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You searched for subject:(female Brazilian diaspora). Showing records 1 – 2 of 2 total matches.

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Univerzitet u Beogradu

1. Ćirić, Mladen, 1984-. Jezičke ideologije u ženskoj brazilskoj dijaspori u Srbiji : interdisciplinarna perspektiva.

Degree: Filološki fakultet, 2019, Univerzitet u Beogradu

Lingvistika - Kritička sociolingvistika, Kognitivna lingvistika / Linguistics - Critical sociolinguistics, Cognitive linguistics

Predmet ovog rada su jezičke ideologije pripadnica brazilske dijaspore u Srbiji, izvornih govornica portugalskog jezika, koje su u braku ili vanbračnoj zajednici sa Srbima, izvornim govornicima srpskog jezika. Jezičke ideologije su raširene u svim društvima, u kojima utiču na jezičko ponašanje govornika i govornica, reprodukuju se, prenose se, održavaju se i menjaju, često sasvim implicitno, ali i eksplicitno, kroz iznošenje stavova prema jeziku. Zato je proučavanje stavova prema jeziku jedan od najboljih načina da se identifikuju jezičke ideologije koje preovladavaju u određenoj govornoj zajednici. U ovom istraživanju polazimo od te međupovezanosti stavova prema jeziku i jezičkih ideologija i analiziramo stavove ispitanica prema manjinskom i većinskom jeziku, kao i prema nekim drugim jezičkim varijetetima i sa njima povezanim pojmovima...

Advisors/Committee Members: Kuzmanović-Jovanović, Ana, 1975-.

Subjects/Keywords: language ideologies; attitudes towards language; female Brazilian diaspora; conceptual metaphor; cognitive linguistics; critical sociolinguistics; the Portuguese language; the Serbian language

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ćirić, Mladen, 1. (2019). Jezičke ideologije u ženskoj brazilskoj dijaspori u Srbiji : interdisciplinarna perspektiva. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:19309/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ćirić, Mladen, 1984-. “Jezičke ideologije u ženskoj brazilskoj dijaspori u Srbiji : interdisciplinarna perspektiva.” 2019. Thesis, Univerzitet u Beogradu. Accessed August 25, 2019. https://fedorabg.bg.ac.rs/fedora/get/o:19309/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ćirić, Mladen, 1984-. “Jezičke ideologije u ženskoj brazilskoj dijaspori u Srbiji : interdisciplinarna perspektiva.” 2019. Web. 25 Aug 2019.

Vancouver:

Ćirić, Mladen 1. Jezičke ideologije u ženskoj brazilskoj dijaspori u Srbiji : interdisciplinarna perspektiva. [Internet] [Thesis]. Univerzitet u Beogradu; 2019. [cited 2019 Aug 25]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:19309/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ćirić, Mladen 1. Jezičke ideologije u ženskoj brazilskoj dijaspori u Srbiji : interdisciplinarna perspektiva. [Thesis]. Univerzitet u Beogradu; 2019. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:19309/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

2. Lisboa de Sousa, Andréia. Warriors of the classroom : liberatory teaching practices in low-income settings in Brazil.

Degree: Curriculum and Instruction, 2014, University of Texas – Austin

This study is based on Black female high school teachers’ experiences in Salvador, Bahia/Brazil, as they have adopted African Diasporic curricula and attempted to install counter-hegemonic teaching practices that empower Black and other low-income students. I draw on my experience as a working-class, Black female teacher and on extensive fieldwork with teachers who were recognized by their communities for their commitment to Black liberatory practices and educational activism. Their practices illuminate creative strategies to address issue of race, gender and class within curricula, teaching and classroom’s pedagogical practices. I argue that the educators of this study, although their voices still remain largely invisible within mainstream curricula design, shed light on the ways schooling settings become a “site” of racial scripts and alternative racial alterities. My research has been guided by a multipronged theoretical approach that includes: a) Critical Pedagogy; b) Critical Race Theory (CRT); c) Black Feminist Theory (specifically regarding Black women’s role in creating alternative forms of resistance to address curriculum materials); d) an African Diasporic framework that contextualizes the Brazilian curricula reforms within the global formations of race, class, gender and spirituality. This study is heavily ethnographic and includes a two-year field work in a predominately low-income school, named as Quilombo High. After six months of observation across campus, I worked with five Black female teachers in particular. I also interviewed students, and administrated a survey to students. Archival research helped to provide a historical context in which the curricula reform has been discussed and implemented. I studied the Ministry of Education and the State Department of Education policies designed to carry out the new curriculum legislation, as well as the political landscape in which it took place. This research is part of a larger project that aims to foster and give visibility to alternative pedagogical practices deployed by Black educators to counter hegemonic/white supremacist curricula. It is my contention that such counter-hegemonic practices not only to unveil the insidious system of domination embedded in schooling practices. More imperatively, it brings about a resignification of the classroom as a field of resistance and blackness as transformative pedagogy of activists’ educators across the African Diaspora. Advisors/Committee Members: Foster, Kevin Michael, 1969- (advisor), Urrieta, Luis (committee member), Jones, Omi Osun Joni L. (committee member), Valenzuela, Angela (committee member), Brown, Anthony L (committee member), Paixão, Marcelo (committee member), Rossatto, Cesar (committee member).

Subjects/Keywords: Education and curriculum; Teaching practices; African diaspora; Gender studies; Black female high school teachers; Salvador; Bahia; Brazil; African diasporic curricula; Black liberatory practices; Educational activism; Brazilian curricula reform; Low-income schools; Quilombo High; Low-income students; Counter-hegemonic teaching practices

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lisboa de Sousa, A. (2014). Warriors of the classroom : liberatory teaching practices in low-income settings in Brazil. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/46501

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lisboa de Sousa, Andréia. “Warriors of the classroom : liberatory teaching practices in low-income settings in Brazil.” 2014. Thesis, University of Texas – Austin. Accessed August 25, 2019. http://hdl.handle.net/2152/46501.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lisboa de Sousa, Andréia. “Warriors of the classroom : liberatory teaching practices in low-income settings in Brazil.” 2014. Web. 25 Aug 2019.

Vancouver:

Lisboa de Sousa A. Warriors of the classroom : liberatory teaching practices in low-income settings in Brazil. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/2152/46501.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lisboa de Sousa A. Warriors of the classroom : liberatory teaching practices in low-income settings in Brazil. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/46501

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.