Cette thèse de doctorat analyse le rôle des stratégies familiales dans les processus de reproduction et de transformation sociale dans la Grèce d’après-guerre. Elle tente de montrer que les familles ont développé, tout au long de la période d’après-guerre, un système de stratégies afin d’assurer sur le plan intergénérationnel la préservation ou l’amélioration de leur statut économique et symbolique. Ces stratégies, qui constituent le « mode de reproduction familial », ont joué un rôle capital dans les processus de transformation sociale du pays (tels que l’urbanisation et la restructuration économique), notamment pendant la première période d’après-guerre. La recherche se focalise sur trois types de stratégies familiales : la pluriactivité, les stratégies résidentielles et les stratégies éducatives. Tout d’abord, à travers les stratégies de pluriactivité, les familles, notamment dans le monde rural, ont fait face à l’exode rural et aux mutations économiques profondes des premières décennies d’après-guerre. Ensuite, les stratégies résidentielles avaient pour objectif l’accession à la propriété, mobilisant principalement l’épargne des ménages, ainsi que les ressources humaines et matérielles des réseaux familiaux. Enfin, les stratégies éducatives, qui ont également mobilisé d’importantes ressources des ménages, exprimaient les efforts des familles pour assurer leur reproduction, voire leur mobilité sociale, sur le plan intergénérationnel à travers l’obtention des diplômes universitaires par leurs enfants. Par ailleurs, la question du rôle de l’État-providence grec est abordée dans les processus de protection et de reproduction sociale. En analysant le développement tardif et fragmentaire de l’État-providence grec, il est démontré que la famille n’a jamais perdu son rôle prépondérant en termes de protection et de reproduction. / This PhD. Thesis focuses on the role of family strategies in social reproduction and change processes in post-war Greece. It argues that during the whole post-war period, families, according to a normative propensity in pursuing their subsistence, protection and reproduction in an intergenerational perspective, developed a system of strategies in order to assure their social reproduction, namely to assure the preservation or amelioration of their economic and symbolic status. These strategies, that constitute the ‘family mode of reproduction’, played also an important role in social transformation processes (such as urbanization and economic restructuring), notably in the first post-war period. The dissertation focuses particularly in three types of family strategies: pluriactivity, residential and education strategies. With the development pluriactivity strategies, rural families (in particular) tried to cope with deep economic restructuring and rural depopulation during the first post-war decades. Residential strategies aimed at accessing home-ownership, notably in the period of rapid urbanization by mobilizing mainly family savings and exchanges. Educational strategies expressed family aspirations of social reproduction and mobility through the acquisition of university degrees. These strategies also mobilized important proportions of family wealth in order to cope with high competition within the academic field. We finally address the question of the role of the Greek Welfare-State in social protection and reproduction processes. By analysing the late and fragmentary development of public policies, we show that family never lost its prominent role in social protection and reproduction.

Made available in DSpace on 2016-07-27T13:46:31Z (GMT). No. of bitstreams: 1 SANDRA CELIA COELHO GOMES DA SILVA SERRA DE OLIVEIRA.pdf: 3764340 bytes, checksum: c1068b9bc3b5a5ebca7383c6d242ec5b (MD5) Previous issue date: 2014-08-05 / This thesis is a study about women in the Pilgrimage of Bom Jesus da Lapa, emphasizing gender relations, analyzing the space of the pilgrimage as a social reproduction of the ideology of the patriarchal family and of the female gender identity. The research environment is the Pilgrimage of Bom Jesus da Lapa, which has been held for 323 years in that city, located in the western region of Bahia. The subjects in the research are pilgrim women who fall in an age group of between 50 and 70 years-old and have been participating in the Pilgrimage for more than five consecutive years; they are from five Brazilian states (Bahia, Minas Gerais, São Paulo, Espírito Santo and Goiás) that report a higher rate of participation in this religious event. We utilized as our research methodology the bibliographical, qualitative, fieldwork and documentary research, and the collection of data; our technique was participant observation and semi-structured interviews. This thesis has as its general objective to analyze how to articulate, within the area of popular Catholicism, and more particularly in the Pilgrimage of Bom Jesus da Lapa, sociocultural changes occurring in society, gender relations and the dynamics of Catholicism. Emphasis will be given to the impacts of such articulation on the conceptualization of gender relations, to the core of the pilgrimage itself and beyond, to the everyday relationships of the women concerned; to the form of the inclusion of women in this context, how the pilgrim women are situated (are positioned), in relation to socio-cultural changes in progress, how pilgrim women understand the space of the pilgrimage, in relation to their daily domestic life, to the challenges faced by these subjects, in the sense that, at times, they approach or move away from gender identity, derived from patriarchal society, where the submission of women to men is a key feature. Based on the results of the interviews of the pilgrim women and on the theoretical framework as references, we concluded that the Pilgrimage of Bom Jesus da Lapa is a space for the social reproduction of the family and of the female gender identity, where a contrast is observed in the reframing of the role of and in the profile of the pilgrim women of Bom Jesus da Lapa, alternating between permanence and transformation of the gender identity arising from patriarchy. / Esta tese tem por objeto de estudo a mulher na Romaria do Bom Jesus da Lapa, enfatizando as relações de gênero, analisando o espaço da romaria como reprodução social do ideário de família patriarcal e de identidade de gênero feminina. O cenário da Pesquisa é a Romaria do Bom Jesus da Lapa, que se realiza há 323 anos, naquela cidade, localizada na região Oeste da Bahia. Os sujeitos da pesquisa são mulheres romeiras que se enquadram na faixa etária entre 50 e 70 anos de idade e participam, há mais de cinco anos consecutivos, da Romaria do Bom Jesus da Lapa, pertencentes a cinco Estados brasileiros (Bahia, Minas Gerais, São Paulo, Espírito Santo e Goiás) que registram um maior índice de participação nesse evento religioso. Utilizamos como metodologia a pesquisa bibliográfica, qualitativa, de campo e documental e na coleta de dados; aplicamos como técnica a observação participante e a entrevista semiestruturada. Esta tese tem por objetivo geral analisar como se articulam, no espaço do catolicismo popular, e mais particularmente no espaço da romaria do Bom Jesus da Lapa, as mudanças socioculturais em curso na sociedade, as relações de gênero e a própria dinâmica do catolicismo. Dar-se-á ênfase aos impactos de tal articulação nas concepções e relações de gênero, ao interno da própria romaria e para além dela, nas relações cotidianas das mulheres em questão; à forma de inserção das mulheres nesse contexto, como as mulheres romeiras se situam (posicionam) em relação às mudanças socioculturais em curso, como as mulheres romeiras percebem o espaço da romaria, em relação ao seu cotidiano doméstico; ao desafio que se coloca aos referidos sujeitos, no sentido de que elas em alguns momentos se aproximam ou se distanciam da identidade de gênero oriunda da sociedade patriarcal, onde a submissão da mulher ao homem é uma característica determinante. A partir das falas das romeiras entrevistadas e dos aportes teóricos utilizados, concluímos que a Romaria do Bom Jesus da Lapa é um espaço de reprodução social da família e a identidade de gênero feminina, observando-se um contraste na ressignificação do papel e no perfil da mulher romeira do Bom Jesus da Lapa, alternando entre a permanência e a transformação da identidade de gênero oriunda do patriarcalismo.

The promotion of education has long been a priority of the successive regimes of Ethiopia. Combined with the momentum of Education for All (EFA) and the Millennium Development Goals (MDGs) in recent years Ethiopia’s education sector has experienced a major expansion of primary school enrolment which has earned Ethiopia international acclaim and so much optimism in meeting the MDGs set for 2015. Despite this, however, large numbers of primary school aged children remain out of school, most of these are found in rural areas and many of them are girls. Many of the children that enrol do not stay on to complete the full cycle of their primary schooling. While there are numerous studies looking at rural children’s schooling, village-based ethnographic studies are rare, particularly in Ethiopia. The thesis offers a sociological insight as to why low enrolment and incompletion persist in rural areas. Drawing on an ethnographic approach study over extended period this thesis presents analysis of data from two local communities. Methodologically the analysis are anchored on the voices of the children, their parents and teachers and make a valuable contribution in emphasising not only the importance of bringing local people’s own voices into the debate, but also drawing attention to the ways voice may be utilised and calling for greater sensitivity to the way it is interpreted in scholarly and policy circles. Theoretically, the study shows the value of applying Bourdieu’s approach to social reproduction in analysing the challenges faced by rural children in completing primary school. Time spent with children, their families and their teachers suggests reproduction of educational inequality at all levels (home, school, community). While these are certainly important, this thesis argues that more attention needs to be paid to the social context in which children and their schooling are embedded. It suggests the challenges in schooling rural children are not simply explained either by the quantity of primary schools available, or a lack of value being accorded to education, or deliberate acts of discrimination (e.g. against girls). Rather, it has argued that discriminatory outcomes, or the reproduction of social inequality, have to be understood as the outcome of social practice, where ‘choices’ are made in circumstances of considerable constraint. Furthermore, it has shown that these patterns of social reproduction are as characteristic of teachers and the field of the school as they are of parents and children and the field of home and community. Rather than the school operating as an external change agent, as imagined in much of the education literature, the school is very much part of the local social context. The application of policies and the social practice of staff are significantly marked by their positionality within the communities which they serve.

Made available in DSpace on 2016-04-27T16:32:40Z (GMT). No. of bitstreams: 1 Leandro Berchielli.pdf: 1118240 bytes, checksum: 532a805a42c49823b7d995d87aaa05b0 (MD5) Previous issue date: 2012-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research project aims to identify and place the birth of law 10,861, 14/04/2004, which established the national system of evaluation of higher education (SINAES), identifying the contradictions that motivated the creation of that system. Wants to examine its structure, based on a study of legislation and checking their qualitative practical results, from the perspective of Bourdieu social reproduction. It´s importance is justified by the absence of publications related to an analysis of SINAES, firmly based on the analysis of their design and practical results obtained for higher education. As methodological procedure, was adopted the documentary analysis from documents drawn up by the Ministry of Education (MEC), as well as results of systematic evaluation deployed by SINAES, especially in the cycle between 2006-2009, related to business course. In this sense, were used as primary sources for research, the official statistics of the MEC, institutional assessments results, opinions, public organs decisions, evaluation reports and on-site assessments. The central hypothesis is the demonstration that SINAES system little contributes to improving effective quality of teaching, serving only as an instrument of defence of the interests of the dominant classes. For analysis results, will be used the social reproduction concept of Bourdieu and Passeron, especially with application of concepts of Cultural Capital, Economic Capital and Symbolic Capital / Esta pesquisa visa contextualizar a promulgação da Lei 10.861, de 14/04/2004, que instituiu o Sistema Nacional de Avaliação da Educação Superior, levantando as razões que motivaram a criação do referido sistema. Pretende, ainda, analisar a sua estrutura, baseada em um estudo da legislação, e verificar seus resultados qualitativos práticos, sob a ótica da reprodução social bourdieusiana. Justifica-se a importância da presente pesquisa pela ausência de publicações relacionadas a uma análise do SINAES, calcada na análise dos resultados práticos obtidos para a educação e sociedade como um todo. Como procedimento metodológico, foi adotada a análise documental, a partir de documentos elaborados pelo Ministério da Educação, bem como resultados da sistemática de avaliação implantada pelo SINAES, especialmente no ciclo avaliativo de 2006-2009, para os cursos de Administração. Nesse sentido, foram utilizados, como fontes primárias para a pesquisa, as estatísticas oficiais do MEC, resultados de avaliações institucionais, pareceres, decisões dos órgãos de avaliação e relatórios de avaliações in loco. A hipótese central é a de que o sistema de avaliação contribui menos para a melhoria efetiva do ensino e serve mais como instrumento de defesa de interesses das classes dominantes e elitização do ensino privado de qualidade. Nessa linha de convicções, para análise dos resultados, será utilizado, como referencial teórico, a ideia de reprodução social de Bourdieu e Passeron, especialmente com aplicação dos conceitos de Capital Cultural, Capital Econômico e Capital Simbólico

Made available in DSpace on 2016-04-29T14:17:41Z (GMT). No. of bitstreams: 1 Dissertacao Renato de Paula.pdf: 751589 bytes, checksum: 2cf2e278a3e6d974707052e25c614e2f (MD5) Previous issue date: 2005-06-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present thesis approaches family and work understood as element that constitute and are constituted by social totality. It is supported bu Marxist tradition rescued by Gyorgy Lukacs (1885-1971), wich consists in the study of the social being / A presente dissertação trata de família e trabalho entendidos como elementos constituintes e constituidos da e na totalidade social. Ancora-se na tradição marxista resgatada por Gyorgy Lukacs (1885-1971) consistente no estudo do ser social

Due to increasing media focus, there has been growing concern that U.S. students and the school environment are increasingly violent, leading the public to believe that school discipline should become more strict and punitive (Giroux 2003; Schept, Wall, & Brisman 2014). However, scholars argue that there is little evidence that current practices of school discipline have made the school environment safer, but instead have criminalized the school and are disproportionately targeting students of color and disabled students (Beger 2002; Civil Rights Project 2000; Gregory, Skiba, & Noguera 2010; Hirschfield 2008; McNeal & Dunbar 2010; U.S. Government Office of Accountability 2018). The expansion of zero-tolerance policies and the surveillance culture in schools have played a large role in the creation of the school-to-prison pipeline, in which students are increasingly being suspended and expelled from school and coming in contact with the juvenile justice system. This research explores the relation that zero tolerance policies function as the neoliberal social control mechanism to control students who are seen to have “no market value and [are] identified as flawed consumers because of their associations with crime and poverty, redundancy and expendability” (Sellers & Arrigo 2018, p. 66). Zero-tolerance policies function as the latest manifestation of capitalist reconstitution of educational institutions, through curricula, student conduct codes, disciplinary procedures, and the hidden curriculum, constructed of the language of capitalism, disproportionately targeting students of color (Bowles & Gintis 2011). A series of OLS regression analyses were conducted to analyze how community partners and school resource officer involvement impact the rate of suspension, expulsion, and combined school disciplinary measures using the School Survey on Crime and Safety Survey 2005-06 data. It was found that community partners and school resource officers have a positive and negative relationship with disciplinary rates. This research further substantiates that racial and ethnic minority students receive disproportionate rates of discipline.

<p>The study&rsquo / s main starting premises is that there is a disjuncture between the rich educational engagements of these students in their environmental space and how their learning practices are framed, informed and positioned in the institutional space. My study is underpinned by an interpretivist paradigm in terms of which I set out to describe and understand the meanings that the student respondents assign to their learning practices when they are involved in discursive practices of speaking, knowing, doing, reading and writing. Qualitative research instruments: field notes, participant and non-participant observations and formal and informal interviews were used in order to answer my research question and achieve the desired research aims of this thesis. The findings are presented in a narrative format after deriving at categories and themes using narrative analysis. Finally, my research shows how these students are positioned in and by their lived spaces (whether environmental or institutional) in specific ways, and they, based on their own resources, networks and interactions, and by exercising their agency, actively construct their own spaces of learning. I describe these active constructions by these students as their &lsquo / conceptual space of learning&rsquo / to highlight the complex ways in which they go about to establish their learning practices in their lived spaces. The study provides an analysis of the basis upon which each of these four students go about constructing their learning practices.</p>

This is a study on how a group of ten pupils choose their upper secondary schools (gymnasium). All pupils are ninth graders in a middle school in Husby which is a suburb of Stockholm. Like the big majority of Husby citizens, they all have immigrant backgrounds and their time in Sweden varies; some are born here while others are born abroad and migrated later with their parents. My aim was to understand their upper secondary school choices through own and their parents’ "cultural capital". I based my study on Bourdieu’s theory on social reproduction and I used his terminology and definitions of cultural capital, interest, field, habitus and strategies. I investigated if and in what way these children follow the tracks of their parents in terms of future educational and working plans but even in terms of common cultural and leisure activities and the way they affect their upper secondary school choice. The Swedish upper secondary school is divided in 18 different specializations, 12 technical and 6 theoretical, respectively. In the first, the pupils are prepared for a technical profession and in the second, they prepare for further academic studies. I was interested in finding out the pupils’ strategies in fulfilling their educational and professional dreams in connection with their choice of upper secondary specialization and their parents’ educational and cultural interests and backgrounds. I used a qualitative method, specifically interviews. I transcribed the interviews and I tried to relate what was said to Bourdieu’s theory. I was mostly inspired by the phenomenological approach where the interviewer avoids taking position and focuses on the message the person being interviewed tries to communicate. Most families in my study have a relatively law cultural capital and even though some have had academic studies and high status professions in their home countries they have had jobs that did not match their education level in Sweden. Most children aim high in the educational rank and especially those who come from high educated parents seem to have a better knowledge of the Swedish educational system and how to better move into it.

<p>The study&rsquo / s main starting premises is that there is a disjuncture between the rich educational engagements of these students in their environmental space and how their learning practices are framed, informed and positioned in the institutional space. My study is underpinned by an interpretivist paradigm in terms of which I set out to describe and understand the meanings that the student respondents assign to their learning practices when they are involved in discursive practices of speaking, knowing, doing, reading and writing. Qualitative research instruments: field notes, participant and non-participant observations and formal and informal interviews were used in order to answer my research question and achieve the desired research aims of this thesis. The findings are presented in a narrative format after deriving at categories and themes using narrative analysis. Finally, my research shows how these students are positioned in and by their lived spaces (whether environmental or institutional) in specific ways, and they, based on their own resources, networks and interactions, and by exercising their agency, actively construct their own spaces of learning. I describe these active constructions by these students as their &lsquo / conceptual space of learning&rsquo / to highlight the complex ways in which they go about to establish their learning practices in their lived spaces. The study provides an analysis of the basis upon which each of these four students go about constructing their learning practices.</p>

This dissertation examines the discursive, political, and legal context of the European Union’s (EU) Working Time Directive, beginning with the history of its adoption and ending with its unsuccessful revision attempt in 2009. It also analyzes the Directive’s influence on the working-time regime in Poland, and considers whether or not it advances gender equality. A feminist, socio-legal perspective that is attentive to multiple levels of governance is used to analyze the Directive, the Polish Labour Code provisions, and their interaction. The dissertation illustrates how standard working-time norms both assumed and institutionalized an unequal allocation of paid and unpaid work between men and women, which either constrained women’s employment opportunities or, in Poland’s case, penalized women with a double burden of paid and unpaid work. It shows how a contextual analysis of the EU and Polish working-time instruments allows us to evaluate whether the norms they set embody and reproduce, or challenge and move beyond, these gendered assumptions. The focus is on changes in the political, economic, and social milieu, developments in policy discourses and institutional architecture, and the role of actors influencing the evolution of these instruments. Emphasis is given to Poland’s post-1989 transition and EU accession processes, the expansion of the EU competences, and the influence of broader transnational trends. The study reveals that the current regulatory approaches to standard work-time promoted in the EU and Poland are unlikely to facilitate equal re-distribution of work time between men and women because equality and work-family reconciliation have been either absent as potential regulatory rationales or subordinated to the dominant pursuit of labour market flexibility and efficiency. In the EU, this subordination stemmed from institutional, legal, and political constraints existing at the time of the Directive’s adoption and subsequent review. In Poland, domestic and external pressures also privileged economic discourses and the adoption of EU norms enabled progressive flexibilization of the Polish working-time regime, while preserving opportunities for long work-hours. Although recent policy emphasis on equality and the promotion of work-family reconciliation for all workers is promising, curbing long hours and better incorporation of care work are required for socially sustainable and equal working-time regimes. / Graduate