Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2010.

La recherche porte sur la construction de la catégorie statistique immigré qui désigne les personnes résidant en France, nées étrangères à l’étranger. La catégorie statistique est déconstruite au travers de l’exemple des descendants de Maghrébins, diplômés de l’enseignement supérieur, et des conditions d’émigration et d’immigration de leur famille. L’étude s’appuie sur l’analyse de deux corpus : le premier est constitué de deux travaux de l’Institut national d’études démographiques (Ined) qui ont pour objet l’étude des populations étrangères puis immigrées et leurs descendants ; le second est composé de quarante-trois récits biographiques de descendants de Maghrébins recueillis dans le cadre de la dernière enquête représentative de l’Ined, Trajectoires et Origines.Les résultats montrent qu’en dépit d’une transformation du profil des immigrants, la démographie aborde l’immigration maghrébine dans des approches similaires à celles qui caractérisent la période coloniale, à savoir, ethniciste et culturaliste. Cette conception a été réactivée en France depuis l’institutionnalisation de la catégorie statistique immigré (1990) qui ne tient pas compte de la dimension historique des immigrations. Elle ne permet pas, notamment, de contextualiser les vagues migratoires dans leurs cadres historiques différenciés. Les spécificités coloniales et postcoloniales des « Algériens », dont le statut juridique a varié selon les périodes, est néanmoins perceptible dans les deux corpus. Or, la prise en compte des ruptures qui ont rythmées les relations entre la métropole et ses possessions d’Afrique du Nord révèlent les effets, encore actifs, de l’héritage colonial sur les parcours scolaires des descendants de Maghrébins et ceux de leurs parents. L’analyse des trajectoires dans leurs dimensions temporelle et comparative permet d’avancer que la réussite scolaire des descendants dépend davantage du capital scolaire, socioculturel et économique de leurs parents que de traits culturels particuliers. De l’immigrant colonial illettré des années 1940 à l’intellectuel transnational Maghrébin des années 1990, la recherche française doit intégrer les transformations à l’œuvre dans cette composante de la population française. / The research is centered on the construction of statistical categories in France. In particular it focuses on the notional deficit that shows the immigré category which designates the individuals who are born abroad of foreign nationality. The category is deconstructed through the example of graduates’ trajectories of Maghreb ascendance as well as the circumstances which led their parents to emigrate and the conditions of their settlement in France. The analyzed materials are of two different natures: the first one is composed of two studies performed by the French Institute for Demographic Studies (Ined) which address the foreign and immigrant populations in France, and the second one, gathers forty-three biographical narratives of graduates of Maghreb ascendance. These later were collected within the frame of the last representative survey implemented by Ined: Trajectoires et Origines. The results show that despite a transformation of the immigrants’ profile, the French demography’s approach of the Maghreb immigration is largely similar to the one characterizing the colonial era: an ethnic and cultural conception. This approach has been reactivated in France when the statistical category “immigré” was institutionalized in 1990. This category, which only takes into account the country of birth of the migrants, displays a significant notional deficit in its definition and its application. In particular, it doesn’t contextualize the immigration waves in their differentiated historical realities. The colonial and postcolonial specificities of “Algerians”, whose legal status has varied across the different periods of time, are nonetheless noticeable in both the demographical studies and the biographical narratives.Yet, when the ruptures which have marked the relationships between France and its ex-possessions in North-Africa reveal the effects of the colonial heritage, which is still active, on the school careers of the Maghreb descendants’ and those of their parents. The analysis of the trajectories in their temporal and comparative dimensions proves that succeeding at school for the Maghreb descendant depends more on the sociocultural and economic capital that the parents possess, than cultural patterns. Indeed, from the illiterate colonial immigrant of the 1940 to the Maghreb transnational intellectuals of the 1990, the French research must integrate the changes occurring in this component of the French population.

[pt] Esta pesquisa partiu das leituras da obra de Elisa Lispector e da seguinte indagação do pesquisador: por que Elisa, publicada, considerada pela crítica e premiada na segunda metade do século XX no Brasil, caiu no esquecimento? A proposta é resgatar os motivos de interesse do trabalho da escritora. Dentre tais motivos, destacam-se -- em construção autônoma, mas inter-relacionada -- a busca da memória de uma família judaica expatriada, que fugiu da Ucrânia para o Brasil, e o questionamento constante da identidade e das relações interpessoais no contexto da dimensão temporal. As personagens, quer evidenciem ou não traços (auto)biográficos, delineiam-se, ao longo dos contos e romances, sempre empenhadas na construção de sua subjetividade. A tarefa projetada desenvolveu-se com o apoio das entrevistas feitas pelo autor da dissertação e de sua coleção de críticas referentes aos livros de Elisa, desenhos e pinturas do seu acervo, bem como fotos da família Lispector. O enfoque da situação da escritora e de sua obra teve, como principal referência teórica, os princípios da crítica biográfica, orientando não apenas a leitura de registros da vida de Elisa em contraponto à análise de amostras escolhidas de seus escritos, como também a inserção das experiências do pesquisador para a construção da figura da escritora. O objetivo maior é evidenciar a importância do resgate da obra de Elisa Lispector para a literatura brasileira. / [en] This research started from readings of Elisa Lispector and the question: why has her work, published, well regarded by critics and awarded prizes in the second half of the twentieth century in Brazil, fallen into neglect? The idea is to highlight the points of interest in Lispector s work. Foremost among these are the following (each a good reason in its own right, but all interconnected): the memories of an expatriate Jewish family who fled Ukraine for Brazil, and the constant questioning of identity and interpersonal relations over time. The characters—whether or not they contain (auto) biographical features—in her short stories and novels are always involved with the construction of their own subjectivity. This study relied on the interviews made by the author and on his collection of criticism related to Elisa Lispector s books, drawings and paintings belonging to her, as well as photographs of the Lispector family. The basic theoretical underpinnings of this study of a writer s life and work are the principles of biographical criticism. They provide guidelines not only for the reading of the records of a writer s life in the light of analyses of samples chosen from her writings, but also for an understanding of the researcher s own experiences in his construction of the figure of Elisa Lispector. The major goal here is to underscore the importance of rediscovering her work for Brazilian literature.

This auto-ethnographic study (i.e. an autobiographical genre of writing and research, written in the first-person voice, where the workings of self are expressed both cognitively and emotionally) qualitatively explores the changing assumptions of a training therapist. It shows how various therapies were negotiated during the training period, and explores how meaning was constructed according to basic, underlying epistemological assumptions. Significant experiences and therapies are presented, showing how the therapist's most basic, linear assumptions, were directly challenged by eco-systemic training. The study produces an in-depth, thick description of both the emotional and the cognitive journey of a training therapist, and traces the therapist's movement away from the stability and certainty of a linear epistemological 'way of knowing' to the instability and uncertainty characteristic of an eco-systemic 'way of knowing'. Conclusions are idiosyncratic and are not intended for generalization. / Psychology / M.A. (Clinical Psychology)

This study investigated the relationships between personality, ability, biographical and sociographical factors on the one hand and criterion measures of job-relevant behaviour on the other. The aim of the study was to isolate success-predicting factors for a Personal Financial Advisor in a South African Bancassurance operation. The research was done by means of a criterion-related concurrent validation study. The sample consisted of 185 advisors with two years or longer sales tenure in the position. Predictor variables included measurement on a 20-dimension competency model, an ability assessment and 17 biographical and sociographical variables related to the position. Criterion variables included production figures and managerial ratings on advisor performance. Meaningful predictors for the success of financial advisors were found for personality, ability, biographical and sociographical variables, and the results confirmed the hypothesised competency model derived from a job analysis. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

The main aim of the study is to make a historical-biographical analysis of four selected Northern Sotho dramatic texts. Chapter one illustrates that the texts we have selected are historical dramas since they deal with the life histories of historical characters. In order to comprehend these texts, it is important to view them as evidence of oral history. The chapter also discusses the approach used by Fleischman which consists of the following parameters: authenticity, intention, reception, social function, narrative syntax and finally narrator involvement. Chapter two discusses the play Marangrang as a reflection of the consequences of Shaka's imperialism and how this affected the Eastern Transvaal in 1820. The chapter illustrates that in order to understand the life history of Marangrang, it is important to discuss it in relation to this period, popularly known as difaqane. It is clear that information about Marangrang has been deliberately distorted because of fear. Chapter three deals with the destructive consequences of Western religion on the traditional African religion. The chapter is based on the life history of Kgasane, who was murdered in 1884, allegedly for his devotion to Christianity. The chapter shows the importance of the need to make a re-interpretation of missionary writings, specifically those surrounding the Berlin Mission Society in South Africa. Chapter four focuses on the role of formal education in the destruction of the Bakgaga ba GaMphahlele history. The chapter is based on the life history of Kgosi Mmutle Ill in bringing formal education to the people of Mphahlele and how this destroyed certain traditional institutions such as chieftainship. Chapter five deals with the problems experienced by mineworkers and also shows the sufferings of Africans at the hands of the government. The chapter is based on the life of Serogole Mathobela, who once worked in the mine. Chapter six is a conclusion where the findings of the previous chapters are made. The reasons why the authors of these texts suspended certain information while highlighting other information varies from fear to propaganda. In conclusion, it is observed that in order to do justice to oral history more financial support is needed. / African Languages / D.Litt. et Phil. (African Languages)

This autoethnographic journey started out as a qualitative research study to discover a new framework for student communication at Unisa. However, I found Unisa and myself reflecting each other, defenceless. Although autoethnography is defined as a research methodology that brings the story of the self into an ethnographic cultural description, it is much more than that. It is a way of being a researcher, where self and culture merge into one ecological unity to present the world with a story that is honest and reflective. The purpose of this study was to present Unisa with a new framework for student communication by exploring new epistemological perspectives. This journey took me from the beginnings of humanity where love and collaboration were our foundations, through our evolution into civilisation, competition, science and education. These contributed a great deal to our intellectual development through mechanistic thinking and a scientific approach but alienated us from each other, which could potentially lead to our destruction. I also explored cybernetics, complex and ecological thinking as new epistemological horizons to view distance learning from. Such a perspective requires a radical epistemological shift from hierarchical, mechanistic and reductionist thinking towards creating an ecology of learning, one that is more dynamic, living, vibrant, caring and empowering. Through my intimate reflective struggle with others, trying to understand how to create this vibrant student communication context I discovered in the quietness of reflection the patterns that connect us all, students, Unisa and myself. Our dialogical relationship emerged, one where there is an epistemological split between our reductionist and mechanistic thinking that requires us to be efficient on the one hand and ecologic and complex thinking that requires a caring, connected and collaborative ecology on the other hand. The question then is how we create this ecology where we reclaim our original humanness and co-evolve into an ecology of learning that is truly empowering. This can be done by co-evolving a new culture of learning grounded in passion, curiosity, openness and preparing us to be responsible and participating citizens of this most beautiful planet. / Educational Foundations / D. Ed. (Philosophy of Education)

Submitted by Fabiany Feitosa (fabiany.sousa@ufba.br) on 2016-04-06T13:20:49Z No. of bitstreams: 1 Ajagunna, Adenike Abiodun Aneys..pdf: 1886342 bytes, checksum: d8150534a8a86f4947ed7c1131588ef4 (MD5) / Approved for entry into archive by Uillis de Assis Santos (uillis.assis@ufba.br) on 2016-04-25T11:50:45Z (GMT) No. of bitstreams: 1 Ajagunna, Adenike Abiodun Aneys..pdf: 1886342 bytes, checksum: d8150534a8a86f4947ed7c1131588ef4 (MD5) / Made available in DSpace on 2016-04-25T11:50:45Z (GMT). No. of bitstreams: 1 Ajagunna, Adenike Abiodun Aneys..pdf: 1886342 bytes, checksum: d8150534a8a86f4947ed7c1131588ef4 (MD5) / A presente pesquisa dedicou-se ao estudo do comprometimento com a carreira, mais especificamente os antecedentes e consequentes do comprometimento com a carreira nas indústrias criativas. A escolha pelas indústrias criativas, representado pelo produtor cultural, deve-se ao forte destaque e crescimento da economia criativa e, sobretudo, à importância do papel social da arte e da cultura. Pelo exposto, o objetivo desta pesquisa consiste em entender como se percebe o comprometimento do produtor cultural com a carreira frente ao contexto de trabalho das indústrias criativas ao longo do seu desenvolvimento profissional. Para tanto, foi proposto a realização de três estudos. O primeiro estudo propõe-se a rever a produção acadêmica, nacional e internacional sobre o tema e vinculá-la ao campo promissor das indústrias criativas, mais precisamente identificar, descrever, classificar e analisar as pesquisas sobre comprometimento voltadas para o contexto da carreira profissional e das indústrias criativas. O segundo estudo buscou identificar, descrever, categorizar e ilustrar os antecedentes do comprometimento da carreira profissional de trabalhadores nas indústrias criativas, com enfoque para os produtores culturais. O terceiro estudo objetivou identificar, descrever, categorizar e ilustrar os consequentes do comprometimento da carreira profissional de trabalhadores nas indústrias criativas, também com enfoque para os produtores culturais. No que tange a metodologia, o primeiro estudo (teórico) realizou uma análise sistêmica para referenciar a produção científica, enquanto os dois últimos estudos utilizaram uma metodologia qualitativa com abordagem das histórias de vida através da técnica de entrevista biográfica. As entrevistas foram realizadas com oito produtores culturais de vasta experiência profissional em projetos no cenário das indústrias criativas baiana em duas etapas distintas. As narrativas foram tratadas a partir do procedimento de análise de conteúdo apoiado no paradigma interpretativo e com auxílio do software ATLAS.ti. Os resultados sugerem que há uma carência de estudos que inter-relacionem o comprometimento com a carreira e as indústrias criativas, além disso, carece ainda de estudos que incluem nas pesquisas o fator da temporalidade de uma carreira. Nesta pesquisa, as análises foram realizadas no sentido de buscar um suporte qualitativo para os antecedentes e consequentes apontadas na literatura, bem como propusemos a inclusão de novos antecedentes (Paixão, Apoio familiar, Apoio de Organizações Públicas e Privadas, Feedback do Público e Criatividade) e novos consequentes (Conflito Vida Profissional e Pessoal, Resiliência, Ser um Exemplo Profissional), de forma a contribuir com os avanços que vêm sendo realizado no campo a partir da utilização hegemônica de instrumentos quantitativos de pesquisa. / The present research was dedicated to study career commitment, more specifically the antecedents and consequences of career commitment in the creative industries. The choice for the creative industries, represented by the cultural producer, is due to the strong emphasis and growth of the creative economy and, above all, the importance of the social role of art and culture. That being exposed, the objective of this research is to understand how career commitment of cultural producers happens in the context of the creative industries workplace along their professional development. Therefore, it was proposed to develop three studies. The first study proposes a review of the academic literature on the subject, national and international, and links it to the promising field of creative industries, more precisely the objective is to identify, describe, classify and analyze the research focused on commitment under the context of career and the context of the creative industries. The second study sought to identify, describe, categorize and illustrate the antecedents to commitment of the professional career of workers in the creative industries, with a focus on cultural producers. The third study aimed to identify, describe, categorize and illustrate the consequences of commitment of the professional career of workers in the creative industries, also focusing on cultural producers. Regarding the methodology, the first study theoretical) conducted a systemic analysis to reference the scientific production, while the latter two studies used a qualitative methodology of the life story approach through the biographical interview technique. The interviews were conducted with eight cultural producers with extensive work experience in projects in Bahia’s creative industries scenario in two stages. The narratives were treated with the procedure of content analysis supported by the interpretative paradigm and with the help of ATLAS.ti software. The findings suggests that there is a lack of studies that inter-relates career commitment and creative industries. Also, has yet to exist studies that include the temporality factor of a career in researches. In this research, the analysis were made to qualitatively support the antecedents and consequences shown in the literature and propose the inclusion of new antecedents (Passion, Family Support, Support of Public and Private Organizations, Audience Feedback and Creativity) and new consequences (Professional and Personal Life Conflict, Resilience, Become a Professional Example), in order to contribute to the field's already made progress based on the hegemonic use of quantitative research tools.

Made available in DSpace on 2014-06-11T19:31:31Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-12-20Bitstream added on 2014-06-13T19:01:50Z : No. of bitstreams: 1 vellosa_scl_dr_arafcl.pdf: 1040051 bytes, checksum: e5a4c276896b149525d47b31891be934 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A partir das últimas décadas do século XX, com o surgimento de um novo paradigma educacional, que é a garantia de uma educação que contemple a todos indistintamente, a Educação Especial vem procurando se adequar à essas mudanças através da oferta de serviços educacionais que efetivem a real participação dos alunos com deficiências no âmbito escolar e social. O presente trabalho procurou resgatar por meio de narrativas (auto)biográficas a trajetória escolar e a experiência profissional de um grupo de professores de Educação Especial, bem como a narrativa de uma mãe que possui um filho com deficiência, procurando situar os diferentes momentos educacionais pelos quais passaram as pessoas com deficiências. O estudo se caracteriza por uma abordagem qualitativa, de cunho (auto)biográfico, que permitiu não somente recuperar e redesenhar as trajetórias pessoais, mas também, ampliar a compreensão que temos dos tempos e espaços nos quais vivem e convivem as pessoas com deficiências. Participaram desse estudo cinco professoras de Educação Especial e uma mãe cujo filho possui Paralisia Cerebral. Os resultados corroboram dados de outros estudos quanto à dificuldade do trabalho escolar do professor, apontando que, no que se refere às condições para o trabalho na Educação Especial, nenhuma das professoras participantes recebeu uma formação voltada para os aspectos inclusivos, sendo que as maiores dificuldades encontradas foi a falta de cursos de formação continuada para todos os professores, equipar as escolas com materiais pedagógicos e também adequar suas estruturas físicas. Os resultados também apontam que o sistema educacional municipal vem procurando acompanhar e se adequar às transformações o máximo possível, com a implantação de serviços que apóiem os alunos com deficiências na inclusão escolar, entendendo-se que o atendimento à diversidade... / From the last decades of the twentieth century with the emergence of a new educational paradigm, which is the guarantee of an education that encompasses all indiscriminately, Special Education has been trying to adapt to these changes by offering educational services that enforce the real participation of students with disabilities in schools and society. This study sought to rescue through narratives (auto) biographical in school history and experience of a group of Special Education teachers, as well as the narrative of a mother who has a disabled child, attempting to situate the different stages through which educational now people with disabilities. The study is characterized by a qualitative approach, stamp (auto) biography, which not only recover and redesign the personal accomplishments, but also broaden the understanding we have of the times and places where people live and coexist with disabilities. Five teachers participated in this study of Special Education and a mother whose son has cerebral palsy. The results corroborate data from other studies regarding the difficulty of schoolwork the teacher, pointing out that as regards the conditions for work in Special Education, none of the participating teachers received training focused on aspects inclusive, with the greatest difficulties encountered was the lack of continuing education courses for all teachers, equipping schools with teaching materials and also adapt their physical structures. The results also indicate that the municipal educational system has sought to monitor and adapt to change as much as possible, with the deployment of services that support students with disabilities in school enrollment, with the understanding that the treatment of diversity is presented as a situation challenging for schools and teachers, despite the evolution of the history of Special Education have reached the educational inclusion of people with disabilities

La thèse propose une analyse sociologique des expériences de la séropositivité au VIH des homosexuels masculins, à l’heure de la mise en indétectabilité biologique du virus dans leurs corps. La conduite d’une enquête longitudinale durant les deux premières années suivant le diagnostic médical mêlant essentiellement des entretiens biographiques répétés avec ces hommes, et des observations multi-situées au sein des différents espaces qu’ils fréquentent et traversent – les Services des Maladies Infectieuses et Tropicales des hôpitaux ; des associations liées au VIH-sida et/ou communautaires Lesbiennes, Gay, Bi et Transexuelles ; des espaces de sociabilités homosexuelles ; la sphère privée : amicale, familiale et liée au couple –, permet de saisir les formes plurielles d’appropriation de la séropositivité. Aussi, la notion de carrière permet d’analyser la façon dont les histoires individuelles de ces hommes s’articulent à l’expérience de l’institution VIH et à ses dispositifs, à la fois dans et hors les murs de l’hôpital. De la culpabilisation au rachat, en passant par la responsabilisation, à partir d’un même itinéraire moral se dessinent différents devenirs séropositifs, en fonction des ressources et dispositions sociales et morales des enquêtés. La thèse montre les processus de transformations subjectives qui s’opèrent chez ces hommes, travaillés par des enjeux moraux mouvants et divergents liés essentiellement à la responsabilisation homosexuelle, pour se racheter et/ou changer. La séropositivité au VIH fait l’objet d’une socialisation spécifique, marquée par un processus de disqualification. L’expérience de cette disqualification sociale, à la fois biologique et morale, où le corps est désormais subordonné à la surveillance et au pouvoir biomédical, vient aussi troubler les dispositions genrées. Dans ce cadre, les devenirs séropositifs sont le produit de l’articulation des socialisations à la séropositivité et de celles antérieures, notamment en termes de morale et de genre. Ils sont également liés à la façon dont ces hommes ont construit leur engagement puis leur carrière homosexuelle, participant à une recomposition des masculinités lors du processus de socialisation à la séropositivité. La thèse conduit in fine à un éclairage du fonctionnement de l’institution VIH en France, des caractéristiques de ses dispositifs, et des tenants normatifs et/ou moralisateurs des biotechnologies et de l’usage de la biochimie se généralisant dans la discipline des corps et la surveillance en santé publique. / The thesis proposes a sociological analysis of gay men’s experiences of HIV, in the time of biological undetectability of the virus in their bodies. The conduct of a longitudinal survey during the first two years following the medical diagnosis, which essentially involves repeated biographical interviews with these men, and multi-site observations within the different spaces they use and cross - the Infectious Diseases and Tropical hospitals; HIV / AIDS and/or LGBT NGOs; spaces of gay sociability; private sphere: friends, family and couple, allows us to grasp the plural forms of appropriation of their HIV status. The concept of career helps us to analyze how the individual stories of these men articulate with the experience of the HIV institution and its devices, both within and outside the walls of the hospital. From guilt to empowerment, through accountability, from the same moral itinerary emerge different HIV-positive outcomes, depending on the resources and social and moral dispositions of the respondents.The thesis shows the processes of subjective transformations that take place among these men, facing changing and divergent moral issues linked essentially to homosexual responsibility, to redeem themselves and / or change. HIV positivity is the subject of a specific socialization, marked by a disqualification process. The experience of this social disqualification, both biological and moral, where the body is now subordinated to biomedical surveillance and power, also disturbs the gendered dispositions. In this context, HIV-positive outcomes are the result of HIV socializations articulated to previous ones, in particular in terms of morality and gender. They are also linked to how these men built their commitment and then their homosexual career, participating in a redefinition of masculinities during the process of HIV socialization. The thesis eventually highlights the HIV institution works in France, the characteristics of its devices, as well as the normative and / or moralistic impacts of biotechnologies and use of biochemistry that have generalized in the discipline of bodies and public health surveillance.