There are an increasing number of pupils leaving school with incomplete grades. Research indicates that the causes to this phenomenon may be individual- as well as school related and complicated to illuminate. The purpose of the study is to examine the processes of exclusion that have resulted in pupils´ incomplete degrees. Two research problems have been formulated. The first one is about the identification of exclusion and branding factors for pupils with incomplete degrees. The second one focuses on how the pupils processes of branding- and exclusion are shaped. Six in dept interviews with three pupils with incomplete degrees have been conducted from a life history perspective. Each pupil has been interviewed twice, at different occasions. Results show that the factors vary and are individual, and can be identified within the family as well as the school. In school, there may be a tendency to refer the problem to the pupil rather than to the entire context. This brands pupils that already are in a difficult situation, but results also show that school can have including tendencies as well. The three pupils in the study have in common that they contribute to the branding- and exclusion process by excluding themselves. To conclude, there are several factors that are intertwined and that together contribute to the result of incomplete degrees. Two of the pupils´ stories were related to Goldman’s (1980) identified stages of branding, which resulted in an understanding of these pupils process of exclusion. The third pupils´ story however, differed from the other two, and as a consequence, differed from Goldman’s theory, which is discussed. / Allt fler svenska elever går ut grundskolan med ofullständiga betyg. Tidigare forskning indikerar att orsakerna till att så sker kan vara såväl individ- som skolrelaterade och komplicerade att utreda. Syftet med studien är att undersöka de exkluderingsprocesser som lett fram till att elever fått ofullständiga betyg i grundskolan. Två problem har formulerats. Det första problemet handlar om att identifiera exkluderings- och stämplingsfaktorerna i grundskolan för elever med ofullständiga grundskolebetyg. Det andra problemet fokuserar på hur elevernas stämplings- och exkluderingsprocesser ser ut. Sex djupintervjuer med tre elever med ofullständiga grundskolebetyg har genomförts utifrån ett livsberättelseperspektiv. Varje elev har intervjuats vid två olika tillfällen. Resultaten visar att stämplings- och exkluderingsfaktorerna varierar och är individuella, och kan återfinnas inom såväl den egna familjen som skolans värld. En skolrelaterad faktor handlar om en tendens att problematisera eleverna snarare än kontexten, vilket ytterligare stämplar elever i en redan svår situation, men resultaten påvisar också exempel på hur skolan kan arbeta inkluderande. De tre eleverna har gemensamt att de alla bidrar till stämplings- och exkluderingsprocessen genom självexkludering. Resultaten visar att det är en rad faktorer som samverkar och flätas in i varandra under elevernas skolgång, och som tillsammans bidrar till elevernas ofullständiga grundskolebetyg. Två av eleverna följde Goldmans (1980) stämplingsstadier, vilket bidrog till förståelse av dessa elevers exkluderingsprocesser. Den tredje elevens stämplings- och exkluderingsprocess avvek från de övriga två, och därmed också från Goldmans teori, vilket utgjort underlag för diskussion.

This D.Phil constitutes an investigation led by studio practice and supported by archival and desk-based research into knowledge production through the building of complex cosmologies; specifically those created de novo in visual art practice and 'outsider science' oeuvres. It considers how these cosmologies relate to mainstream science, definitions of outsider art, and other complex cultural systems such as alchemy. Through a more detailed analysis of the work of the British artist John Latham and American outsider cosmologist James Carter, the thesis undertakes this investigation through discussions on the development of these systems and a consideration of the epistemologies these cosmologies reveal. The studio practice elements drive this investigation forward by interrogating themes including the relationship between culture and complex systems, alchemical epistemology, and the struggle to relate to unintuitive science.

This thesis is a sociogenetic investigation of terrorism that has been directed against Britain since the late eighteenth century. One of its most fundamental aims is to help lay the foundations of a figurational approach to the study of terrorism. Accordingly, I seek to answer two core and interrelated questions and apply the findings to develop an understanding of the processes and relationships that have contributed to the emergence of home-grown ‘jihadist terrorism’ in Britain. Those questions are: i) Under what figurational conditions have the concepts of terrorism and terrorist developed, in sociogenetic terms, since they were first coined during the first French Revolution in the late eighteenth century? ii) Under what figurational conditions do people act according to various designations of terrorism? In order to develop answers to these questions several kinds of terrorism figurations related to Britain are examined. The first three chapters are dedicated to exploring the research on terrorism that has grown in recent decades. Much of it fails to develop an understanding of terrorism that has sufficient detachment, and consequently can help, in some cases, to perpetuate terrorism figurations. Subsequent chapters move away from these mainstream approaches and show how terrorism figurations have developed in Britain from the time the concept ‘terrorism’ was first coined during the French Revolution. The core findings relate to how terrorism developed in antithesis to the concept of civilisation, and emerged as part of complex inter- and intra-state relationships and established-outsider figurations. As part of these processes, functional democratisation played a key role both in Britain and in Britain’s relations to other countries. Finally, I show that these processes have been central to the development of the habituses and identities of the July 7 2005 London bombers.

This essay is based on an interest in how certain residential areas are portrayed in the public debate as "problem areas" which allows other to stigmatization these neighborhoods with negative prejudices. The residential area Ersboda is one of the major residential area in the Swedish town Umeå, that can stand as an example of this phenomenon.  The unique with the residential area Ersboda is that the area don’t have much problem compare to other areas and it therefore interesting to ask why the residential area Ersboda are stamped with negative prejudices? The purpose of this essay is therefore to create an understanding why and how the residential area Ersboda in Umeå are stigmatised by the surroundings. The essay aims to answer the following questions: • When did the stigmatization of the residential area Ersboda begin? • How does the stigmatization of the residential area Ersboda manifest itself? • What could be the underlying factors for the stigmatization of Ersboda? In this study, qualitative interviews have been conducted with residents and working people in the residential area Ersboda. The result showed that one contributing reasons why Ersboda and its inhabitants become stigmatized is that there is a relatively large influx of immigrants in the 1990s. The second factor is based on the violent disturbances among a small part of the area's young residents during the same time period. The reason why Ersboda still are stigmatized depends possibly not only on the surrounding prejudices about the area's ethnic inhabitans and the media's negative reports. The underlying factor can be due to a power difference between established (the surrounding) and outsiders (those living and working on Ersboda). The conclusion is therefore that the stigma of Ersboda not depend on the number of problems, but rather on the basis that it has established a power relationship between "us" and "them" and where residents lack the means of power to break the stigmatization.

Thesis advisor: Christopher P. Wilson / Growing up F. Scott Fitzgerald longed to be a part of the leisure class with whom he socialized and was educated. However, born into a middle class family and destined to be a writer, he never achieved that goal. This preoccupation with the leisure class continued into adulthood and was reflected in his works of fiction. In his writing he repeatedly depicts the outsider, a middle class character who by the means of monetary wealth hopes to rise in society. Through his relationship with the object, this outsider attempts to become a part of the elite and is rejected. Mannerisms and social codes that can only be learned by high birth restrict this individual from reaching social heights. The new wealth of the 1920's creates a paradox for the outsider. The object that the leisure class possesses is easily attainable, however, the upward movement it promises is still out of reach. / Thesis (BA) — Boston College, 2004. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: English. / Discipline: College Honors Program.

This essay discusses the roles of the outsider and the 'other' in the novel Life & Times of Michael K, published in 1983, by J.M. Coetzee through a postcolonial reading with perspectives borrowed from narrative analysis. The protagonist Michael K is an 'other' in the eyes of the other characters in the novel and this perception is further enhanced by the narrative situation. In addition to being the 'other', and thereby deprived of power, Michael K transforms himself into an outsider. This essay claims that by being the outsider the protagonist Michael K becomes empowered.

This thesis studies the alienated characters of Albert Camus&rsquo / s The Outsider, John Wain&rsquo / s Hurry On Down and Yusuf Atilgan&rsquo / s Aylak Adam, respectively. It argues that each of the protagonists of these novels experiences alienation. That is, Camus&rsquo / s character is an alienated man because he has the characteristics of an absurd man / Wain&rsquo / s character is an estranged man due to his social discontentment and Atilgan&rsquo / s C. is an outsider owing to his psychological problems. The works are analyzed with philosophical, social and psychological foundations consisting of Camus&rsquo / s absurd worldview for Meursault / the social and cultural aspects of Britain in the 1950s for Charles Lumley and Sigmund Freud&rsquo / s psychological theories for C. Although the reasons that make these protagonists alienated differ, they mainly share similar attitudes towards their fellowmen, social conventions and metaphysical issues in some cases. Thus, through the analyses of the protagonists, the study discloses how these outsiders occupied a major place in the existential, social and psychological spheres of life in the twentieth century and became a universal source for the writers who came from different cultural, intellectual and historical backgrounds. This thesis has been written in order to contribute to the problem of outsiderness, which has been of great significance in the twentieth century European Literature.

Oppgaven utforsker outsiderposisjonen i Axel Jensens bøker Ikaros (1957) og Joacim (1961). Problemformuleringen legger særlig vekt på protagonistenes motivasjon for å søke outsiderposisjonen, samt stiller spørsmålet om det i det hele tatt lar seg gjører å flykte fra samfunnet og i hvilken grad outsiderposisjonen oppnås. Analysene er foretatt på bakgrunn av Colin Wilsons teoriverk om outsiderens karakter, The Outsider (1956). Wilson bruker eksempler fra tidligere outsiderlitteratur til å skissere opp en typologi av outsidere og belyse ulike sider ved det han kaller «outsiderens problem». Dette «problemet» er grunnet i outsiderens identitet og gir seg utslag i hans mentalitet og syn på tilværelsen. Ulikheten i protagonistenes motiver for å snu ryggen til samfunn og sivilisasjon har gjort at outsiderposisjonen fortoner seg ulikt i Ikaros og Joacim, noe som også har gjort at analysene består av nærlesning av ulike aspekter ved outsidertematikken. I tillegg til Wilsons teori består av en kontekstualiserende del som kommenterer hvordan Jensens outsidere kan leses i lys av andre samtidige litterære outsidere, og hvordan tidsperioden bøkene er skrevet i påvirker lesningen av outsidertematikken. Resepsjonskapittelet tar for seg forskjellene i kvalitetsvurderingene av bøkene, og vektlegger hvordan anmelderne reagerte på outsidertematikken. I avslutningskapittelet samles trådene og det reflekteres rundt outsiderposisjonen i Ikaros og Joacim, særlig med hensyn til hvordan, og i hvilken grad outsiderens problemer løser seg, sett i lys av Wilsons teorier.

It was both by luck and by accident that Dirk Charley van der Mescht's creations were discovered as a topic for research ... a recluse who lived out in what seemed to be the middle of nowhere. It was said of this man that he was a strange person who produced even stranger works. On investigation it was discovered that he was an Outsider sculptor by the name of D. C. van der Mescht. He and his family live at a small railway siding, known as Zuney, eighteen kilometres west of Alexandria. Isolated, uneducated and untutored, he had created an environment of sculptures for no apparent reason at all. The only explanation he appeared to be able to offer is that: he just does it. Intro. p. 1.

SILVA JÚNIOR, Silvio Roberto Dias da. A dádiva do outsider: a didática antropológica aplicada. 2016. 127f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-07-27T11:34:38Z No. of bitstreams: 1 2016_dis_srdsilvajunior.pdf: 1083662 bytes, checksum: 873c940ff70844463996858b18076955 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-07-27T16:14:09Z (GMT) No. of bitstreams: 1 2016_dis_srdsilvajunior.pdf: 1083662 bytes, checksum: 873c940ff70844463996858b18076955 (MD5) / Made available in DSpace on 2017-07-27T16:14:09Z (GMT). No. of bitstreams: 1 2016_dis_srdsilvajunior.pdf: 1083662 bytes, checksum: 873c940ff70844463996858b18076955 (MD5) Previous issue date: 2016 / The present work was thought and initially structured from my immersion (that took the classroom as field of research) in the discipline of Internship in Teaching of Higher Education, in my formative trajectory as Master in Education. Seeks to describe and reflect on the impact of the methodology developed by Professor Bernadette Beserra in the teaching of discipline Anthropology of Education, Faculty of Education. I will refer to the teaching strategies developed over the course as Anthropological Didactic and one of the objectives of this study is precisely to strengthen and develop this concept, in addition to conducting a defense of its application to teacher training. Emphasize the need to show such a method because it was impressive to follow the "transformation" of most students in the brief period of one semester. They arrived theoretically unprepared and ended discipline with a more complex understanding of reality, through the seizure of anthropological theory and its application in everyday practice (as in the production of daily, for example), to the ability to generate understanding of themselves as subjects socially located (self-knowledge), their professional practices and their place in society and the university field. Finally, they learned the content proposed by the discipline, something that should be unexceptional in quality education, since it is simply the teacher do their work and teach what propose to your students, and not to a small group interested because the holder of a privileged cultural capital. Thus, taking as main sources Pierre Bourdieu (which shows the universal case of the relationship between agents, the symbolic domination and the educational field), Jesse Souza (which brings the power relations in dispute in Brazil and its influence on our self-understanding) and Bernadette Beserra (responsible for lessons in discipline accompanied by the method and the necessary contribution to the analysis and understanding of the academic field in which is located the research), and supported in the theory proposed by Elias and Scotson, I defend the idea that, if we really want to transform reality, it is necessary that the teacher sees himself as a subversive, as someone who does not want to belong to the well located institutional positions (except for their subversive use), involving a whole range of subjection to interested collective pressures and end up keeping the model of domination to which we are subject in the world capitalist game, but to assume a position of critical analysis of social reality and confront the harmful practices that limit our technological, economic and social possibilities of development, taking short, conscious of oustider condition, which can not be discouraged by different forms of restriction attempt of thought and social control imposed by established in various fields of human social relations. / O presente trabalho foi pensado e inicialmente estruturado a partir de minha imersão (que tomou a sala de aula como campo de pesquisa) na disciplina de Estágio em Docência do Ensino Superior, em meu percurso formativo como Mestre em Educação. Busca descrever e refletir sobre o impacto da metodologia desenvolvida pela professora Bernadete Beserra no ensino da disciplina Antropologia da Educação, do curso de Pedagogia. Referir-me-ei às estratégias didáticas desenvolvidas ao longo da disciplina como Didática Antropológica e um dos objetivos deste estudo é justamente aprofundar e desenvolver este conceito, além de realizar uma defesa de sua aplicação à formação de professores. Destaco a necessidade de evidenciar tal método porque foi impressionante acompanhar a “transformação” da maioria dos alunos no breve período de um semestre. Eles chegaram despreparados teoricamente e terminaram a disciplina com uma compreensão mais complexa da realidade, através da apreensão da teoria socioantropológica e de sua aplicação na prática cotidiana (como na produção de diários, por exemplo), até a capacidade de gerar entendimento de si enquanto sujeitos socialmente localizados (o autoconhecimento), de suas práticas profissionais e de seus lugares na sociedade e no campo universitário. Enfim, aprenderam o conteúdo proposto pela disciplina, algo que deveria ser corriqueiro numa educação de qualidade, visto que se trata simplesmente do professor fazer seu trabalho e ensinar o que propõe a seus alunos, e não a um pequeno grupo interessado porque detentor de um capital cultural privilegiado. Assim, tomando por fontes principais Pierre Bourdieu (que apresenta o caso universal da relação entre agentes, a dominação simbólica e o campo educacional), Jessé Souza (que traz as relações de poder em disputa no Brasil e sua influência em nossa auto compreensão) e Bernadete Beserra (responsável pelas aulas na disciplina acompanhada, pelo método e pelo aporte necessário à análise e compreensão do campo acadêmico no qual se localiza a pesquisa), e apoiado na teoria proposta por Elias e Scotson, defendo a ideia de que, se realmente quiser transformar a realidade, é preciso que o professor enxergue a si mesmo como um subversivo, como alguém que não queira pertencer à posições institucionais bem localizadas (a não ser para o uso subversivo das mesmas), que envolvem toda uma gama de sujeições às pressões coletivas interessadas e acabam por manter o modelo de dominação ao qual estamos sujeitos no jogo capitalista mundial, mas que assuma uma posição de análise crítica da realidade social e de enfrentamento das práticas nocivas que limitam nossas possibilidades de desenvolvimento tecnológico, econômico e social, assumindo, enfim, uma condição consciente de oustider, que não se deixa abater pelas diferentes formas de tentativa de cerceamento do pensamento e controle social impostas pelos estabelecidos nos mais variados campos das relações sociais humanas.