Dans les années 2000, pour assurer son développement, le Rwanda revoit sa stratégie agricole en prenant un virage coopératif majeur. Parallèlement, les critiques internationales des pratiques « néocoloniales » de développement rural provoquent un changement vers des approches plus participatives. Ces deux bouleversements entraînent des changements considérables dans les communautés rurales rwandaises, où naissaient des centaines de coopératives agricoles. Le mouvement grassroots (développement par le bas) et la méthode ÉRP (évaluation rurale participative) favorisent le renforcement des capacités de la société civile et sa participation aux projets, comme l’ont voulu les organisations partenaires au projet Développement agricole coopératif au Rwanda. La littérature et l’expérience coopérative sur le terrain nous enseignent comment s’articule la participation locale, du point de vue des partenaires CCA (Association des coopératives du Canada) et UGAMA-CSC (Centre de service aux coopératives du Rwanda). Mais, qu’en est-il du point de vue de la population bénéficiaire? C’est en menant 27 entrevues semi-dirigées, individuelles et anonymes, auprès de membres réguliers ainsi que les chefs de zone et les professionnels impliqués dans les coopératives, que l’étudiante-chercheure a voulu répondre à la question de recherche suivante : dans le Rwanda agricole, où œuvrent différents acteurs de développement sur un même projet, comment s’articule le processus de participation locale aux yeux de la population bénéficiaire ? La recherche offre un regard rétrospectif sur la participation de la population ciblée par le projet, ainsi que le pouvoir qu’elle a exercé à travers les différentes étapes du dit projet. Son objectif secondaire est d’améliorer ce processus pour des projets futurs en tirant des apprentissages. La participation qui est présentée dans la théorie n’est pas toujours calquée intégralement dans la pratique et les processus de prises de décisions ne revêtent pas toujours le caractère démocratique prétendu. Dans un contexte culturel unique, la signification de la participation peut être interprétée de façon bien différente, dépendamment de la position que l’on occupe dans la hiérarchie locale. L’analyse des réponses permet de dégager des recommandations issues de ces acteurs qui sont souvent cloîtrés dans le bas de l’échelle, où la prise de parole n’est pas la plus facile d’accès.

In recent decades, there has been recognition that children and young people have considerable knowledge about their own lives that merits academic attention. The overall aim of this study is to reflexively engage with children and young people who have been affected by parental (or significant carer) alcohol problems and to explore, from their perspectives, the perceived impact on their lives and their experiences of support. Given the common secrecy and potential stigma of problematic alcohol use, the experiences of children and young people living in families where one or both parents (or carers) have an alcohol problem often remains hidden. My interest in using a participatory research approach with children has led to my further aim: to critically explore and develop research methods with children and young people to explore this potentially sensitive topic. As part of my commitment of conducting research with, rather than on, children, I involved two groups of children and young people already accessing support services for parental alcohol problems in the research design. The research built from this foundation and, in total, 30 children and young people aged from nine to 20 years old participated in individual, pair or small group interviews or a group work programme via a range of voluntary support services across Scotland. This study reflexively explores the commonalities, diversities and complexities across and within children and young people’s lives when affected by, to use their own frequently used term, parental alcohol problems. Emergent themes of knowledge, emotion, trust and difference are presented in four findings chapters. Many children and young people had extensive knowledge about the impact of parental alcohol problems on their lives and I describe their own nuanced ways of choosing to communicate this knowledge in the research context. I critically discuss the importance, yet experienced complexities, of understanding children and young people’s emotions about parental alcohol problems. Children and young people’s conceptualisations of trust, whether declared, demonstrated or alluded to, were central in their decisions to talk ‘outside of the family’, including to myself. I consider whether the concept of stigma can sufficiently explain the perceived and experienced differences that children and young people shared. In recognising that knowledge is co-constructed in a particular social context, I demonstrate that a reflexive and critical exploration of research methods and relationships can further contribute to our understanding about the heterogeneity of children and young people’s lives when affected by parental alcohol problems. Finally, I discuss the theoretical, methodological and policy and practice implications derived from engaging with children and young people affected by parental alcohol problems.

Learner participation in language learning opportunities has been configured differently by different learning theories. In the domain of Second Language Acquisition (SLA), the cognitive view of learning has been dominant in explaining learner participation. It has been widely accepted that it should be in the form of participation in oral activities which leads to gains in linguistic competence. The aim of this thesis is to understand the issue of learner participation from the social perspective, where a broader understanding of learning will be employed informed by the work of Lave and Wenger (1991) and others. To do so, this study investigates the forms of participation of six ESL learners in suburban Malaysia in two contexts: in-class and out-of-class. In order to understand the issue of learner participation from a social view point, data were collected using classroom observations, learners’ interviews, learner diaries, and photographs taken by them. All the data were transcribed and analysed qualitatively. In order to handle the large amount of data, the Nvivo software package was used for organisation and retrieval purposes. The findings reveal several insights about learner participation. First, learners are active agents where they constantly make decisions on what to engage with and how, and act on the norms and expectations that are imposed on them in a particular sociocultural context. Second, the six learners are members of or aspired to become members of several communities: academically successful learners; successful ESL learners; proficient speakers of the target language; the classroom; and youth. Thus, they aligned their forms of participation with these various communities. Third, learners in this study tended to distinguish between learning and other kinds of engagement. They tended to equate certain forms of participation as actions that one needed to take to learn the language; thus other forms of participation accorded less value. In this study, some insights from Communities of Practice (CoP) theory- learning as a process of gaining membership in a particular community and that learners move from peripheral to core membership- were used to understand the issue of learner participation. However, upon understanding and interpreting the data, it was found that CoP theory is limited in several ways. First, CoP focuses only on one type of community (e.g. the classroom) in one temporal dimension. Yet, findings indicate that there are several other communities that exist in the classroom at one time. Due to this shortcoming, this study has turned to the concept of ‘figured worlds’ (Holland et al, 2001). Secondly, CoP theory argues for a group dynamic. Less recognition is given to the fact that individual learners are also dynamic and agentive. Akkerman and Meijer (2011) suggest dialogical views on identity; in which a framework is provided that acknowledges the multiple, discontinuous and social nature of identity (a postmodern view), while at the same time assumes identity as being unitary, continuous and individual (a modern view). Thirdly, CoP tends to focus on a singular “identity-in-practice (Tan and Barton (2008)). Tan and Barton (ibid: 50) argue for the plurality of identities-in-practice (IdPs); rather than a singular “identity-in-practice (IdP) as suggested by Lave and Wenger (1991). The view of learning as boundary crossing seems to better describe the kinds of participation and learning that have been suggested by the findings generated in the study. Instead of looking at learning as participation in a particular community, learning as boundary crossing better captures the dynamic of learner participation in language learning opportunities, of learners as whole persons (rather than fragmented identities), and of learners as agentive beings.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Bakgrund: Hjärtsvikt räknas i dag som en av våra stora folksjukdomar. Man beräknar att10 % av den svenska befolkningen kommer att drabbas av hjärtsvikt undersin levnad. Hjärtsvikt är kroniska sjukdomssymtom som kräver att den somfår hjärtsvikt lär sig att sköta sin hälsa genom egenvård. Detta kräver attpatienten förstår och känner sig delaktig i den vård som ges. Syfte: Syftet var att undersöka hur patienter som lever med hjärtsvikt uppleverdelaktighet i den egna vården. Metod: En litteraturöversikt, baserad på åtta vetenskapliga artiklar, har gjorts.Artiklarna söktes fram via databaserna Pubmed och Chinal. De analyseradesoch sammanställdes i kategorier med underkategorier. Resultat: Resultatet presenteras i fyra huvudkategorier; Att vara aktivt eller passivtdelaktig. Att känna förtroende och trygghet; få kontroll. Tydliga roller,kontinuitet och tillgänglighet. Ett delat ansvar; göra val och ta beslut.Resultatet visade att delaktighet upplevdes som viktigt för patienten.Resultatet visar att för att känna sig delaktig behöver patienten kännatrygghet, tilltro till sig själv och till vården. Resultatet visar att patientenupplevde delaktighet som ett delat ansvar mellan patienten ochsjuksköterskan. Diskussion: Resultatet diskuteras med konsensusbegreppet hälsa och Antonovskys teoriom KASAM – Känsla av sammanhang. / Background: Congestive heart failure is now considered as one of the major diseases.Approximately 10% of the Swedish population will be affected during theirlifetime. Congestive heart failure is symtoms of a chronic disease thatrequires the affected person to manage self care. To manage self carerequires information and knowledge in how to cope with the new diagnose.This requires that the patient understand and feel participation in the care forhim or her. Aim: The aim was to examine the patient experience of participation in self care. Method: A literature review based on eight scientific articles has been made. Thearticles were searched and found in Pubmed and Chinal. They wereanalyzed and compiled in categories with subcategories. Results: The result is presented I four main categories; To be actively or passivelyinvolved. To feel trust and security; take control. Clear roles, continuity andavailability. A shared responsibility; make choices and take decisions. Theresult shows that to feel participation the patient needs to feel safe. He orshe needs to have faith in themselves and the caregiver. The result showsthat the patient sees participation as a shared responsibility between thepatient and the nurse. Discussions: The result is discussed by the consensus concept; Health and Antonovsky´stheory SOC- Sense of Coherence

This paper explores the artistic theories of social practice and examines the artwork of Michael Rakowitz, Carmen Loch and Ernesto Neto to observe the ways artists can expand traditional understandings of art. Looking at art therapy and the ways that participation in art can make art more accessible and functional, this paper also outlines a project which functions to bring comfort to participants and expand boundaries of art through individually shaped personal experiences.

The aim of this essay is to examine parents and teachers perception of parental participation in a Swedish preschool. The aim was further to find variations in teachers and parents view of the matter, to find similarities and/or differences in the statements. The method used in this essay is a qualitative research method with surveys to collect data. The questions in the survey had a low degree of structuring to get extensive answers. For the results and analysis a phenomenographic approach was used to find variations in the data. The results show that there are variations in the views on parental participation between teachers and parents. Teachers to a higher extent emphasises the whole group, and pedagogical documentation as a way to reach higher parental participation, while parents emphasises information about their own child and the daily contact with the teachers to feel as participants in the preschool. The results have similarities to previous research of teachers and parents views on parental participation in the Swedish preschool. Conclusions that can be drawn from this paper is that parents and teachers in certain areas have a different view of what makes parents feel as participants in the preschool.

This research uses a novel policy writing method to explore young people’s subjective understandings of the problems of poverty. Working with five groups of young people, aged 11 – 21, from some of the most financially deprived areas of England, it sought to draw out and explore their “policy imaginary”, or the way they viewed the problems of poverty through a lens of ideal policy responses. It unpacks these young people’s policy imaginaries, and the life-narratives they discussed alongside these imaginaries, within a discourse of individualisation. Across four articles, it demonstrates and explores the complexities and ambiguities of these young people’s thinkings. This thesis begins by suggesting that many of the problems of poverty they identify as important to their lives are structural, and that they understanding the role of collective and political agency, rather than their own individual agency, in ending poverty. It then more specifically explores their understandings of their neighbourhoods and houses, which suggests that individualised factors often identified in other research, such as social contagion and epidemic neighbourhood effects, are not what they identify as most important in their local areas. It concludes by identifying a policy gap emerging along similar theoretical lines. Here, this research suggests that much of the policy directed towards these young people focuses on individualised problems, and their individual agency as a route of out poverty, but that this sort of policy response is not what these young people felt was needed. However, this is not to suggest that these young people downplayed or dismissed their own agency in charting their life-pathways. Indeed, as much previous literature has found, these young people spoke fluently about the agency and opportunities they have in their lives, often seeming ‘hyper-agentic’. However, this thesis suggests that exploring these young people’s policy imaginary appears to create a medium through which they can talk both about their agency and the constraints and limitations low-incomes generate. It allowed them to bridge their highly agentic biographies to their socially structured histories, as they saw them.

Cet essai vise à mesurer la portée, sur les décisions politiques, de l’action d’un groupe environnemental qui se préoccupe de dossiers liés à l’eau. Le groupe à l’étude, appelé Eau Secours! est un groupe d’intérêt public qui a vu le jour en 1997. Nous proposons de vérifier si les actions du groupe lui permettent d’atteindre ses objectifs et nous tenterons ensuite d’examiner son répertoire d’actions. L’analyse de quatre dossiers est privilégiée : la privatisation de la gestion des eaux municipales, l’exportation massive d’eau à l’extérieur du Québec, le programme de construction de mini-centrales hydroélectriques privées, et l’élaboration d’une politique de l’eau en accord avec les principes du développement durable. Les résultats de l’étude montrent que l’utilisation par le groupe environnemental des médias de masse et le recours à des réseaux lui ont permis d’obtenir des effets positifs en ce qui a trait aux décisions gouvernementales. Cependant la participation du groupe à une consultation publique a entraîné des résultats mitigés. De manière générale, cette étude de cas montre la complexité de la relation entre un groupe environnemental et des acteurs gouvernementaux engagés à différents niveaux. / In this essay, we want to measure the consequences of the use of a repertoire of actions by an environmental group on Quebec’s governmental decisions. The environmental group named Eau Secours! is a public interest group that focuses on water issues. Our goal is to evaluate whether the group is able to attain its objectives and by what means it does so. We analysed four different issues: water privatization, massive water exports in other countries, the construction of private electric dams, and the formation of a water policy based on the principles of sustainable development. The results of the study show that the use by the environmental group of the mass media and networks may have positive effects on governmental decisions. However, the participation of the group in a public consultation generated weak results. Overall, this case study shows the complexity of the relationship between an environmental group and the governmental actors involved at various levels.

The purpose of this study is to examine the formation of customer e-loyalty to a social shopping website. The formation of customer e-loyalty to a social shopping website is examined based on cognitive-affective-conative-action loyalty framework. This study proposes that customer e-loyalty is strongly associated with website quality, e-satisfaction and participation. Seven website attributes (i.e., visual aesthetics, navigation, efficiency, user friendliness, security/privacy, entertainment and community driveness) identified in previous research are employed to measure website quality that affects e-loyalty formation. There are 449 data collected from a southwestern university in the U.S., but only the responses from 333 Pinterest users are used to test the hypotheses. Exploratory factor analysis is used to identify dimensionality of social shopping website attributes, and multiple regression and linear regression analysis are conducted to test hypotheses in this study. Results of the study indicate that five significant factors including efficiency, user friendliness, security/privacy, entertainment and community driveness are directly associated with customer e-loyalty. Indeed, such website quality factors as the determinant of cognitive e-loyalty directly affect overall customer satisfaction (affective e-loyalty), customer purchase/return intention to the website (conative e-loyalty), and customer participation, positive eWOM and co-shopping (action e-loyalty). The findings of this study have provided evidence that social shopping website quality dimensions are directly associated with customer e-loyalty to the website. Also, the findings have shown important implications to ensure quality website attributes to increase customer loyalty to a social shopping website.