The present-day working setting has endured many developments over a couple of centuries.These developments have provided us with new working settings, concepts, and roles. Withthe advancements in technology and the underlying instigator of COVID-19, the remotesetting has become a commonality for many organizations. Concepts such as organizationalbelonging have grown to become a vital focus for companies and a necessity for employees.The role of the manager which was once simple and direct has become complex andmultidimensional. The rise in remote workers, full-time and hybrid, during and post-COVID19 has caught the attention of many researchers. Yet, the profound implications surroundingremote workers have been neglected. This study wants to shed light on remote workers’ senseof belonging and the factors regarding the managerial role that interplays into the mentioned.The purpose is to unfold how to effectively utilize the remote setting while creating apleasant environment for the employees. An environment directed by managerial support,interactions, and culture transmission will foster productivity, motivation, job satisfaction,and finally the sense of belonging of the employees. Lastly, this exploratory qualitative studywill through a combination of the abductive and inductive approach and a thematic analysisfathom the managerial role in remote working employees’ sense of belonging. In conclusion,this study argues that managers do have the power to shape the remote working environmentand thus, strengthen employees’ sense of belonging. Tailored supportive practices, supportiveleadership approaches, more engagement, deeper relationships, and consistent feedback andrecognition would improve the remote setting experience and belonging for the employees.

This thesis explores the experiences of belonging and waiting of young Hazara refugees from Afghanistan living in Sweden under temporary residence permits. The study aims to investigate the experiences of social and political belonging of young Hazara refugees with temporary residence permits, focusing on their experiences of waiting for permanent legal decisions in the context of their asylum process. The case study utilises a transformative worldview and delves into the young Hazara's narratives of social and political belonging amidst prolonged legal uncertainty through semi-structured interviews with four young Hazara refugees, aged 18-22, who arrived in Sweden as unaccompanied asylum-seeking children and have lived in Sweden since 2015. It focuses on themes such as the importance of Home, social networks, and the impact of legal liminality. It further explores the refugee's worry about deportation, challenges in pursuing education, experiences of waiting, and aspirations for the future. The findings highlight the experiences of legal uncertainty and its impact on their social and political belonging. Further research is needed on social and political belonging and waiting in the context of temporary border control. This can help improve policies for young Hazaras with temporary residency permits and other disadvantaged groups.

[pt] As Odisseias de Homero e de Kazantzákis – O exílio em dois poemas abordam o tema do exílio a partir de Ulisses, um mesmo protagonista que encarna personagens dramaticamente diferentes. As duas obras escritas em épocas muito distintas, propõem mais divergências do que convergências entre as duas narrativas gregas, mas encarnam a temática capaz de manter esse personagem principal e a problemática do exílio relevante através dos tempos. A pesquisa opera uma análise da trajetória do heroico personagem Ulisses na Odisseia do lendário Homero (ca. século VIII a. C.) e na Odisseia moderna do Prêmio Nobel grego Nikos Kazantzákis (1883-1957). A tese se compõe de três capítulos. O primeiro capítulo ocupa-se dos cantos iniciais do poema homérico (cantos IV-XII), com vistas a levantar as etapas do nóstos (retorno) do herói – percurso que descreve mais do que uma série de aventuras fabulosas: desenha-se aqui um trajeto que infunde no protagonista o sentimento do exílio e algumas de suas modalizações; os demais cantos consolidam a percepção de Ulisses perante a reintegração ao seu ambiente de origem. O segundo capítulo aborda o poema de Kazantzákis a partir das divergências em relação ao modelo: o autoexílio e as inusitadas opções do herói moderno que se impõem à narrativa e à leitura. O terceiro capítulo contém uma antologia da poesia moderna e contemporânea (dos séculos XIX-XX) em que um seleto glossário do exílio, presentes nos episódios dos épicos gregos lidos em seus contrastes, é ilustrado. Através desta personagem, que vivenciou de forma superlativa a questão exílica em seu périplo, inseminou-se definitivamente a temática do exílio na literatura. O volume de versos e episódios envolvidos na análise indicou o método comparativo e uma peculiar intertextualidade, exercida a partir da divergência em relação ao poema homérico, como os critérios da abordagem dos textos (SHAW: 1973, p. 90), articulados menos entre si do que em função do tema do exílio. Questões poéticas e políticas denotam o exílio como ferramenta crítica e de reflexão sobre a contemporaneidade, levando-nos a pensar e repensar tópicos como pertencimento, fronteiras, nacionalidade e origem, ainda que a partir de um dos temas mais remotos da literatura. / [en] Homer s and Kazantzákis Odysseys – Exile in two poems addresses the theme of exile from Ulysses perspective, one and only, one protagonist who embodies dramatically different characters. The two works written at very diverse times, propose more divergences than convergences between the two Greek narratives, but they embody one thematic capable of maintaining this main character and the problem of relevant exile through the ages. The current research operates an analysis of the trajectory of the heroic character Ulysses in the Odyssey of the legendary Homer (ca. 8th century BC) and in the modern Odyssey of the Greek Nobel Prize Nikos Kazantzákis (1883-1957). The thesis has three chapters. In the first chapter, the Homeric poem deals with the set of initial songs of the epic (songs IV-XII), aiming to depict the stages of the hero s nóstos (return) - a route that describes more than a series of fabulous adventures: a path is drawn here that instills in the protagonist the feeling of exile and some of its modalities; the other chants consolidate Ulysses perception regarding his reintegration towards his original belonging. The second chapter deals with Kazantzákis poem based on divergences in relation to the model: self-exile and the unusual options of the modern hero that impose themselves on both the narrative and the reading. The third chapter contains an anthology of modern and contemporary poetry (from the 19th-20th centuries) in which a select glossary of exile, present in the episodes of Greek epics analyzed and interpreted in their contrasts, is illustrated. Through this character, who experienced the exile perils in a superlative way in his journey, the theme of exile in literature was definitively pollinated. The volume of verses and episodes involved in the analysis guided the researcher towards the comparative method and the intertextual reading as the main criterion for approaching the texts (SHAW: 1973, p. 90), articulated according to the theme of exile. Poetic and political issues in a vast production of literary works, in the theater, in the cinema as well as in the plastic arts denote exile as a critical and reflective tool about

[pt] A figura dos Mestres Cantadores do Boi de Pindaré: Educação, Memória, Pertencimento e Oralidade investiga as práticas educativas dos dois Mestres formais do Boi de Pindaré: Mestre Castro e Mestre João do Sá Viana contadas através das narrativas identitárias deles e dos sujeitos que participam. As trajetórias dos mestres foram estudadas a partir de idas e vindas, em um processo de rupturas, suturas que é natural na identidade do ser humano. Destaca-se a importância desses Mestres cantadores como educadores não formais da cultura popular maranhense, pois, é através dos seus ensinamentos que são propagados os conhecimentos contidos na tradição do Bumba-meu-boi do Maranhão que possuí elementos populares repletos de significados e cheios de simbologias e as memórias e conhecimentos revelam uma rede de saberes construídos e reconstruídos, possibilitando assim, um olhar mais atento em relação a conexões e troca de saberes através da oralidade e das práticas pedagógicas que suscitam provocações e dialogismos. Neste contexto é estudado o papel feminino através do emponderamento das mulheres que fazem o Boi de Pindaré reconhecendo suas lideranças dentro dos núcleos que atuam e a visibilidade das suas ações como propagadoras da tradição. O Ensino não formal é realizado nos ensaios, durante as apresentações e principalmente no espaço educacional da Sede, que é aberto para toda a comunidade como um lugar social e cultural de convivência, de ensino e aprendizagem. Foram utilizados como metodologia a análise documental e a história oral, a partir de entrevistas com Mestres e brincantes do Boi de Pindaré. Conclui-se que esses Mestres cantadores desempenham um importante papel como educadores não formais da cultura popular maranhense, pois, é através dos seus ensinamentos que são propagados os conhecimentos contidos na tradição do Bumba-meu-boi do Maranhão que possuí elementos populares repletos de significados e cheios de simbologias, memórias e conhecimentos. A pesquisa revelou uma rede de saberes construídos e reconstruídos, que possibilitam conexões e troca de saberes através da oralidade e das práticas pedagógicas que suscitam provocações e dialogismos. / [en] Boi de Pindaré s masters: Education, Memory, Belonging and Orality investigated the educational practices of the two formal Masters of the Boi de Pindaré: Master Castro and Marter João do Sá Viana told through their identity narratives and of the subjects who participate. The trajectories of the masters were studied from comings and goings, in a process of ruptures, sutures that is natural in the identity of the human being. The importance of these Masters cannot be highlighted as non-formal educators of the popular culure of Maranhão because it is through their teaching that the elements contained in the tradition of Bumba meu boi of Maranhão are propagated, which were full of meanings and full of symbologies and as memories and knowledge revealed a network of knowledge built and reconstructed, enabling, an attentive relationship and exchange of knowledge through orality and pedagogical practices that arouse provocations and dialogism. In this context, the female role is studied through the empowerment of women who make the Boi de Pindaré, recognizing their leadership within the nuclei that act and the visibility of their actions as propagators of tradition. Non-formal teaching is carried out in rehearsals, during presentations and mainly in the educational space at headquarters, which is open to the entire community as a social and cultural place for coexistence, teaching and learning. Documentary analysis and oral history were used as a methodology, based on interviews with masters and players of the Ox of Pindaré. It is concluded that these singing Masters play an important role as non-formal educators of Maranhão popular culture, because it is throung their teachings that the knowledge, contained in the tradition of Bumba my ox of Maranhão is propagated, which has popular elements full of meanings and full of symbologies and memories and Knowledge. The research revealed a network of reconstructed knowledge, which enable connections and exchange of knowledge through orality and pedagogical practices that arouse provocations and diaologism.

[pt] A presente tese apresenta uma análise sobre os impactos da pós-patrimonialização do Sítio Arqueológico do Cais do Valongo, localizado na cidade do Rio de Janeiro, no que diz respeito à construção dos vínculos identitários e de pertencimento dos moradores do bairro da Saúde (RJ), após ser reconhecido pela Organização das Nações Unidas para Educação, Ciência e Cultura (UNESCO) desde 2017, como patrimônio material e imaterial da Humanidade. Para realização do estudo, partiu-se do pressuposto que o convencimento realizado junto aos moradores a respeito do legado cultural e do reconhecimento do Cais do Valongo se constituiu como uma estratégia para manutenção da memória coletiva em função de ser um marco na representação da dinâmica escravocrata nas Américas. Partiu-se de uma abordagem qualitativa, cujo aporte metodológico se efetivou através do trabalho de campo, com visitas guiadas para melhor conhecimento histórico da região, bem como participação em atividades culturais, o que permitiu proceder uma observação direta no bairro, tanto para conhecimento e aproximação com moradores e lideranças locais, como para a escuta dos sujeitos, pois foram realizadas entrevistas de cunho semiestruturada, buscando compreender como as experiências simbólicas produzidas no espaço urbano da cidade carioca, vem se estabelecendo, sobretudo no processo de construção social em relação o seu lugar e o seu sentido, considerando que essas práticas são atravessadas por relações de poder que impactam na forma como as pessoas constroem suas referências, uma vez que o espaço foi e continua sendo representado pelas reivindicações da população afro-brasileira mobilizada pelas atividades do movimento negro e lideranças locais, no qual o passado e as tradições são reafirmadas pelas trocas sociais existentes. Mas, por outro lado, ocorreu uma nova centralidade para o bairro da Saúde, com aumento dos aluguéis, e com a dinâmica dos ciclos de investimentos e desinvestimentos do capitalismo, que impactou na vida do morador diante de um movimento de especulação imobiliária que teve relação direta com a articulação entre intervenções urbanas e a constituição de todo um aparato voltado para fortalecimento do setor de serviços. / [en] This thesis presents an analysis of the impacts of the post-patrimonialization of the Archaeological Site of Cais do Valongo, located in the city of Rio de Janeiro, with regard to the construction of identity bonds and belonging of the residents of the neighborhood of Saúde (RJ), after being recognized by the United Nations Educational, Scientific and Cultural Organization (UNESCO) since 2017, as tangible and intangible heritage of humanity. To carry out the study, it was assumed that convincing residents about the cultural legacy and recognition of Cais do Valongo constituted a strategy for maintaining the collective memory in terms of being a milestone in the representation of the dynamic s slavery in the Americas. It started with a qualitative approach, whose methodological contribution was carried out through fieldwork, with guided tours for better historical knowledge of the region, as well as participation in cultural activities, which allowed direct observation of the neighborhood, both for knowledge and approximation with residents and local leaders, as well as listening to the subjects, since semi-structured interviews were carried out, seeking to understand how the symbolic experiences produced in the urban space of the city of Rio de Janeiro have been established, especially in the process of social construction in relation to its place and its meaning, considering that these practices are crossed by power relations that impact the way people build their references, since the space was and continues to be represented by the claims of the Afro-Brazilian population mobilized by the activities of the black movement and local leaderships, in which the past and traditions are reaffirmed by existing social exchanges. But, on the other hand, there was a new centrality for the Saúde neighborhood, with the increase in rents, and with the dynamics of the investment and disinvestment cycles of capitalism, which had an impact on the life of the resident in the face of a movement of real estate speculation that was related to directly with the articulation between urban interventions, and the constitution of an entire apparatus aimed at strengthening the service sector.stract.

[pt] O objetivo desta dissertação é investigar os recursos e estratégias pedagógicas adotadas pelo projeto Experimente Cultura que facilitam a visita de crianças de escolas públicas ao museu. A intenção é, portanto, analisar as estratégias implementadas para promover a identificação dos grupos escolares com as experiências disponibilizadas. O Experimente Cultura é um projeto apoiado pela Prefeitura da Cidade do Rio de Janeiro e Secretaria Municipal da Cultura, direcionado aos estudantes da rede pública e jovens em situação de vulnerabilidade socioeconômica, que busca incentivar a visita a espaços culturais e proporcionar experiências de imersão em ambientes que expressam a história, arte e cultura na Cidade do Rio de Janeiro. Com base nos objetivos delineados para esta pesquisa, foram utilizados dois recursos metodológicos para a produção de dados: entrevista semiestruturada com a curadora do projeto, visando compreender a origem do projeto e sua proposta; e observação não participante das atividades do projeto com os grupos escolares nas escolas e nos museus, de modo a analisar o funcionamento efetivo do projeto e investigar as estratégias e recursos utilizados durante a visita. Fez-se a observação de dezenove visitas nos museus e nas escolas ao longo de novembro e dezembro de 2023. Com o intuito de responder aos objetivos da pesquisa, foram utilizados referenciais do campo da Cultura, como Bauman, Ortiz, Eagleton e Laraia, e do campo dos Estudos de Público, como Koptcke, Pereira, Mano e Bevilaqua. As pesquisas nesses campos buscam entender de que maneira os grupos sociais estabelecem conexões e interações com espaços culturais, como os museus. Além disso, busca-se compreender os modos pelos quais as práticas culturais influenciam as percepções, identidades e experiências nos diferentes contextos sociais. Os estudos de público destacam que nem todos os grupos sociais conseguem acessar os museus devido a barreiras de ordem social, econômica e geográfica e, nessa perspectiva, tornam-se eficazes para investigar as causas e democratizar o acesso aos espaços de cultura. Os dados obtidos na realização da pesquisa indicam que o Projeto Experimente Cultura, ao proporcionar recursos como transporte, alimentação, atividades culturais tanto nas escolas quanto nos museus, e implementar estratégias pedagógicas para promover a identificação dos grupos escolares com os espaços culturais, não apenas facilita a participação do público escolar, mas também estabelece uma aproximação significativa entre as crianças e os museus. / [en] This dissertation aims to investigate the pedagogical resources and strategies adopted by the Experimente Cultura project that facilitate public school children to visit a museum. The purpose is, therefore, to analyze the strategies executed to promote the placing of school groups with available experiences. Experimente Cultura is a project supported by the Town Hall of Rio de Janeiro City and the Municipal Department of Culture, headed at public school students and young people in positions of socio-economic vulnerability, which seeks to encourage visits to cultural venues and provide experiences of immersion in environments that express the history, art, and culture of the city of Rio de Janeiro. Based on the objectives summarized for this research, two methodological resources were used to produce data: an interview with an elaborate script with the project s healer, to understand the origin of the project and its proposal; and non participant observation of the project s activities with school groups in schools and museums, to analyze this project with an actual running to investigate the strategies and resources used during the visit. Nineteen visits to museums and schools were made throughout November and December of 2023. To respond to the research goals, we used references from the field of Culture, such as Bauman, Ortiz, Eagleton, and Laraia, and from the field of Public Audience Studies, such as Koptcke, Pereira, Mano, and Bevilaqua. Research in this field seeks to understand how social groups establish connections and interactions with cultural spaces, such as in museums. In addition, they aim to understand how cultural practices influence perceptions, identities, and experiences in different social contexts. Audience studies emphasize that not all social groups can access museums due to social, economic, and geographical barriers and, from this perspective, trying be effective in investigating the causes and democratizing access to these cultural spaces. The data obtained during this research show that the Experimente Cultura Project, if providing resources such as transportation, food, and cultural activities both in schools and museums, implementing pedagogical strategies to promote the identification of school groups in cultural spaces, not only facilitates the participation of the public school, but also establishes a significant approach between children and museums.

Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Linda P. Thurston / This qualitative case study with multiple participants explored how the perception of campus climate and gender role expectations contributes to Latinas’ persistence at a two-year Hispanic Serving Institution (HSI) in the Midwest. Guided by the work of Hurtado and Carter (1997) and social support theory (Sarason & Sarason, 1985), various aspects of the college experience both inside and outside the classroom were examined. In-depth interviews were conducted in order to gain insight into those viewpoints that influenced the desire to enroll and persist in college and how these perspectives shaped commitment and sense of belonging to the institution. Prominent themes that emerged were: the significance of family support and the need to stay close, the impact of student identity and the importance of positive faculty-student interaction. The results indicated that immigration status, the desire to make family proud, and support from family and instructors that offered words of encouragement served to motivate students to persist and graduate. Additional prominent findings revealed that the perception regarding academic environment including the need for positive academic advising experiences, involvement in organizational memberships, particularly with the Hispanic American Leadership Organization (HALO) and activities that embrace the diverse student population and incorporate varying perspectives affect perceptions of campus climate and commitment to the institution. Participants identified those programs and services on campus that best serve the needs of Latinas and have the most impact on a positive college experience. The results contribute to the research addressing campus climate and sense of belonging for Latino/a students overall, and offers unique insights from the perspective of Latinas attending a two-year HSI that is lacking in the body of literature. Implications for practice and future research are identified.

The focus of this essay is Kazuo Ishiguro’s Never Let Me Go. My central claim is that a theme of belonging underpins the novel and is recurrent in a number of different ways. In my reading, I utilise Jean Baudrillard’s postmodern critical concepts to produce this interpretation. I argue that the theme of belonging can be interpreted using Baudrillard’s loss of the real and hyperreal concepts. The usefulness of these concepts is primarily based on the element of clones and cloning in the narrative. Baudrillard’s theories deal with signs and images that do not correspond with the realities that they are meant to represent, mirroring the predicament of the Hailsham students in Never Let Me Go. My essay presents three main areas of discussion in relation to the theme of belonging. Firstly, Hailsham and the students are examined using the loss of the real/hyperreal concepts. The second area deals with belongings as a recurrent motif. In my reading, the dual meaning of the word belonging is an important factor in identifying the theme. This particular discussion deals also with ownership. The final area of discussion revolves around the issue of genre, or rather genres. The novel’s mixture of character drama and science-fiction dystopia is discussed in relation to the loss of the real/hyperreal. / Uppsatsens fokus är Kazuo Ishiguros Never Let Me Go. Min huvudtes är att det finns ett tema av tillhörighet som utmärker romanen. I min läsning applicerar jag Jean Baudrillards postmoderna kritiska begrepp i tolkningen av texten. I uppsatsen argumenterar jag att temat av tillhörighet kan tolkas med hjälp Baudrillards begrepp förlust av verkligheten samt hyperverkligheten. Användbarheten av dessa begrepp bygger på förekomsten av kloner och kloning i texten. Baudrillards teorier handlar om tecken och bilder som ej motsvarar verkligheten på ett tydligt sätt, och denna brist på korrespondens mellan verklighet och representation avspeglar Hailsham-elevernas situation i Never Let Me Go. Min uppsats har tre huvuddiskussioner i förhållande till temat tillhörighet. För det första, undersöks Hailsham och eleverna med med hjälp av begreppen förlust av verkligheten/hyperverkligheten. Andra diskussionsområden handlar om tillhörighet/er som återkommande tema. I min läsning, är det faktum att ordet tillhörighet har två definitioner en viktig aspekt när man ska identifiera temat. Denna diskussion handlar också om äganderätt. Den sista diskussionen handlar om romanens genre, eller genrer. Även romanens blandning av karaktärsdrama och science-fictiondystopi diskuteras i förhållande till Baudrillards begrepp förlust av verkligheten/hyperverkligheten.

This thesis aims to make a contribution to our current understanding regarding leisure-time pedagogues’ work with children’s relationships. Here focus is placed on the collective action repertoire as expressed by two different groups of leisure-time pedagogues. The research questions addressed are:   How do leisure-time pedagogues work with children’s relationships and how do they view such relationships? What communities do they identify? What qualities in children’s relationships do they regard as desirable?  The theoretical framework of this study is based on Wenger’s (1998) social theory regarding learning in communities of practice, as well as Gergen’s theory of relationships as an inevitable part of human existence. Consequently, within this thesis relationships are viewed as mainly negotiated and are therefore dynamic in character. The methodological approach is ethnographic, focusing on leisure-time pedagogues’ work with and talk about children’s relationships. The study is based on data derived from eight leisure-time pedagogues divided into two different work teams of four pedagogues, covering two different leisure-time centres and involving 60 children of 6-11 years of age.   Final analysis is based on concepts derived from both Wenger’s and Gergen’s theories, for example; action repertoire, relational qualities, communities of practice and shared interests. Results suggest that the communities of practice and the alliances that pedagogues identify are often gender-related and built on common interests. The pedagogues’ action repertoire illustrates a desire to facilitate encounters between children and promote harmonious relationships. Leisure-time pedagogues support relationships characterized by consensus, respect, confidence and adaptation to rules, whereas those marked by conflict, disharmony, breaking rules or aggressions are counteracted. Various notions emerge in pedagogues’ action repertoire based on normative thinking, where different relational competences are ascribed to children. Some children are described as relationally competent while other children, who do not adapt themselves in a desirable manner, are described as having difficulties adjusting their relational competence. The results also reveal a lack of guidelines for handling the variety of differences in children’s relationships and display the lack of a common professional language for verbalizing children’s relational work.

For many years, educators, psychologists and parents have expressed concern about the apparent deterioration of pupil motivation and performance after children move to secondary school. This study used a longitudinal design to examine the transfer process from the perspective of a group of 393 children (195 boys, 198 girls) as they moved from 19 primary schools to four secondary schools in Fife. Children’s self-perceptions of school commitment, school belonging, school participation, self-esteem and global wellbeing were evaluated four times over a 13 month period, twice before transfer in the final year of primary school and twice after transfer in the first year of secondary school. Information was also collected about family and home life, emotions, lifestyle and school on each occasion. The data was analysed using multilevel modelling in order to examine how each of the five outcome variables changed over the time of the study, and how they related to a series of independent variables. It was anticipated that changes in these outcomes may have occurred immediately after the move to secondary school, perhaps followed by an improvement six months later after they had adapted to changes and settled in to their new schools. The results showed that, contrary to expectations, all outcomes except school participation recorded an improvement at wave 3, immediately after the transfer to secondary school. However, there was some evidence that after an initial ‘honeymoon period’, children perceived certain aspects of school in a less positive light and by wave 4 there was a decline in all outcomes except for the perception of self-esteem, which continued to improve. Since wave 4 was only a few months after transition, a significant change in children’s views is seen quite quickly after transfer. It is not clear whether this represents a return to a more realistic level or if this signals the beginning of a more prolonged negative attitude towards school and education in general. The general conclusion is that the process of transfer to secondary schools is well managed, but it might be helpful for induction programmes to prepare children for the changes in teaching and learning methods that might be encountered, and perhaps other types of programme might be beneficial during the first year.