La scolarisation des élèves en situation de handicap sur le plan cognitif, désignés comme handicapés mentaux, connaît en France une forte expansion depuis la loi du 11 février 2005. Le paradigme inclusif, encadré par une législation européenne et internationale, y contribue largement, tout comme l’influence des disability studies. Assurant un accompagnement pédagogique à l’inclusion des élèves dans les classes ordinaires, l’Unité Localisée pour l’Inclusion Scolaire est un dispositif dont les modalités d’organisation, particulièrement en second degré, varient selon les contextes académiques. Si l’inclusion se développe significativement au collège, la présence de ces élèves au lycée professionnel date seulement d’une dizaine d’années et se confronte à des résistances créant des effets de liminalité. À travers un recueil de données ethnographiques (observations, documents de terrain) et l’analyse d’entretiens semi-directifs de type compréhensif réalisés auprès de trente-six élèves et d’une trentaine de professionnels de l’école (coordonnateurs, enseignants, COP, responsables institutionnels), nous analysons les processus en œuvre dans les procédures d’orientation scolaire des élèves du second degré bénéficiant du cadre de l’ULIS. Fondées sur la mise en place du Parcours Avenir, ces pratiques empruntent de nouvelles voies pour des élèves dont l’orientation a été, jusque récemment, majoritairement tournée vers la filière médico-sociale. Notre analyse s’attache à montrer comment l’ULIS peut, dans certaines conditions, fournir les bases d’un environnement socialisant et capacitant afin d’ouvrir des perspectives de formation aux élèves en situation de handicap cognitif. / In France, the education of students with cognitive disorders, labelled as mentally disabled, has been growing since the act of the 11 of February 2005. The inclusion paradigm that is ruled by law at the European and international levels, has greatly influenced this development as well as the disability studies. The ULIS, provide some pedagogical support to include Special Education Needs students into mainstream classrooms. The organization of such a device varies according to context and education areas. If inclusion has significantly increased in lower secondary schools, the attendance of students with cognitive disabilities in vocational schools has started only ten years ago and the process faces liminality challenges. Thanks to the collection of ethnographic data based on observation and documents analysis as well as the completion of semi-directive face-to-face interviews conducted with 36 students and 30 educational professionals (coordinators, teachers, orientation counsellors, management staff), we set out to analyse the undergoing process for the orientation practices of ULIS students in secondary education. Based on the implementation of the Parcours Avenir project, these guidance practices open up new perspectives for these students whose orientation has been mainly guided by socio-therapeutic approaches. We show how the ULIS device, under specific conditions, can offer the basis for a socializing and empowering environment that contributes to open up new training perspectives to students with cognitive disabilities.

När läromedel skapas sker ett urval av vilket innehåll samt vilka förmågor och kunskapersom eleven ska utveckla baserat på styrdokumentens utformning. Dock finns det intelängre en statlig läromedelsgranskning utan det ligger istället i den individuella lärarenshänder. Denna studie visar att inom området språkhistoria, som undervisas i kursenSvenska 3 på gymnasial nivå, skiljer sig läromedlen markant mellan vilken information deväljer att ta upp och vilka kunskapsmål och förmågor de har i fokus. Vilket i förlängningenkan ge konsekvenser för den enskilde eleven och bidrar till att skolgången inte blirlikvärdig utan istället beroende av lärares individuella läromedelsval. / When teaching aids are created the selection of content as well as the abilities andknowledge that the pupil will develop is based on the design of the governing documents.However, there are no longer a governing teaching aid review, instead it lies in the handsof the individual teacher. This study shows that in the area of language history, taught inthe course Svenska 3 at upper secondary level, the teaching aids differ markedly betweenwhat information they choose to address and what knowledge goals and abilities theyhave in focus. Which, in the long run, has consequences for the individual pupil andcontributes to the schooling not being equal but instead dependent on the teachers’individual teaching aid choices.

Nesse trabalho, usando como principal referencial teórico os conceitos e a abordagem metodológica proposta por Bourdieu, procurou-se verificar de que forma o vestibular é tratado nos discursos da grande mídia impressa e especializada. Mais especificadamente, qual a relação, de acordo com esses discursos, entre a posse de um diploma de nível superior (em especial diplomas de instituições de maior prestígio, que fazem os vestibulares mais concorridos) e a posição social ocupada pelos indivíduos. A hipótese foi que nesses discursos a escolaridade serviria como uma justificativa de cunho meritocrático para a posição social ocupada pelas pessoas. Para isso foram analisados os cadernos especializados em vestibular e os classificados de empregos dos dois maiores jornais do estado de São Paulo (que são também dois dos três maiores jornais do país): a Folha de S. Paulo e o O Estado de S. Paulo. Com isso pretendeu-se verificar, além da hipótese formulada, uma possível homogeneidade no trato das questões que relacionam escolaridade e mercado de trabalho em destacados veículos da mídia impressa paulista. A pesquisa contemplou também um exercício de observação feito com uma revista do Grupo Abril especializada em educação, o Guia do Estudante Vestibular 2008 e dois exemplares de um suplemento especial da Folha de S. Paulo, o Guia das Profissões 2006 e 2007. O período analisado foi o mais recente possível a partir do início da pesquisa empírica. Assim, os Cadernos Empregos dos jornais Folha de S. Paulo e O Estado de S. Paulo, bem como os cadernos Fovest e Vestibular, dos mesmo jornais, respectivamente, tiveram todas as suas edições do segundo semestre de 2007 analisadas. O que foi possível constatar a partir dos dados obtidos foi uma relação consolidada entre escolaridade e exclusão social. A posse de um ou mais diplomas de nível superior ou até de pós-graduação não foi apresentada nos veículos pesquisados como garantia de ocupação de uma posição social de destaque, nem mesmo de vagas no mercado de trabalho, por mais prestígio social que eles carregassem. Por sua vez, a ausência de pelo menos um diploma com um mínimo de prestígio aparece, na lógica dos discursos difundidos pelos veículos de mídia pesquisados, como um enorme obstáculo para a conquista de uma posição dominante ou destacada na sociedade. Assim, de acordo com o que se apurou nesse trabalho, tem-se nos espaços pesquisados uma inversão do valor social dos certificados escolares causados, ao menos em parte, pelo maior acesso das camadas populares aos diplomas de nível superior. A inflação de diplomas traz consigo uma desvalorização dos mesmos e uma ressignificação de seu papel. Alcançar estágios mais altos de escolaridade continua a ser um fator de distinção social. No entanto, essa distinção não parece mais ser uma distinção positiva que justifica privilégios adquiridos pela elite, mas antes uma distinção negativa onde a ausência de diplomas de níveis superiores de ensino serve para como explicação aceitável para que parcelas significativas da população se vejam condenadas a ocupar posições sociais mais rebaixadas. Foi possível constatar também nos discursos pesquisados uma similaridade entre as mensagens ali difundidas e os discursos de auto-ajuda, de forma que o empenho e o cumprimento de determinadas receitas aparecem como condições fundamentais para se alcançar o sucesso acadêmico e profissional. Dentro dessa lógica, a obtenção de certificados escolares aparece como parte elementar do receituário básico para se conseguir uma melhor posição social exatamente por representar não só o domínio de determinados saberes, mas também por demonstrar empenho e dedicação. / This study, which used as the main theoretical referential the concepts and the methodological approach set forth by Bourdieu, aimed to verify how the entrance examination to universities is treated in the discourses of the mainstream media, printed and specialized, and particularly the relationship, according to those discourses, between the fact the possession of a university degree and the social position occupied by the individual. Our hypothesis was that schooling would be useful as a justification of meritocratic character for the social position occupied by the individual. Therefore, the specialized sections and want- ads of two major newspapers, Folha de S. Paulo and O Estado de S. Paulo were analyzed. We had in view to verify, not only the formulated hypothesis but also a likely homogeneity when tackling issues which relate schooling and job market in this medium. Our research also contemplated an observation exercise undertaken along with a magazine from Grupo Abril specialized in entrance examinations: Guia do Estudante 2008 and two editions from Guia das Profissoes 2006 and 2007 (Folha de S. Paulo). The period examined was the most recent one from the outset of the empirical research .Thus, the sections \"want-ads\" of the newspapers Folha de S. Paulo and O Estado de S. Paulo, as well as the sections Fovest and Vestibular (Entrance Examinations ), respectively, had all their editions from the second semester of 2007 on analyzed. From data obtained, it was possible to establish a consolidated relationship between schooling and social exclusion. Possession of one or more degrees was not presented in the surveyed vehicles as a warranty that the individual would occupy a position of social prominence, or obtain a position in the job market. . On the other hand, the absence of a diploma appears, in the logic of the discourses, as a major obstacle to the achievement of a dominance or prominence in the society. According to what was found in this study, there has been a reversal of the social value of university degrees caused, at least in part, by a greater access of low- income classes to these diplomas. Diploma inflation causes their devaluation and changes the meaning of their role. Achieving a higher stage of education hasn\'t ceased to be a factor of social distinction. Nevertheless, it does not seem to be any longer a positive distinction that justifies privileges acquired by the elite, but a negative distinction where the absence of diplomas of higher levels of education serves as an acceptable explanation to why significant portions of the population see themselves condemned to occupy lower social positions. It was also possible to ascertain, in the researched discourses, a similarity between the messages presented there and the discourses of self-improvement, so that the commitment and accomplishment of certain norms appear as basic requirements for achieving academic and professional success. The acquiring of school certificates appears as the basic recipe to achieve a better social position precisely because it represents not only the mastering of certain knowledge, but also because it shows commitment and dedication.

Studien undersöker hur kontrabaspedagoger på högskolenivå jobbar med undervisning i improvisation och vilka implikationer det kan få när undervisningen sker i en akademisk miljö. Förhoppningen var att studien, genom kvalitativa intervjuer med framstående jazzbasister, som även jobbar som kontrabaspedagoger, skulle ta fram en samling idéer för undervisning av improvisation som kan användas på jazzutbildningar och som kan vara till användning för framtida undervisning i improvisation på kontrabas. Med hjälp av begrepp från vedertagna läroteorier från främst sociokulturell tradition analyseras resultat för att försöka besvara forskningsfrågorna. Resultatet visar att ett bra gehör och god teknik är de två viktigaste idealen för den improviserande basisten och att kontrabaspedagoger lär ut verktyg för improvisation till sina studenter. Vidare visade resultatet att den stora fördelen med att jobba med jazzundervisning i en akademisk miljö är att den är, för studenter, en mötesplats för likasinnade. / This study asks the question how upright bass teachers work with teaching improvisation on the university level and what implications the academic environment could have for the students. The aim for this study was, through qualitative interviews with renowned bassists, to gather some ideas on teaching improvisation that can be used for future teachings of improvisation on the upright bass. With the use of terms from theories of learning, the results were analyzed to answer the research questions. The results show that a good ear and technique are the most important ideals among improvising bass players, and furthermore teachers of jazz bass improvisation saw it as their role to teach tools for improvisation to the students. Finally, the results show that the big advantage of learning jazz in the academic environment is that the student gets to meet peers with the same interests as they have.

Philosophiae Doctor - PhD / The 'conversations' under investigation have all been initiated by the National Department of Education (DoE) and are identified in this thesis as the following: the Values Report (2000); Opening Pathways (2002), the Manifesto (2001); and the Baseline Report (2004). During 2000 the Minister of Education, who recognised the need for public discussion on values in education, appointed a working group to produce a document on values in education, namely the Values Report. That report proposed six values to be nurtured in schools. The DoE invited public comment on the Values Report and these comments were taken into account when a conference on values in education was held during February 2001, namely the Saamtrek Conference. Meanwhile, the DoE commissioned school-based research during 2000. The purpose of the research was to establish what meanings school communities assigned to the values that were proposed in the Values Report. The research findings were published in 2002, but an interim report, Opening Pathways, was published during 2001, and informed discussions at the Saamtrek Conference. The Manifesto was published later during 2001, and proposed ten values to be nurtured in schools. It also proposed sixteen educational strategies that could be employed to nurture these values. During 2004 the DoE again commissioned school-based research, the baseline research, which culminated in the Baseline Report. The purpose of the baseline research was to establish what were the perceptions and practices of school communities in respect of values and human rights. There was vigorous engagement with the issue of values in education during the first few years of the 21st century. During 2002 the DoE launched a Values in Education Programme of Action in order to promote the nurturing of values in education. One of the initiatives of this programme was the introduction of an Advanced Certificate in Education (ACE) programme aimed at practising teachers. This was the ACE: Integrating values and human rights across the curriculum, which was funded by the DoE, and offered at various institutions of Higher Education from July 2003 to June 2005. There was less vigorous engagement with the issue of values in education after 2004, when a new Minister of Education was appointed. An example of less vigorous engagement with values in education is the following: the ACE on values and human rights was not state-funded beyond 2005. It is against this background that I engaged with the mentioned conversations about values in education. My interest in conversations about values in education arose out of my involvement, from 2003 to 2005, with the ACE programme on values and human rights which was offered by the University of the Western Cape. My thesis format differs from the majority of theses in this country since my research was entirely text-based, thus devoid of fieldwork. This thesis corresponds to what I have identified as a topic-based format. Each chapter, with the exclusion of the .introductory, research methodology and conclusions and recommendations chapters, investigates a specific topic that forms part of the conversations about values in education. My research data consisted of conversations about values in education as captured in the documents mentioned above, namely the Values Report. Opening Pathways, the Manifesto and the Baseline Report. My thesis does not have a separate literature review chapter. Neither does it have a chapter in which research findings are presented, analysed and discussed. Separate chapters on a review of the literature and on presentation, analysis and discussion of research findings are usually features of a thesis which relies for its data on fieldwork. However, a review of the literature and research findings are infused in five of the eight chapters that comprise this thesis. I made use of relevant literature in order to interrogate DoE conversations about values in education. That interrogation led me to arrive at research findings in respect of DoE conversations about values in education. My research methodology was located within a qualitative research paradigm, with an interpretive metatheoretical approach. I identified my research design as philosophy as social practice, and my research method as philosophical investigation. I undertook an investigation of the grammar of these conversations about values in education, that is, an investigation of the arguments provided by the DoE for claims made in respect of values in education. That investigation included the following: a clarification of assumptions underpinning DoE arguments; uncovering of DoE conceptions about the goals and purposes of schooling; establishing the extent of continuity amongst DoE conversations; highlighting the extent of conceptual clarity in DoE conversation; and exploring what meanings are assigned by the DoE to value concepts. The investigation of the grammar of the relevant DoE conversations illuminated DoE engagement with the following concepts: 'values', 'character', 'morality', 'conversation', 'education', 'inquiry', 'schooling', 'ethics', 'citizenship' and 'whole school'. In the process of this investigation I developed a conceptual framework for thinking about values in education, engaged with the notion of developing shared understandings in respect of values in education, drew attention to inquiry as a type of conversation that is conceptually linked to education, and investigated the notion of deliberation as a way of nurturing values in education.

Denna studies syfte är att undersöka nyanlända elevers upplevelser av erkännande under sin skolgång. Det empiriska materialet för denna studie består av fyra lågt strukturerade livsberättelseintervjuer. Intervjupersonerna består av tidigare nyanlända elever som retrospektivt reflekterar kring och ser tillbaka på upplevelser under sin skolgång. Empirin tolkas med hjälp av erkännandets moral (Honneths, 2003), samt en teoretisk framställning av erkännande i en skolkontext (Trondman, 2016). Datan analyserades utifrån en hermeneutisk tolkning, där resultatet visade på att det är upplevelsen av handlingar som är avgörande för om det nås ett erkännande eller en moralisk kränkning. Vidare synliggörs det att oavsett vilken form av erkännande som ämnas uppnås, behöver individens självrelationer relateras till handlingarna. Således behövs en holistisk bild för att kunna bidra till att individen bygger upp eller bibehåller en positiv självrelation. / The purpose of this study is to explore newly arrived students' experiences of recognition during their schooling. The empirical material for this study consists of four low structured life-story interviews. The interviewees consist of former newly arrived students who retrospectively reflect on and look back on experiences during their schooling. The empirical data is interpreted with the help of the morality of recognition (Honneths, 2003), as well as a theoretical interpretation of recognition in a school context (Trondman, 2016). The data was analyzed based on a hermeneutic interpretation, where the results showed that it is the experience of an action that is decisive if recognition or a moral violation is achieved. Furthermore, it is made clear that regardless of what form of recognition is intended to be achieved, the individual's self-relations need to be related to the actions. Accordingly, a holistic picture is needed to be able to contribute to the individual building up or maintaining a positive self-relationship.

This research set out to explore the educational and socio-cultural experiences of DRC immigrant students in South African schools. Utilising a qualitative case study approach, the study attempted to provide a glimpse of the lived experiences of DRC immigrant students inside South African schools by exploring the following aspects: (1) academic performance, (2) schooling experiences, (3) linguistic disposition, (4) acculturation experiences and (5) how the students constructed their identities within South African society. The theoretical framework applied to this study was threefold in nature, namely Cultural Ecological Theory, Culture-Centred Theory and Critical Race Theory. The Major findings emanating from this study were: First, Cultural Ecological Theory could not explain the low academic performance of DRC immigrant students. Second, DRC immigrant students experienced acts of prejudice, isolation, linguistic adjustment incapability and xenophobic attacks. Third, acts of racism were prevalent at the school because teachers who taught them brought in African languages to explain lessons in class to indigenous students at their expense. Fourth, they were confronted by disrespectful modes of behaviour emanating from indigenous students to teachers. Fifth, the opportunity they had at the school, in terms of having access to education without being able to pay tuition fees, likely became their source of low academic achievement. The school had rapid turnover of teachers because the school governing body could not afford to pay additional teachers. Sixth, the students were exposed to uncommon modes of behaviour originating from indigenous students, in terms of gambling and smoking at the school. Seventh, they were exposed to display of weapons by indigenous students. Eight, the incorporation of culture into their academic work at school seemed to enhance their focus on learning. Ninth, they could not commence acculturation and identity negotiation in mainstream culture. / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted

The diploma thesis deals with the processes taking place in setting up alternative schools and reflects the founders'views on the start-up process as well as their satisfaction with the outcome. The theoretical part introduces the important alternative directions in education, brings forward the principles of how free and democratic schools work, presents some personalities associated with the educational alternative and briefly mentions selected platforms and concepts based on the principles of respect for the individual. The empirical part analyses interviews with the founders of five alternative schools on their reasons for setting up the school and their appreciation of the proces. The main techniques for data collection are in-depth semi-structured interviews. Given the research objective a qualitative approach inspired by phenomenological investigation and grounded theory was used and subsequently the card interpretation technique. There are several reasons for setting up alternative schools, the main one seems to be the need to provide current generation of children a school which would support their talents, gives them the individual approach and where their opinion would be respected. Other reasons include the need for freedom or the need to be professionally implemented. The process of setting up...

In my thesis, I aim to analyze the representation of body in the Czech scholarly texts dealing with physical education published in the early 20th century in the journal Výchova tělesná. I work on the anthropological assumption that understanding and interpretation of body changes along with the historical, social, cultural and ideological contexts. There are many areas of knowledge that define the correctness and naturalness of a physical appearance, behavior and conduct. The theory of school physical education, which since the 2nd half of the 19th century prescribes norms of physical fitness as a prerequisite for success in the national, economic and social life, is one of those areas. The interpretation starts with the analysis of descriptions of physical exercises, which is the most original part of discourse of the physical education, and analysis of texts that thematise the body in relation to mind. At this level, I explain what meanings are related to a pre-understanding of the body. In the second, principal part of the thesis, I interpret the process of construction of norms of appropriate body and show what techniques are required to implement them and how they are legitimized. Producing of normative meanings will be referred to the three major ideologies: gender, discipline and health....

So far, research on inter- and intraspecific teleost brain plasticity across different freshwater environments has been widely conducted. However, insights of brain morphological variation on social and predator avoidance behaviours are lacking. Here, we investigated variation in shape and size of the brain and its six major regions of European minnows (Phoxinus phoxinus) inhabiting Lake Ånnsjön and its tributaries, using geometric morphometrics methods. We also experimentally compared stream and lake fish activity and social behaviour under different feeding and predation regimes. Contrary to our predictions of lake minnows having evolved smaller brains because of living in habitats with reduced environmental complexity compared to their conspecifics in the streams, we found that overall brain size generally did not differ between locations. Instead, brain morphology differed between minnows caught in the lake and streams, with stream minnows showing larger dorsal medulla, telencephalon and olfactory bulbs, and lake minnows presenting larger optic tecta and hypothalamus. Experimental results showed that lake minnows were more likely to engage in social behaviour than those from streams. Our results indicate that while overall allocation of energy to the brain does not change, habitat-specific differences in activity and trophic divergence might predict specialization for different senses, allocating more resources towards different brain regions. In addition, we show how various ecological factors, such as environmental complexity and social organization seem to be reflected in brain shape.