Le pourcentage important de personnes âgées dans nos pays est compensé par le fait qu'elles ont une validité et des capacités physiques et mentales qui diffèrent assez peu de celles des plus jeunes générations. Mais il faudrait que ce processus soit utilisé comme il le mérite et que les capacités de ces générations soient employées au mieux et au minimum et que leur rôle dans la société ne soit pas découragé.Louis Ploton écrit que «la démarche d'autonomisation passe par un préalable méthodologique consistant à renoncer à regarder nos interlocuteurs âgés comme des sujets ayant perdu quelque chose, pour les considérer comme ayant recours à d'autres mécanismes, d'autres façons de faire, d'autres modalités relationnelles dans un contexte donné».Nous partons de l’hypothèse que le degré d’autonomie des personnes âgées (à niveau de santé égal) s’inscrit dans une interaction avec l’exercice d’un «leadership» suffisant, de leur degré de motivation et de la qualité de leur insertion sociale.C’est pourquoi nous présenterons un programme de recherche-action, entrepris dans le cadre des clubs de personnes âgées (dits clubs de l’âge d’or), dans une province canadienne, visant à passer par le canal du «leadership» des aînés pour accroitre leur motivation, améliorer leur insertion sociale et leur autonomie. Nous nous attachons ainsi à proposer l’animation, prise en main par les aînés, comme levier pouvant agir positivement, de manière globale, sur les déterminants de l'autonomie en particulier la motivation et l'insertion sociale. Cela reposera sur une démarche argumentative, faute de pouvoir apporter des preuves expérimentales formelles, en l’absence de moyens de mesure satisfaisants des phénomènes en interactions. / The important percentage of elderly persons in our countries is compensated by the fact that they keep a validity and physical and mental capacities that are little different from those of younger generations. But this process should be used as it deserves to be and the capacities of these generations should be used to the best and to a minimum and their role in society should not be downplayed.Louis Ploton writes that «the process of developing autonomy goes through a preliminary methodological stage that consists in refusing to view our elderly persons, with whom we are engaged in a conversation, as subjects who have lost something, to consider them as people that resort to other mechanisms, to other ways of doing things, that use other relational modalities in a given context».We start from the hypothesis that the degree of autonomy of elderly persons (their level of health being the same) is part of an interaction in the exercise of an adequate «leadership», of their degree of motivation and of the quality of their social insertion.That is why we are presenting to you a research-action program, set up within the framework of the clubs of elderly persons (that is Golden Age clubs), in a Canadian province, aiming to use the channel of the «leadership» of the elderly to increase their motivation, to improve their social insertion and their autonomy. We are keen on proposing the animation, on having the elderly take matters into their hands, as a lever that can act positively, in a global way, on the determining factors of autonomy, particularly on motivation and social insertion. That will be based on an argumentative initiative, for the lack of being able to offer formal experimental proofs, in the absence of satisfactory means of measuring the phenomena in interactions.

<p>In order to comfortably and effectively function in U.S. classrooms, both international students and domestic students benefit from the development of interactive and intercultural communication skills. At Purdue University, a large, public, R1 institution with a substantial international population, the internationalization of the student body is a priority. To examine the relationship between academic and social integration of international and domestic students on campus, international (ESL) undergraduate students (L2 English, n=253) from the Purdue Language and Cultural Exchange Program (PLaCE), and domestic undergraduate students (L1 English n=50) from the first-year composition program (ICaP), participated in a voluntary survey. The framework for investigating students’ interaction with peers and teachers was derived from Severiens and Wolff (2008). Four aspects of new, incoming students’ adaptation (Global Perspective, Intercultural Competence, Acculturation Mode, and Willingness to Communicate) were addressed by the survey. Although there were similarities between international and domestic students, the results revealed international students had more opportunities to interact with peers from diverse language backgrounds in formal academic contexts, including classroom activities, peer-group work in first-year programs and language programs. However, in informal, social contexts, neither international nor domestic students took advantage of opportunities to interact with each other. The tendency to prefer social interactions with co-nationals may contribute to social isolation and limited integration of international and domestic students within broader social contexts outside of classrooms. Yet, rather than resisting this trend, instructors and administrators might enhance opportunities for interaction in academic contexts where both groups are most willing to participate. Findings from this study can contribute to the development of first-year programs that provide realistic solutions for the enhanced internationalization of both domestic and international students on campus. </p>

Tema amplamente discutido e difundido pelo sociólogo Florestan Fernandes, entre outros autores, o problema da integração do negro à sociedade brasileira e, em menor escala, à sociedade paulistana, já aparecia para o meio negro letrado desde os primeiros anos do pós-abolição. Preocupados com a ausência de um projeto desenhado para atendê-los, esse meio negro constituiu associações, grêmios e uma imprensa que não apenas olhou para o problema, mas buscou soluções para que essa integração se realizasse efetivamente. Nesta tese volto ao tema da integração social do negro no Brasil, olhando-a como uma expressão potente para proceder a uma análise antropológica dos materiais acumulados no arquivo pessoal de Nery Rezende (1930-2012), mulher negra das camadas populares, de quem traço um percurso biográfico, que deixou um acervo documental de 18 mil itens, entre impressos, manuscritos, imagens fotográficas e objetos tridimensionais acerca de si mesma, de sua família, de seus amigos, de suas relações de trabalho e lazer. A tese sugere que, para além de documentar uma experiência social pregressa, seu arquivo projeta um desejo de integrar sua história na memória da própria cidade que a acolheu, desde que Nery nela desembarcou em 1942. / A theme widely discussed and disseminated by the sociologist Florestan Fernandes, among other authors, the problem of the integration of blacks into Brazilian society and, to a lesser extent, to the society in Sao Paulo, had already appeared for the half black scholar from the early years of the post-abolition. Concerned about the absence of a project designed to serve them, this half black constituted associations, unions and a press that not only looked at the problem but sought solutions so that this integration could happen effectively. In this thesis I return to the theme of social integration of the black in Brazil, approaching it as a potent expression for the anthropological analysis of the documentation accumulated in the personal archive of Nery Rezende (1930-2012), a black woman coming from the popular strata, one I draw a biographic who left a documentary collection of 18000 items, including printed writings, manuscripts, photographic images and three-dimensional objects about herself, her family, friends etc. The thesis suggests that, in addition to documenting a former social experience, her collection projects a desire to integrate her story to the memory of the the city which welcomed her since 1942 when Nery landed there.

No description available.

Städtische soziale Netze wie Nachbarschaften, lokale Vereine oder Bürgerinitiativen bestehen aus eher lockeren, schwächeren Beziehungen, die oft nur zeitlich begrenzt und nur bis zu einem gewissen Grad für die einzelne Person von Bedeutung sind. Dennoch können sie ein Gefühl der sozialen Integration stärken und wichtige Unterstützungsleistungen bieten, beispielsweise in Form von Informationen und Hilfestellungen. In Zeiten von Facebook und anderen Sozialen Netzwerken stellt sich hierbei die Frage, ob internetbasierte Soziale Netzwerke das Potenzial bieten, die Bildung schwacher Beziehungen, also „weak ties“ vor Ort zu unterstützen. Die vorliegende Arbeit widmet dieser Frage, indem sie die Kommunikationsstrukturen in nachbarschaftlichen sozialen Netzen mit denen in „Hybriden Sozialen Netzwerken“ vergleicht, die sowohl elektronische als auch face-to-face-Kommunikation nutzen. Hierbei werden die Aspekte herausarbeitet, die auf Unterschiede in Bezug auf den Prozess der sozialen Integration hinweisen. Insgesamt wurden 78 persönliche Interviews geführt und qualitativ über den Grounded Theory-Ansatz ausgewertet. Die empirischen Erkenntnisse lassen darauf schließen, dass es in lokalen sozialen Netzen neben den „weak ties“ zusätzlich „very weak ties“ gibt, die das individuelle Gefühl der sozialen Integration mitbestimmen. Diese sehr schwachen Bindungen wirken dabei sowohl in Nachbarschaften als auch in Hybriden Sozialen Netzen eher indirekt über passive Interaktionen (z.B. Beobachtungen) und bestimmen je nach persönlicher Einstellung, ob sich aus dem jeweiligen sozialen Netzwerk heraus engere Bindungen ergeben oder nicht. Während sich jedoch schwache Bindungen in nachbarschaftlichen und Hybriden Sozialen Netzen in vielen Aspekten ähneln, ergeben sich über elektronische Kommunikationsformen ganz neue Formen lokaler sozialer Netzwerke, die eine Ausweitung persönlicher sozialer Netzwerke vor Ort fördern können. / Urban social networks like neighborhoods, local associations or civic initiatives are bound by loose and weak ties that are usually only temporarily and to a certain degree important for individuals. However, they can support a feeling of social integration and are a source of support, e.g. in terms of information or help in everyday life. In times of facebook and other social networks, we face the question, if internet based social networks could help to support local weak ties, i.e. local relationships. In this context, this dissertation compares communication structures between neighbors with those within “hybrid social networks”, which integrate both virtual and face-to-face contacts. Here, differences can give a hint on new processes of social integration within local social networks that use both virtual and face-to-face communication. The empirical basis consists of 78 personal interviews that were evaluated on basis of the Grounded Theory approach. The results of this evaluation have revealed that in local social networks, a feeling of social integration is not only dependent on weak ties, i.e. active contacts, but also on “very weak ties” that are characterized by passive interactions (e.g. observations of network contacts). According to the individual attitude, very weak ties determine if local contacts will become stronger or not. Whereas weak ties show similar features in neighborly and hybrid social networks, the threshold to knit very weak ties is lower in hybrid networks. Thus, electronic communication can indeed initiate new forms of local social networks and broaden individual local contacts.

[pt] O presente trabalho apresenta uma revisão da abordagem do Robert Putnam sobre o conceito de Capital Social à luz da análise da obra do autor posterior à clássica Comunidade e democracia. Visa-se aplicar um modelo que considere novos elementos que permitam analisar a construção de capital social, especificamente de integração social, na realidade concreta de comunidades urbanas em contextos de desigualdade social, a partir do estudo das atividades que possam estar encaminhadas a esse objetivo das figuras associativas presentes nelas, especificamente a associação de moradores de uma favela da Zona Sul do Rio de Janeiro. / [en] How social capital is built? is a study on Social Capital building in a Favela of the Zona Sul of Rio de Janeiro. Based on the application of Social capital lens as main analysis model, framed within the revision of Robert Putnam updated approach on the concept, track on an leisure activity promoted by the neighbors association and an organization of a nearby neighborhood was kept for a few months, seeking to identify dynamics of community organization, and the potential constitution of bridging social capital.

Cette thèse cible les dispositifs hors classe dans l’établissement et, plus précisément, leur contribution aux apprentissages des élèves, qu’ils soient scolaires ou psychosociaux. Elle vise à rendre compte de l’organisation hors classe des établissements et à connaître les appropriations spatiales et temporelles des jeunes dans les temps non scolaires et dans les moments informels. Le cadre théorique s’appuie sur le concept de dispositif pour explorer l’apprentissage, dans sa dimension "processus" et dans sa dimension "produit". La modélisation proposée permet de catégoriser et de caractériser les dispositifs hors classe et les dispositifs scolaires dans leur distance au formel. Le travail empirique a été conduit dans le contexte spécifique de l’enseignement agricole, et sur le public particulier des élèves de 4e et 3e, ayant modifié leurs trajectoires éducatives. Une méthode mixte, quantitative et qualitative, a été mobilisée. Elle permet de recueillir à la fois la parole des acteurs éducatifs et des enseignants intervenant hors de la classe et, surtout, celle des apprenants en utilisant des questionnaires, des interviews, des observations, des photographies et des agendas. Elle fait émerger des résultats significatifs dans la contribution différenciée des dispositifs hors classe aux apprentissages, tant au niveau des résultats scolaires que des scores psychosociaux. En prolongeant la remise en cause de la séparation du « dans la classe/hors la classe », par celle du "dans l’établissement/hors de l’établissement", elle pose l’hypothèse d’un curriculum éducatif qui interroge le rôle de l’école dans la société et la place de chaque acteur, notamment du jeune. / This thesis target the out of class device in the institution and, to be more exact, call for the pupil’s learning, school or psychosocial learning. It gives an account of the organization out of class and knowing spacio-temporal encroaching for young in the out of class time and in the informal moment. The theoretical framework leans on learning exploration’s concept, in its process-sized and it product-sized.The modeling proposed enable to categorize and characterize the out of class time and the school time in the formal’s distance. The empiric work had been done in farming’s institution and in a public middle school, with 4ème and 3ème’s pupils, who are changed their learning’s ways. A join method, quantitative and qualitative research, was done. It enables to take the feeling of the educational player and the teachers who operate out of class and, what’s more important, the learner. This survey use quiz, interviews, observations, pictures and schedule. It shows us significant results in the differential contribution of the out of class learning device, as much as the school results than the psychosocial hit. In challenging the separation of “in class” and “out of class” by “in school” and “out of school”, it hypothesizes an educational curriculum which ask about the part of school in the society and the part of each player, especially younger, in the new education call the global education.

The purpose of this dissertation is to develop the theoretical concept of social movement momentum by examining the origins, framing strategies, and organizational dynamics of the East Timor transnational social movement. To accomplish this, in-depth interviews of twenty activists and intellectuals involved in the East Timor movement from 1975-1999 were conducted and examined using qualitative data analysis methods. Specifically, comparative historical methods utilizing grounded theory and the phenomenological approach were employed. This study fills a gap in the social movement literature by engaging and expanding the main theoretical debates in sociology over movement mobilization, political outcomes, movement emotions, solidarity, and movement framing. These debates, along with the theoretical concept of social movement momentum as developed in this dissertation, are used to explain and analyze interviewees' first-hand accounts of the East Timor campaigns. . This resulted in a series of successes that represent the peak of the momentum in the East Timor movement. In sum, this study aids researchers in understanding how the successes and failures of social movement activity can be better explained using the theoretical concept of social movement momentum. By analyzing the significance of momentum in a movement post hoc, this study contributes a more nuanced understanding of how social movements create social change. / by Shane Gunderson. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Mon projet porte sur le concept de marginalité dans trois romans, Al-Riwayah (Le Roman) de Nawal El Saadawi, Les Intranquilles d’Azza Filali et Jeux de rubans d’Emna Belhaj Yahia. L’étude la marginalité « femme », plus que toute autre marginalité, nous renseigne sur les orientations d’une société, sur ses aspirations et nous informe des dynamiques qui la travaillent. Dans ce sens, le marginal « sert de miroir à la société » (Barel). Il s’agit de voir ce que la marginalité femme fait des normes sociales qui l’infériorisent, qui font d’elle une marginalité, c’est-à-dire un objet visible mais tenu à l’écart. La marginalité « femme » chez Nawal El Saadawi, Azza Filali et Emna Belhaj Yahia parvient-elle à rejeter d’emblée les normes qui sont à l’origine de sa mise à l’écart ? Est-il possible d’envisager un processus d’autonomisation à partir des normes existantes ? Mon hypothèse est qu’il ne suffit pas de se réapproprier les normes sociales de sorte à s’affirmer à l’intérieur des traditions établies. Dans les trois romans étudiés, les traditions qui cautionnent certaines normes et pratiques sociales finissent par être rejetées. Il ne suffit pas d’« élargir » les normes sociales et de multiplier les analyses et interprétations des textes qui cautionnent certaines idées qui sont à l’origine de la mise à l’écart des « femmes » et autres groupes sociaux et minorités. L’individu doit être en mesure d’envisager une existence qui lui est propre sans avoir à se référer aux traditions héritées. Dans les trois romans étudiés, la marginalité « femme », pour envisager une existence libérée des contraintes du groupe, doit défaire la norme, c’est-à-dire redéfinir ce qui est de l’ordre des priorités pour elle et remettre en cause les idées reçues. Je pars du présupposé butlérien selon lequel la norme est à la fois une nécessité et une contrainte. La norme sert à définir les rapports entre individus et à organiser les activités. C’est ce qui organise aussi la vie en commun. Il n’y a pas d’existence à l’extérieur de la norme (Butler). Le marginal doit subvertir la norme, être dans la norme et à l’extérieur de celle-ci. Il s’adapte mais ne se conforme pas. S’il envisage de se constituer en tant que sujet grâce à la norme et à partir de la norme, l’individu doit avant tout admettre que la norme lui confisque sa liberté et son libre-arbitre. Il doit reconnaître que l’initiative individuelle est prohibée par les normes de groupe. Les frontières entre la marginalité et son opposé, la normalité, sont mouvantes. C’est dans cette perspective que des changements sociaux peuvent être envisagés. Des interactions entre la marginalité et la société « normale » ont lieu. La marginalité qui était socialement visible et spatialement localisable devient diffuse. Les divisions entre le centre, lieu de concentration des activités et lieu central dans l’espace, et la périphérie, lieu d’exclusion, et entre normalité et marginalité sont remises en cause. L’individu de la marge et celui de la société « normale » ont en réalité les mêmes préoccupations. / My project explores the concept of marginalization in three novels: Al-Riwâyah (Nawal El Saadawi), Les Intranquilles (Azza Filali) and Jeux de rubans (Emna Belhaj Yahia). The study of these novels shows that the marginalization of women (more so than the study of any other marginalized group) reveals society’s aspirations, the direction society is headed in and the dynamics that drives it. In essence, this marginalized group mirrors society (Barel). I concentrate on the way in which women are marginalized by societal norms, the very norms that ensure women are lesser beings and how they are viewed by society. Can the marginalized women in El Saadawi, Filali and Yahia’s novels succeed in rejecting the norms that place them on the outskirts of society? Do the existing norms allow for a process of empowerment? My contention is that taking ownership of societal norms is not enough. In each of the three novels in question, traditions that uphold certain norms and social practices are rejected by the women characters. It takes more than an “extension” (Butler) of social norms and analyses of notions that contribute to the exclusion of women and other minorities to create transformation. The individual must be capable of imagining his/her own place in society without having to remain bounded by inherited traditions. In these three novels, the marginalized women redefine their priorities and question convention, thus tearing down norms in order to visualize a role free from the constraints of the majority. I argue that norms are shown in these novels to be both necessary and restrictive (Butler). Societal norms define relationships and common activities. They add structure to the community. The marginalized individuals and groups must topple the norms all the while existing both inside and outside those norms. They adapt but do not conform. If the marginalized wishes to challenge and change existing norms, s/he must first admit that norms prevent him or her from enjoying freedom and free will. S/He must recognize that individual initiative is outlawed by societal norms. The boundaries between the margins and mainstream society can shift. Unexpected interactions between marginalized individuals and groups and what is known as the mainstream can occur. Minority groups and the majority can share the same concerns. If social changes have to take place, it will be due to the involvement of all of the social groups.

Linguistic diversity represents a real challenge for a harmonious coexistence in Europe and in today’s globalised world. Language learning has therefore become an undeniable asset of competitiveness in a multilingual European area, with 24 official European Union languages and more than 60 minority languages. This thesis hence focuses on language acquisition during the Erasmus Mundus student mobility program of Euroculture. Does Euroculture succeed in facilitating language learning, thus enabling social integration in the host countries? In order to analyse this issue, it is essential to address English as lingua franca and lingua academica, used in international higher education programs. Some the- ories have been developed on lingua franca and are useful to analyse the role English plays in the Euroculture program. Indeed, Nicholas Ostler’s argument on the end of Eng- lish as lingua franca in the future will be confronted with Louis Jean Calvet’s gravita- tional model of languages. Calvet’s model asserts the predominance of English as lingua franca, which could threaten multilingualism. This is what the study aims to assess. Eu- ropean linguistic policies and tools set up to improve plurilingualism are also explored in order to provide a comprehensive framework and to analyse whether the study findings reflect the recommendations of European policies. An empirical quantitative method con- sisting of 26 questions, submitted to Euroculture students and alumni, has been used to analyse the extent to which Euroculture facilitate language acquisition. The findings have shown that two main factors facilitate plurilingualism: the language courses offered at partner universities and students’ own decisions to integrate in the host countries through various factors are among the elements facilitating language acquisition. The research also revealed important barriers in the language learning process and the social integra- tion in host countries, namely the “Euroculture bubble” phenomenon, the predominance of English as lingua franca and barriers to access language courses.