A Taxonomy for Developing Cultural Competence

This paper proposes a taxonomy to develop culturally competent practitioners. Arguments about what this might mean and how this could be achieved are discussed first, identifying problems with multicultural and antiracist approaches. The model follows the cognitive, emotional and behavioural levels of Steinaker and Bell's experiential taxonomy. Five elements are proposed: cultural awareness, cultural knowledge, cultural understanding, cultural sensitivity and cultural competence. These could address, in increasingly sophisticated and increasingly praxis-oriented ways, issues of power and the construction of meanings and identities which go beyond essentialist notions of ethnicity.

Para um modelo ontogenético da escrita infantil no 1.º ciclo de ensino básico : a emergência do período como unidade de organização textual

Tese de doutoramento, Linguística (Linguística Aplicada), Universidade de Lisboa, Faculdade de Letras, 2015

Novos modelos de gestão hoteleira no contexto da sociedade em rede : o caso de Lisboa

Tese de doutoramento, Turismo (Planeamento dos Espaços Turísticos), Universidade de Lisboa, Instituto de Geografia e Ordenamento do Território, 2015

Da criatividade linguística à tradução : uma abordagem das unidades polilexicais em Mia Couto

Tese de doutoramento, Linguística (Linguística Aplicada), Universidade de Lisboa, Faculdade de Letras, 2015

Stories and Statistics: Describing a Mixed Method Study of Effective Classroom Practice

The Effective Classroom Practice project aimed to identify key factors that contribute to effective teaching in primary and secondary phases of schooling in different socioeconomic contexts. This article addresses the ways in which qualitative and quantitative approaches were combined within an integrated design to provide a comprehensive methodology for the research purposes. Strategies for the study are discussed, followed by the challenges of combining complex statistics with individual stories, particularly in relation to the ongoing iteration between these different data sets, and issues of validity and reliability. The findings shed new light on the meanings and measurement of teachers’ effective classroom practice and the complex nature of, and relationships with, professional life phase, teacher identities, and school context.

Methodological Synergy in a National Project: The VITAE Story

VITAE was a four-year research project designed to explore the work and lives of a purposive sample of 300 Key Stage 1, 2 and 3 (English and maths) teachers at different phases of their careers in 100 primary and secondary schools in different socioeconomic contexts, drawn from seven local authorities in England. Its focus was upon identifying variations in different aspects of teachers' lives and work and examining possible connections between these and their effects on pupils as perceived by the teachers themselves and as measured by value-added national test scores. An integrated mixed-method approach was developed in addressing the research questions. The results showed that there were associations between teachers' work, lives and identities, that teachers' perceived and relative (valueadded) effectiveness varied within each of six professional life phases, and that this variation depended upon their capacity to manage a number of moderating and mediating factors. Statistically significant relationships were found between teacher commitment, resilience and the value-added pupil test scores. The findings from the study shed new light upon the meanings and measurement of teacher effectiveness and the complex nature and trajectories of teachers' work, lives and effectiveness in different school contexts.

Dificuldades na resolução de equações de 2º grau dos alunos do 8º ano

Relatório da Prática de Ensino Supervisionada, Ciências da Educação (Mestrado em Ensino da Matemática), Universidade de Lisboa, Instituto de Educação, 2014

O livro encenado: escrita e representação na obra de Ana Teresa Pereira

Esta dissertação propõe uma leitura de um conjunto de obras de Ana Teresa Pereira centrada nas relações entre escrita e representação. Estas obras são: O Fim de Lizzie e outras histórias (2008), O Verão Selvagem dos Teus Olhos (2008), Inverness (2010), A Outra (2010), A Pantera (2011) e O Lago (2011). Partindo da hipótese de que aquele binómio constitui um problema teórico importante na abordagem a estas obras, interroga-se as diversas instâncias em que ele se manifesta nos textos, tendo em conta a encenação do acto de escrita e de outros actos de criação, bem como o recurso a um campo semântico do domínio do teatro, com o qual a narrativa se confunde, pondo em evidência e em diálogo diferentes acepções do conceito de “representação”. A reflexão atenta essencialmente em três eixos: o pensamento sobre arte que atravessa estas narrativas, a figuração auto-reflexiva do texto e a forma como Ana Teresa Pereira desenvolve uma noção de teatralidade na articulação entre escrever e representar. Esta noção é também a que une ideias de livro, de palco e de mundo, gerando tensões consequentes entre ficção, realidade e literatura.

O (in)dizível em Uma aventura secreta do Marquês de Bradomín de Teresa Veiga

A dissertação baseia-se numa leitura do conto “Uma aventura secreta do marquês de Bradomín”. Este texto narrativo destaca questões relacionadas com a ficção contemporânea portuguesa, como a construção da personagem com estatuto de protagonista, oscilando entre ser real e ser ficcional, a autoria feminina, a importância do dizer e do silêncio. A personagem feminina apresenta a sua história partilhada com o marquês de Bradomín e os sentidos mudam em consonância com as condições temporal e discursiva; a simbologia torna-se um acto de ideologia e de interpretação, uma vez que a expressividade humana está para além das palavras, produzindo silêncios enquanto se discursa. A personagem escreve por palavras que ocultam outras, que são apenas aludidas e, como a narradora recorre à memória, o seu texto discursivo pode apresentar-se de forma lacunar, com a desculpa do esquecimento. Neste caso, os sentidos podem ser sempre outros e o (in)dizível persiste.

A Reflective Encounter With the Fine Sand Area in a Nursery School Setting

This article draws on a model of reflection that involves creating meanings through repeated encounters with evocative objects. Responses to one such evocative object, a 20-second video clip of children playing in the fine sand area, illustrates the “turning toward” and then “turning away” from the object to engage with broader themes. Parten’s play types are used when analyzing children’s play in the fine sand area (the evocative object). The focus then turns away to themes of English as a second language, messy play, energies of childhood, and Foucault’s docile bodies. The intention was to integrate loosely formulated research aims relating to quality of the physical environment within the evolving life of the nursery setting to encourage a developing research orientation and reflective dis-position. This way of approaching practitioner research is well adapted to a longer-term engagement with enduring areas of interest, such as developing the potential of the physical environment.

Readjusting our Sporting Sites/Sight: Sportification and the Theatricality of Social Life

This paper points out the potential of using sport for the analysis of society. Cultivated human movement is a specific social and cultural subsystem (involving sport, movement culture and physical culture), yet it becomes a part of wider social discourses by extending some of its characteristics into various other spheres. This process, theorised as sportification, provides as useful concept to examine the permeation of certain phenomena from the area of sport into the social reality outside of sport. In this paper, we investigate the phenomena of sportification which we parallel with visual culture and spectatorship practices in the Renaissance era. The emphasis in our investigation is on theatricality and performativity; particularly, the superficial spectator engagement with modern sport and sporting spectacles. Unlike the significance afforded to visualisation and deeper symbolic interpretation in Renaissance art, contemporary cultural shifts have changed and challenged the ways in which the active and interacting body is positioned, politicised, symbolised and ultimately understood. We suggest here that the ways in which we view sport and sporting bodies within a (post)modern context (particularly with the confounding amalgamations of signs and symbols and emphasis on hyper-realities) has invariably become detached from sports’ profound metaphysical meanings and resonance. Subsequently, by emphasising the associations between social theatrics and the sporting complex, this paper aims to remind readers of ways that sport—as a nuanced phenomenon—can be operationalised to help us to contemplate questions about nature, society, ourselves and the complex worlds in which we live.

Rhetorical Topographies of Post-Earthquake L'Aquila: Locality, Activism, and Citizenship Engagement

Thesis (Ph.D.)--University of Washington, 2014

The challenge and response to global tourism in the post-modern era: the commodification, reconfiguration and mutual transformation of Habana Vieja, Cuba

There is a growing literature on the symbolic and cultural meanings of tourism and the ways in which cities are increasingly competing for tourists through the promotion of cultural assets and different forms of spectacle in the `tourist bubble'. To date, research on the role and impact of tourism in cities has largely been confined to those in Western, post-industrial economies. This paper examines the growth of cultural tourism in the central area of Havana, Cuba, and explores the range of unique, devolved, state-owned enterprises that are attempting to use tourism as a funding mechanism to achieve improvements in the social and cultural fabric of the city for the benefit of residents. The paper concludes with an assessment of the implications of this example for our understanding of how the pressures for restructuring and commodification can be moderated at the city level. Copyright 2008 SAGE Publications. All rights reserved. Not for commercial use or unauthorized distribution.

Visualising London

This research investigates how photographs can be analysed to extract meaning. Two methodologies, visual anthropology and social semiotics, are used to analyse a collection of images and accompanying texts generated by a group of first year tourism students in London. Photographs are categorised into subject areas including iconic buildings, street scenes, people and analysed according to how they relate to the photographers’ characteristics, such as age and nationality. A group of images of Big Ben are then analysed using a social semiotics approach, considering both compositional and contextual information to extract meanings. Results and techniques are then contrasted and compared, noting how the complexity of the image makers’ experience of the city they are documenting lead to their images having multi-layered meanings, and that combining analytic methods can fruitfully reveal a range of these meanings.

O que se diz quando se pensa em energia? Reflexões sobre o tema da energia a partir das representações dos jovens e dos professores de uma escola secundária

A importância da eficiência energética em edifícios de uso coletivo através do aperfeiçoamento das práticas de conservação e da implementação de novas tecnologias, enfatiza o papel que a mudança de comportamentos associados ao uso e à conservação de energia detém na melhoria desta eficiência. Mas como contribuir para a alteração de comportamentos sem antes conhecer os sentidos e significados sociais atribuídos à energia? Considerando que este conhecimento é fulcral para a alteração de comportamentos, recorre-se aos resultados de um inquérito por questionário sobre o uso de energia desenvolvido com alunos e professores de uma escola secundária de Lisboa recentemente intervencionada, para caracterizar as representações sociais da energia destes dois grupos (cf. projeto Net Zero Energy School - Reaching the Community – FCT/MIT Portugal). A primeira pergunta do questionário solicitava aos inquiridos que indicassem as primeiras três palavras que lhes vinham à ideia quando pensavam em energia. A maioria dos alunos associou a palavra “energia” às energias renováveis e à luz, e os professores à ambiente e sustentabilidade energética, às questões de natureza económica e de consumo. Explora-se aqui os aspetos centrais e periféricos das representações da energia na explicitação dos sentidos e significados atribuídos a energia e discutem-se as questões fundamentais a considerar no âmbito da mudança de comportamentos de uso e conservação de energia numa dada comunidade escolar.