[pt] O objetivo desta pesquisa é entender a socioconstrução de identidade de três professoras de inglês como língua estrangeira em relação a seus atravessamentos interseccionais (Ferreira, 2012, 2015; Collins;Bilge, 2016), por meio de uma análise micro, utilizando o sistema de avaliatividade da Linguística Sistêmico-Funcional (Halliday;Hasan, 1989; Halliday, 1994; Martin;White, 2005), e de uma análise macro, em um processo de reflexividade crítica que visa o amadurecimento de um sentir crítico (Borges, 2016), pautado na sensibilização quanto a questões de sofrimento humano, estigma, ideologia e relações de poder (Foucault, 1969; Goffman, 1963; Butler, 1993). Assim, analiso narrativas de momentos críticos vivenciados pelas professoras e histórias de agentividade em suas práticas pedagógicas cotidianas, com base na metodologia qualitativa de pesquisa, em especial no conceito de conhecimento situado (Haraway, 1988), e em alinhamento à epistemologia feminista interseccional (Lykke, 2010). Os resultados indicam a influência direta das identidades sociais de gênero, raça/etnia e classe social na construção discursiva de suas práticas identitárias de professora, reforçando a importância de compreendermos os atravessamentos identitários que nos configuram, no mundo e com o mundo (Souza, 2011), para a promoção de uma consciência crítica (Freire, 1987) e de lutas hegemônicas (Fairclough, [1992] 2001) possíveis no cenário da sala de aula de língua estrangeira como um lugar de dissenso e desaprendizagem (hooks, 1994, 2003; Moita Lopes et al, 2006, 2013). Reforço ainda que a contribuição deste trabalho está não em dar voz a essas mulheres, mas, sim, em nos permitir ouvir as representações que fazem da realidade (Riessman, 1993) da sala de aula, visando a coconstrução e ressignificação dessa experiência, para fomentar o devir do sentir crítico que defendo neste trabalho. / [en] The aim of this research is to understand the socioconstruction of the identities of three EFL teachers in relation to their intersectional crossings (Ferreira, 2012, 2015; Collins;Bilge, 2016), through a micro analysis, which makes use of the Systemic-Functional Linguistics Appraisal System (Halliday; Hasan, 1989; Halliday, 1994; Martin; White, 2005), and a macro analysis, in a process of critical reflexivity that aims at the ripening of a critical feeling (Borges, 2016), which is based on the awareness of issues related to human suffering, stigma, ideology and power relations (Foucault, 1969; Goffman, 1963; Butler, 1993). Thus, I analyze narratives of critical moments experienced by teachers and stories of agentivity in their daily pedagogical practices, under the premises of the qualitative methodology of research, especially the concept of situated knowledge (Haraway, 1988), and in alignment with intersectional feminist epistemology (Lykke, 2010). The results indicate the direct influence of social identities of gender, race/ethnicity and social class in the discursive construction of their identity practices as teachers, reinforcing the importance of understanding the identity crossings that shape us, in the world and with the world (Souza, 2011), to promote critical conscience (Freire, 1987) and the possible hegemonic struggles (Fairclough, [1992] 2001) in the setting of the foreign language classroom as a place of dissent and unlearning (hooks, 1994, 2003; Moita Lopes et al, 2006, 2013). I also stress that the contribution of this work does not lie in giving voice to these women, but rather in the chance of allowing us to listen to the representations they make (Riessman, 1993) of the classroom reality, aiming at the co-construction and re-signification of this experience so it helps develop the becoming of the critical feeling I defend in this paper.

Cette recherche porte sur le renforcement des sentiments de compétence professionnelle et d’auto-efficacité des enseignants du secondaire envers les habiletés techniques dans la formation aux TIC. Elle fait suite à un projet d’intégration pédagogique des TIC au lycée initié par le Campus numérique de Niamey. Après une formation des enseignants de lycée participant au projet d’alphabétisation informatique, notre étude est venue par la suite pour apprécier l’impact de cette formation aux TIC, via le CNF, sur le processus d’adoption de ces technologies par les enseignants. Les objectifs de la recherche sont les suivants : 1) évaluer l’impact de la formation aux TIC des enseignants du secondaire sur le processus d’adoption de ces technologies ; 2) décrire et analyser le cheminement parcouru par les enseignants ayant atteint un niveau élevé d’adoption des TIC ; 3) mieux comprendre l’impact de la formation aux TIC sur le sentiment de compétence professionnelle des enseignants (sentiments de compétence personnelle et générale) ; 4) Valider le Computer Self-Efficacy Scale (CSE) en français ; 5) Comprendre l’impact de la formation aux TIC sur le sentiment d’auto-efficacité à l’égard de l’utilisation de l’ordinateur des enseignants. Une enquête par questionnaires auprès de 69 enseignants représentant l’ensemble des enseignants de trois lycées de Niamey, et par des entrevues semi-dirigées auprès de six enseignants a permis de réaliser les objectifs de recherche. La thèse se fonde sur un mode de présentation par articles. Chaque article est en lien avec un ou deux objectifs de la recherche, suivant l’ordre précité. Les résultats révèlent une absence de relation entre la formation aux TIC des enseignants dispensée par le Campus numérique et les niveaux de l’innovation technologique en milieu scolaire de la typologie de Hall et Hord (1987). Les disparités dans les utilisations que font les enseignants des TIC témoignent de ce manque d’association. Par ailleurs, il apparaît que l’adoption des TIC dans l’éducation est embryonnaire au Niger. Cela fait que seuls quelques-uns de nos participants ont atteint les niveaux de sensibilisation et d’utilisation professionnelle constituant les deux premiers stades de l’usage pédagogique de la typologie de Raby (2005) qui en compte quatre. À la lumière des résultats, le sentiment de compétence personnelle est différent dans les deux groupes (enseignants formés et non formés), mais celui de compétence générale est apprécié de la même façon. Entre les enseignants formés aux TIC par les soins du campus numérique de Niamey et les autres, les résultats montrent une différence significative dans les niveaux d’habiletés techniques à l’égard de l’usage de l’ordinateur. Les forces et les limites de la recherche sont analysées et différentes recommandations sont proposées aux responsables éducatifs. / This study examines the development among high school teachers of feelings of professional competence and self-efficacy toward technical skills through ICT training. It follows a project to pedagogically integrate ICT into a lycée initiated by the Campus numérique de Niamey (Niamey digital campus). After lycée teachers participating in a computer literacy project were trained in ICT, we undertook a follow-up study to appraise the impact of this ICT training, via the Niamey digital campus, on teacher adoption of the technologies. The research objectives were the following: 1) assess the impact of ICT training provided to high school teachers on the adoption process for these technologies; 2) describe and analyze the learning paths of the teachers who experienced a positive ICT adoption process ; 3) better understand the impact of ICT training on feelings of professional competence in teachers (self-confidence and overall confidence); 4) validate the Computer Self-Efficacy Scale (CSE) in French; 5) understand the impact of ICT training on teachers’ feelings of self-efficacy in computer use. To achieve these objectives, a survey questionnaire was administered to 69 teachers from three lycées in Niamey and semi-directed interviews were conducted with six teachers. The thesis is presented in the form of a series of articles, each one addressing one or two of the research objectives in the above-presented order. The results reveal no relationship between the teachers’ ICT training via the digital campus and their level of technological innovation at school, according to the typology proposed by Hall and Hord (1987). ICT usage disparities among the teachers testify to this lack of association. Moreover, it appears that the ICT adoption process in education is barely nascent in Niger. Indeed, only a few participants attained the levels of awareness and professional use, the first two of the four stages in Raby’s (2005) typology of professional use. The results show that feelings of personal competence differ between the two groups (trained and untrained teachers), although their feelings of overall competence were similar. The results also show a significant difference in technical skill levels in terms of computer use between teachers who did and did not receive ICT training via the Niamey digital campus. The research strengths and limitations are analyzed and some recommendations are proposed to educational authorities.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Consacrée à l'imaginaire du « dialogue euro-méditerranéen » tel qu'il se manifeste depuis le milieu des années 1990 en particulier (après la Déclaration de Barcelone en 1995 puis la mise en place de la Politique Européenne de Voisinage), cette thèse se penche sur trois cas d'étude qu'elle se propose d'analyser par le biais d'une approche transdisciplinaire. La première partie cherche à comprendre comment se construit et circule un « cinéma méditerranéen » et le savoir sur cette possible cinématographie régionale en analysant quatre festivals qui lui sont consacrés à Alger, Bruxelles, Montpellier et Tétouan. La deuxième partie s'intéresse aux enjeux que soulèvent des programmes sélectionnés par l'Union européenne (Euromed Audiovisuel et Marseille-Provence Capitale européenne de la culture) en procédant notamment à une analyse de discours portés par ces programmes et de films qu'ils ont soutenus. La troisième et dernière partie propose une analyse de Révolution Zendj (Thawra Zanj, Tariq Teguia, Algérie/France/Liban/Qatar, 2013) et, par extension, de la manière dont les questions informant ce film du point de vue de la mise en langue, du sous-titrage et du montage se présentent dans d'autres œuvres cinématographiques. L'étude conjointe des festivals, des programmes institutionnels dédiés au champ des productions culturelles et des films, permet de mettre au jour les implications esthétiques et politiques d'un imaginaire dominant du « dialogue » et du « cinéma méditerranéen ». Elle rend également compte de formes et de pratiques d'articulation des voix, des langues, des points de vue et des récits, qui permettent d'imaginer autrement la Méditerranée et les rapports entre les personnes qui se trouvent vivre dans cet espace et leurs histoires. / This thesis seeks to question the imaginary around the "Euro-Mediterranean dialogue", a topos inspired by - and unfolding since - the 1995 Barcelona Declaration and the ensuing Neighborhood Policies. It focuses on three case studies that it analyses according to an interdisciplinary approach. The first part examines both the construction and circulation of a so-called "Mediterranean cinema", and the knowledge around this supposed regional production in the context of four festivals dedicated to it and taking place in Algiers, Brussels, Montpellier and Tetouan. The second part examines the concerns raised by programs selected for support by the European Union through Euromed Audiovisuel and Marseille-Provence Capitale européenne de la culture (Marseille-Provence, European Capital of Culture). These concerns are addressed through an analysis of the discourse produced by these programs and the films funded by them. The third and last part proposes an analysis of the film Zanj Revolution (Thawra Zanj, Tariq Teguia, Algeria/France/Lebanon/Qatar, 2013) and, by extension, examines the way in which questions related to the mise-en-langue, subtitling and editing that inform this film are present in other films. The intertwined study of festivals, of institutional programs dedicated to cultural productions and of films sheds light on the aesthetic and political implications of a dominant imaginary of "dialogue" and "Mediterranean cinema". The thesis also explores forms and practices that articulate voices, languages, points of view and narratives that are capable of weaving an alternative imaginary of the Mediterranean and of the histories and the relations between the people who happen to live in this space.

Cette recherche porte sur le renforcement des sentiments de compétence professionnelle et d’auto-efficacité des enseignants du secondaire envers les habiletés techniques dans la formation aux TIC. Elle fait suite à un projet d’intégration pédagogique des TIC au lycée initié par le Campus numérique de Niamey. Après une formation des enseignants de lycée participant au projet d’alphabétisation informatique, notre étude est venue par la suite pour apprécier l’impact de cette formation aux TIC, via le CNF, sur le processus d’adoption de ces technologies par les enseignants. Les objectifs de la recherche sont les suivants : 1) évaluer l’impact de la formation aux TIC des enseignants du secondaire sur le processus d’adoption de ces technologies ; 2) décrire et analyser le cheminement parcouru par les enseignants ayant atteint un niveau élevé d’adoption des TIC ; 3) mieux comprendre l’impact de la formation aux TIC sur le sentiment de compétence professionnelle des enseignants (sentiments de compétence personnelle et générale) ; 4) Valider le Computer Self-Efficacy Scale (CSE) en français ; 5) Comprendre l’impact de la formation aux TIC sur le sentiment d’auto-efficacité à l’égard de l’utilisation de l’ordinateur des enseignants. Une enquête par questionnaires auprès de 69 enseignants représentant l’ensemble des enseignants de trois lycées de Niamey, et par des entrevues semi-dirigées auprès de six enseignants a permis de réaliser les objectifs de recherche. La thèse se fonde sur un mode de présentation par articles. Chaque article est en lien avec un ou deux objectifs de la recherche, suivant l’ordre précité. Les résultats révèlent une absence de relation entre la formation aux TIC des enseignants dispensée par le Campus numérique et les niveaux de l’innovation technologique en milieu scolaire de la typologie de Hall et Hord (1987). Les disparités dans les utilisations que font les enseignants des TIC témoignent de ce manque d’association. Par ailleurs, il apparaît que l’adoption des TIC dans l’éducation est embryonnaire au Niger. Cela fait que seuls quelques-uns de nos participants ont atteint les niveaux de sensibilisation et d’utilisation professionnelle constituant les deux premiers stades de l’usage pédagogique de la typologie de Raby (2005) qui en compte quatre. À la lumière des résultats, le sentiment de compétence personnelle est différent dans les deux groupes (enseignants formés et non formés), mais celui de compétence générale est apprécié de la même façon. Entre les enseignants formés aux TIC par les soins du campus numérique de Niamey et les autres, les résultats montrent une différence significative dans les niveaux d’habiletés techniques à l’égard de l’usage de l’ordinateur. Les forces et les limites de la recherche sont analysées et différentes recommandations sont proposées aux responsables éducatifs. / This study examines the development among high school teachers of feelings of professional competence and self-efficacy toward technical skills through ICT training. It follows a project to pedagogically integrate ICT into a lycée initiated by the Campus numérique de Niamey (Niamey digital campus). After lycée teachers participating in a computer literacy project were trained in ICT, we undertook a follow-up study to appraise the impact of this ICT training, via the Niamey digital campus, on teacher adoption of the technologies. The research objectives were the following: 1) assess the impact of ICT training provided to high school teachers on the adoption process for these technologies; 2) describe and analyze the learning paths of the teachers who experienced a positive ICT adoption process ; 3) better understand the impact of ICT training on feelings of professional competence in teachers (self-confidence and overall confidence); 4) validate the Computer Self-Efficacy Scale (CSE) in French; 5) understand the impact of ICT training on teachers’ feelings of self-efficacy in computer use. To achieve these objectives, a survey questionnaire was administered to 69 teachers from three lycées in Niamey and semi-directed interviews were conducted with six teachers. The thesis is presented in the form of a series of articles, each one addressing one or two of the research objectives in the above-presented order. The results reveal no relationship between the teachers’ ICT training via the digital campus and their level of technological innovation at school, according to the typology proposed by Hall and Hord (1987). ICT usage disparities among the teachers testify to this lack of association. Moreover, it appears that the ICT adoption process in education is barely nascent in Niger. Indeed, only a few participants attained the levels of awareness and professional use, the first two of the four stages in Raby’s (2005) typology of professional use. The results show that feelings of personal competence differ between the two groups (trained and untrained teachers), although their feelings of overall competence were similar. The results also show a significant difference in technical skill levels in terms of computer use between teachers who did and did not receive ICT training via the Niamey digital campus. The research strengths and limitations are analyzed and some recommendations are proposed to educational authorities.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

This thesis explores the representation of emotion and feeling in the 1910’s and 1920’s fictional works of Swedish working class writer Karl Östman, against the historical background of the working class movement and its social communities. The material consists mainly of three collections of short stories (Pilgrims, A Fiddle and a Woman and Hunger) and one novel (The Broad Road). The author analyses how emotions arise and are represented, the relationship between emotion and action, the individual and collective practices of feeling, as well as the emotional reactions following suffering. Dreams of love and compassion are also addressed to investigate whether the texts point to the possibility of a new emotional community for the working class. The theoretical basis of the thesis is Barbara H. Rosenwein’s concept of ”emotional communities”, along with Sara Ahmed’s theories of emotions as patterns of action. The thesis argues that all actions in Östman’s fiction are, fundamentally, emotional reactions. To gain an understanding of capitalism and class society as the causes of oppression, Östman’s characters must first understand their own emotions from the perspective of a socialist emotional community, rather than the prevailing emotional community of working class men. Only then can their emotional response to suffering become anger and action rather than hopelessness. Östman identifies the great shame of the worker not as his vulnerable position under capitalism but as the culture of non-feeling that workers impose on one another – a change of perspective that becomes a call for action. If read attentive to the role of emotions in the text, the thesis argues, Östman’s fiction possesses an urgency and a complexity previously not accredited to him.

Pregnancies and childbirths are not just biological or medical events. Childbirths are also emotionally intense situations, not only for the parents-to-be but also for those who work in delivery care. In addition, pregnancies and childbirths are sociocultural situations; there are norms regarding the normal birth. The study investigates how future midwives learn about the interactive and emotional work involved in supporting women in delivery care. It focuses on norms about the normal birthing trajectory and on how a midwife should encounter patients’ feelings and handle her own feelings in a “proper” way. Based on observations of collaborative group discussions within Swedish universitybased midwifery education, the study shows how students negotiate the appropriate feeling norms in normal birth, as well as in complicated and even tragic situations. In focus are their discussions on how to support the birthing women, their partners, and the babies, and the categorization work needed to recognize potential deviations from the normal birth. The study is based on a situated learning perspective on education, and combines sociological and anthropological approaches to emotions to elucidate how students within midwifery education negotiate the professional handling of normal and complicated births and the attendant feeling norms. / Graviditeter och förlossningar är inte bara biologiska eller medicinska händelser. Förlossningar är också känslomässigt intensiva situationer, både för de blivande föräldrarna och för dem som arbetar inom förlossningsvård. Graviditeter och förlossningar kan dessutom ses som sociokulturella händelser och det finns normer om den normala förlossningen. I avhandlingen undersöks hur framtida barnmorskor lär sig att stödja kvinnor inom förlossningsvården och det interaktiva och emotionella arbete som det innebär. Avhandlingen fokuserar på normer om den normala  förlossningstrajektorian samt hur en barnmorska ska bemöta patienternas känslor och hantera sina egna känslor på ett ”korrekt” sätt. Baserat på observationer av basgruppsgruppdiskussioner under den universitetsförlagda delen av en barnmorskeutbildning, visar studien hur barnmorskestudenter förhandlar känslonormer i relation till normal förlossning samt till komplicerade och även tragiska situationer. I fokus är studenternas diskussioner om hur de kan stödja de födande kvinnor, deras partners och barn samt den kategorisering som behövs för att identifiera eventuella avvikelser från den normala förlossningen. Studien bygger på ett situerat lärandeperspektiv på utbildning och kombinerar sociologiska och antropologiska förhållningssätt till känslor för att på så sätt belysa hur studenter inom en barnmorskeutbildning förhandlar hur normala och komplicerade förlossningar bör hanteras och de känslonormer som framkommer.

The study examines two selected Yorùbá movies, focuses on the oral tradition, feelings, and messages in them. Its purpose is to show that the classification or categorisation by previous scholars is not limited to Yorùbá movies; it is adaptable to other movies. Consequently, the study sets out to find an identity for Yorùbá movies and is able to accomplish its aim. It draws on copious examples of oral tradition genres in the selected movies, extract their examples from the movies, and use the extracts to make an argument that the unique way to identify Yorùbá movies is the Yorùbá oral tradition which frequents in the movies. In its attempt to find its focus, it highlights scholars’ ideas of oral tradition worldwide and narrows the concept to the Yorùbá paradigm. The dissertation contains information on research approach, theories, analysis, and findings. Also, it presents the weaknesses of the study and offers useful recommendations. Finally, the study asserts its claim and proves it with evidence from its data. / African Languages / D. Litt. et Phil. (African Languages)

文中所稱之「文化取向的傳播研究」，是以英國的文化研究（CULTURAL STUDIES）為 代表。第一章導論，分析傳播之主流研究，並指出其極限，進而說明文化研究正可補 其不足。第二章試圖勾勒出研究的內涵。第三、四、五章闡釋文化研究的巨擘──雷 蒙•威廉斯之三組核心概念，分別是：１•文化、傳播與過程社區（COMMUNITY OF PROCESS） ；2•感知結構（STRUCTURE OF FEELING） ；３•整體傳播過程中的意圖 （INTENTION） 與霸權（HEGEMONY）。第六章結論，檢討威廉斯所代表之文化研究， 並嘗試指出威廉斯論點中何供本地文化及傳播研究借鏡之處。