabajar el arte de cientos de culturas y en cualquier momento de la historia, un aspecto que nos permite sensibilizar al alumnado hacia la comprensión de las distintas manifestaciones que adquiere un mismo aspecto cultural, el arte, como fenómeno universal. Hemos centrado el objetivo principal de nuestra investigación en la exploración de los caminos y las posibilidades que nos ofrece la educación artística en relación a la diversidad (cultural, de clase, minusvalía, de edad, raza, de género, etc.).Partíamos de la percepción que, en el ámbito de la educación artística y de la cultura en general, existe una tendencia que describe los hechos artísticos y las prácticas estéticas a partir de unas categorías únicas y universalmente válidas. Estas provocan a menudo el olvido de algunos valores específicos y sobre todo la falta de reconocimiento de otras propuestas artísticas igual de interesantes (oficios artísticos, arte de las/os niñas/os, arte popular, artesanias, etc. Hemos buscado caminos que nos conduzcan a asumir una visión contemporánea del hecho artístico y una concepción incluyente del arte (diseño, indumentaria, decoración, artes funcionales, arte popular, arte de las mujeres, net art, gastronomia, etc.).Entendemos que la educación es el lugar desde donde avanzar hacia otra forma de mirar y comprender el mundo. Una visión que, desde el arte, facilite elementos para el encuentro y las relaciones sociales, donde la propia diferencia y la conservación "crítica" de las propias identidades culturales sean celebradas desde la convicción del verdadero enriquecimiento cultural.Estas consideraciones y la ausencia de un marco teórico previo que nos permitiera analizar, desarrollar y evaluar la perspectiva multicultural en la educación artística fueron la causa y la coyuntura para dirigir este trabajo hacia lo que podríamos llamar "educador artístico culturalmente competente" (Andrus, 2001). En esa perspectiva de comptencia es donde hemos ubicado nuestro trabajo, así como en las necesidades de formación de las maestras y los maestros, con la convicción de que cualquier mejora en la etapa educativa donde estos actúan, redundará en todo el proceso educativo. / We understand that since the area of Artistic Education we can work the art of hundreds of cultures and at any moment of the history, an aspect that permits us to sensitize all students towards the comprehension of the different demonstrations that acquires a same cultural aspect, the art, as a universal phenomenon. We have centred the main objective of our investigation on the exploration of the roads and the possibilities that artistic education offers us (cultural, class, disability, age, race, sex, etc.) in relation to diversity.We started from the perception that, in the scope of the artistic education and culture in general, a tendency exists that describes the artistic facts and the aesthetic practices from unique and universally valid categories. These often cause the omission of some specific values and mainly the lack of recognition of other interesting artistic proposals (artistic offices, children art, popular art, craftsmanship, etc). We have looked for ways that lead us to assume a contemporary vision of the artistic fact and an including conception of art (functional design, clothing, decoration, arts, popular art, art of the women, net art, gastronomy, etc.).We understand education as the place from where to advance towards another form to watch and to understand the world. A vision that, from the art, facilitates elements for the social encounter and relations, where the own difference and "the critical" conservation of the own cultural identities are celebrated from the conviction of the true cultural enrichment. These considerations and the absence of a previous theoretical frame that allowed us to analyze, develop and evaluate the multicultural perspective in the artistic education, were the cause and the conjuncture to direct this work towards what we could call "culturally competent artistic educator" (Andrus, 2001). In that perspective of competence is where we have located our work, as well as in the necessities of formation of our teachers, with the conviction that any improvement in the educative stage where these act, will result in all the educative process.
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Identité(s) et mémoire(s) dans l’œuvre d’Assia Djebar / Memory and Identity in Assia Djebar's Set PieceAioanei, Otilia Maria 24 November 2016 (has links)
L’identité et la mémoire sont des concepts clé dans l’œuvre d’Assia Djebar. Le problème de l’identité et de la mémoire a représenté aussi le fondement de sa vie personnelle. Depuis qu’elle était une fillette, l’écrivaine se posait des questions existentielles à propos de la cohabitation des civilisations maghrébine et française au milieu desquelles elle est née. Son discours s’est toujours déroulé autour de la relation mutuelle entre la mémoire et l’identité, où la mémoire est à la fois le moteur et le piège de sa quête identitaire. Des universitaires et des critiques littéraires ont étudié l’œuvre romanesque d’Assia Djebar, en réalisant des études thématiques, esthétiques, poétiques, autobiographiques ou historiques. À notre tour, par ce travail nous avons l’intention de rendre hommage à cette « immortelle » dont le parcours exceptionnel et l’œuvre originale l’ont transformée en une illustre femme de lettres. Comment la mémoire sert-elle à la production de l’identité humaine ou, plutôt, comment l’être en soi produit-il sa mémoire pour trouver son identité et pour donner un sens à sa vie ? Est-ce que chez Assia Djebar la quête identitaire est déclenchée par la mémoire ou elle se fait par la remontée dans les profondeurs de la mémoire ? Ce sont les questions centrales de notre recherche qui a comme point de départ l’œuvre romanesque d’Assia Djebar, écrivaine algérienne d’expression française. / The concepts of identity and memory are fundamental to the understanding of Francophone Maghrebian literature. For many Maghrebian writers, French represented a more accessible language than the Arabic one, allowing them to use it as an instrument of expression in their written or oral communication, facilitating at the same time the access to a wide international public. Moreover the majority of the French Maghrebian writers, such as Assia Djebar, lived in a context encompassing more than two languages, two cultures or two identities, two individual and collective consciousness. Therefore, they were always surrounded by different other languages and cultures mingling with each other and influencing their identity, their memory, their way of regarding life, their writing style. In her attempt to reveal and find out the true Maghrebian identity and memory, Assia Djebar brought new life into standard French by inserting the Berber and Arabian identities in her French writings. This practice continued until the end of her writing, representing the vivid expression of a perpetual intercultural dialogue between the cultures and the languages from the Maghrebian territory at a collective and individual level. This is the reason why the present paper aims to critically investigate and understand the concepts of identity and memory as they result from Assia Djebar fictional writings, in order to demonstrate their applicability in the present multicultural globalised society.
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Aprendizagem-desenvolvimento de Português como língua adicional: multimodalidade, multiculturalidade e perguntas argumentativasCababe, Bruna Soares 27 June 2014 (has links)
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Previous issue date: 2014-06-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research is embedded in Critical Applied Linguistics and aims to investigate the
relation between Social Activity mediated through questions and learningdevelopment
in Portuguese as an Additional Language (PLA) classes, in order to
contribute to the study and practice of teaching PLA for foreign students living in
Brazil. This study s theoretical framework is founded on the Social-Historical-Cultural
Activity Theory (VYGOTSKY, [1934] 2000; LEONTIEV, 1977; ENGESTRÖM, 1987),
on the studies of Argumentation (NININ, 2013; LIBERALI, 2013); based on the
concepts of tool-and-result and tool-for-result (NEWMAN; HOLZMAN, [1993]
2002), on the concepts of multiculturality (NEW LONDON GROUP, 1994; SANTOS,
2006) and multimodality (BEZEMER & KRESS, 2010). The methodology chosen to
develop this study is the Critical Collaborative Research (PCCol) (MAGALHÃES,
2006), once it does not only aim to describe the studied contexts, but also to
understand them and act on them, so as to create opportunities for possible
transformations through language. This research focuses on two multicultural classes
of a PLA extracurricular course: Language, Literature and Brazilian Culture I , of a
philanthropic foundation that offers private extension, undergraduate, graduate and
high school courses. The subjects of this study are the professor-researcher and 22
young foreigners of seven different nationalities. The corpus of this investigation is
composed of two versions of a Teaching Unit built and rebuilt for the realization of a
Social Activity at the PLA classes and four excerpts of interactions between students
and the teacher-researcher that happened during the classes when the Teaching
Unit was held. Data analysis was done on three levels: the level of contexts,
discursive level and level of verbal-visual materiality. The results of this research
showed that developing strategies to deal with zones of uncertainty in classroom and
in life contributes to the learning-development process of PLA students. It also
showed that the question-answer dynamics in classroom marked by argumentative
questions and the construction of Teaching Units from the combination of different
modes and cultures are fundamental to creating learning / Esta pesquisa está inserida na Linguística Aplicada Crítica e tem o objetivo de
investigar a relação entre Atividade Social mediada por perguntas e aprendizagemdesenvolvimento
em aulas de Português como Língua Adicional (PLA), com a
finalidade de colaborar para o estudo e a prática do ensino do PLA para estudantes
estrangeiros residentes no Brasil. O recorte teórico está fundamentado na Teoria da
Atividade Sócio-Histórico-Cultural (VYGOTSKY, [1934] 2000; LEONTIEV, 1977;
ENGESTRÖM, 1987), nos estudos da Argumentação (NININ, 2013; LIBERALI,
2013); nos conceitos de instrumento-e-resultado e instrumento-para-resultado
(NEWMAN; HOLZMAN, [1993] 2002), nos conceitos de multiculturalidade (NEW
LONDON GROUP, 1994; SANTOS, 2006) e multimodalidade (BEZEMER; KRESS,
2010). A metodologia escolhida para o desenvolvimento deste estudo é a Pesquisa
Crítica de Colaboração (PCCol) (MAGALHÃES, 2006), pois não busca apenas
descrever os contextos estudados, mas compreendê-los e agir neles, para criar
oportunidades de possíveis transformações por meio da linguagem. Esta pesquisa
centraliza duas turmas do curso extracurricular de PLA Língua, literatura e cultura
brasileira I , de uma Fundação de caráter filantrópico que oferece cursos privados de
extensão, graduação, pós-graduação e ensino médio. Os sujeitos deste estudo são
a professora-pesquisadora e 22 jovens estrangeiros de sete nacionalidades
diferentes. O corpus desta pesquisa se constitui de duas versões de uma Unidade
Didática (UD) construída e reconstruída para a realização de uma Atividade Social
(AS) nas aulas de PLA e de quatro excertos de interações entre os estudantes e a
professora-pesquisadora durante as aulas em que essa Unidade Didática foi
realizada. A análise dos dados foi feita em três níveis: nível dos contextos, nível
discursivo e nível da materialidade verbo-visual, e os resultados da pesquisa
mostraram que o desenvolvimento de estratégias para lidar com as zonas de
indefinição na sala de aula e na vida colabora para o processo de aprendizagemdesenvolvimento
de estudantes de PLA; mostraram, também, que a dinâmica
pergunta-resposta em sala de aula marcada por perguntas argumentativas e a
construção de UDs a partir da combinação de diferentes modos e culturas são
fundamentais para a criação de oportunidades de aprendizagem que criem bases
para o desenvolvimento
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”Rasism är en struktur, inte en händelse” : En bilderboksanalys om hur mångfald representeras i sex barnböcker / "Racism is a structure, not an occasion" : A picture book analysis of how diversity is represented in six children's booksHalilovic, Amina, Jonsson, Amanda January 2021 (has links)
Syftet med föreliggande studie är att utföra en bilderboksanalys av hur mångkulturalitet representeras i sex nutida barnböcker utgivna år 2019–2021 för att uppmärksamma och i förlängningen motverka den vithetsnorm som till stor del präglar vår kultur. Den teoretiker som främst legat till grund för studien är Robin DiAngelo som skriver om vit överhöghet och hur den ligger till grund för rasism i samhället. Resultatet har visat att de sex undersökta böckerna i relativt liten utsträckning bryter vithetsnormen. Vidare har resultatet visat att det framträder vithetsnorm i samtliga böcker då de flesta karaktärer med högutbildning och status är vita.
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Les identités en mouvement à travers la pratique de la bachataBélanger Villanueva, Geneviève 08 1900 (has links)
Ce projet de recherche s’est intéressé à l’hybridation culturelle résultant de l’intégration
d’une pratique culturelle dans un contexte différent du contexte d’origine. Plus
spécifiquement, ce mémoire a analysé l’hybridation de la bachata, une danse souvent
associée à la République Dominicaine, mais qui, au cours de son évolution historique et
musicale, a été au centre de tensions identitaires axées autour de la culture, l’ethnie, la
géographie, la classe sociale ou encore des aspirations politico-idéologiques. La bachata se
pratique aujourd’hui partout dans le monde et en tant que musique et danse, elle a subi des
influences d’autres genres musicaux et d’autres styles de danse. Les mélanges culturels et
musicaux ont renforcé son statut comme une pratique hybride. Ce rapprochement et
mélange de cultures aura évidemment un impact sur les identités culturelles au pluriel des
individus qui pratiquent la bachata. L’adoption, l’adaptation et l’ajout de nouvelles
pratiques font évoluer notre identité culturelle.
En me basant sur les notions d’hybridité et d’identités culturelles multiples et en utilisant
des entrevues qui intègrent une analyse collaborative d’une vidéo de danse avec dix
pratiquants de la bachata à Montréal, mon projet avait pour but de mieux comprendre
comment les personnes qui pratiquent la bachata intègrent une pratique latine dans leur
culture d’appartenance et l’impact de la bachata sur l’évolution de leurs identités
culturelles.
Cette recherche m’a permi d’établir cinq profils types qui expliquent les différentes façons
dont la bachata a façonné les identités culturelles. Les cinq profils respectifs sont : unité
identitiare, tension identitaire, harmonie identitaire, mosaïque identitaire et flou identitaire.
Le concept d’hybridité s’est révélé être l’élément clé dans la construction hamonieuse de
leur identité. Ceux qui ont une vision plus binaire de l’identité (je suis ceci ou cela) tendent
à se retrouver dans une tension identitaire. / This research project focused on the cultural hybridization resulting from the integration
of a cultural practice in a context different from its original one. More specifically, this
thesis analyzed the hybridization of the bachata, a dance often associated with the
Dominican Republic, but which, throughout its historical and musical evolution, has been
at the center of cultural, ethnic, geographic identity-related tensions and divergent politicalideological aspirations. Today, the bachata is practiced all over the world and as a music
and dance, it has been influenced by other musical genres and dance styles. The cultural
and musical mixtures have reinforced its status as a hybrid practice. This blending and
mixing of cultures obviously have an impact on the plural cultural identities of individuals
who practice bachata. The adoption, adaptation and addition of new practices leads our
cultural identity to evolve.
Using hybridity and multiple cultural identities as conceptual frameworks, this research
project adopted a qualitative methodology that integrated interviews and a collaborative
analysis of a dance video with ten bachata practitioners in Montreal. By doing so, my
project analyzed how bachata practitioners with different cultural origins integrate a Latin
practice into their culture of belonging and the impact of bachata on the evolution of their
cultural identities.
This research allowed me to establish five typical profiles that explain the different ways
in which bachata has shaped participants’ cultural identities. The five profiles are: identity
unity, identity tension, identity harmony, identity mosaic, and identity blurring. The
concept of hybridity proved to be the key element in the harmonious construction of their
identity. Those who had a more binary view of identity (I am this or that) tended to find
themselves in identity tension.
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