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No / This paper aims to open a debate about the impact of reflective practice questioning whether reflective frameworks and models argued to facilitate the education of highly skilled reflective practitioners can be oppressive rather than emancipatory in outcome. Contemporary education focuses on evidence based and effective practice with reflection at its core leading to empowerment and ultimately emancipation of the profession as independent and equal to medics and other health care professionals. Models and frameworks have therefore been developed to facilitate the education of highly skilled reflective practitioners; able to recognise the need to draw on evidence based practice in order to challenge out-dated methods and engage in new ways of working. This paper however questions the current focus on reflective practice suggesting that reflection in itself can be oppressive and support the commodification of nursing as a ‘workforce’, the profession at the beck and call of current governmental policy and control.

Le pouvoir populaire est une nouvelle stratégie de transformation sociale émancipatrice, apparue en Amérique latine, mais avec vocation universelle. Elle est centrée sur la construction d'un pouvoir plébéien capable d'élargir l'exercice démocratique de l'autorité, de développer des sujets autonomes et de créer de nouvelles formes de sociabilité. Ce pouvoir est celui des organisations populaires, quand elles sont capables de construire des espaces où le pouvoir capitaliste ne peut pas s'exercer pour y développer de nouveaux rapports sociaux. À partir de ces organisations, le pouvoir populaire, cherche d'abord à établir un rapport de forces avec le pouvoir du système lui permettant de se préserver, mais avec vocation de devenir hégémonique au sein de la société pour pouvoir la remodeler. Porteur d'une vision utopique de la transformation sociale, son objectif final est le dépassement de toute domination et la construction une nouvelle totalité sociale, communautaire, mais respectueuse de la diversité populaire, individuelle et collective. Sa stratégie politique part de l'hégémonie sociale et vise à contrôler, démocratiquement, l'appareil d'État capitaliste, à le transformer, et à terme, à le faire disparaître. Le pouvoir populaire assume que son engagement politique, du fait de sa méthode démocratique, nécessite une période et une société de transition prolongées dans le temps. Cette société, préalable à la société émancipée, admets la coexistence en son sein de formes de vie capitalistes et non capitalistes. / The people's power relies on a new strategy of emancipating social transformation which appeared in Latin America but with a universal aim. It consists in building up a plebeian power able to enlarge the democratic authority to form autonomous individuals and to create new ways of living in society. Such is the power of popular organizations when they are able to set up places where the capitalistic power can't prevail so that new social interactions are developed. Thanks to these organizations, the people's power first aims at creating a tension with the larger system not only in order to protect itself, but also to increase its influence on society and be able to make it evolve. It conveys a utopian vision of social transformation and intends to overrule all domination and to build a new social and local unity that would respect the people's diversity, as individuals or groups of individuals. Its political strategy relies on social hegemony and aims at controlling the capitalist state system in a democratic way and at transforming it, and, in the end, put it to an end. The people's power understands that its necessarily democratic political stance needs a long term transition period, as well as a transition type of society. This society, the condition to an emancipated one, is to be composed of both capitalistic and non-capitalistic forms of lives.

Le contexte de masterisation des formations professionnelles et de professionnalisation des formations universitaires suscite de nombreuses évolutions dans les établissements. Dans cette période de mutations, notamment dans la conception du rapport entre formation initiale et exercice d'un métier, les terrains qu'offrent l’école nationale d'architecture de Bretagne (ENSAB) et la Universidad autónoma del Estado de Morelos (UAEM, Cuernavaca, Mexique) sont particulièrement pertinents pour approcher une dimension qui fait problème dans les qualifications à haut niveau : celle du développement de la créativité des futurs acteurs sociaux. La question centrale de l'enquête consiste par conséquent à interroger les processus par lesquels un professionnel expert permet le développement de l’activité de création des apprentis en formation. L’approche écologique de l’activité (Guérin, 2012, Simonian, 2014) mobilise conjointement le modèle ternaire et trilogique du concept de dispositif (Albero, 2010) en tant qu'agencement d'artefacts et d'humains selon trois dimensions reliées (l’idéel, le fonctionnel, le vécu) qui sous-tendent trois logiques d’activité (épistémo-axiologique, instrumentale, exotentielle) et l'analyse du cours d'action (Theureau, 2006, 2009) afin d'étudier les interactions dynamiques mises en acte dans les environnements de formation et leur influence sur les apprentissages. Plusieurs principes méthodologiques sont articulés dans cette perspective : immersion sur le terrain, enquête visant à réunir et croiser des données d'observation, d'entretiens, de traces de l'activité écrite et iconographique, mais aussi des enregistrements vidéos de séquence d'action significative.. / The constitution of the European Higher Education Area leads vocational training toward Universitys standards while introducing vocationals goals at university. In this mutation period, the way to think relations between initial training and work has changed. Meanwhile the professional environment is expecting from the worker more and more adaptability and creativity. Studying design studios in School of architecture (ENSAB, France; UAEM, Cuernavaca, Mexico) allow us to enlight the development process of creative activity. The ecological approach of activity (Albero, Guérin, 2014) is used to study dynamic interactions actualized in training environment and the way they lead or not to Learning. From this perspective, different types of methodological principles are articulated: immersion on the ground, survey to callate observational data, interviews, traces of written and iconographic activity, and video recording of significant action sequence. / La constitución del Espacio Europeo de Educación Superior conduce la formación profesional hacia los estándares universitarios, introduciendo al mismo tiempo las metas vocacionales en la universidad. En este período de mutación, la manera de pensar las relaciones entre la formación inicial y el trabajo ha cambiado. Mientras tanto, el entorno profesional espera del trabajador más y más adaptabilidad y creatividad. Estudiar Talleres de diseño en la Escuela de Arquitectura (ENSAB, Francia, UAEM, Cuernavaca, México) nos permite iluminar el proceso de desarrollo de la actividad creativa. El enfoque ecológico de la actividad (Albero, Guérin, 2014) se utiliza para estudiar las interacciones dinámicas actualizadas en el entorno de formación y la forma en que conducen o no al aprendizaje. Desde esta perspectiva, se articulan diferentes tipos de principios metodológicos: inmersión sobre el terreno, encuesta para llamar datos observacionales, entrevistas, huellas de actividad escrita e iconográfica y grabación de video de secuencia de acción significativa

This is a study of a single case of an individual, Karolina Eriksson, who was an immigrant from Sweden to the USA in 1882. By studying her life and experiences, the study aims at increasing the knowledge of the mass emigration of the late 1800’s by looking at it from an emancipatory perspective. The goal of the study is realized by studying Eriksson’s contact with her family in Sweden for the first ten years of her stay in America. The main question asked is how we can look at her emigration from Sweden to Moline, Illinois from an emancipatory perspective. Studying in what ways her life changed following her departure from Sweden and in what ways she reached a higher level of independence and freedom help answer the main research question. The result shows that, despite pressure from her parents in Sweden, she had ambitions of remaining an independent woman, avoiding marriage. She found her everyday life in Sweden boring and appears to have been happier in America. She was enriched by learning several languages while attending parties despite her parents expressing their discontent with her dancing. By learning about the American way of living she integrated into the mold of an American woman to the point where her peers were baffled to find out about her not being born in the USA, which can be attributed to her openness to learning about the American way of living. She also reached a higher level of freedom by having more spare time due to less strict working conditions and thus having more time to enjoy herself on her own.

Dans ce travail, nous étudions une figure emblématique du féminisme :Simone de Beauvoir. Il retrace sa vie, son parcours, son éveil intellectuel ainsique la manière dont elle a réussi à s’extraire de sa vie bourgeoise. CommentSimone de Beauvoir parvient-t-elle à s’émanciper ? Pour répondre à cettequestion initiale, nous analyserons l’émancipation de la femme et lamécanique de l´émancipation à travers l’écriture. En effet, Simone deBeauvoir naît et grandit dans un environnement qui la retient esclave destabous et des pratiques machistes. Ceci l’empêche de s´assumer en tant quefemme. Elle choisit alors un chemin et une destination à son processusémancipateur : écrire sur soi pour se libérer, pour s´assumer mais aussi écriresur soi pour parler de la femme à la femme, pour parler de la conditionféminine à l´humanité. Cette stratégie pour laquelle elle a opté est sans douteune réussite car, jusqu´à nos jours, Simone de Beauvoir est une figure de prouede l´émancipation féminine. Elle est, et reste, une icône dans le domaine del´affranchissement de la femme et l’étude des Mémoires d’une fille rangéerévèle que l’émancipation de Simone de Beauvoir se fait par le prisme del’écriture. / In this work, we study an emblematic figure of feminism: Simone deBeauvoir. It traces her life, her journey, her intellectual awakening as well ashow she managed to extract herself from her bourgeois life. How does Simonede Beauvoir manage to emancipate herself ? To answer this initial question,we will analyze the emancipation of women and the mechanics ofemancipation through writing. Indeed, Simone de Beauvoir was born andraised in an environment that held her slave to taboos and macho practices.This prevents her from taking on as a woman. She then chooses a path and adestination for her emancipatory process : to write about herself to free herself,to be assimilated, but also to write about herself to talk about women towomen, to talk about the female condition in humanity. This strategy for whichshe has opted is undoubtedly a success because, to this day, Simone deBeauvoir is a leading figure in women's emancipation. She is, and remains, anicon in the field of female skiming and the study of the Memoirs of a Tidy Girlreveals that Simone de Beauvoir's emancipation is through the prism ofwriting.

This thesis is a critical review of educated women’s leadership in their emancipation in Ethiopia. Did they provide leadership and to what extent? It is to be noted that educated women’s leadership has been of great importance to women’s emancipation worldwide. Strong leadership was also the driving force behind women’s movements and feminism everywhere. However, the role of educated women in Ethiopia is hard to discern and their leadership efforts are largely invisible. On the other hand, many among the educated also lack the passion and desire to commit themselves in the fight for women’s emancipation. In this thesis I researched the settings and frameworks of women’s leadership and discussed the factors that function as limitations and/or opportunities. Overall there were more limitations than opportunities. These limitations are often historically rooted in the country’s religious, cultural, economic, political and traditional systems. And, as much as history and religion can be a source of strength and pride for many, they can also be a serious obstacle. The political regime of the Derg also scarred an entire population to the extent that despite the currently proclaimed ‘freedom’ of the EPRDF ruling party, women remain reluctant to step forward and claim their rights. The ruling party appears to appropriate women’s emancipation as a “private” interest and to use it for political gain, in the same manner as the Derg regime had done before it. Nowhere is there any sign of genuine freedom and equality for women in practice. Rhetoric reigns supreme through laws and policy documents, but they are not matched by genuine actions and concrete strategies. The traditional religious base of society is also making it more difficult to challenge autocratic tendencies of the ruling elite. The effect is that civil society is slowly being pushed to extinction, leaving the ruling party in charge as the main actor in all public services. This has serious consequences for the genuine emancipation of women in the country. The thesis finds that women’s leadership is not a luxury or personal demand, but a crucial step for the development of the country at large. It is encouraging to note that there are different sections of active women in the country waiting for strong leadership, leadership that can unite them into a movement and guide them on their unique emancipation paths. After all, it is only women themselves who, with their existing epistemic advantage, can transform their situation and change their status. / Sociology / (D.Litt. et Phil.(Sociology))

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This thesis is a critical review of educated women’s leadership in their emancipation in Ethiopia. Did they provide leadership and to what extent? It is to be noted that educated women’s leadership has been of great importance to women’s emancipation worldwide. Strong leadership was also the driving force behind women’s movements and feminism everywhere. However, the role of educated women in Ethiopia is hard to discern and their leadership efforts are largely invisible. On the other hand, many among the educated also lack the passion and desire to commit themselves in the fight for women’s emancipation. In this thesis I researched the settings and frameworks of women’s leadership and discussed the factors that function as limitations and/or opportunities. Overall there were more limitations than opportunities. These limitations are often historically rooted in the country’s religious, cultural, economic, political and traditional systems. And, as much as history and religion can be a source of strength and pride for many, they can also be a serious obstacle. The political regime of the Derg also scarred an entire population to the extent that despite the currently proclaimed ‘freedom’ of the EPRDF ruling party, women remain reluctant to step forward and claim their rights. The ruling party appears to appropriate women’s emancipation as a “private” interest and to use it for political gain, in the same manner as the Derg regime had done before it. Nowhere is there any sign of genuine freedom and equality for women in practice. Rhetoric reigns supreme through laws and policy documents, but they are not matched by genuine actions and concrete strategies. The traditional religious base of society is also making it more difficult to challenge autocratic tendencies of the ruling elite. The effect is that civil society is slowly being pushed to extinction, leaving the ruling party in charge as the main actor in all public services. This has serious consequences for the genuine emancipation of women in the country. The thesis finds that women’s leadership is not a luxury or personal demand, but a crucial step for the development of the country at large. It is encouraging to note that there are different sections of active women in the country waiting for strong leadership, leadership that can unite them into a movement and guide them on their unique emancipation paths. After all, it is only women themselves who, with their existing epistemic advantage, can transform their situation and change their status. / Sociology / (D.Litt. et Phil.(Sociology))

This dissertation examines the experiences of foster youth as they prepare for life after emancipation from state custody. Every year in the U.S., around 25,000 youth in foster care reach the legal age of emancipation and subsequently leave state’s custody. Colloquially, this transition is known as “aging out”. Although the youth who “age out” are legally considered adults, few are ready to meet the challenges of adulthood independently. These youth are more likely than their same aged peers to end up incarcerated, face unemployment or underemployment, drop out before finishing high school, and experience substance abuse problems or a mental health disorder (Shirk & Stangler, 2005). This study adds to the growing body of knowledge about the experiences of teenaged youth “aging out” of foster care. Though empirical studies have documented challenges facing emancipated youth (Craven & Lee, 2006), very little work has examined the actual experiences of emancipation from the perspective of youth and their guardians. Using illustrative case methodology, this dissertation captures life story perspectives on the experiences of teenaged foster youth and their guardians as they prepare for life after emancipation. A qualitative approach was utilized to provide experiential data to inform the practice standards and program effectiveness associated with the services and supports these youth received while in custody of the State’s Department for Youth and Families. A project of the Vermont Research Partnership, the study was able to utilize logistical and ethical consultation from state agency leaders during the development of methodology. The findings describe and analyze the challenges and successes that youth in foster care encounter as they prepare for life after emancipation. Interview data with youth, guardians and service providers highlighted themes related to preparedness including the barriers to youth perceptions of adulthood, the ubiquity of trauma experiences, the cost of staff turnover, the importance of long term relationship, and the “pull” of the biological family. The results of the study reveal a complex intertwining of personal, familial and systemic issues that converge to hinder preparedness for independent living despite the determined efforts of foster parents, service providers, families and the youth themselves. The study suggests areas for future research as well as policy recommendations related to service provision for teenaged youth in custody as well as emancipated youth.