In the introduction, this thesis describes the way property is transferred from the obligated persons – the state, to the entitled persons - churches and religious communities. Consequently, it discusses the Roman Catholic Church’s management of the newly acquired real estates, specifically of the arable land.

Cette recherche porte sur les inégalités sociales dans les systèmes éducatifs français et chilien. À la différence de l’abondante littérature sur ce sujet dans la sociologie de l’éducation et dans d’autres disciplines, ce travail ne vise ni à expliquer les inégalités ni à comparer leur ampleur. À partir d’une approche compréhensive basée sur la sociologie de l’expérience, nous étudions le lien entre les modes de production des inégalités au sein de chaque système éducatif et les expériences des élèves. Cette question est appréhendée à partir d’une comparaison qualitative consistant en un examen de la législation, des études empiriques et des statistiques décrivant chaque modèle d’une part, et en une enquête de terrain auprès des enseignants et des élèves d’autre part. Des entretiens semi-directifs ont été effectués dans quatre lycées de chaque pays incluant 119 personnes (79 élèves et 40 professeurs). Ces deux systèmes se rapprochent de deux figures idéal-typiques de production des inégalités : le mode socio-économique au Chili et le mode scolaire-culturel en France. Ces modes de production façonnent les expériences scolaires en termes de leur contenu et de leur distribution. Au Chili, les expériences des lycéens reflètent les inégalités socio-économiques, se traduisant par des sentiments de macro-injustice ; en France les expériences se configurent autour des inégalités proprement scolaires avec une prééminence des sentiments de micro-injustice. Enfin, la culture scolaire nationale agit sur ce rapport entre les modes de production et les expériences ; au Chili elle atténue la critique de l’injustice de l’École alors qu’en France, elle l’exacerbe. / The present research examines social inequalities in French and Chilean education systems. Diverging from the abundant literature on this subject in the sociology of education and other disciplines, the goal of this research was to neither explain the inequalities nor compare their extent. Instead, we took a comprehensive approach based on the sociology of experience, to study the relation between the forms of inequality production in each education system and students’ experience of it. This issue was investigated through a qualitative comparison of the two education systems, in which we examined on the one hand, the legislation, the empirical studies and the statistics of each national model and on the other hand, a field study with teachers and students. The latter consisted of 119 semi-directive interviews (79 students and 40 teachers) in four high schools in each country. The two systems approximate two ideal-types of inequality production: the social-economic mode in Chile and the educational-cultural mode in France. These modes of production shape both the content and the distribution of the schooling experience. In Chile, the students’ experience reflects social-economic inequalities translated into feelings of macro-injustice; in France, experiences are formed by inequalities in the schooling process with a preeminence of feelings of micro-injustice. Finally, national schooling cultures act upon the relationship between the forms of inequality production and the experiences: In Chile, it attenuates the criticism of injustice toward school, while in France it is exacerbated.

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[pt] Em 2021, o Dia da Sobrecarga da Terra ocorreu em 29 de julho e, desde então, a população passou a estar em débito com o planeta, já que aquilo que é consumido, não corresponde ao que ele é capaz de produzir no período de 12 meses. Trata-se de uma relação desarmônica que corrobora com o estado de emergência climática atual, onde a busca por recursos naturais mostra-se cada vez mais predatória. Neste estudo observamos, a partir de revisão bibliográfica, que alguns grupos sociais suportam os efeitos da emergência do clima de maneira desigual, e nos propusemos a observar o tema a partir da ótica da justiça climática. Foi o Acordo de Paris o responsável por introduzir, em 2015, este conceito nas discussões sobre o meio ambiente e o clima, ainda que sem determinar seu significado. O presente trabalho discute esses aspectos a partir da visão do Sul-Global e lê o Decrescimento como possível opositor ao Antropoceno. Concluímos que uma construção epistemológica unificada do termo justiça climática pode não ser tão factível quanto uma perspectiva que abrange múltiplas possibilidades. / [en] In 2021, Earth Overshoot Day took place on July 29 and, since then, the population has been in debt to the planet, as what is consumed does not correspond to what it is capable of producing in the period of 12 months. It is a disharmonious relationship that corroborates the current state of climate emergency, where the search for natural resources is increasingly predatory. In this study, we observed, based on a literature review, that some social groups bear the effects of the climate emergency in an unequal way, and we proposed to observe this from the perspective of climate justice. The Paris Agreement was responsible for introducing this concept in discussions on the environment and climate in 2015, although without determining its meaning. The present work discusses these aspects from the perspective of the Global South and reads Degrowth as a possible opposition to the Anthropocene. We conclude that a unified epistemological construction of the term climate justice may not be as feasible as a perspective that encompasses multiple possibilities.

This thesis develops the prioritization guidance and action guidance provided by Iris Marion Young’s Social Connection Model of responsibility for injustice. Young’s parameters of reasoning are limited in their ability to assist responsible agents in determining what they ought to do to fulfill their responsibilities, as they are severed from the structural analysis characteristic of the rest of the SCM. This thesis addresses the resulting limitations by developing categories of prioritization and an action guidance framework. I develop 6 categories of prioritization: power, benefit, interest, centrality, contribution, and control. Applied to social-group-based analysis, these categories determine the strength of the prioritization claim which a given injustice holds over a given social group. The action guidance framework takes the perspective of the political community and works its way through three questions and their corresponding considerations: “What can we do?” –structural change, altering practices, and harm alleviation; “How can we do it?” –understanding sub-issues and sub-options, determining interests, and organizing collectives; and “What can I do?” –eliminating contributory behaviours, and considering personal circumstances. Through this framework, agents can analyze the capacities of the political community and the structures of an injustice to determine which projects should be undertaken and how agents ought to contribute. Finally, the developments of this thesis are applied to the case of landlords and housing, therein establishing the necessity of landlords abandoning rental profits so as to fulfill and not contradict their responsibility to eliminate housing injustice. / Thesis / Master of Arts (MA) / This thesis develops the prioritization guidance and action guidance provided by Iris Marion Young’s Social Connection Model of responsibility for injustice. Young’s parameters of reasoning, meant to provide this guidance, are limited in their ability to assist responsible agents in determining what they ought to do to fulfill their responsibilities. This thesis addresses these limitations by developing 6 categories of prioritization and an action guidance framework. The categories of prioritization determine which social groups ought to prioritize a given injustice. Through the action guidance framework, agents can analyze the capacities of the political community and the structures of an injustice to determine which projects should be undertaken and how agents ought to contribute to them. The developments of this thesis are applied to the case of landlords and housing injustice, therein establishing the necessity of landlords abandoning rental profits.

Syftet med arbetet är att undersöka eventuella vinster med att använda anonyma digitala enkäter i filosofiundervisningen i gymnasieskolan. Utgångspunkten är vissa elever kan vara mindre benägna att delta muntligt under filosofilektioner jämfört med lektioner i andra ämnen, vilket delvis kan kopplas till att eleverna upplever att de riskerar att utsättas för epistemisk orättvisa i form av vittnesorättvisa. Undersökningen har genomförts i samband med en lektionsserie i epistemologi som genomfördes på en VFU-skola. Tre olika datainsamlingsmetoder har använts: semistrukturerade gruppintervjuer med syfte att undersöka vilka hinder elever upplever i filosofiundervisningen och huruvida anonyma digitala enkäter kan hjälpa dem att övervinna dessa, två kvantitativa flervalstest med syfte att testa elevernas epistemologikunskaper före och efter lektionsseriens genomförande samt en deltagande klassrumsobservation med fokus på metodens hjälp i den formativa bedömningen. Resultatet visar att anonyma digitala enkäter har god potential att fungera som ett stöd i filosofiundervisningen i förhållande till de olika utmaningar som diskuteras i arbetet. / The purpose of this study is to investigate potential benefits of using anonymous digital surveys in Swedish upper secondary school philosophy education. The study assumes that some students may be less inclined to participate orally during philosophy lessons compared to lessons in other subjects, which can partially be linked to students perceiving a risk of being subjected to epistemic injustice in the form of testimonial injustice. The study was conducted in conjunction with a series of lessons on epistemology, which were taught at a placement school. Three different data collection methods were used: semi-structured group interviews aimed at exploring the obstacles students experience in philosophy education and whether anonymous digital surveys can help them overcome these obstacles, two quantitative multiple-choice tests aimed at assessing students' knowledge of epistemology before and after the lesson series, and a participatory classroom observation focusing on the method's benefits for formative assessment. The results indicate that anonymous digital surveys have good potential as a benefit within philosophy education in relation to the various challenges discussed in the study.

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Drawing on the theoretical influences of Mad and Disability Studies; philosophical conceptualizations of epistemic injustice (Fricker, 2007), ethical loneliness (Stauffer, 2015), and psycho-emotional disablism (Reeve, 2012; Thomas, 1999; 2007); disability/service user/feminist ethics; a decade of Mad Movement community organizing; as well as autobiographical illustrations and empirical data from two collaborative research projects, this thesis describes my efforts to live a Mad politics in the community, academy, and social work education. Central to this politics, and to the overall contribution of the thesis, is its focus on (1) the recognition and redress of affective-epistemic harms that are often ignored by legislative/social welfare approaches to in/justice; and (2) the generation and refinement of Mad knowledge/ways of knowing that respond to our own priorities as Mad people, rather than those of mental health systems. It contributes to these areas of Mad Studies theory in several ways: First, by recognizing and politicizing the often ignored affective-epistemic effects of abandonment and neglect Mad people experience from society, including loneliness, anger, resentment, distrust, low expectations of others and lack of confidence. Second, by seeking new conceptualizations (such as epistemic loneliness) and contributing to existing ones (like expectations of just treatment, psycho-emotional disablism) in order to more adequately interpret and attest to these harms and call for their redress. Third, by affirming emergent Mad moral and epistemological frameworks, especially those that manifest in the aftermath of harm and account for ontologies of knowing. Fourth, by developing Survivor/Service User Research approaches to analysis (listening for resonance, everyday forms of service user resistance, and ‘quiet’ data) that value affective engagements with data and perceive and respond to Mad onto-ethico-epistemologies in and on their own terms. Ultimately, this work calls for greater relational justice, and an expansion of what we owe each other. / Thesis / Doctor of Philosophy (PhD) / This thesis contributes to Mad theory by recording some of the things I learned while trying to survive in the world, community organizing, the academy, and social work education as a Mad person. To do so, I reflect on the existential and ethical questions I brought to my doctoral studies, the people, texts, and concepts that I found particularly good company during this time, and my Mad methods of living/doing/knowing. Three separate but interconnected articles then follow. These are about (1) moving with loneliness as a Mad student; (2) resisting unmet expectations as service user ethics, and (3) how pedagogical partnerships between students and faculty/staff can cultivate marginalized students’ confidence in their knowledge. The thesis ends with a discussion of its overall contributions to how we conceptualize the psycho-emotional harms produced through sanism/disablism and the ways we understand what Mad knowledge is and how it is generated.

Bakgrund: Vulvasmärtor är något som drabbar kvinnor världen över. Den tidigare forskningen pekar tydligt på hur smärtproblematiken påverkar de drabbade kvinnornas livskvalité och vardagsaktiviteter. Denna studie har belyst vardagsaktiviteter för kvinnor med vulvasmärtor utifrån den Biopsykosociala modellen, Model of Human Occupation, Doing, Being, Belonging och Becoming samt Occupational injustice. Modellerna och begreppen belyser flera dimensioner av görandet, hälsan och aktiviteter. Syftet: Var att belysa hur kvinnors erfarenheter av vulvasmärtor påverkar aktiviteter i vardagen. Metod: Genomfördes utifrån en kvalitativ design med en induktiv ansats och semistrukturerade intervjuer. Insamlat material analyserades i en tematiskanalys. Deltagarna rekryterades genom ett typiskt urval och bestod utav sju kvinnor med vulvasmärta från en ideell förening i Sverige. Resultat: Från intervjuerna presenterades fem olika teman: “Vulvasmärta och socialt utanförskap”, “Utmaningar med samlag”, “Vulvasmärta och dess psykiska konsekvenser”, “Den proaktiva kampen mot vulvasmärta”, “Att förstå och övervinna vulvasmärta”. Slutsats: Påvisade hur mycket vulvasmärtan begränsat kvinnorna och påverkat deras psykiska och sexuella hälsa negativt. Resultatet visade att kvinnorna till stor del blir påverkad i aktiviteter i vardagen. Implikationer: Denna studie indikerar att arbetsterapi är en användbar resurs för att stödja kvinnor med vulvasmärta och främja självständighet och välbefinnande i vardagen. Resultatet bidrar till att utveckla vården och samhällets attityder kring den sexuella hälsan och öppnar upp för vidare diskussion och utveckling gällande stödet för kvinnor med vulvasmärta. / Background: Vulvar pain is something that affects women worldwide. Previous research clearly indicates how the pain problem affects the affected women's quality of life and everyday activities. This study has highlighted everyday activities for women with vulvar pain based on the Biopsychosocial Model, the Model of Human Occupation and Doing, Being, Belonging and Becoming and Occupational injustice. The models and concepts highlight several dimensions of doing, health and activities. Aim: To shed light on how women's experiences of vulvar pain affect activities of daily living. Method: A qualitative design with an inductive approach and semi-structured interviews was used. Collected material was analyzed in a thematic analysis. The participants were recruited through a typical sample and consisted of seven women with vulvar pain from a non-profit association in Sweden. Results: Five themes emerged from the interviews: "Vulvar pain and social exclusion", "Challenges with sexual intercourse", "Vulvar pain and its psychological consequences", "The proactive fight against vulvar pain", "Understanding and overcoming vulvar pain". Conclusion: Demonstrated how much vulvar pain limited women and negatively affected their mental and sexual health. The results showed that women are largely affected in everyday activities. Implications: This study indicates that occupational therapy is a useful resource to support women with vulvar pain and promote independence and well-being in everyday life. The results contribute to the development of health care and societal attitudes towards sexual health and open up for further discussion and development regarding the support of women with vulvar pain.