This research explores the themes of participation and professionalization as they intersect with power in domestic violence advocacy by using a case study from one region in Kentucky. Throughout this dissertation, I investigate the ways political and economic pressures influence local domestic violence advocates and the ways these macro-level pressures influence 1) an advocate's level of participation in the organization and 2) a transition in social service provision to a professional model of advocacy. The research illustrates that the nature of domestic violence service provision is changing in the United States as a result of the increasingly privatized nature of social service provision and subsequent shifts in domestic violence advocacy participation practices and professionalization trends.Specifically, I explore the relationships between power and levels of participation in domestic violence advocacy by examining the relationship between power, the expectation for increased professionalization within social service agencies, and the local level negotiations of these expectations. Furthermore, I provide an ethnographic description of the daily activities of a domestic violence organization to illustrate why, how, and what aspects of the program are transformed in a new model of professionalized social service provision. Additionally, this research includes the voices of oral history participants in the domestic violence social movement in Kentucky. As services in Kentucky undergo a transformation aimed at further professionalizing domestic violence advocacy, the historic local knowledge of domestic violence advocacy and activism is useful for clarifying the foundations of contemporary advocacy service provision and activism by providing a longitudinal perspective.The changing field of domestic violence advocacy is marked by the move towards unequal power relationships between the advocates and the women, the lack of victims' and advocates' participation in the creation and implementation of programming and services, and the professionalization of domestic violence organizations and workers. This local case study contextualizes the trends that are currently acting upon social service organizations in general, thereby illustrating thecomplexity of human service provision by examining the multiple messages that domestic violence advocates, and thus human service care workers in general, negotiate.

This thesis examines the context and practices of emotion management for National workers in International Non-Governmental Organizations (INGOs) through a study of national workers recruited into disaster intervention in India. The research draws on postcolonial theory and problematizes current work exploring the implications of race and intersectionality within emotion management. The data collection strategy involved a narrative-based semi-structured interview process with a view to surfacing social and discursive constructions. The interpretation comprised of three levels of reading that included explication, explanation and exploration based reading using postcolonial and poststructural-feminist theories. Results highlight the dominance of neoliberal practices in INGOs and explain how these practices foreground various colonial continuities in the ways in which INGOs respond to disasters. Neoliberal practices inform and impact on the emotion management of National workers as they create a masculine and instrumental emotion regime where emotions and compassion are seen as dispensable. The colonial continuities on which neoliberalism draws, have an impact on the relationships between National and Expatriate workers. These relationships become ‘emotional encounters’ based on asymmetries that disadvantage the former. This understanding paves the way for proposing changes in contemporary disaster management practices. In this context the emotion management of National workers is a complex performance. These complex performances are linked to the postcolonial concepts of mimicry, sly-civility and hybridity and to the operation of power through desires and subjectivity. Through this context based interpretation, emotion management and theorising can be extended in useful ways. In particular, I go beyond the normative nature of much current theorising. In doing so I am able to consider emotion management as an ‘embodied emotional performance’ that places additional stress on stigmatised identities. This formulation helps break down the binaries that inform our current conceptualisation of emotion management such as emotion work and emotional labour; surface and deep acting; real and fake emotions; felt and expressed emotions. It also blurs the distinction between emotional labour and aesthetic labour. Further, it helps identify different forms of resistance to neoliberal dictates about the role of emotions in organizations. This allows for the recognition that embodied emotional performances enable conformity as well as creative resistance against emotion norms in organizations.

(no abstract available)

A profissionalização da docência, elemento partícipe dos processos de racionalização e modernização da escola e da sociedade, é entendida como um percurso sócio-histórico que apresenta como eixo a busca por um status social de profissão ao magistério. Dessa forma, o presente trabalho apresenta e analisa a Lei nº 2.338/1954, primeiro Estatuto exclusivo ao magistério estadual do Rio Grande do Sul, importante momento na profissionalização da categoria docente sul-rio-grandense. Para tal, analisou-se o texto a partir das discussões de Pierre Bourdieu a respeito do Estado, bem como as construções teóricas de E. P. Thompson sobre a Lei e suas ferramentas de legitimação simbólica. O estudo realizado a partir do Estatuto de 1954 apontou que, mesmo com os avanços na profissionalização da docência materializados no texto legal, houve a permanência de elementos que remetem à docência como ação vocacionada, hierarquização entre os âmbitos público e privado, vinculação entre magistério e gênero feminino, interferência estatal na experiência docente, o que implicou em oposições à profissionalização da categoria docente, atuando de forma contrária à valorização social do magistério. A fim de observar as possibilidades de atuação do magistério na busca pela profissionalização da categoria, bem como a atuação das categorias de Estado na experiência do professorado, foi utilizado o conceito de experiência de E. P. Thompson e tomado como fonte o documento “Suely de Oliveira: Perfil Biográfico, Depoimentos e Discursos (1915-1994)” Suely de Oliveira foi professora estadual e a primeira mulher deputada sul-rio-grandense, eleita em 1950. A partir da análise dos discursos proferidos pela Deputada, percebeu-se a inserção na Assembleia Legislativa das discussões sobre profissionalização do magistério partindo da compreensão da docência como ação vocacionada, para posteriormente pontuar os debates sobre carreira e remuneração a partir de marcos racionais. Suely de Oliveira apresentou reivindicações do magistério estadual gaúcho pela necessidade de elaboração de um Estatuto exclusivo à categoria docente, bem como modos de avaliação dos docentes a partir de referências racionais e burocráticas. Ainda, ao proceder a análise dos depoimentos produzidos sobre a Deputada por seus contemporâneos, foi possível perceber que as categorias afirmadas sobre o magistério e o feminino, como paciência, abnegação, moralidade e atuação no espaço doméstico formaram características legitimadoras da atuação política de Suely de Oliveira. / The professionalization of the teaching, an element that is part of the process of the rationalization and modernization of the school and the society, it’s understood as a sociohistorical process which present as an axis the search for a social status as profession to the state teaching. Thereby, the aim of this study is to score the Law 2338/1954, the first exclusive Statute to the Teaching of the State of Rio Grande do Sul, as a mark in the professionalization of the state teaching. For this purpose, the text is analyzed based on Pierre Bourdieu discussions about The State as well as the theoretical constructions from E. P Thompson on The Law and its tools of legitimacy symbolic constructions. As the results of this work, it is signalized that, even with some advances in the professionalization of the teaching materialized by the Statute, repeated elements that refer to teaching as a devoted action, ranking between the public and the private sphere, the link between teaching and female gender cause oppositions to the professionalization of the teaching category, acting in a contrary way to the social valorization of the teaching. In order to make an observation about the possibilities of the action on teaching of the in the searching for the professionalization of the category, as well as in the State categories in the teaching experience, it was used the concept of experience from E. P. Thompson and was taken the text “Suely de Oliveira: Perfil Biográfico, Depoimentos e Discursos (1915-1994)” as a source Suely de Oliveira was a state teacher and the first congresswoman from Rio Grande do Sul, elected in 1950. It was noted, from the analysis of the Congresswoman speeches, an insertion about professionalization of the Teaching starting from the teaching comprehension as a devoted action, to subsequently point out debates about professional career and remuneration from rational frameworks. Suely de Oliveira presented demands of the state teaching for a strong need to construct an exclusive Statute to the teaching category, as well as forms of evaluation of the teachers from the rational and bureaucratic references. Furthermore, proceeding the interview analyses produced by her contemporaries about the Congresswoman, was possible to tell that the features said about the Teaching and the feminine, as patience, self-denial, morality and acting in the household spaces had formed features of legitimacy in the Suely de Oliveira political activity.

A modernização é um tema recorrente na literatura contemporânea, sobretudo das ciências sociais, e suas expressões trazem elementos de rápida transformação que influenciam toda a sociedade e também suas organizações. O presente estudo está inserido no tema da modernização das organizações, tendo como seu objeto de pesquisa o recorte dos Parlamentos, organizações do Poder Legislativo com características próprias deste Poder. Deste modo, o estudo contribui para o desenvolvimento do campo da administração parlamentar, área de pesquisa pouco desenvolvida no Brasil e que, embora guarde intrínsecas relações, se distingue dos Estudos Legislativos ou da Gestão de Organizações Públicas. Entre as estruturas criadas para a modernização dos Parlamentos, estão as Escolas do Legislativo, espaços de capacitação e treinamento que emergiram a partir da década de 90 para qualificar o corpo administrativo que se atribuiu às Casas em função dos preceitos da Constituição de 1988. Neste sentido, a presente investigação procura responder ao seguinte problema de pesquisa: Como foram criadas e se desenvolveram as Escolas do Legislativo no Parlamento brasileiro? Tendo, como objetivo, explicar o surgimento das Escolas do Legislativo no contexto histórico da modernização do Parlamento. Para isso, desenvolve-se uma pesquisa exploratória de estudo de casos múltiplos com as três primeiras organizações legislativas que criaram suas Escolas: a Assembleia Legislativa de Minas Gerais, a Câmara dos Deputados e o Senado Federal. A relevância destas Escolas, para além de seu pioneirismo, está no fato de constituírem modelos para a referência de outras Casas legislativas que passaram a implementar também suas próprias Escolas. O estudo de casos é adotado em seu tipo histórico-organizacional, utilizando-se de documentos, discursos parlamentares, bibliografia e entrevistas narrativas para a coleta de dados dos casos estudados. Os dados emergidos do campo são organizados e analisados em duas perspectivas. Na perspectiva vertical, cada caso é analisado isoladamente para a construção do contexto histórico de criação e desenvolvimento das Escolas. Na perspectiva horizontal, quatro questões essenciais emergem da pesquisa e são discutidas nos três casos e com base na revisão teórica realizada. O resultado da pesquisa é um quadro analítico que apresenta os elementos de criação de cada uma das Escolas e suas posições em relação às questões transversais discutidas. Por fim, realiza-se uma síntese do trabalho desenvolvido, uma discussão das principais limitações da pesquisa e uma indicação de agenda de pesquisa com outras questões que devem ser exploradas no campo da administração parlamentar / Modernization is a frequent issue in the contemporary literature, especially regarding the social sciences, and whenever it takes place, quick change elements influence the entire society and its organizations. The present study deals with modernization processes inside organizations, and its main research object lies within the Parliaments: legislative organizations with specific characteristics of this law power. Thus, the paper contributes to the development of the researches on parliamentary administration, an area still poorly developed in Brazil that, in spite of its similarities, is different from the Legislative Studies or Public Organizations Management. Among the many structures created which seek the modernization of parliaments, there are the Legislative Schools, places established in the \'90s meant to provide corporative training to the administrative body, role attributed to the Houses due to the principles of the 1988 Constitution. Thus, this study aims at answering the following research problem: How were the Legislative Schools in the Brazilian Parliament created and developed? Its objective is to explain the establishment of Legislative Schools in the historical context of the Parliament modernization. In order to do so, an exploratory multiple-case study was developed, which investigated the three first legislative organizations that created their own Schools: the Legislative Assembly of Minas Gerais, the Congress of Deputies and the Senate. These schools present such relevance, not only because of being pioneers, but also due to their becoming reference to other Houses which are now implementing their Schools. The case study is carried out under a historical and organizational perspective, and data from the studied cases was collected by gathering documents, parliamentary speeches, literature research and narrative interviews, which were then analyzed vertically and horizontally. In the vertical perspective, each case is reviewed individually to rebuild the historical context of the establishment and development of the Schools. In the horizontal perspective, four key questions emerge from the research and are discussed in the three cases and based on the literature review performed. The research results in an analytic framework that presents elements of the establishment of each School and their positions in relation to the other discussed issues. Finally, find a summary of the study, a discussion of its major limitations and a suggested research agenda with other issues that should be exploited within the field of parliamentary administration

L’enquête présentée dans ce mémoire vise à élaborer des connaissances sur le processus de construction d’un métier, en prenant appui sur un cas dont la fonction est hybride et singulière : le professeur documentaliste. Cette étude entre en rupture avec les travaux scientifiques récents qui s’inscrivent majoritairement dans le champ des sciences de l’information et de la communication. Ancrée en sciences de l’éducation, elle emprunte les apports de plusieurs champs disciplinaires pour appréhender les interactions entre les représentations sociales de différents professionnels et le travail dit « réel ». Elle adopte une démarche longitudinale pour étudier l’activité du professeur documentaliste selon une approche ergonomique. Elle fait le constat que cet enseignant atypique développe des stratégies identitaires orientées tantôt par des logiques d’identification, tantôt par des logiques de différenciation, vis-à-vis du modèle disciplinaire. Elle relève par ailleurs qu’en exerçant dans le cadre d’un dispositif de formation multi-prescrit, multi-relationnel et multi-technologique, ce professeur est régulièrement conduit à confronter les prescriptions à la complexité de la situation locale pour déterminer la manière d’atteindre les buts fixés. Aussi, c’est par l’élaboration d’une redéfinition de la tâche prescrite et par son activité effective qu’il concourt à l’élaboration progressive d’un métier original dont il fonde les caractéristiques. Par un processus interactif entre conduite individuelle et collective, il participe à la structuration de son développement professionnel et à la définition de ressources pouvant servir d’appui à la professionnalisation des métiers de l’enseignement en général. C’est pourquoi, cette étude conclut sur une nouvelle hypothèse, celle du caractère révélateur des mutations des métiers de l’enseignement mises en valeur par les tribulations de ce métier mal (re)connu. / The study presented in this thesis aims to develop knowledge about the process of building a profession. It is based on the case of a hybrid and singular function: the “professeur documentaliste”149. This work constitutes a rupture with the recent scientific publications which are mostly falling within the field of information and communication sciences. Rooted in educational sciences, it takes contributions from several disciplines to understand the interactions between the social representations of different professionals and the work said “actual”. It adopts a longitudinal procedure to study the activity of the “professeur documentaliste” with an ergonomic approach. It observes that this atypical teacher is developing identity strategies, influenced sometimes by identification logics, sometimes by differentiation logics towards the disciplinary model. It also notes that, by practising within a teaching system rich in prescriptions, relations and technologies, this teacher regularly has to confront these prescriptions with the complexity of the local situation in order to determine the way to reach the set objectives. Thus, it is through the development of a redefinition of the prescribed task and his/her effective activity that the teacher contributes to the progressive development of an original profession of which he/she builds the features. Through an interactive process between individual and collective conducts, the “professeur documentaliste” participates in structuring his/her professional development and in defining resources which could support the professionalization of the teaching professions in general.This is why this study concludes with a new hypothesis: the one of the revealing characteristic of mutations in teaching professions highlighted by the tribulations of this poorly known and poorly regognised profession.

This doctoral dissertation aimed to explore English language teachers’ construal of membership in English language teachers’ (ELTs’) associations. The study initially examined teachers’ perceptions of membership via an examination of their experience of it – why they become or do not become a member, and/or why they continue or forfeit membership. Thereafter, teachers’ perceptions on what membership says about professionalism were probed as well as what the meanings of membership are to them. Data were obtained using face-to-face semi-structured interviews with eight Japanese English language teachers working at universities in the Kanto and Hokuriku regions of Japan. The findings showed that, experience-wise, teachers become members because they either perceive membership as an occupational norm, a means to gain employment or a way to access CPD. Conversely, teachers do not become members for reasons of being occupied with work, avoiding unwanted responsibility, being able to access the same benefits and/or lacking confidence. Teachers who continue their membership(s) do so because of CPD, feeling unable to leave, and/or because of the financial support provided by their universities. In contrast, teachers who forfeit membership do so because membership fees are too high and/or because they are too busy with work. In terms of what membership says about professionalism, teachers perceived it as not only a marker of professionalism but also, paradoxically, a counter-collegial practice. As for the meanings of membership to participants, it was seen as something giving rise to a fragmented professional self and the feeling of one being either ‘an insider’ and/or ‘outsider’ within an association. These findings, it is argued, point to membership being more for professionalization rather than professionalism purposes, seemingly as a result of the emerging forces of managerialism and neo-liberalism which appear to have created an atmosphere of accountability and competition rather than camaraderie in Japan-based ELTs’ associations. This, in turn, has led the Japanese ELT practitioner, at least at the university level, to become complicit in the creation of a fragmented/hybrid professional self composed of clashing multiple identities where one is rendered ambivalent and uncertain yet somehow able to adapt and cope. This professional self says much about the need for ELTs’ associations in Japan and perhaps elsewhere to engage in a critical discussion of what counts as ‘professionalism’ by raising and attending to the importance of member voice.

Notre étude porte sur la professionnalisation des étudiants interprètes et traducteurs du français au vietnamien – et inversement et s’insère dans le contexte historique déjà ancien de cette formation au Viêt-Nam. Comment et dans quel cadre former à la complexité de la traduction telle qu’elle est perçue et s’impose aujourd’hui ? Cette question se pose avec acuité dans le contexte universitaire vietnamien qui constitue le champ d’investigation de cette thèse, car la professionnalisation était jusqu’à présent absente de l’horizon universitaire, même si elle est une préoccupation émergente. Nous étudions dans un premier temps, en quoi consiste l’acte de traduire, en vue de discerner sa nature et ses spécificités. Dans un deuxième temps, nous présentons deux enquêtes : l’une conduite dans les établissements universitaires pour étudier les curricula de formation en traduction-interprétation, l’autre réalisée auprès de traducteurs et interprètes professionnels vietnamiens. Dans un troisième temps, nous confrontons les curricula de formation à la réalité du terrain professionnel pour analyser les enjeux et les défis que rencontrerait une formation universitaire et professionnalisante aux métiers de traducteur et interprète. / Our research focuses on the professionalization of French to Vietnamese - and vice versa - interpretation and translation students is part of the historical context of this training subject in Vietnam. How and in what context can we train students to the complexity of translation as it is perceived and imposed today? This question is particularly involved with the University education context in Vietnam, which is the subject of investigation in this thesis, because translating professionalization has hitherto been absent from the university curriculum, despite of its emerging concern.First, we study what the act of translation consists of, with a view to discerning its nature and specificities. Secondly, we present two surveys: one conducted in academic institutions to study translation-interpretation training curricula, the other conducted with professional Vietnamese translators and interpreters. Thirdly, we will compare the training curricula with the professional practices in reality in order to analyze the difficulties and challenges that would be faced by university education of translating and interpreting professions.

The purpose of this collected papers dissertation was to better understand the professionalization of academic advising. Advising can claim several features of widely-agreed upon professional components, but the question of whether academic advising constitutes a “profession” has caused much debate. Three primary obstacles stand in its way: advising is misunderstood and lacks a consistent unifying definition; there has not been a substantial literature to define the content and methodologies of the field; and there is insufficient empirical research demonstrating its effectiveness. Two studies were conducted. Study #1 was a structured literature review of higher education, student affairs, and academic advising to understand how these fields have conceptualized their professional status, especially with respect to clearly defining disciplinary boundaries given significant overlap with one another, and having insufficient knowledge bases. Findings were organized by field and revealed three themes in each. Obstacles for higher education concerned the diversity and rigor of its scholarship, the (mis)conception of being a singular field, and confounding the field with the industry of higher education. Themes that emerged from the student affairs literature were scholarship, professional preparation and development, and community. For academic advising, obstacles were scholarship, expansion of graduate programs, and community. Implications for the professionalization for these three fields are: loose boundaries separating the fields, interconnectedness between educational programs, practitioner’s credential lacks currency, inconsistent language used in fields, autonomy, and demonstrating effectiveness. Study #2, a phenomenological ethnography, sought to further clarify defining functions of academic advising and to elucidate how further definition of the scope of academic advising will help professionalize the field. To acquire a description of the essence of academic advising, approaches from phenomenological and ethnographic methodologies were used. The analysis revealed that through academic advising, students learn and develop, make meaning, and connect with a caring institutional representative. The findings from this dissertation will help inform NACADA: the Global Community for Academic Advising, to help move academic advising toward professionalization, further develop academic advisors and position them to be better scholars, to educate our constituents, and to add to the body of literature on professionalization in any field.

In this dissertation, I used survey response data from 385 science teachers situated in 50 randomly selected Texas high schools to describe the prevalence of high school science teacher participation in professional activities and levels of job satisfaction. Using relative risk statistics, I determined the direction and significance of multiple associative relationships involving teachers’ participation in professional activities, satisfaction with working conditions, and retention state. Finally, I used these results to make specific policy recommendations. Teachers participate in diverse professional activities. Descriptive analyses of responses from teachers revealed higher rates of participation in development activities than in maintenance or management activities. Relative risk statistics exposed several positive and significant associative relationships between participation in specific professional activities (i.e., observation of other science teachers, involvement in a science education study group) and teacher retention. Additionally, results of risk analyses suggest teacher participation in maintenance activities, more than development or management, is associated with teacher retention. Researchers consider job satisfaction an important factor in teacher retention. Descriptive analyses revealed high rates of satisfaction with occupational choice and the interpersonal relationships shared with professional colleagues and administrators. Conversely, teachers expressed low rates of satisfaction with their school’s science laboratory facilities and equipment or support for student involvement in informal science activities. Results of risk analyses exposed no positive associations between job satisfaction and retention for teachers. The interaction between teacher participation in professional activities and satisfaction with occupational choice was also examined. Descriptive analyses of responses from retained teachers (n=291) revealed high rates of participation in development activities in comparison to maintenance or management activities. Results of risk analyses exposed both positive and negative associations between teacher participation in professional activities and satisfaction with occupational choice, suggesting an interactive effect exists between participation in activities and satisfaction with occupational choice on retention. I used results from analyses to make state and school level policy recommendations, which included: (a) development of state standards for classroom equipment and facilities; (b) greater state involvement in defining teacher professional activities; and, (c) increasing school support for teacher participation in maintenance activities.