The purpose of this essay is to examine how Navid Moodiris concept of "mellanförskap", translated by the author himself as "inbetweenship", the postcolonial we and them as well as different identity constructions are expressed in social debator Navid Modiris authorship. The notion of identity is used from a social psychological perspective and the notion of inbetweenship is based on Modiris own description of the term. The theoretical starting point for the study is the post-colonial theory with focus on Said's construction of "the Other" and Spivak and Halls thoughts on how colonialism influenced and influence today's society. The questions at issue are examined by analysis of three poems from the poem vollection Skrik om du brinner (eng. Cry if you are on fire) and two lyrics. Analysis results are presented through quotes from the texts, which are discussed and commented on the basis of how inbetweenship, we and them as well as different identities are expressed in the texts. Overall, it is mainly through themes such as family relationships, distance, generalizations and lack of limits that the investigated objects are highlighted. The clear conclusion is that it's because of the normative society that we and them, and the feeling of inbetweenship can be produced and that the criticism of this society is the underlying theme of the Modiris entire authorship. / Syftet med uppsatsen är att undersöka hur mellanförskap, det postkoloniala vi och dem samt olika identitetskonstruktioner kommer till uttryck i samhällsdebattören Navid Modiris författarskap. Begreppet identitet används utifrån ett socialpsykologiskt perspektiv och mellanförskap utifrån Modiris egen beskrivning av termen. Den teoretiska utgångspunkten för studien är den postkoloniala teorin med fokus på Saids konstruktion av "de Andra" samt Spivak och Halls tankar om hur kolonialismen påverkat och påverkar dagens samhälle. Studiens frågeställningar undersöks genom analys av tre dikter från diktsamlingen Skrik om du brinner samt två låttexter. Analysresultatet presenteras genom citat från texterna, vilka diskuteras och kommenteras utifrån hur mellanförskap, vi och dem samt olika identiteter kommer till uttryck i texterna. Sammantaget är det främst genom teman som släktskap, avstånd, generaliseringar och avsaknaden av gränser som de undersökta objekten lyfts fram. Den tydliga slutsatsen är att det är på grund av det normativa samhället som vi och dem samt känslan av ett mellanförskap kan skapas samt att det är kritiken mot detta samhället som är det underliggande temat för hela Modiris författarskap.

<p>The aim of the paper is to explore the dominating perception of the Other after the conflict regarding the Danish Mohammed caricatures. How Swedish newspapers have portrayed Arabs, which role they have been given in society and what problems they are struggling with is going to be the focus of this thesis.</p><p>As methodological approach I chose discourse analysis, since it presents a view where language defines and structures our understanding of reality. Through the study of various Swedish newspaper articles, this essay tries to illustrate the implicit yet existent negative image of the Arabs as a group and potential alternative ways of understanding the Other.</p><p>The perception of Arabs is a product of a necessary imaginary foe, a mirror image of the bad and strange in contrast to the idyllic and safe Swedish nationality. The rhetoric’s of the discourse are therefore constructed between a politics of acknowledgement and a will to culturally dominate the Other. To challenge this view the citizens of a nation must accept it as nothing more than an imaginary design.</p>

Title: ”… Then came the realization that I was just like them. That I have a gambling addiction…” This is a qualitative study of four former gamblers and their experience of getting out of the gambling addiction. The study is about how individuals have overcome a gambling addiction. The purpose of this study is to examine the social processes and factors that are of importance when overcoming a gambling addiction. In addition, the study focuses on how individuals experience the change from gambling addiction to a life free of that addiction. In this thesis, I conducted a qualitative study in the form of semi-structured interviews with four former gamblers. The theoretical approach concentrated on Ebaugh’s (1988) role exit theory and Giddens’ (2005) identity formation theory has been used to illustrate the interviewees' experiences of gambling addiction and their identity as addiction free. The study shows that the gambling addiction has brought economic, social and health-related impacts and some of these aspects still exist today. The exit out of a gambling addiction has been a process with different phases and events where the process for some has been incrementally with relapses during the journey. Based on my results, the changing process appears to consist of parallel turning points where different and more significant events give rise to role exit. The study shows the need of continuous social support in combination with gambling association support efforts and the gamblers’ own insight, motivation and freedom of action. It appears that the interviewed have accepted their role that they had left behind and they take careful consideration to the past and the future and try to make more conscious choices and build their new identity. This is done by actions and re- evaluations of themselves and their world. It is based on their lives, by their own choices. However, these choices seem to be limited by conditions that occur in the interaction with the environment, social norms and social situations.

This thesis investigates the importance of the work community and its social organisation and the role it has for the participants' ability to learn and to form a professional identity as pedagogical leaders. Furthermore, the thesis wants to investigate if it matters to the directors’ learning how the principal (municipality or private company) organises for learning. The empirical material for the study comes mainly from semi-structured interviews with participants in the directors’ programme and close colleagues. An expression for the working community in a workplace is a community of practice. Learning and social interaction are about negotiation of meaning, making sense in everyday life. All four interviewed participants have contexts with features of communities of practice. In a few cases, it is clear that the context is about educational leadership, in a practice that is designed in collaboration with colleagues. Although there are significant differences in both the scope and the structure of supporting structures between the two investigated private contexts, it becomes clear that their structure leads to learning. The lack of structure in municipal schools leaves their directors with little access to guidance for their learning and identity development.

This research is concerned with the construction and expression of selfidentity in a sample of lay Christians working in a contemporary workplace. It seeks to understand how these believers construct and sustain, in and through autobiographical narrative, a faith-full self-identity at work. It is inspired by my own experience as a Christian believer in a secular workplace. The results of the study contribute to the discipline of practical theology in the specific area of understanding autobiographical construction of Christian self-identity. Although the study takes an overt Christian theological stance, it draws not only from the theory of autobiographical narrative in theology, but also from corresponding theory in philosophy, sociology and psychology. In particular the research draws on the Confessions of St. Augustine (c AD 400), using this patristic text as a benchmark expression of Christian selfidentity. Augustine’s neo-platonic thinking informs the central research question which asks whether fragmentation of self-identity is experienced by Christians in the challenging environment of the present-day workplace. Narrative is both phenomenon under study and research methodology. It is a particularly appropriate means by which to study faith identity. The concept is a fluid one and narrative inquiry is more concerned with establishing meaning and significance than facts and truth. The research resides within a constructivist paradigm and acknowledges that the findings are limited and specific. The findings suggest that fragmentation of self-identity is experienced by the research actors in work/faith tensions. However, these believers move through a process of growing self-awareness and awareness of God’s action in their lives as they construct personal work/life narratives. The research findings explore this process of self-identity construction and offer conclusions about the discovery of a sense of deep self-identity amidst the experience of fragmentation.

The development of a nurse identity is known to be a gradual process which takes place by students through social interaction in both academic and clinical settings. It is a crucial element in retaining students within the nursing profession and enabling them to perform the nurse role competently and effectively. Constructing a nurse identity is a complex and individual process, but, it is recognised that it will contain universal traits such as caring and compassion. Failure to absorb a nurse identity by students is not well documented, but, it is thought to contribute towards the number of recruits who leave the profession prior to or on qualifying. This phenomenological study examines the ways in which student nurses construct and adopt a nurse identity whilst studying for the theoretical component of their nursing course. The lived experience of both traditional, classroom based student nurses and those studying by electronic learning (e-learning) is explored through in-depth interviews and participant observations. Elearning is being introduced into nurse education in place of traditional methods of teaching and the research examines the impact of this mode of learning on professional socialisation to the identity of a nurse. The study gathered data from in-depth interviews with six student nurses studying by traditional methods and, also, from six student nurses studying by e-learning; all students were in the third year of a Diploma in Nursing (Adult Branch) course (comparisons were made between the findings from the two groups of students, in order to discover if nurse identities and the ways in which these are formulated differ between traditional students and those studying by e-learning). Findings from the data disclosed similarities and differences between the two groups of students, however, definitive conclusions as to the effects of e-learning on the construction and adoption of nurse identities could not be made. The findings did disclose strengths and weaknesses in both types of education, and the overall conclusion was that e-learning could be a success in student nurse education only if it is introduced with sufficient funding and on a solid foundation of research and development, by nurse educators who are knowledgeable in this style of pedagogy.

A travers une monographie de tribu, on analyse le fait tribal en Kabylie, les réappropriations dont il est l’objet et leur articulation avec l’affirmation identitaire berbère marquant aujourd’hui cette région d’Algérie. Après des réflexions sur les notions de tribu, construction identitaire et monographie, sont exposés les résultats d’une enquête sur les At Zemmenzer, une tribu du Djurdjura. La reconstruction historique des éléments la caractérisant au XIXème s. ainsi que de leurs transformations au XXème s. montre qu’elle a connu une déstructuration limitée avec un territoire peu bouleversé par les découpages administratifs et le maintien d’une pratique et d’une représentation de ce territoire comme espace de relations privilégiées. Les assemblées villageoises se sont maintenues et ont composé avec les administrations officielles. Ces institutions, prééminentes au niveau du village, connaissent une rénovation à partir de 1980. Les transformations de la composition, du fonctionnement et des prérogatives des assemblées, devenues « comités de village », montrent des éléments de continuité / adaptation, parfois de rupture. De plus, à travers de nouvelles organisations, les arch, les At Zemmenzer mobilisent les modalités de représentations intervillageoises de la société tribale. Cette rénovation est liée à l’influence d’acteurs et d’associations portant l’affirmation identitaire berbère. Ces dernières, apparues après 1990, en lien avec les comités, procèdent à un travail de reconstruction identitaire qui prend des formes diverses entre folklorisation et réinvestissements. Un rapport nouveau apparaît aux éléments constitutifs de la culture devenant des symboles identitaires. / Through a tribe monograph, the present work analyzes the tribal system in Kabylia, the reappropriations to which it is subjected and their link with the assertion of Berber identity now marking this region of Algeria. After reflecting on the notions of tribe, identity construction and monograph, we expound the results of research carried out amongst the At Zemmenzer, a tribe from Djurdjura. The historical reconstruction of the elements qualifying this tribe in the 19th c., as well as their transformations throughout the 20th c., shows that it experienced a limited dismantling with a territory little disrupted by the administrative division and with the upholding of a practice and representation of this territory as an area of privileged relationships. The village assemblies kept on and dealt with the official administrations. These institutions, preeminent at the village level, experienced a renovation starting 1980. The transformations of the make-up, functioning and rights of the assemblies, having now become “village committees”, show elements of continuity and sometimes disruption. Moreover, through new organizations called the arch, the At Zemmenzer mobilize the arrangements for intervillage representations among the tribal society. This renovation is linked to the influence of players and associations carrying the assertion of Berber identity. In conjunction with the committees, the associations, which came into being after 1990, take actively part in the reconstruction of an identity embodying diverse forms from folklorization to revitalization. A new connection to the elements constituting culture comes into existence, making them become identity symbols.

O propósito deste trabalho é fazer um estudo sobre a construção da identidade dos freqüentadores dos bailes black; o da Chic Show1, que ocorre no salão Clube da Cidade2 e o baile da Zimbabwe, realizado no salão Espaço Atual3. O que se pretende verificar a partir desses dois grupos é se as pessoas se definem apenas como negro ou branco, como defende o Movimento Negro Unificado (MNU), ou se existe a conformação de uma identidade mais ampla que a bi-racial4. Na verdade, o esforço está concentrado em discutir a \"identidade racial\" em um local determinado de estudo, tendo em vista que a raça é um construto social, acionado em momentos diferentes. / The purpose of this work is to do a study on the identity construction of patrons of black balls, the Chic of show, which occurs in the lounge and dance club in Cidade of Zimbabwe, held in the lounge area Atual. What we want to verify from these two groups is whether people define themselves only as black or white, as advocated by the Unified Black Movement (MNU), or if there is a conformation of a broader identity that the bi-racial. Indeed, the effort is focused on discussing the \"racial identity\" in a specific place of study, with a view that race is a social construct, activated at different times.

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Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-15T14:25:59Z No. of bitstreams: 1 Denise Borba.pdf: 10906261 bytes, checksum: 703012ac4e487650f8daaa64ad580c04 (MD5) / Made available in DSpace on 2015-04-15T14:25:59Z (GMT). No. of bitstreams: 1 Denise Borba.pdf: 10906261 bytes, checksum: 703012ac4e487650f8daaa64ad580c04 (MD5) Previous issue date: 2013-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aims to assist in the comprehension of the professional identity, and the (re)construction, needs and the graduation expectancy of students/teachers that work in early childhood education, within the parameters of children ages zero to three, in public nurseries, and that attend the Pedagogy Course/PARFOR. This research, predominantly qualitative, is carried out on a community University in Santos region and is based on Moscovici's Social Representations Theory/SRT (1978, 2010, 2011), and on Dubar (1997, 2003) contributions. Methodological procedures were used in the form of a research survey, a questionnaire composed of open-ended, closed-ended and evocative questions, as well as a focus group and semi-structured interviews. The results have identified a group of students with common characteristics including socioeconomic conditions, dilemmas related to work environment and development of the teaching profession. These approaches have enabled for the comprehension of important aspects related to identity (re)construction of the research subjects from a dimensional analysis of identity and from formative questions, presenting some results. Among those results, we highlight the following: 1) the (re)construction of identity tied to conditions of entering and remaining in the profession, and the opportunities for the development of the teaching profession; 2) the meaning given to graduation expectations and needs in relation to the desire for professional evaluation and recognition, and 3) the building of new RS on issues related to the world of early childhood education, pushed forward by the redefinition of its role in education, and creating integrated political-administrative actions that value and respect the teacher of early childhood education, recognizing his or her specificity and graduation needs. / Este estudo pretende compreender a (re) constituição da identidade profissional e as necessidades e expectativas de formação dos (as) estudantes/professores (as) que atuam na educação infantil de zero a três anos de idade, oferecida em creches públicas, e que ao mesmo tempo frequentam o Curso de Pedagogia/PARFOR. A pesquisa, de cunho predominantemente qualitativo desenvolve-se, em uma universidade comunitária da Baixada Santista e fundamenta-se na Teoria das Representações Sociais/TRS, de Moscovici (1978, 2010, 2011), e nas contribuições de Dubar (1997, 2003). Como procedimento metodológico utilizou-se um questionário composto com questões abertas, fechadas e de evocação, realizando-se, também, um Grupo Focal e entrevistas semiestruturadas. Os resultados permitiram identificar um grupo de estudantes com características comuns em relação às condições socioeconômicas, aos dilemas vividos no mundo do trabalho e ao desenvolvimento da profissionalidade docente. Essas aproximações possibilitaram compreender aspectos importantes a respeito da (re)constituição identitária dos sujeitos da pesquisa a partir de uma análise dimensional das questões identitárias e formativas, apresentando, assim, alguns resultados. Entre eles, destacamos: 1º) a (re) constituição identitária atrelada às condições de entrada e permanência na profissão, e às oportunidades para o desenvolvimento da profissionalidade docente; 2º) o significado atribuído às necessidades e expectativas formativas, relacionado ao desejo de reconhecimento e valorização profissionais; 3º) a construção de novas RS a respeito das questões ligadas ao universo da educação infantil, passando pela ressignificação de seu papel educativo e, sobretudo, por ações político-administrativas integradas que valorizem e respeitem o professor da educação infantil, reconhecendo suas especificidades e necessidades formativas.