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Rappeurs et institutions publiques au Havre face aux problématiques de l'intégration : pour une approche interculturelle en médiation / Rappers and public institutions in Le Havre and the challenges of integration : towards and intercultural appproach in mediationFliti, Mohammed 05 October 2015 (has links)
Cette thèse étudie la manière dont les rappeurs engagés et les acteurs des institutions publiques se représentent mutuellement. Elle étudie les interactions entre les rappeurs, les acteurs institutionnels et les intermédiaires (médiateurs, éducateurs, animateurs etc.) Elle tente d’analyser et de comprendre les dysfonctionnements communicationnels et de savoir quels rôles peuvent jouer la médiation et la communication interculturelle dans un contexte de conflits. Nous avons choisi d’étudier la relation entre les rappeurs et les institutions publiques selon une démarche systémique, interculturelle et interactionniste, qui nous a conduits à privilégier certains concepts clés : l’interaction, la médiation, la construction d’identité, la communication interculturelle, l’intégration, l’institution, les stratégies identitaires, les représentations sociales, la trace, les industries culturelles et créatives, la démocratie et la démocratisation culturelle. D’un point de vue méthodologique, cette thèse s’appuie sur une démarche qualitative. L’enquête utilise des entretiens semi-directifs et des observations directes (Piretz, 2004) de rappeurs et d’institutionnels dans les quartiers populaires situés dans les zones périphériques du Havre, complétés par l’étude d’un corpus d’émissions radiophoniques et télévisuelles, de textes et de vidéo-clips des rappeurs. La comparaison avec les politiques publiques d'autres villes françaises est en outre utilisée comme stratégie de recherche pour éclairer la situation spécifique du territoire havrais. La thèse se compose de trois parties, chacune contenant deux chapitres. / This thesis examines the mutual representation of rappers and actors of public institutions. It studies the interactions between rappers, institutional actors and the intermediaries amongst whom the mediators. It tries to analyze and understand the communicative dysfunctions and to know what roles mediation and intercultural communication could play in the context of conflicts. We chose to study the relationship between rappers and public institutions in a systemic, intercultural and interactionist approach which lead us to favour certain key concepts: interaction, mediation, identity construction, intercultural communication, integration, institution, identity strategies, social representations, the trace, the cultural and creative industries, democracy and cultural democratization. From a methodological point of view, this thesis is based on a qualitative approach. The survey uses the semi-structured interviews and the direct observations (Piretz, 2004) of rappers and institutional agents in the “immigrant and working class” areas of Le Havre. The survey was supplemented by an analysis of programs of radio and television, texts, and video clips of rappers. The comparison with other public policy in french cities is also used as a research strategy to clarify the specific situation of Le Havre territory. The thesis is formed by three parts, each one contains two chapters.
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Narratives, attribution, & identity construction : A discursive psychological analysis of Swedish assistant nurses’ use of opinion texts to argue against organisational change / Narrativ, attribution & identitetskonstruktion : En diskursiv psykologisk analys av svenska undersköterskors användning av debattartiklar för att argumentera mot organisationsförändringNilsson, Cassandra January 2022 (has links)
Background: Most likely given the increase in sick leave absence with mental health issues as the dominant cause, the Swedish Work Environment Agency has released a new regulation regarding the organisational and psychosocial work environment. Shiftwork has been given special attention. Nurses often perform shiftwork and are one of the professions most vulnerable to work stress, ill health and burnout syndrome. Swedish municipalities has therefore initiated an organisational change to implement a schedule model that considers research on work health, but also to solve staffing issues and keep the budget in balance. Assistant nurses have taken to social and traditional media to raise objections to these new schedules. Objectives: The aim is to examine how discursive practices are used in opinion texts to argue against the organisational change within Swedish municipalities through looking at the narrative structure of the texts and how the nurses’ identities are made relevant in the text. Methods: A discursive psychological analysis that examines the way language is used to establish the definition of the situation and gain control over the narrative. Data sources included 27 opinion texts from Swedish media newspapers that were publicly available. Results: Three themes were identified: the structure of the narrative, the issue of money and the construction of the nurses. The structure of narrative drew on two linguistic trends: pseudo-academic language and emotive language to describe the situation at hand. In the issue of money they attributed saving money and greed as behind the implementation of the new schedule model, rather than concern over the staff’s welfare. In contrast they constructed themselves as being humble, reasonable and caring about the care receivers. Conclusions: The assistant nurses used language in the opinion texts to take control over the narrative by drawing on aspects relating to health, attributions of motive for the implementation of this organisational change and constructing themselves as being reasonable, humble and caring for the care receivers in contrast to a calculating, greedy employer who cares only about money. The nurses’ working environment is constructed as impacting on the well-being of care-receivers. The nurses position themselves against discourses relating to cost efficiency, rationalisation, and emphasis on administration.
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A narrative analysis of Zimbabwean landowners’ experiences of displacement from their land as a consequence of the land redistribution programmePascall, Juliet Carol 23 March 2011 (has links)
Given the use of a social constructionism approach, the emphasis within the research is to include the listener in the on-going conversation when considering expropriation and the construction of identity around that experience. The question of how the experience of expropriation contributes to the construction of meaning and identity for the Zimbabwean farmer is posed. Gergen (1994) emphasised that identity is not an entity that is possessed by the individual nor a product of an individual’s cognitive processes; rather it is a possession of social interchange and relationships in a given context. The “self” or identity is “a linguistic implement embedded within conversational sequences of action and employed in relationships in such a way as to sustain, enhance or impede various forms of action” (Gergen, 1994, p.188). This particular story from farming to eviction offers the reader a unique look into the construction of reality by Zimbabwean farmers as well as an opportunity to examine the fluidity of identity as it is constructed around agreed meaning or conversations and context. / Dissertation (MA)--University of Pretoria, 2011. / Psychology / unrestricted
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Educational aspirations and gender equality: Pathways to the empowerment of girls in disadvantaged communities in north and South SudanTaha, Nagla B. I. January 2013 (has links)
Philosophiae Doctor - PhD / Sudan is one of the countries with a large number of people who move around the country for safety and better living conditions due to conflicts and the long lasting war. These people are referred to as Internally Displaced People (IDPs), and most of them live in rural areas. The war in Sudan has led to socio-economic deterioration, and has negatively affected social services such as health and education, particularly in the IDP camps. As a result, children's access to education and the quality of education remain a great concern. Educational challenges include poor infrastructure, lack of facilities and teaching-learning materials, over-crowding and shortage of trained teachers. Illiteracy rates are higher among women, and the drop-out rates are higher among girls. It is believed that traditional socio-cultural practices are barriers to girls' access to education in this country. In light of the above, this study investigates factors which contribute to girls' construction of educational aspirations in the IDP camps of North and South Sudan. The girls' educational aspirations are explored in relation to gender empowerment discourses in order to gain an understanding of how gender empowerment is perceived and implemented by young females as they move between the school and home environments. It analyzes the impact of socio-cultural factors on girls' educational aspirations, perceptions and self-esteem in order to understand the significance of education within a gender empowerment framework in the lives of young girls 10 disadvantaged communities of Sudan. Through the lens of the Capabilities Approach and various Feminist views, the study
explores how gender discourses in education are understood, and the extent to which they contribute to building girls' opportunities and capacities in the local context. The study provides an analysis of the girls' opinions of themselves, and the influence of socio-cultural factors on their inspirational plans and expectations. This study employed a qualitative case study design. Various qualitative data collection
methods which include qualitative Life History Interviews (LHJs), In-Depth Interviews (IDIs), Focus Group Discussions (FGDs) and non-participant observations were used for triangulation purposes. Data were collected from two schools in IDP areas in North Sudan, Khartoum State and in Juba, South Sudan. The target groups were girls in Grades 6, 7 and 8. The teachers and girls' parents in the IDP communities were also involved in the study. The findings of this study indicate that the girls' educational aspirations are built around knowledge, agency and capabilities which appear to correspond with girls' empowerment and self efficacy. However, there a number of traditional socio-cultural practices which . seem to have a negative influence on girls' educational aspirations, and they tend to reinforce gender inequality and stereotypes in different ways. These practices are rooted in the patriarchal nature of the Sudanese society, and the manner in which children are socialized. Girls' educational aspirations in such contexts are subject to the life challenges that they experience in their environment, such as poverty and their perceived low socio-economic status at home and in school. This study concludes that girls' educational aspirations and perceptions are constructed and shaped within the gender role socialization and the traditional or patriarchal social system in Sudan. The home and school environments in disadvantaged communities of Sudan appear to reinforce gender inequality in the manner in which parents and teachers treat children. The entrenched socio-cultural practices and pressures seem to impact negatively on the school girls' educational aspirations, expectations and self-esteem. The research provides a number of recommendations which aim at bridging the gender gap in school and at home, in order to support girls' equal access to education. It recommends free gender biased school and home environments which provide equal education opportunities to both boys and girls for socio-economic empowerment.
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Identity Construction and Maintenance in Domestic Violence SheltersPaull, Jessica L. 19 April 2013 (has links)
No description available.
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Girl Drama: Behind the ScenesSavage-Gentry, Rashida S. 08 May 2013 (has links)
No description available.
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Ett omöjligt uppdrag? Konstruktioner av läraryrket i Lärarförbundets facktidningGudmundsdottir, Katla, Scotford, Daniel January 2012 (has links)
This study sets out to investigate how the roll of the teacher is constructed in the Swedish Teachers’ Unions trade publication. Based on the theory of social constructionism we have used the method of critical discourse analysis to establish dominant trends and patterns in how the roll of teacher is constructed in editorials in Swedish Lärarnas Tidning. We have established that the conflict between a modernist school tradition and a postmodern society has resulted in a dominant, traditional teacher discourse which is being simultaneously challenged by both a market-orientated discourse and a professionalization discourse. Furthermore, we attempt to highlight how these ‘ideal’ constructions can create problems in terms of identity construction for teachers. Aside from a process of professionalization, teaching has also undergone an intensification in terms of workload in a period of incessant education reform, with new tasks being handed down without any of the older tasks disappearing. According to the Swedish Teachers’ Union this has rendered teaching something of a “mission impossible”.
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[en] NOTHING IS GOING ON AND THEY COME AND TERRORIZE US: POLICE REPRESSION AND IDENTITY CONSTRUCTIONS PROTESTORS NARRATIVES FROM JUNE 2013 / [pt] NÃO TÁ ACONTECENDO NADA E ELES PASSAM PRA TOCAR UM TERROR: REPRESSÃO POLICIAL E CONSTRUÇÕES IDENTITÁRIAS EM NARRATIVAS DE MANIFESTANTES DE JUNHO DE 2013ETYELLE PINHEIRO DE ARAUJO 03 February 2016 (has links)
[pt] Este trabalho objetiva investigar a relação entre as identidades que os manifestantes das Jornadas de Junho de 2013, no Rio de Janeiro, reivindicam para si e os episódios de violência policial ocorridos durante os protestos. Tais episódios se iniciaram após o aumento da tarifa de transporte. Com a intensa repressão da polícia, as manifestações ganharam expressiva adesão popular e houve uma diversificação das reivindicações. Compreendemos essas manifestações como parte dos movimentos que se espalharam pelo mundo a partir de 2011, tendo a crise da representatividade como importante motivação para a indignação (Castells, 2013). Este estudo se alinha à Análise de Narrativa (Bastos 2005; Bastos e Biar, 2015) e à metodologia qualitativa interpretativista de pesquisa (Denzin e Lincoln, 2000), com uma dimensão autoetnográfica (Reed-Danahay, 2001). Os dados foram gerados com entrevistas em profundidade com dois manifestantes presentes nas principais atividades de ocupação do espaço público no período. Partindo do modelo laboviano, identificamos as narrativas e os elementos que os manifestantes tornam relevantes nas avaliações que fazem sobre personagens e ações narradas. Concebendo a narrativa como forma de organização da experiência (Bruner, 1973), a análise foi orientada pela visão socioconstrucionista do discurso e das identidades (Moita Lopes, 2003). Na análise, percebemos que os manifestantes constroem suas identidades partindo do sentido que atribuem à violência policial em suas narrativas. Nesse processo, reivindicam identidades que os projetam numa luz favorável. Concebemos essa violência como choque moral (Jasper, 1997) que produziu indignação para além do aumento da tarifa e levou mais indivíduos, inclusive os nossos entrevistados, a participar das manifestações em junho de 2013. / [en] This study aims to investigate the relationship between the identities of the protesters of the Jornadas de Junho in Rio de Janeiro claim for themselves and episodes of police violence that occurred during the protests. Such episodes began after the increase of the transport levy. With the intense repression of the police, the protests have gained significant popular support and the claims became diversified. We understand these protests as part of the movements that have spread across the world since 2011, taking the crisis of representation as an important motivation to indignation (Castells, 2013) This study aligns itself with the Narrative Analysis (Bastos 2005; Bastos and Biar 2015) and interpretative qualitative research methodology (Denzin and Lincoln, 2000), with a autoethnography dimension (Reed-Danahay, 2001). The data were generated from in-depth interviews with two protesters present in the occupation of public spaces in the period. Starting from the labovian model we identified the narratives and the elements that protesters made relevant in their assessments about characters and narrated actions. Conceiving the narrative as a way of organizing the experience (Bruner, 1973), the analysis was guided by social constructionist view of discourse and identities (Moita Lopes, 2003). In the analysis, we noticed that protesters construct their identities starting from the meaning attached by then to the police violence in the narratives. In the process, claim identities that show then in a favorable light. We conceive this violence as moral shock (Jasper, 1997) which produced outrage beyond the tariff increase and took more individuals, including our respondents to participate in the protests of June.
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Writing the Local-Global: An Ethnography of Friction and Negotiation in an English-Using Indonesian Ph.D. ProgramEngelson, Amber 01 September 2011 (has links)
Suresh Canagarajah, John Trimbur, Bruce Horner, and others argue that U.S. scholars must begin imagining their academic institutions as part of larger global English conversations, which would involve expanding Western perceptions of "good writing" to allow for the cultural and ideological differences implied by the term "global." Horner and Trimbur, for instance, urge compositionists to take an "internationalist perspective" to writing instruction, to ask, "whose English and whose interests it serves" in relation to the "dynamics of globalization" (624). To better understand what it means to write internationally in English, I conducted ethnographic research at the Indonesian Consortium for Religious Studies (ICRS), a self-identified "Indonesian, international, interreligious Ph.D. program," in Yogyakarta, Indonesia. My ten-month ethnographic project, which drew from teacher research, interviews with students and faculty, and student texts, suggests that English, though linked to Western cultural imperialism--and thus Western ideology-- can no longer be considered solely a Western language, useful only for Western purposes and audiences. The first section of this dissertation focuses on institutional and individual identity construction in relation to ICRS's local-global goals and what the program's language policy terms the "painful decision" to adopt English despite being "aware of the imperialism of English." By placing Indonesian language history in conversation with faculty and student interviews, this section suggests that language, whether local or global, is never entirely "authentic" or "imperialist"--that English, despite its imperialist implications, is also capable of representing Indonesian identities. The second section of this dissertation shifts from identity negotiation to frictions involved with the actual writing process, particularly in relation to culture, audience, and rhetorical choice. Drawing from Bakhtin's notion of diachronic audience, this section explores the complexity involved in determining "whose English" is appropriate given ICRS's Indonesian, yet international intentions and the multiple audiences, both local and global, suggested thereby. This section highlights cultural and material frictions students reported when moving between Indonesian and Western rhetorical traditions--and thus audiences-- while also highlighting how students re-articulate English as both local and global, Indonesian and international as they write to the multiple audiences suggested by English as an international language.
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THE CONSTRUCTION OF IDENTITY AND EVOLUTION OF DESIRE THROUGH SYNTHETIC MEDIASchenker, Dylan, 0009-0005-9499-760X January 2023 (has links)
he specter of deepfakes and artificial intelligence enabled media productioncontinues to exacerbate the fear brought on by a degraded ability to discern the real from the fake, syn- thetic, or fabricated in a networked society. While these fears are well-founded especially as they pertain to issues of involuntary pornography their introduction into an already oversaturated media landscape, if anything, extended trends in mediated indeterminacy already being fostered by the universalization of social media platforms. Sites such as Facebook, Instagram, Snapchat and TikTok, made more explicit the contingency and per- formative nature of identity. As younger generations came of age through social media they learned how to navigate and present themselves through it in novel ways unique to each platform. Oftentimes, these strategies were harmful to people’s perception of themselves and their mental health. Other times, however, it gave them the ability to experiment with new forms of identity more in line with how they actually felt. Further, more experimentation through ubiquitous mediation extended what kinds of identities are possible in general as well. In turn, the discovery and extension of identity has led to the evolution of desire. Identities and desires hitherto not possible in a physical space precipitated the creation of new objects of desire that can be pursued and materially experienced regardless of their virtual nature. Deepfakes, and now generative AI, anticipate a further, exponentially more complicated relationship with identity and desire formation through the adoption of increasingly unreal presentations of each. / Media Studies & Production
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