The past decade has been witness to a growing concern with the political, moral and social capacity of young people to demonstrate ‘active citizenship’. Alongside the introduction of citizenship education in schools there has been evidence of increased political and public anxiety about how young people integrate within their local communities. All of this has taken place in the context of broader social policy debates about how individuals demonstrate social responsibility in late modern, advanced liberal democracies. This study investigated how young people define and experience active citizenship in their everyday, real world settings. It comprised workshops and focus groups with 93 young people aged 14-16 living in the East Midlands. Using an adaptive theory design, the investigation utilised definitions generated by young people to build an applied theory of active citizenship. Young people in this study defined active citizenship in terms of membership and status, social responsibility and to a lesser extent, political literacy. Through a process of deliberation, they determined six concepts to be most important in thinking about active citizenship. These were ‘rights’; ‘responsibilities’; ‘care for others’; ‘control’; ‘making decisions’, and ‘respect’. These concepts were explored in relation to the everyday experiences of young people. Young people experience active citizenship differently within and between each context of their lives (proximate, community and institutional levels) showing high degrees of related skills and awareness. Whilst communities and institutions offer some opportunities for young people to test and develop citizenship identities, they also present significant barriers.

The neighbourhood became one of the key sites for urban policy development during the previous New Labour government, and Neighbourhood Management Pathfinders were amongst their final strategies to combat “the most difficult problems faced by deprived neighbourhoods” (SEU 2000:5). This thesis explores the process of neighbourhood management in the coastal town of Ilfracombe, Devon. Ilfracombe features the characteristics of decline found in a number of coastal towns across the country, and suffers from high levels of deprivation (House of Commons Report 2006). Consequently, the neighbourhood management pathfinder ‘Transform’ was deployed in Ilfracombe in an attempt to address high deprivation. This thesis uses empirical findings collected through interviews and focus groups to examine the process of ‘Transform’, from its conception to its practical operation. It specifically considers the ‘voices’ of residents whose opinions and experiences, as targets of neighbourhood intervention are not always sufficiently documented within policy narratives. Consequently, the thesis unravels the process of neighbourhood management through findings generated by qualitative research ‘on the ground’. These are then examined through the lens of governmentality, allowing the methods, practice and outcomes of government, to be unpacked through a presentation of my empirical findings (Foucault 1991). These examinations take a particular interest in notions of community engagement and participation, partnership working, and the process of social exclusion. Here, partnership is demonstrated to be a tentative and fragile process underlined by local histories and differing temporal frameworks for action. But, this research also demonstrates that joint working can be improved through neighbourhood management which widens routes of communication to officers ‘on the ground’. However, what this thesis hopes to demonstrate most strongly is the continuing depth of problems felt by residents in Ilfracombe and that the process of ‘inclusion’ through paid work and ‘active’ citizenship, underlined in Labour’s neighbourhood renewal strategies, is not tackling some of the main problems of ‘deprived’ neighbourhoods, as experienced by the residents themselves.

It is of primary concern, both from the perspective of the individual and of society at large, to take measures to prevent the occurrence of a negative development amongst young people. The starting point of this dissertation is the notion that interpersonal interactions that occur between people contribute to a process of learning, thus focus is placed upon the pedagogic interactions between society's authorities and young people in trouble. How such interactions contribute to the process of learning regarding the young people, and what that learning entails, is seen as a vital pedagogic question. The overriding aim of the dissertation is to identify aspects of learning that occur during the interactions between society's authorities and young people in trouble, in order to contribute to an understanding of how such interactions can be developed in a constructive manner. The thesis is based on the theories of man as a social being, dependent on relationships and interaction for the process of knowledge. The empirical study includes interviews with teachers, social workers, police officers and young people. Vignettes have formed the basis of discussions about the measures and initiatives taken by society and the types of experience the young people feel the measures and initiatives have led to. Since an element of authority is a component of the relationship between the representatives of society and the young people, the concept of governmentality formulated by Foucault has been used in the process of analysis. Also von Wright's concepts of punctual and relational perspective have been used in this process. The purpose of this study is to attempt to determine what consequences the various perspectives taken in the interactions may lead to, in relation to the knowledge these young people develop about themselves and about society. The result shows that society's representatives among themselves have different views of young people in trouble. Young people's experiences of interactions with society's representatives argue for the fact that their backgrounds often direct the course of the interaction and its contents. Young people testify about irrelevant measures and initiatives taken by society; that they are subject to prejudice and that the principle of "equality before the law" is not observed. Their experience has led them to feel that they have less of human dignity. The dissertation ends up in a discussion about the prerequisites necessary, in order that pedagogic interactions between a person in authority and young people in difficulties may proceed from a relational perspective. The ability to take the young person's perspective would thereby be a central aspect in the discussion about what measures and initiatives taken by society are appropriate to change a troubled lifestyle.

The purpose of this doctoral thesis is to describe and analyse how school children are constructed into being pupils at risk. The research questions focus on what governing practices and techniques are used for and how power relations are expressed in a pedagogical practice. An ethnographic case study was conducted. Empirical data was collected during one year’s time comprising documents (pupils’ written material, teachers’ logbooks), classroom observations, and interviews with teachers as well as interviews with pupils and their mothers. For analytical purposes the material was divided into three main fields: What is said – speech, What is written – text and What is done – action. This was analysed by applying some central terms derived from Michel Foucault: governmentality, genealogy, pastoral power, regulation and examination processes. How pupils’ deviate behaviour is currently interpreted and dealt with in a pedagogical practice was of particular interest here. The outcome of this study suggests that teachers are part of a normalisation process, steering each other on the basis of conceptions and ideas rooted in the power and knowledge generally applied to the ”good school” of today. In Foucaultian terms this could be described as a process in which teachers constitute themselves as moral subjects. The teachers’ own conviction of governing ”the good school” can, however, be contrasted by their deeply rooted conceptions of pupils. Pupils are compared and categorised on the basis of judgments of what normality is. These normalising judgments can be understood in the light of the schools’ task and function in society. This task and schools’ function are not quite visible in the pedagogical practice and conceptions of deviance become more comprehensible. The predominant conception is that pupils should be responsible subjects equipped with internalised self-regulatory techniques. Whenever this does not appear to be the case, a need for various kinds of expert knowledge is created with the intention of directing pupils and parents towards what is conceived as normality. While schools’ and teachers’ failure is temporary, judgements of pupils’ deviance prevail throughout their school years. Pupils’ own strategies are not of relevance for the pedagogical practice. An ensuing effect of this is the construction of risk zones by the very pedagogical practice that considers children irresponsible objects. This doctoral thesis results in a suggestion as to how we could benefit from the challenging power constituted by pupils.

This thesis addresses two key questions: First, how did those involved in the provision of public housing in twentieth-century England conceptualise the people who they were providing houses for? Second, how did their ideas change over time? These questions are important and need answering because, although there has been a great deal written about the history of public housing in England, there has up until now been very little thought given to the manner in which the council estate tenants themselves were actually identified and conceptualised as subjects in need of state-funded housing. My thesis begins to redress this imbalance by providing an overview of the changing forms and practices through which prospective tenants were conceptualised and acted upon by those in positions of power in England between 1920 and 1970. Using records from local authority archives, sociological surveys, architectural and town planning journals, central government publications, Mass Observation reports and tenant handbooks, and focusing primarily on council estates in London, Manchester and Sheffield, it shows how ideas about what prospective tenants needed from their homes changed dramatically over the course of this period, with the narrowly sanitary and biopolitical approaches of the 1920s and 1930s increasingly being challenged and complemented by a host of new ideas and discourses which placed far more emphasis upon the prospective tenant’s emotional, social and personal needs. As such, this thesis not only adds substantially to our understanding of the changes that took place in the English public housing sector between 1920 and 1970, but also adds to the burgeoning literature on questions of governmentality; contributing in the process to our understandings of modern modes of power.

La divulgation dans les médias de masse des atrocités commises dans les camps de concentration nazis et soviétiques n’a pas ébranlé que les milieux politiques. Plusieurs chercheurs en sciences humaines (on pense immédiatement à l’expérience de Milgram) et en philosophie ont cherché à comprendre le fonctionnement des régimes totalitaires. Hannah Arendt, en plus d’avoir contribué à la popularisation du concept de totalitarisme, a été l’une des premières à en rechercher les origines. Bien qu’il n’ait jamais abordé de front la question du nazisme et du stalinisme, Michel Foucault a, lui aussi, ancré ses recherches sur le pouvoir dans une démarche généalogique. Plus précisément, c’est lors de ses travaux sur la gouvernementalité et la biopolitique qu’il a étudié les rationalités gouvernementales, leurs technologies et leur effet subjectivant. Les objectifs de cette recherche sont de présenter un exposé critique de ces deux approches des phénomènes de pouvoir en Occident et de produire une étude comparative du phénomène totalitaire. / The revelation to light of the atrocities committed in Nazi and Soviet concentration camps has not only shaken the political circles. Several researchers in the humanities (one thinks immediately of the Milgram experiment) and philosophy have sought to understand the functioning of totalitarian regimes. Hannah Arendt, in addition to having contributed to the popularization of the concept of totalitarianism, was one of the first to look for the origins. Although he never tackled head on the issue of Nazism and Stalinism, Michel Foucault, too, grounded his research on power in a genealogical approach. Specifically, it was during his work on governmentality and biopolitics that he studied governmental rationalities, technologies and their subjectification effect. The objectives of this research are to present a critical discussion of these two approaches of the phenomena of power in the West and to produce a comparative study of the totalitarian phenomenon.

Mediante o fenômeno das visitações massivas aos espaços expositivo-institucionais de arte na atualidade, compreendido como uma das ocorrências que atestariam a propagada noção de democratização do acesso aos bens artístico-culturais, o presente estudo, ao mesmo tempo em que mantém a referida noção sob suspenso, move-se em direção ao questionamento da associação veridictiva entre as práticas museais e a arte, trazendo à baila a hipótese de que a vitalidade de tal associação teria a ver menos com a factualidade, ou não, da missão edificante que a anima, e mais com a apreensão generalizada da necessidade que se deveria ter dela. Tendo em vista, igualmente, o alastramento das investidas museais desde, pelo menos, a década de 1980, entende-se que o que aí se assiste é, antes, à eficácia de um governamento de feições pedagogizantes que tem no encontro arte-museu-educação um de seus braços fortes. Nesse diapasão, caberia à arte, historicamente vista como uma prática transcendente à processualidade das relações cotidianas, garantir ao intento educativo certo contrabalanceamento, contribuindo sobremaneira para o alcance de sua estratégia nuclear: a funcionalização de condutas que, na medida mesma de seu franco assujeitamento à ordem, se autoimputam a pecha de contraconduta. Por conseguinte, uma fina atenção do olhar dirige-se à pedagogização da arte no encontro arte-museu-educação, tendo em vista a inelutável eficácia que este assume ao operar, em um mundo crivado por um acentuado ensejo de musealização, a sustentação de uma incompatibilidade que, afinal, lhe é fundamental: a de manter crível um ideal de liberdade enquanto o faz em nome de mais governo. Assim, a arqueogenealogia foucaultiana foi eleita como balizamento teórico-metodológico do presente estudo, de maneira que o gesto arquivístico por ela acionado abarcou um conjunto de periódicos acadêmicos dos campos da arte, da museologia e da educação, bem como catálogos de exposições, revistas e jornais de época. Tratou-se de viabilizar um tipo específico de análise dos discursos de artistas, curadores, críticos de arte, museólogos, educadores etc. englobando um arco temporal necessariamente amplo, com vistas a inventariar, à luz da concepção foucaultiana de governamentalidade, os deslocamentos históricos pertinentes ao processo de pedagogização da arte, eminentemente identificados no que despontava como conflito, problema, descaminho etc. O saldo da imersão analítica do estudo aponta para a contramão da hegemonia das narrativas concernentes ao encontro arte-museu-educação ao demonstrar ser possível decompor a semantização corrente de alguns enunciados que lhes são basilares como liberdade, revolução, participação, resistência e inclusão em favor da visibilização da processualidade histórica que os permitiu se constituírem como nexos veridictivos de práticas a serviço de um aguerrido governamento de si e do outro. / The phenomenon of massive visitations to expository-institutional art spaces nowadays is understood as one of the events that would attest the diffused notion of democratized access to artistic-cultural items. In view of that, while such notion is kept on hold, this study moves towards questioning the veridictive association between museal practices and art, by considering the hypothesis that the vitality of such connection has to do less with the (non)factuality of the edifying mission that nurtures such association, and to do more with the generalized apprehension of the supposed need for such connection. Regarding, in the same way, the spread of museal initiatives from the 1980s onwards, it is understood that what happens in those iniciatives is rather the effectiveness of a pedagogically-featured governance, which finds great support in the art-museum-education encounter. In this scenario, art, which is historically seen as a practice that transcends the procedurality of everyday relations, would be supposed, instead, to guarantee certain counterbalance to the educational intent, by contributing especially in terms of its nuclear strategy: to functionalize conducts that self-charge themselves to the flaw of counter-conduct, to the same extent as for their subjection (assujettissement) to the order. Therefore, close attention is drawn to the pedagogization of art in the art-museum-education encounter, in view of the ineluctable effectiveness assumed by this encounter when it operates, in a musealization-thirsty world, the sustenance of an incompatibility which is, after all, fundamental for the encounter itself: to keep the ideal of freedom believable, while doing so for the sake of more governance. Thus, the Foucauldian archaeogenealogy is adopted as the underpinning theoretical-methodological approach, so that the archival gesture it activates covered a set of academic works in the field of art, museology and education, as well as exhibitions, magazines, and newspapers. This study carried out a specific type of analysis of the discourses of artists, curators, art critics, museologists, educators etc. This analysis encompassed a necessarily wide time frame, with a view to inventorying, in the light of Foucaults conception of governmentality, the historical displacements relevant to the process of pedagogization of art, eminently identified in what emerged as conflicts, problems, misleading ways, etc. The analytical immersion of this study points to the direction against the hegemony of the narratives concerning the art-museumeducation encounter, so that it was demonstrated that it is possible to decompose the flowing semantization of some statements that underlie this encounter such as freedom, revolution, participation, resistance, and inclusion in favor of the visibility of the historical processuality that allowed them to be constituted as veridictive nexuses of practices at the service of a fierce governance of the self and the other.

Avec l’essor du développement durable, des instruments de gestion ont été déployés dans les entreprises afin d’aborder cette problématique. Sur le climat en particulier, où le but est de réduire les émissions de gaz à effet de serre, les marchés du carbone, la fiscalité carbone et les normes d’interdiction constituent les instruments classiques de politique publique. A leurs côtés, la comptabilité carbone, plus confidentielle, a été développée pour rendre visible et estimer ces émissions afin de permettre d’enclencher des actions de réduction. Toutefois ses effets sont actuellement largement méconnus : comment les acteurs en entreprise se sont-ils saisis de cet instrument ? Nous adoptons dans cette thèse une perspective gestionnaire pour nous intéresser aux enjeux d’action collective qui entourent cet objet. Nous questionnons alors la performativité de la comptabilité carbone en proposant d’une part d’analyser le modèle implicite qu’elle véhicule et en étudiant d’autre part ses implications managériales. Pour cela, notre méthodologie repose sur une démarche qualitative et propose notamment des études de cas. En déconstruisant l’objet comptabilité carbone, nous montrons que les différents outils développés sous ce terme générique présentent en réalité des identités différentes, relevant ainsi soit d’une logique ingénierique, soit financière. Les implications managériales qui en découlent sont diverses : si la comptabilité carbone s’inscrit parfois dans une stratégie orientée vers la réduction d’émissions (sous certaines conditions dont nous proposons un modèle explicatif), d’autres effets induits existent (développement d’une bureaucratie, exhortation à la transparence, etc.). Cette thèse présente finalement des contributions théoriques (performativité), empiriques (réflexivité pour les entreprises et l’ADEME), et méthodologiques (analyse de la performativité par les instruments de gestion). / Since sustainable development has spread, management tools have been developed in companies in order to tackle this problem. For climate change, the goal is to reduce greenhouse gas emissions. To do that, carbon markets, carbon taxation and limits of emissions are traditional policy tools. Less known, carbon accounting has been developed in order to assess greenhouse gas emissions, make it visible and therefore to make it possible to reduce them. However carbon accounting’s effects remain mostly unknown. In this thesis, I address collective action problem around this tool in a managerial perspective. Therefore I tackle carbon accounting's performativity by analyzing hidden model which is embedded in it and by studying its managerial effects. My methodology rests upon a qualitative research by using case studies specifically. I explain first that there are different logics behind the common term “carbon accounting”: an engineering and a financial one. Managerial effects are also varied: a strategy oriented toward the emission reduction is sometimes settled but mostly other effects are created (claim for more and more transparency, etc.). Finally I propose theoretical contributions (performativity), empirical ones (ADEME and companies’ reflections) and methodological ones (performativity analysis through managerial tools).

A razão teria uma vocação totalitária? Foucault afirmou que uma das tarefas das Luzes era multiplicar os poderes políticos da razão e do conhecimento técnico e que desde o desenvolvimento do Estado moderno no século XIX o pensamento ocidental não cessou de criticar o papel da racionalidade das estruturas políticas, apontando seu crescente poder e seus consequentes excessos. Nas sociedades modernas, tal racionalidade caracteriza-se pelo fortalecimento do poder estatal aliado à biopolítica, ou seja, a gestão calculada dos indivíduos por meio de técnicas específicas de individuação e de normalização, dirigidas a cada um e ao conjunto dos cidadãos. A segurança é o instrumento técnico central da racionalidade política liberal e neoliberal. Sua análise por Foucault trouxe duas consequências importantes para a filosofia política: primeira, a concepção do indivíduo originariamente dotado de capacidades e direitos é criticada, pois trata-se de mostrar como o sujeito político é, em larga medida, \"fabricado\" por essas técnicas e dispositivos. Em seguida, à noção do poder soberano como unidade fundamental baseada na lei e no contrato Foucault contrapõe a descrição de múltiplos processos de subordinação e dominação dos governados. O objetivo da dissertação é estudar os dispositivos de segurança em Foucault, pois, na atualidade, mais e mais os Estados se valem da gestão securitária como instrumento de governo. Trata-se de compreender como a ação da normalização da segurança influencia o modo como os indivíduos transformam-se em sujeitos. Nesse percurso, apontaremos os desafios que a gestão securitária do poder político impõe às concepções tradicionais de soberania, de Estado e de sujeito político. / Would reason have a totalitarian vocation? Foucault asserted that one of the tasks of the Enlightenment was to multiply the political powers of reason and technical knowledge and that since the development of the modern state in the nineteenth century Western thought has not ceased to criticize the role of rationality of political structures, pointing to its growing power and their consequent excesses. In modern societies, such rationality is characterized by the strengthening of state power allied to biopolitics, that is, the calculated management of individuals through specific techniques of individuation and normalization, addressed to each and to all citizens. Security is the central technical instrument of liberal and neoliberal political rationality. Foucaults analysis has brought two important consequences to political philosophy: first, the conception of the individual originally endowed with capabilities and rights is criticized, since it is a question of showing how the political subject is to a large extent \"fabricated\" by these techniques and devices. Second, against the notion of sovereign power as a fundamental unit based on law and contract Foucault proposes the description of multiple processes of subordination and domination of the governed. The purpose of the dissertation is to study the security mechanisms in Foucaults oeuvre, since, at present, more and more States use security management as an instrument of government. Our goal is to understanding how the normalization of security influences the way individuals become subjects. We will point out the challenges that the security management of political power imposes on the traditional conceptions of sovereignty, state and political subject.

Essa dissertação trata da relação entre o saber pedagógico e o governo dos adolescen-tes infratores. A partir da filosofia de Michel Foucault se investigará em um conjunto de arti-gos acadêmicos e opinativos- e de documentos governamentais quais são as novas práticas e concepções pedagógicas que surgiram na última década. Sabe-se que nos últimos anos o sis-tema de justiça juvenil brasileiro tem passado por grandes transformações, tanto no plano prá-tico quanto no teórico. O objetivo do trabalho é saber o que se passou durante esse período de reforma da instituição de responsabilização juvenil e se esse processo tornou o atendimento aos adolescentes infratores mais eficaz do ponto de vista da gestão da criminalidade juvenil. Inicialmente expõem-se alguns debates teóricos importantes para a justiça especial dispostas no Estatuto da Criança e do Adolescente. Trata-se então, da relação entre direito e poder a partir da análise dos argumentos expostos no debate acerca da redução da maioridade penal. Apresentam-se na sequência as diversas forças que habitam as instituições socioeducativas. Em seguida, vê-se como as práticas jurídicas e processuais tendem a limitar a ação governa-mental, proscrevendo-lhe regras de não intervenção. Por fim expor-se-á as práticas de atendi-mento, ressaltando terapêuticas e as práticas limitativas. Conclui-se que é o modelo de justiça penal mínima que melhor desenvolveu as aspirações educativas do ECA. Que, apesar de ter alcançado bons resultados, esse modelo concorre com muitas das forças reminiscentes do mo-delo anterior. / This essay studies the relationship between education knowledge and the juvenile justice sys-tem in Brazil. Based on the work of Michael Foucault, a selection of articles, government papers and academic publications is investigated in order to acknowledge the education prac-tices and techniques that arouse in the last decade. Brazilian juvenile justice system went through major transformations in recent years, both in the theoretical and practical fields. The goal of this research is to recognize the key transformations that took place in this period and learn if the process did or did not improve government\'s assistance towards young offenders. It starts with some theoretical debates relevant for the juvenile justice system, followed by the analysis of the relationship between law and power contained in the arguments exposed in the reduction of criminal age\'s debate. Numerous forces dwelling the country\'s juvenile justice institutions are presented. The following part analysis how legal and procedural practices tend to limit government interference, prescribing it rules of non intervention. It\'s understood that the criminal justice model of minimal intervention is the one that better developed ECA\'s ed-ucational aspirations. Despite achieving satisfactory results, this model still competes with many reminiscent forces of it\'s predecessor model.