Emergent change is a pervasive force in modern organisations. However, the subjective experiences of emergent change for frontline individuals and teams have not been explored in organisational change literature. The integrative field of applied neurosciences offers valuable insights into the underlying neural mechanisms that shape these experiences and drive responses in order to meet basic psychological needs. Using interactive qualitative analysis (IQA), this study involved a focus group and follow-up interviews with nine participants at a South African software development company to explore the experiences of emergent change at work. System dynamics reflected that these experiences are significantly more complex than literature and practice currently account for, and that individuals and teams find their experiences of emergent change to threaten their sense of safety and basic psychological needs. The physiological and emotional experiences were found to be driving elements. Peak performance state and the relational environment were found to be salient outcomes. Findings present the opportunity for the reconceptualisation of emergent change, a shift in focus from change itself to the human experiences thereof and the importance of embracing new possibilities, tools and practices for meeting needs and thriving in an ever-changing world. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

Abstracts in English, Afrikaans and Zulu / This study was conducted to address a distinct lack of knowledge regarding strategizing as a function of social interaction. Social researchers like Critchley contend that an organisation should essentially be regarded as an evolving product of people’s continuous interaction resulting in shared meaning. In subscribing to Critchley’s premise, and assuming that strategy inquiry is an empirically informed social science, the current study consequently set out to gain an understanding of how social interaction between practitioners shapes organisational strategizing and subsequent strategic outcomes. The strategy-as-practice perspective served as an integrative lens for the current research. This perspective that subscribes to the practice turn in social research, focuses on the actual practices (praxis) of strategy actors (practitioners) within unique organisational settings with unique strategizing tools, techniques and artefacts (practices). Informed by the philosophical underpinnings of a pragmatic worldview and a qualitatively driven mixed methods approach, a case study design allowed for in-depth analyses of multiple sources of empirical data to facilitate an understanding of the research phenomena. In addition to exploring social interaction during episodes of strategy practice, the current research investigated how practitioners’ motivations to interact shape and are shaped by ongoing interactions and meaning making. The current study also examined how external and internal organisational contexts, including organisational practices, influence and are influenced by ongoing social interactions. Two small private higher education institutions that reflect the typology of most private providers in the South African higher education landscape were selected for the case study. These private providers face numerous challenges in a tough current economic climate. Private providers further fulfil a pivotal role in the demand absorption of a growing need for higher education in South Africa. The main findings of the current research confirmed that strategizing at the two case study organisations is indeed mainly a function of social interaction. Strategizing is mostly shaped by people as emotional beings. Strategizing is the product of sometimes-irrational interactions and subsequent constantly evolving shared meanings and relationships between people. It is the social interaction between strategy actors during episodes of strategy praxis that serves as a social mechanism in transforming strategizing intent into strategy outcomes. Different strategy actors employ a wide array of techniques to get their ideas or views accepted during strategy-related interactions. Findings indicated that the selected strategies at the two case study organisations are mostly not based on objective reasoning linked to a clear plan or vision, but rather on strategy actors’ abilities in getting their ideas to be accepted by the group. Findings further suggested that the owners of the respective case study organisations strongly influence how things are done during episodes of strategy praxis. Strategizing at both companies is informal and comprises mostly of reacting to challenges and dealing with crises. Both organisations follow a differentiation strategy. Safety and security; employment prospects, as well as certain academic issues like small classes for better learning can be regarded as areas of competitive advantage for both. The proliferation of private providers, significant investment in private higher education, as well as private provision’s important demand absorption role suggest that there is a definite future for private higher education in South Africa. The intended main contribution of the current research is to facilitate an understanding of how social interaction as social mechanism shapes strategizing and resultant strategic outcomes. The understanding of the social world supposedly increases as the collection of the compatible causal mechanisms grows – where mechanisms reveal how the observed relationships between phenomena are created and are explained. The findings of the current research could thus serve as a building block in accumulating social science theory regarding this unexplored avenue of interaction-driven strategy research. To this end, a conceptual framework is proffered to guide similar future studies. The current study provided a glimpse into the strategy-workings of two small private higher education providers and ultimately contributes towards the growing body of knowledge regarding private provision within the South African higher education landscape / Hierdie studie is uitgevoer om die kennelike gebrek aan kennis oor strategie as ʼn funksie van sosiale interaksie aan te spreek. Sosiale navorsers soos Critchley beweer dat ʼn organisasie in wese beskou moet word as ʼn ontwikkelende produk van mense se deurlopende interaksie wat aanleiding gee tot gedeelde betekenis. In ooreenstemming met Critchley se veronderstelling dat strategiese ondersoek ʼn sosiale wetenskap is wat empiries ingelig is, was die uitgangspunt van die bepaalde studie gevolglik om te begryp hoe sosiale interaksie tussen praktisyns organisasiestrategie en gevolglike strategiese uitkomste bepaal. Die strategie-as-praktyk-perspektief het as ʼn integrerende lens vir die bepaalde navorsing gedien. Hierdie perspektief wat ooreenstem met die praktykomwenteling in sosiale navorsing, fokus op die werklike praktyke van strategierolspelers (-praktisyns) in unieke organisasie-omgewings met unieke strategie-instrumente, -tegnieke en -artefakte (praktyke). Ingelig deur die filosofiese ondersteuning van ʼn pragmatiese wêreldbeskouing en ʼn gemengde metodiek van kwalitatiewe benadering, het ʼn gevallestudieontwerp voorsiening gemaak vir indringende ontleding van verskeie bronne empiriese data om ʼn begrip van die navorsingsfenomene te fasiliteer. Bykomend tot die ondersoek van sosiale interaksie tydens episodes van strategiepraktyk, het die bepaalde navorsing ondersoek hoe praktisyns se motivering om in interaksie te wees deurlopende interaksie en betekenisgewing vorm en daardeur gevorm word. Die bepaalde studie het ook ondersoek hoe eksterne en interne organisasiekontekste, insluitend organisasiepraktyke, deurlopende sosiale interaksie beïnvloed en daardeur beïnvloed word. Twee klein privaathoëronderwysinstansies wat die tipologie van die meeste privaatverskaffers in die Suid-Afrikaanse hoëronderwysomgewing weerspieël, is vir die gevallestudie geselekteer. Hierdie privaatverskaffers het te make met verskeie uitdagings in die bepaalde moeilike ekonomiese klimaat. Privaatverskaffers vervul ʼn kernrol in die vraagabsorpsie van ʼn toenemende behoefte aan hoër onderwys in Suid-Afrika. Die hoofbevindings van die bepaalde navorsing het bevestig dat strategie by die twee organisasies in die gevallestudie wel hoofsaaklik ʼn funksie van sosiale interaksie is. Strategie word meestal gevorm deur mense as emosionele wesens. Strategie is die produk van interaksie wat soms irrasioneel is asook gevolglike gedeelde betekenis en verhoudings tussen mense wat konstant ontwikkel. Dit is die sosiale interaksie tussen strategierolspelers tydens periodes van strategiepraktyk wat dien as ʼn sosiale meganisme wat strategievoorneme in strategiese uitkomste transformeer. Verskillende strategierolspelers gebruik ʼn wye verskeidenheid tegnieke om hulle idees of beskouings tydens strategieverwante interaksie aanvaarbaar te maak. Die bevindings het aangedui dat die geselekteerde strategieë by die twee gevallestudie-instansies meestal nie op objektiewe beredenering wat inskakel by ʼn duidelike plan of visie gebaseer word nie, maar eerder op strategierolspelers se vermoë om hulle idees vir die groep aanvaarbaar te maak. Bevindings het verder bevestig dat die eienaars van die onderskeidelike gevallestudie-instansies ʼn groot invloed het hoe dinge tydens episodes van strategiepraktyk gedoen word. Strategie by albei maatskappye is informeel en bestaan meestal uit reaksie op uitdagings en hantering van krisisse. Albei organisasies volg ʼn differensiëringstrategie. Veiligheid en sekuriteit, werkverskaffingsvooruitsigte asook bepaalde akademiese aangeleenthede soos kleiner klasse vir beter leer, kan beskou word as gebiede van mededingingsvoordeel vir albei. Die proliferasie van privaatverskaffers, beduidende investering in hoër onderwys, asook die belangrike vraagabsorpsierol van privaatverskaffers dui daarop dat daar beslis ʼn toekoms vir privaathoëronderwys in Suid-Afrika is. Die beplande hoofbydrae van die bepaalde navorsing is om ʼn begrip te fasiliteer van hoe sosiale interaksie as sosiale meganisme strategie en gevolglike strategiese uitkomste vorm. Begrip van die sosiale wêreld neem waarskynlik toe soos die versameling van die versoenbare kousale meganismes groei – waar meganismes openbaar hoe die waargenome verhoudings tussen fenomene geskep en verduidelik word. Die bevindings van die bepaalde navorsing kan dus dien as ʼn boublok om sosialewetenskapsteorie te akkumuleer oor hierdie onverkende baan van interaksiegedrewe strategienavorsing. Om hierdie rede, word ʼn konseptuele raamwerk aangebied as riglyn vir soortgelyke toekomstige studies. Die bepaalde studie het ʼn blik gebied op die strategiese werking van twee klein privaathoëronderwysverskaffers en uiteindelik bygedra tot die toenemende kennisgeheel van privaatverskaffing in die Suid-Afrikaanse hoëronderwysomgewing. / Ucwaningo lwenzelwe ukubhekana nokusweleka kolwazi maqondana nokwenza isu njengomsebenzi wokusebenzisana kwabantu. Abacwaningi ngabantu, abanjengoCritchley, babeka ukuthi inhlangano kumele ithathwe njengento eguqukayo nenqubo yabantu yokusebenzisana kwabantu okunomphumela wokwabelwana ngencazelo Ngokulandela inqubo kaCritchley, kanye nokuthatha ngokuthi ukuphenyisisa isu yinto esekelwe ubufakazi obusekelwe yisayense ngabantu, ucwaningo lwamanje, ngakho-ke lufuna ukuthola ngokusebenzisana kwabantu phakathi kwemifanekiso yama-practitioner, ukwenza isu lenhlangano kanye nemiphumela ebalulekile elandelayo. Isu njengenqubo eyenziwayo nombono lisebenze njengesibuko esihlangane kucwaningo lwamanje. Umbono ohambisana nenqubo yokwenza kucwaningo ngabantu ugxila kwinqubo yokwenza yangempela (praxis) ngalabo abasebenza ngesu (practitioners) kwisimo esingavamile senhlangano enamathuluzi angavamile okwenza isu, amathekniki kanye nezinto ezenziwa ngezandla zama-artefact (practices). Ngokusekelwa kwisisekelo sefilosofi ngombono womhlaba wokwenza ngokubambekayo kanye nendlela exubene yokwenza ye-qualitative, idizayini yesifundo ngesibonelo, kuvumele ukuthi kwenziwe uhlaziyo olunzulu ngemithombo ehlukene yolwazi olutholakale ngobufakazi bophenyisiso, kusize ukuqondisisa ngento okwenziwa ngayo ucwaningo. Nangaphezu kwalokho, ukuphenya ngokusebenzisana kwabantu ngesikhathi sezikhawu zokwenzeka kwezinto, ucwaningo lwamanje luhenyisisa ngokuthi ngabe ama-practitioner agqugquzelwa yini ukwenza umumo wobunjalo kanye nokuthi lowo mumo nawu ube nomphumela kubo ngokuqhubekela phambili kanye nokuthi kube nencazelo. Ucwaningo lwamanje, lubuye luhlole nokuthi ngabe izimo zangaphakathi nezangaphandle kwenhlangano, ezibandakanya inqubo yokusebenza kwenhlangano, zinomthelela kanjani futhi nazo zibawumthelela kanjani kwezokuxhumana nokusebenzisana kwabantu. Izikhungo ezimbili ezincane zemfundo ephakeme ezibonisa ithayipholoji yabahlinzeki abaningi bangasese kwindawo yemfundo ephakeme eNIngizimu Afrika ziye zakhethwa. Laba bahlinzeki bangasese babhekene nezinselele ezihlukene kumkhakha onzima wamanje kwezomnotho. Abahlinzeki bangasese babuye badlale indima ebalulekile nokuthi badinga ukuthi banganyelwe kwisidingo esikhulayo semfundo ephakeme eNingizimu Afrika. Okuthokele kakhulu ngocwaningo lwamanje kuqinisa ukuthi ukwenza isu ngeziboniso ezimbili zocwaningo, kwinhlangano, kuyadingeka ikakhulukazi njengomsebenzi wokusebenzisana kwabantu. Ukwenza isu kuvamise ukusekelwa ngabantu njengabantu abanemizwa ngokomoya. Ukwenza isu kungumphumela wokuthi ngezinye izikhathi kuba nokusebenzisana okungenasizathu esibambekayo kanti imiphumela kuvamise ukuba ngeshintshayo nokwabelana ngesizathu sayo kanye nobuhlobo bayo phakathi kwabantu. Ukusebenzisa kwabantu phakathi kwalabo abenza isu ngezikhathi zenqubo yokwenza okusiza njengendlela yabantu ekuguquleni inhloso yesu ukuze libe yisu elinemiphumela. Abantu abenza amasu abehlukene basebenzisa amathekniki ehlukene ukwenza ukuthi imibono yabo kanye nezindlela ababona ngayo izinto kwemukeleke ngesikhathi sokuxhumana mayelana namasu. Imiphumela etholakele ikhombisa ukuthi amasu akhethiwe kwizifundo zezibonelo ezimbili zezinhlangano zisekelwe kwizizathu ezingatshekele ohlangothini oluthize, kodwa esihambisana nohlelo olucacile kanye nombono, kodwa kuncike kumakhono abenzi bamasu ekwenzeni ukuthi imibono yabo yemukeleke eqenjini. Okunye okuthokakele kubuye kwaphakamisa nokuthi abanikazi bezinhlangano okwenziwa ngazo iziboniso zesifundo banomthelela kakhulu ngokuthi izinto zenziwe kanjani ngezikhathi zenqubo ebambekayo yokwenza. Ukwenza amasu kuzo zimbili izinkampani kwenziwa ngendlela engahlelekile kakkhulu, kanti kuquka ekuncikeni ekuphenduleni kwizinselele kanye nokuphendula kwizimo ezisikazayo ezivelayo. Zombili izinhlangano zilandela amasu ehlukahlukene. Ukuphepha nokuvikeleka, amathuba emisebenzi kanye nezinto ezithile zesiakhademiki ezifana namaklasi amancane ukuze kufundeke kangcono nakho nngeminye yemikkhakha esiza kakhulu ekuphumeleleni. Ukubakhona ngobuningi kwabahlinzeki bangasese, ukutshalwa kakhulu kwezimali kwimfundo yangasese ephakeme, kanye nokuhlinzekwa kwmefundo yangasese kanye nesidingo sendima yokumuncwa ngokwenganyelwa, kuphakamisa ukuthi likhona ikusasa langampela lemfundo yangasese ephakeme eNingizimu Afrika. Inhloso eqondiwe ngokuthela esivivaneni kocwaningo lwamanje ukusiza ekutheni kube nokuqondisisa ngokuthi ukusebenzisana kwabantu njengendlela yokubumba amasu kanye nemiphumela kungasiza kanjani. Ukuqondisisa ngomkhakha wabantu kuyenyuka njengoba kukhula ukuqoqana kwezindlela zokwenza – lapho khona izindlela zokwenza ziveza ukuthi ngabe ubudlelwane obubhekiwe nobuqashelwayo bungabanjani uma kuqhathaniswa izinto ezenziwe futhi nokuthi zichazwa kanjani. Okutholakele ngocwaningo lwamanje kungasiza ngokuba yisakhelo ekuqokeleleni itiyori yesayense ngabantu maqondana nalo mkhakha ongakaphenyisiswa ngokwanele kwisu elixhumene ngokusebenzisana locwaningo. Maqondana nalokhu, uhlaka lombono luyahlinzekwa ukuba ngumkhombandlela kucwaningo lwangekusasa. Ucwaningo lwamanje luveze kancane ukusebenza kwesu kwizikhungo ezimbili ezincane zabahlinzeki ngemfundo ephakeme yangasese, kanti futhi luthela esivivaneni ekukhuleni kolwazi ngokuhlinzekwa kwemfundo yangasase emkhakheni wemfundo ephakeme eNingizimu Afrika. / Business Management / D. Com. (Business Management)

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When governments are unable or unwilling to provide necessary relief to communities, local faith-based congregations (FBCs) step in and fill the gap. Though shown to provide for so many needs following disaster, FBCs have largely been left out of the institutional emergency management cycle. The aim of this study was to explore the role of FBCs in the disaster response and recovery process and investigate how recovery impacts FBCs. The primary objective of this study is to gain a better understanding of FBCs and how to better integrate them into the formal emergency management process.The main questions were as follows: First, what is the role of FBCs during the disaster recovery process? Second, how do FBCs change (temporarily and permanently) during disaster recovery, and what factors may promote or inhibit change? To answer these questions, qualitative semistructured interviews were held to develop a case study of Katy, Texas and its recovery from Hurricane Harvey of 2017. The applied and conceptual implications resulting from this study, which apply to FBCs, researchers, emergency managers, and policy makers, highlight the opportunity to better incorporate FBCs formally into emergency management practices.

<p dir="ltr">In holographic quantum field theories, a bulk geometric semiclassical spacetime emerges from strongly coupled interacting conformal field theories in one less spatial dimension. This is the celebrated AdS/CFT correspondence. The entanglement entropy of a boundary spatial subregion can be calculated as the area of a codimension two bulk surface homologous to the boundary subregion known as the RT surface. The bulk region contained within the RT surface is known as the entanglement wedge and bulk reconstruction tells us that any operator in the entanglement wedge can be reconstructed as a non-local operator on the corresponding boundary subregion. This notion that entanglement creates geometry is dubbed "ER=EPR'' and has been the driving force behind recent progress in quantum gravity research. In this thesis, we put together two results that use Tomita-Takesaki modular theory and quantum ergodic theory to make progress on contemporary problems in quantum gravity.</p><p dir="ltr">A version of the black hole information loss paradox is the inconsistency between the decay of two-point functions of probe operators in large AdS black holes and the dual boundary CFT calculation where it is an almost periodic function of time. We show that any von Neumann algebra in a faithful normal state that is quantum strong mixing (two-point functions decay) with respect to its modular flow is a type III₁ factor and the state has a trivial centralizer. In particular, for Generalized Free Fields (GFF) in a thermofield double (KMS) state, we show that if the two-point functions are strong mixing, then the entire algebra is strong mixing and a type III₁ factor settling a recent conjecture of Liu and Leutheusser.</p><p dir="ltr">The semiclassical bulk geometry that emerges in the holographic description is a pseudo-Riemannian manifold and we expect a local approximate Poincaré algebra. Near a bifurcate Killing horizon, such a local two-dimensional Poincaré algebra is generated by the Killing flow and the outward null translations along the horizon. We show the emergence of such a Poincaré algebra in any quantum system with modular future and past subalgebras in a limit analogous to the near-horizon limit. These are known as quantum K-systems and they saturate the modular chaos bound. We also prove that the existence of (modular) future/past von Neumann subalgebras also implies a second law of (modular) thermodynamics.</p>

Au Québec, particulièrement à Montréal, un nombre important d’enfants bi/plurilingues de maternelle cinq ans sont directement intégrés en classe ordinaire. Pour ces enfants qui poursuivent le développement de leurs compétences langagières dans deux ou plusieurs langues simultanément, il est primordial d’adapter les pratiques enseignantes afin de tenir compte de leurs besoins. La lecture partagée (LP) d’albums de littérature de jeunesse est une activité largement reconnue pour favoriser le développement langagier oral et écrit (Cunningham et Zibulsky, 2011; National Early Literacy Panel, 2008). Tout en favorisant le plaisir de la lecture (Dupin de St-André et al., 2015), cette activité permet d’amener progressivement l’enfant à établir des liens entre langage oral et écrit. Elle permet également de favoriser, entre autres, le développement des habiletés narratives (ex. : Pesco et Gagné, 2017; Roux-Baron, 2019), dimension discursive du développement langagier qui exerce une incidence sur l’apprentissage de l’écrit et, donc, la réussite scolaire. Dans la présente recherche doctorale, les paramètres d’une intervention de LP tenant compte des besoins des enfants bi/plurilingues en émergence pour favoriser le développement de leurs habiletés narratives ont été définis au moyen d’une recension des écrits. Ces paramètres ciblés ont été mis à l’essai dans le cadre d’une vaste recherche (Armand et al., 2017-2021) dans laquelle a eu lieu une intervention de LP au moyen de l’application Les Albums plurilingues ÉLODiL dans une perspective de collaboration école-famille. L’utilisation d’albums bi/plurilingues faisait partie des modalités identifiées pour favoriser, dans une optique inclusive (Cummins, 2021), le développement langagier d’enfants bi/plurilingues en émergence (Naqvi et al., 2012). Dans le cadre de cette recherche, notre contribution à l’intervention a consisté à concevoir et à mettre à l’essai des activités entourant la lecture des albums qui visaient spécifiquement le développement des habiletés narratives. Afin de documenter les effets de l’intervention sur l’évolution des habiletés narratives des enfants, nous avons recueilli, avant et après l’intervention, les productions d’un groupe d’enfants qui y a pris part (n=78) en recourant à deux types de tests standardisés. Les productions ont été comparées à celles d’enfants qui n’ont pas participé à l’intervention (n=35), mais dont les enseignant·es avaient reçu les mêmes albums en français et en version papier uniquement. Pour compléter le portrait, nous avons également recueilli le rappel du récit d’un des albums exploités dans le cadre de l’intervention auprès des enfants du groupe expérimental (n=70). L’analyse des résultats obtenus au moyen des outils standardisés révèle que l’intervention de LP au moyen d’albums plurilingues intégrant des activités en lien avec les habiletés narratives apporte une contribution positive à l’évolution de ces habiletés chez les enfants. Qui plus est, l’analyse qualitative des productions obtenues au moyen d’un outil conçu à partir d’un des albums de l’intervention, mise en relation avec la description présente dans les écrits scientifiques des habiletés narratives d’enfants monolingues du même groupe d’âge, tend à démontrer que les enfants bi/plurilingues en émergence, ici dans le contexte montréalais pluriethnique et plurilingue de notre étude, ne sont pas « en retard » par rapport aux enfants monolingues. / In Quebec, particularly in Montreal, a significant number of bi/plurilingual children in five-year-old kindergarten are directly integrated into regular classrooms (with or without French learning support services). For these emerging bi/plurilingual children who are continuing to develop their language skills in two or more languages simultaneously, it is essential to adapt educative practices to consider their needs, particularly with regard to language development, which is one of the areas of global development. Shared reading of children’s literature is one of the activities which is widely recognized by the scientific and practical community to promote oral and written language skills (Cunningham & Zibulsky, 2011; National Early Literacy Panel, 2008; Turgeon, 2018). This significant activity promotes the pleasure of reading (Dupin de St-André et al., 2015) and allows children to gradually make connections between oral and written language. Among other things, shared reading and the interactions that surround it promote the development of narrative skills (e.g., Lever & Sénéchal, 2011; Nielsen & Friesen, 2012; Pesco & Gagné, 2017; Roux-Baron, 2019), a discursive dimension of language development that has an impact on literacy development and, by the same token, academic success. In this doctoral research, we identified through a literature review the parameters of a shared reading intervention that would consider emerging bi/plurilingual needs in order to foster the development of their narrative skills. These parameters were tested as part of a broader research (Armand et al. 2017-2021) in which a shared reading intervention took place using a web-based children’s literature application, Les Albums plurilingues ÉLODiL, through a school-family collaboration. The use of bi/plurilingual book was one of the modalities identified to promote, from an additive (Lambert, 1975) and inclusive (Cummins, 2021) point of view, the language development of emerging bi/plurilingual children (Naqvi et al., 2012). As part of this doctoral research, our contribution to the intervention consisted of designing and testing activities surrounding the shared reading of children’s book that were specifically aimed at the development of narrative skills. In order to document the effects of the intervention on the children’s narrative skill evolution, before and after it, we collected narratives from a group of children who took part in the intervention (n=78). To this aim, we used two standardized tests (a narrative production task from a sequence of illustrations and a story recall task). The productions were compared to those of children who did not participate in the intervention (n=35). In this control group, the teachers, who used children’s literature in their classroom, received the same children’s book, but in French and in paper version only. In order to complete the portrait, we also collected from the children in the experimental group (n=70) the recall of the story of one of the books used in the intervention. This allowed us to provide a qualitative overview of the narrative skills of children in a regular five-year-old kindergarten classroom in a plurilingual context. The analysis of the results obtained with the standardized tools reveals that the shared reading intervention, using plurilingual books and integrating the activities we implemented in relation to narrative skills, brings a positive contribution to the evolution of the narrative skills of the children who took part. Moreover, the qualitative analysis of the portrait of the children’s narrative skills, put in relation with the description of the narrative skills of “monolingual” children of the same age group presented in the scientific literature, tends to show that emerging bi/plurilingual children are not “lagging behind”.

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This dissertation investigates the transformative potential of Community Land Trusts (CLTs) in reimagining land and homeownership within the context of capitalist real estate markets. Utilizing a qualitative research framework that combines narrative inquiry with Emergent Strategy and Community Cultural Wealth theories, this study explores the intricacies of developing CLTs as a counter-narrative to traditional models of property ownership. Through extensive narrative analysis of four distinct CLTs in California, this research highlights the complex challenges and innovative strategies employed to scale CLTs in competitive urban markets. The findings reveal how CLTs leverage emergent strategy and community cultural wealth to navigate and mitigate barriers, fostering community engagement and emphasizing local context and social justice. This study contributes to the broader discourse on affordable housing and social equity by highlighting the critical role of community-centric approaches in transforming land and homeownership paradigms. By demonstrating the efficacy and transformative potential of CLTs, this dissertation underscores the importance of alternative models in addressing the global housing crisis, advocating for a shift towards community stewardship and collective empowerment in land ownership.

In post-conflict settings real and imagined boundaries do a great deal to determine who is inside and who is outside of state-based narratives of peace and prosperity. Based on case studies in Rwanda and Northern Ireland, I provide an analysis of the post-conflict periods and the impact of neoliberal-styled governance on the dynamics of power. I argue that as power shifted, ‘peace’ also entailed a general social pacification, and prosperity equated to greater private profit. However, top-down social engineering has not contained the entire field of social struggle. I examine micro-level interventions taking place on the margins of mainstream discourse that trouble the moralizing state-narratives that seek to legitimate structural violence. Such spaces facilitate alternative values and practices that contribute to sustained social and cultural resilience, as well as forms of resistance. Post-conflict Rwanda and Northern Ireland have been impacted by both coercive and consensual forms of social engineering. In Rwanda, state-based framework laws and forceful regimes of local implementation rely on stark contingencies of reward and punishment to shape and control behaviour in the public sphere. In Northern Ireland, the power-sharing structure of the Belfast Agreement has reinforced ethnic politics, while depoliticizing and instrumentalizing civil society in support of its neoliberal policies. I present ethnographic research and interviews conducted with community organizations in Northern Ireland (Ikon) and Rwanda (Student Association of Genocide Survivors - AERG) that demonstrates how alternative discourses and practices are emerging in the cracks of these top-down systems. I explore Ikon’s use of creative performances and radical theology to create socially resonant cultural spaces that function as temporary autonomous zones. These TAZs unsettle aspects of individual identity while intentionally seeking to destabilize mainstream power dynamics. Unlike Ikon, AERG faces greater public scrutiny and higher political stakes. They demonstrate an adherence to the dominant social script in the public sphere, while exhibiting micro- level agency through trauma healing, and material support in private day-to-day practices. AERG’s performance in the public sphere creates temporary spaces of encounter that exceed the boundaries of official discourse, making their alternative presence felt while remaining illegible to the dominant surveillance frameworks. / Thesis (Ph.D, Cultural Studies) -- Queen's University, 2014-06-02 11:02:09.033