Thesis (Ph. D.)--University of Notre Dame, 2006. / Thesis directed by Lynette P. Spillman for the Department of Sociology. "December 2006." Includes bibliographical references (leaves 188-197).

Diss. Linköping : Linköpings universitet, 2006.

La Cité nationale de l'histoire de l'immigration n'a longtemps été qu'une idée pensée par le monde associatif et les chercheurs, qui désiraient qu'il y ait en France un lieu dédié à la mémoire de l'immigration. C'est au milieu des années 80 qu'émerge pour la première fois l'idée de créer un musée consacré à l'histoire de l'immigration, période qui se situe à l'intersection de l'ouverture à New York d' Ellis Island et en France dans le milieu académique, des premières thèses sur l'histoire de l'immigration. En 2007, la CNHI ouvre ses portes, et cette institution rompt avec la tradition du musée puisque d'une part, elle n'avait pas de collection et qu'elle a construit son patrimoine grâce à la société civile. D'autre part, c'est aussi un musée d'histoire et de société qui fait partie du label des Musées de France. Cette reconnaissance en tant que musée de France marque l'immigration comme faisant partie du patrimoine de la Nation, puisque tout ce que le musée acquiert entre dans les collections nationales. Notre étude se focalise sur la muséographie de l'immigration et l'évolution des croyances sur l'immigration, en interrogeant la réception des représentations de l'immigration à travers les expositions sur l'immigration en France et en Australie. En effet, l'Immigration Museum de Melbourne en Australie a ouverts ses portes au public en novembre 1998. Comme le musée parisien, il a été mis en place dans une volonté politique de créer un lieu fédérateur des cultures immigrantes d'Australie. Longtemps gouvernée par la While Policy, une politique d'immigration basée sur des critères raciaux, l'Australie ne reconnaît les différences ethniques qu'en 1973 suite à l'adoption d'une politique multiculturaliste par le Labour Party arrivé au pouvoir. Le musée de l'immigration à Melbourne devient un lieu symbolique où chaque Australien peut partager son histoire et faire des recherches généalogiques. Plus de dix ans après, ce musée connaît un grand succès dans l'un des Etats les plus multiculturels d'Australie. Notre recherche compare la réception des objets exposés sous le thème de l'immigration en France et en Australie afin de questionner les enjeux de la muséographie de l'immigration et de contribuer à mieux connaître les publics des musées d'immigration. / The National Center for the History of Immigration (CNHI) was for a long time just an idea for civil society and academic researchers, both of whom wished a site dedicated to the memory of immigration in France. In the mid-eighties, the idea to create a space devoted to the history of immigration come clearly out of the shade for the first time, in the interim period between the opening of Ellis Island in New York and the first thesis about French History of Immigration. On October 10, 2007, the CNHI opened its doors, in Paris, and this national cultural institution breaks with previous tradition of the museum as firstly, it had no collection and secondly, the common cultural heritage is built with the help of donors and civil society. It is also a museum society and a museum of history that has the Ministry of Culture and Communication « Museum of France » label. The recognition of the CNHI as a French museum means that immigration is now part of French heritage since all that was acquired by the museum thus become part of national collections. The CNHI was created by the two overarching themes of tradition and innovation : as a National Museum that seizes upon a complex social and historical phenomenon : immigration. My research combines both conceptions of museography and the evolution of ideas by investigating exhibits' audience reception in France and Australia. Immigration Museum in Melbourne opened in 1998 by the political will to create a unifying place to culturally of race, it was not until 1973 that policy of multiculturalism openly promoting diversity is established in Australia. The State of Victoria created a space where people could share their story and provide guidance in genealogical research. More than ten years after, the museum is especially popular in one of the most multicultural State of Australia, State of Victoria. My research contributed to improve the knowledge on issues about musealizing immigration, by studying the impact of the display of immigration on the audience.

This thesis investigates how street performers entertain passers-by and audience members in exchange for money. Specifically, it investigates how this exchange relationship is accomplished in light of exchange happening outside the routine context of “the market”, where payment for goods and services is ordinarily enforceable. In this regard, this thesis seeks to uncover the ways that exchange in street performance is alternatively organised through donations, and how giving donations are produced and recognised as interactionally relevant and morally accountable actions. To that end, this thesis employs the allied approaches of ethnomethodology and conversation analysis. It empirically examines video recordings of street performances, mostly collected at the Edinburgh Festival Fringe. Three kinds of street performance encounter are considered: these are musical busking, living statue performing, and circle show performing. The order of the discussions of these performances reflects the extent to which the performers explicitly recruit interactional resources —including talk, gesture and material objects—to morally obligate audience members and passers-by to give donations. The main thrust of this thesis is that street performers, passers-by and audience members collaboratively produce and recognise street performances as gifts that should be reciprocated. The street performances are initially freely given, but participation entails indebtedness that in various ways make remuneration interactionally relevant. In this regard, this thesis also explores how money, value and materiality feature in the giving and receiving of donations. This thesis provides new knowledge about how street performance encounters are ordered, how moral obligation is interactionally worked up through the sequential organisation of social actions, and how money donations are exchanged in return for entertainment. It also provides new understanding about how different kinds of street performance encounters share organisationally similar properties for solving the “payment problem”, but at the same time possess properties that are distinct.

190f. / Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2013-07-04T18:32:11Z No. of bitstreams: 1 Tese de doutorado - Virginia Teles Carneiro.pdf: 807997 bytes, checksum: 467f1ac35410091b62f22c0487736326 (MD5) / Approved for entry into archive by Ana Portela(anapoli@ufba.br) on 2013-07-09T16:41:40Z (GMT) No. of bitstreams: 1 Tese de doutorado - Virginia Teles Carneiro.pdf: 807997 bytes, checksum: 467f1ac35410091b62f22c0487736326 (MD5) / Made available in DSpace on 2013-07-09T16:41:40Z (GMT). No. of bitstreams: 1 Tese de doutorado - Virginia Teles Carneiro.pdf: 807997 bytes, checksum: 467f1ac35410091b62f22c0487736326 (MD5) Previous issue date: 2013 / O objetivo desta tese é compreender como estudantes de psicologia tornam-se psicólogos profissionais. Para isso, o interacionismo simbólico e a etnometodologia foram adotadas como referências teóricas que dão sustentação ao estudo. Os meios escolhidos para gerar dados foram entrevistas narrativas e descrições das percepções da pesquisadora contidas em diários de campo. Onze estudantes de psicologia foram entrevistados pouco antes da conclusão da graduação e, novamente, aproximadamente após um ano da concessão da primeira entrevista. Através da interpretação dos dados, defende-se a tese que os estudantes de psicologia tornam-se psicólogos profissionais a partir da interação social, de modo que essa transição é profundamente marcada por perspectivas coletivas, ou seja, desenvolvidas em grupo. Os estudantes ingressam no curso de psicologia carregando valores da cultura leiga que definem, de forma difusa, a profissão de psicólogo. Para transformarem-se em estudantes de psicologia, precisam tornar-se membros de uma cultura estudantil específica e mudar a visão inicial do trabalho do psicólogo. Ao deixarem a universidade, os egressos não têm o mesmo ânimo idealista de quando eram calouros, pois vislumbram as dificuldades relacionadas à como, efetivamente, irão conseguir ocupar um lugar no mundo do trabalho. Quando se tornam psicólogos de fato, passam a fazer uso de valores pertencentes à cultura profissional, sentindo o peso da responsabilidade de suas ações através da expectativa de outros atores presentes na situação. Ao explorar a dimensão subjetiva da experiência dos estudantes em uma perspectiva interacionista, o estudo explicita como ocorrem certas escolhas dos atores envolvidos na situação, e que tipo de suporte social está em jogo nas suas tomadas de decisão, trazendo à tona um modo original de interpretar a vida universitária. The aim of this thesis is to understand how psychology students become professional psychologists. For this, symbolic interactionism and ethnomethodology were used as theoretical references that support the study. The tactics chosen to generate data were narrative interviews and descriptions of the researcher’s perceptions contained in field diaries. Eleven psychology students were interviewed shortly before graduation and, again, about a year after granting the first interview. Through the interpretation of the data, it is defended the thesis that psychology students become professional psychologists through social interaction, so this transition is deeply marked by collective perspectives, i.e., group developed. Students enroll in Psychology degree carrying values of the lay culture that diffusely define the profession of psychologist. To turn into psychology students, they must become members of a specific student culture and change their initial vision of the psychologist’s work. Upon leaving the university, the graduates do not have the same idealistic spirit of when they were freshmen, since they catch a glimpse of the difficulties related to how, effectively, occupy a place in the world of labor. When they effectively become psychologists, they start to make use of values belonging to professional culture, feeling the weight of responsibility for their actions through the expectations of other actors present in the situation. By exploring the subjective dimension of student’s experience in an interactionist perspective, this study shows how certain choices of the actors involved in the situation occurs, and what kind of social support is at stake in their decision making, bringing out an original way of interpreting college life. / Salvador

Cette thèse s'inscrit dans le giron des études en ethnométhodologie et porte sur les scandales, en tant que phénomènes sociaux à part entière, et sur leur relation à la politique. Á travers l'analyse détaillée de deux cas de scandale survenus en Égypte en 2005 et 2006, la démarche consiste à observer en contexte et en action les mécanismes de constitution spécifiques aux scandales dans l'espace public égyptien de la fin du règne de Hosni Moubarak. Il s'agit de décrire et d'analyser la manière dont un phénomène public tel qu'un scandale se produit et, ce faisant, de voir comment celui-ci peut revêtir ou non une pertinence politique, quels que soient les « faits » dénoncés au cours de son déroulement. Cette thèse est donc consacrée à une double clarification. D'une part, à partir de l'examen des pratiques méthodiques qui en sont constitutives, elle vise à jeter un peu de clarté sur la « nature » des scandales. D'autre part, en comparant un cas acquérant une coloration politique au cours de son déploiement avec un cas qui en est totalement dénué, il s'agit de sortir du « tout politique » et de voir comment la politisation peut survenir de manière contingente. Cette clarification vise en somme à bien délimiter, à partir du scandale, le domaine de compétence de la science politique quant aux phénomènes donnant « matière » à l'espace public en Égypte. / This thesis grounds in ethnomethodology and it tackles with the issue of scandals, as social phenomena in its own right, and with its relationship to politics. Through a detailed analysis of two cases of scandal that broke out in Egypt in 2005 and 2006, my approach consists in taking the scandal in consideration in itself and for itself, in order to observe in context and in action its specific mechanisms of unfolding in the Egyptian public space under the rule of Hosni Mubarak. In other words, I am concerned with describing and analyzing the method through which a public phenomenon such as a scandal occurs. On this basis, I consider how this latter can achieve a political relevancy, whatever the “facts” which are denounced in the course of its unfolding. This thesis is thus dedicated to a double clarification. On the one hand, it aims at clarifying the “nature” of scandals, through the examination of the methodological practices which are constitutive of it. On the other hand, by way of comparing a case taking on a political relevancy in the course of its unfolding with another case which is apolitical, it aims at taking it out of an all-encompassing-political-explanation and at analyzing how politization can occur in a contingent fashion. In sum, this clarification aims at delimiting political sciences' domain of competency with regards to phenomena giving “flesh” to public space in Egypt, through the analysis of scandals.

Made available in DSpace on 2015-03-26T13:44:28Z (GMT). No. of bitstreams: 1 texto completo.pdf: 1439802 bytes, checksum: 150a395c4dbc738601fd6e650d42f17f (MD5) Previous issue date: 2012-05-24 / Whereas it is through language that human beings are organized in society, our central objective in this study is to analyze how the participants in a storytelling class from a public school of Minas Gerais, located in the urban area, interact. Based on the principles of Ethnomethodological Conversation Analysis (CEA) and Interactional Sociolinguistics (SI), we sought to identify and analyze the linguistic and discursive selections of students and teachers in a kindergarten class of real-time to check and compare, how the institutional and everyday speech happen. Data collection was performed by recording video and audio lessons where the teacher told a story and the students retold it. From these recordings was made a detailed transcript of interactions according to the precepts of ACE; following we made the analysis based on the concepts of Speech-in-Institutional Interaction and Speech-in-Everyday Interaction. Aware that the institutional and everyday conversations are constructed to mark and affirm social roles and specific characteristics, we put in evidence the speech of a teacher (Márcia) and her students during a class whose purpose was to tell and retell a story (Stubborn balloon vine) and we established a contrast with the stories told in spontaneous situations (taken from journals available in academic environment). As in Sacks (1974), we noticed existing steps both in the speech in the classroom and in the everyday life speech in common but show different characteristics and projections with respect to the language used by participants. / Considerando que é através da linguagem que o ser humano se organiza em sociedade, temos o objetivo central de, neste estudo, analisar como os participantes de uma aula de contação de histórias de uma escola pública municipal de Minas Gerais, localizada na zona urbana, interagem. Ancorados em preceitos da Análise da Conversa Etnometodológica (ACE) e da Sociolinguística Interacional (SI), procuramos identificar e analisar as seleções linguísticas e discursivas de alunos e professores de uma turma da Educação Infantil em tempo real para verificar e comparar como acontecem a fala institucional e a cotidiana. A coleta de dados foi feita através da gravação em áudio e vídeo de aulas em que a professora contava uma história e os alunos recontavam. A partir dessas gravações, foi feita uma transcrição detalhada das interações de acordo com os preceitos da ACE. Na sequência, fizemos a análise pautada nos conceitos de Fala em Interação Institucional e Fala em Interação Cotidiana. Cientes de que as conversas institucional e cotidiana são construídas de forma a marcar e afirmar papéis sociais e características específicas, colocamos em evidência a fala de uma professora (Márcia) e de seus alunos durante uma aula cujo objetivo era contar e recontar uma história (O balãozinho teimoso) e traçamos linhas de contraste com histórias contadas em situação espontânea (retiradas de periódicos disponíveis no meio acadêmico). Tal como em Sacks (1974), notamos etapas existentes tanto no discurso em sala de aula quanto no discurso presente na vida cotidiana em comum, mas que revelam características e projeções diferentes no que diz respeito à linguagem utilizada pelos participantes.

Simulators provide great promises of pedagogical utility in a wide array of practices. This study focuses on the use of a full-scale mannequin simulator in training of personnel at an intensive care unit at a Swedish hospital. In medicine, simulators are a means of doing realistic training without risks for the patient. Simulators for use in intensive care medicine are built to resemble as closely as possible the human physiology. In the studied sessions the simulator (a Laerdal SimMan) is set up to be an as-authentic-as-possible replication of the nurses regular, day-to-day practice. In examining the training-sessions, it was found that the participants often did other things than “proper” simulation, such as joking or making comments about the simulation. These “transgressional activities” were studied from a perspective of ethnomethodology, using video-recordings of the session. These were transcribed and analyzed in detail using ethnomethodologically informed interaction analysis. Several themes were developed from the recordings and transcripts. These have in common that they demonstrate the participants’ own achievement and maintenance of the simulation as a distinct activity. The analysis provides an account of how the local order of the simulation is upheld, how it is breached and how the participants find their way back into doing “proper” simulation. It is an overview of the interactional methods that participants utilize to accomplish the simulation as a simulation. This study concludes with a discussion of how this study can provide a more nuanced view of simulations, in particular the relation between simulated and “real” practices. Notions of realism, authenticity and fidelity in simulations can all be seen to be the participants’ own concern, which informs their activities in the simulation.

This thesis addresses a problem in the literature on technology transfer of understanding the local appropriation of knowledge. Based on interpretive and analytic traditions developed in Science and Technology Studies (STS) and ethnomethodology, I conceptualise technology transfer as involving communication between discursive communities. I develop the idea of 'performance of community' to argue that explanations of research and technology, and readings of those explanations, are sites for the elaboration of the identity of a discursive community. I explore this approach through a case study in the field of artificial intelligence (AI). I focus on what I call 'explanatory practices', that is practices of describing, identifying and explaining Al, and trace the differences in these practices, according to location, context and audience. The novelty of my thesis is to show the pervasiveness of performance of community within these explanatory practices, through showing the differences in the claimed identity and significance of Al, associated with different locations, contexts and audiences. I draw out some of the implications of my approach by counterposing it to a theory of technology transfer as the passing of neutral units of information, which I argue is implicit in a complaint made by Al vendors that the Al marketplace had been damaged by overselling or hype. In particular, I show that disclaimers of hype (more than the perpetration of it) had always been associated with the marketing of Al. More generally, my claim is that it is politically important to understand that neutral information is not available even as an ultimate standard, and that the local appropriation of knowledge is not an aberration to be controlled, but a component of both successful and unsuccessful communication between discursive communities.

This thesis is concerned with the extent to which hostility towards asylum seekers/refugees frames advocacy talk. Using a dialogical approach, I analyse how the identities of asylum claimants are dealt with by refugee advocates, in order to counter this hostility. My analysis is based on the collection of publicity materials from four refugee organisations, and from Narrative Biographical Interviews conducted with their staff, volunteers and asylum-seeking clients. Using the notion of dialogical network, I demonstrate how hostility enters advocacy talk, how it frames contemporary advocacy representations of refugees, and how it is challenged. In particular, I use Membership Categorisation Analysis to analyse how members of these organisations, the staff, volunteers and campaigners, maintain or challenge the frames provided by the organizations in their publicity materials. I demonstrate how asylum seekers/refugees themselves deal with the hostility and to what extent they are complicit in maintaining or challenging both hostile and advocacy representations of themselves. Hostility routinely enters the publicity materials and is countered through formulations of refugee identities along the lines of biographical contrasts that work to make the hostility irrelevant. These contrasts are socially resourced, and are organised along a set of 'sympathy themes', whereby asylum seekers are represented as having little choice, as naïve, as victims of violence and as having poor mental health. However, advocates, in their interview talk, push the boundaries of these frames of representation. They present new challenges to established practices of refugee representation, and demonstrate that the moments of antagonism called for in the literature already exist within mainstream advocacy organisations. Similarly, the narratives shared by asylum seeker/refugee informants challenge established representations of refugee-hood, in both mainstream and advocacy practices, providing rich and diverse images of themselves which go beyond representations of 'mute victims'. These cracks, these moments of ethical antagonism, suggest new ways forward for refugee advocacy. Importantly, even within mainstream services, these are live issues for their members. The challenge is to make them visible.