Au cours du 20ème siècle de nouveaux enjeux sont apparus sur les espaces littoraux. En février 2010, les ravages causés par la tempête Xynthia ont provoqué un renforcement des réglementations relevant de la gestion des risques côtiers. La tâche des gestionnaires locaux a évolué en conséquence. Il leur incombe aujourd'hui d'intégrer ces réglementations dans leur gestion quotidienne. Ils sont donc amenés à s'intéresser aux populations concernées et, plus précisément, à leur représentation de leur cadre de vie ainsi qu'à leur compréhension des risques côtiers. Notre étude s'intéresse à la représentations du cadre de vie d'individus qui résident sur un espace « à risque ». Plus précisément, nous nous intéressons à la place que peuvent avoir les risques côtiers dans cette représentation. Initialement, nous supposions que la représentation des risques dépend de facteurs sociaux et environnementaux spécifiques. Nous avons ainsi émis des hypothèses et les avons soumises à plusieurs études qualitatives ainsi qu'à un questionnaire. Ces analyses confirment que la représentation des risques dépend de la manière dont les individus appréhendent et utilisent l'espace concerné, et plus précisément de ses dimensions spatiotemporelle, sociale et attitudinale. / During the 20th century, new stakes appeared on coastal areas. Moreover in february 2010, the devastation caused by the storm Xynthia has effected a strengthening of coastal risk management policies. The workload of local managers has evolved consequently. Now they have to integrate risks management into daily operations. This implies an interest in populations. Most especially on representations of their environment and translation of coastal risks. Our survey is studying representation of environment from people who live on coastal areas. Most especially the place of coastal risks in those representation. Our starting point is that the représentation of coastal risks belongs to specific environmental and social factors. With this in mind, we made assumptions which have been subjected to several qualitative surveys and a questionnaire. Those analyses confirmed that representation of coastal risks depend from the way in which they grasp and use their environment. Most espacially it depend from spatio-temporal, social and attitudinal dimension of the at risk area.

Após a independência, Timor-Leste firmou acordos de cooperação com o Brasil, iniciando a formação dos seus professores em Língua Portuguesa e reforçando, assim, sua posição de membro da Comunidade dos Países de Língua Portuguesa (CPLP). Como resultado de um desses programas de formação de professores desenvolveu-se uma pesquisa empírica, cujos resultados ora são apresentados. Investigou-se a construção da identidade do professor timorense, em especial, o professor de Biologia, com base no estudo da relação entre a sua formação, sua prática docente e o contexto lestetimorense. Esse tipo de estudo justifica-se, em parte, pelo fato de que um dos grandes desafios de uma democracia é garantir à sua jovem e crescente população uma educação de qualidade que contribua para o exercício da cidadania, notadamente na formação técnico-científica-cultural. Assim, é fundamental o desenvolvimento de estudos sobre quem é o professor de Biologia que dá formação acadêmica a esse público. O estudo se reveste de importância também pela crescente quantidade de trabalhos de pesquisa que abordam essa questão na última década mostrando a necessidade de investigação sobre a identidade dos professores no contexto das sociedades contemporâneas. O trabalho metodológico foi estruturado na tradição qualitativo-interpretativa de pesquisa, com ênfase na pesquisa bibliográfica e documental, por meio da interpretação e análise de registros documentais e memoriais. Na análise dos dados, foi possível observar que os professores evidenciam em suas citações alguns temas que delas emergem e que refletem, a princípio, influências advindas da sua recente história de dominação e liberdade, sobrevivência e resistência. / After its independence, Timor-Leste signed up cooperation agreements with Brazil, starting a teachers\' training program focused on the use of Portuguese language, therefore, reinforcing its position as a member of the Community of Portuguese Language Countries. As a result of one of these teachers\' training programs, an empirical research was developed, and its results are presented in this essay. The focus of this research was on the identity building of East Timorese teachers, in particular the biology teacher, based on its relation among educational background, teaching practices and social context. This analysis is partially justified by the fact that ensuring quality education to a young and growing population in order to contribute to citizenship practice into technical, scientific, and cultural training is one of democracies\' biggest challenges. Thus, it is essential to develop studies that research who is the biology teacher in charge of academic training of this public. This study is justified by the growing academic production about teaching identity on this last decade proving the need of investigation upon teacher\'s identity on contemporary societies. Methodological work was structured in qualitative and interpretative research tradition, with emphasis on bibliographical and documental research, through interpretation and analysis of interviews, documental registry, photographic records, videos and memorials. In the analysis of the data, it was found that teachers show through their quotes some themes that emerge and reflect influences from the recent history of domination and freedom, survival and resistance.

Após a independência, Timor-Leste firmou acordos de cooperação com o Brasil, iniciando a formação dos seus professores em Língua Portuguesa e reforçando, assim, sua posição de membro da Comunidade dos Países de Língua Portuguesa (CPLP). Como resultado de um desses programas de formação de professores desenvolveu-se uma pesquisa empírica, cujos resultados ora são apresentados. Investigou-se a construção da identidade do professor timorense, em especial, o professor de Biologia, com base no estudo da relação entre a sua formação, sua prática docente e o contexto lestetimorense. Esse tipo de estudo justifica-se, em parte, pelo fato de que um dos grandes desafios de uma democracia é garantir à sua jovem e crescente população uma educação de qualidade que contribua para o exercício da cidadania, notadamente na formação técnico-científica-cultural. Assim, é fundamental o desenvolvimento de estudos sobre quem é o professor de Biologia que dá formação acadêmica a esse público. O estudo se reveste de importância também pela crescente quantidade de trabalhos de pesquisa que abordam essa questão na última década mostrando a necessidade de investigação sobre a identidade dos professores no contexto das sociedades contemporâneas. O trabalho metodológico foi estruturado na tradição qualitativo-interpretativa de pesquisa, com ênfase na pesquisa bibliográfica e documental, por meio da interpretação e análise de registros documentais e memoriais. Na análise dos dados, foi possível observar que os professores evidenciam em suas citações alguns temas que delas emergem e que refletem, a princípio, influências advindas da sua recente história de dominação e liberdade, sobrevivência e resistência. / After its independence, Timor-Leste signed up cooperation agreements with Brazil, starting a teachers\' training program focused on the use of Portuguese language, therefore, reinforcing its position as a member of the Community of Portuguese Language Countries. As a result of one of these teachers\' training programs, an empirical research was developed, and its results are presented in this essay. The focus of this research was on the identity building of East Timorese teachers, in particular the biology teacher, based on its relation among educational background, teaching practices and social context. This analysis is partially justified by the fact that ensuring quality education to a young and growing population in order to contribute to citizenship practice into technical, scientific, and cultural training is one of democracies\' biggest challenges. Thus, it is essential to develop studies that research who is the biology teacher in charge of academic training of this public. This study is justified by the growing academic production about teaching identity on this last decade proving the need of investigation upon teacher\'s identity on contemporary societies. Methodological work was structured in qualitative and interpretative research tradition, with emphasis on bibliographical and documental research, through interpretation and analysis of interviews, documental registry, photographic records, videos and memorials. In the analysis of the data, it was found that teachers show through their quotes some themes that emerge and reflect influences from the recent history of domination and freedom, survival and resistance.

<p>During the last two decades the citizens’ trust in the European Union (EU) has decreased. It has been established that the Union suffer from a democratic deficit which has caused it to impose so called “identity-policies”. There is a need for the citizens to identify with the Union as a foundation of its legitimacy. But there is a problem since there is no clear idea of who constitutes “the people” in the European case.</p><p>Democratic theory presupposes a demos and a polity. The problem of the EU is that there are difficulties defining the ‘demos’ – there are difficulties identifying ‘the people’. The fact that the EU is in a situation where it has to deal with ‘peoples’ instead of a ‘people’ (demoi instead of demos) makes it more difficult since demos is closely related to the ‘nation’. Only nations may have states, thus the EU may not have a state. Hence it is difficult for the EU to conceptualize a demos, and without a demos there cannot be democracy. By arguing in this way the great need to create a ‘peoples’ Europe’ is understandable.</p><p>The thesis will concentrate on why there is a lack of a demos, or a “We-feeling”, within the Union, why this is a source of anxiety, and what possibly could unite the Union.</p><p>Attempts have been made to create a ‘European’ identity through constitution-making (however, a new constitution was recently rejected) and citizenship rights. The Union has also adopted a number of symbols to facilitate the citizens in identifying with the Union. Most of these symbols have been similar to those of the memberstates, thus, the Union has tried to use the methods of nation-building to overcome the legitimacy problem. Still, there is a lack of uniqueness of the Union. This may be for various reasons. Institution-building and constitution-making cannot alone provide democratic legitimacy; social practice and contestation must be included. This should take place in a public sphere but, in order to ‘have’ a public sphere, there must be a certain degree of collective identification.</p><p>It has also been claimed that there is a ‘European’ culture stemming from three ancient treasure houses (the ancient Near East, the ancient Greece, and the Roman Empire). Since culture is based on norms, i.e. customs, attitudes, beliefs, and values of a society, it is of importance to the Union when this is what politics are based on.</p><p>The study of this topic is relevant since the EU has an increased impact on the lives of its citizens, yet troubles to reach them. There is a lack of communication between the Union and its citizens and the democratic deficit becomes more and more obvious. The methods used by the Union do not seem successful and the issue of a European identity has become a source of anxiety.</p>

Cette thèse traite, d’un point de vue interculturel, de la construction de l’identité à l’adolescence dans une Afrique en mutation. À partir d’une enquête sur le rapport psychisme/culture et l’étude des effets de l’intrication des cultures africaine et occidentale, nous avons dans ce travail démontré que la représentation de soi de l’adolescent Camerounais se trouve modifiée, car désormais coupée du référent fondateur. Par l’enculturation, la famille africaine élargie avait entre autres pour fonction d’accompagner l’adolescent à l’âge adulte en lui conférant une place, une identité. La culture, dans ce rôle de tiers, régulatrice de l’attachement, de la séparation et de la jouissance dans l’interaction fantasmatique entre l’adolescent et sa famille, et même entre l’adolescent et son environnement est sous-tendu par le référent fondateur ; c’est-à-dire par la croyance en un père imaginaire, le père ancêtre. L’ignorance, le refus ou l’oubli du référent fondateur (rupture de transmission, auto engendrement) fait obstacle à la construction identitaire, laissant ainsi l’adolescent Camerounais dans l’impasse. Dans une perspective de culture humaine, nous avons conclu que la façon dont les mélanges de cultures prennent place dans une société en constante évolution, est à entendre comme une atteinte à l’identité subjective, dans la mesure où elle entrave la fonction du père ancêtre, produisant ainsi, à la fois des effets de rupture, d’impasse, mais aussi d’ouverture dans la structuration du sujet. Ces effets, inévitablement, impliquent l’émergence de nouvelles pathologies et donc de nouveaux modes de prise en charge dans la clinique des adolescents. / This thesis deals, from an intercultural point of view, with the construction of identity in adolescence in a changing Cameroon. Based on an investigation on the relationship between psyche and culture and the study of the effects of the entanglement of traditional African and Western cultures, we have demonstrated in this work that the self-representation of the adolescent Cameroonian is modified, because it is now disconnected from the founding referent. Through enculturation, the extended African family had among other functions, to guide the adolescent towards adulthood, by providing him shelter and an identity. Culture, acting as a third party role that controls attachment, separation and joy in the fantasmatic interaction between the adolescent and his family, and even between the adolescent and his environment, is underpinned by the founding referent, meaning by the belief in an imaginary father, the ancestral father. Ignoring, refusing to accept or forgetting the founding referent (due to a failure in transmission or self-generation) is an obstacle to the construction of identity, thus leading the Cameroonian adolescent to a dead end. From a human culture perspective, we have concluded that the way in which a cultural mix occurs within a constantly evolving society is to be understood as an attack on subjective identity, insofar as it hinders the function of the ancestral father thus producing both the effects of separation and deadlock, which also allows a new perspective on the structuring of the subject. These effects, inevitably, imply the emergence of new pathologies and thus new modes of management in the adolescent clinic.

Domestic work and care tasks have historically been assigned to women and have never been considered as real work, as they happen within the private scene of the home in both its forms, salaried and unpaid. Due to this conception, dating back from the servitude and slavery systems of the colonial era, and rooted in the patriarchal structure of societies, domestic workers have struggled, and still struggle today in many countries to see their rights recognised. They face stigma and lack an institutional back up. In this sphere, Uruguay sets an example, with one of the most advanced legislations on domestic work in the world after a tripartite negotiation that happened in 2006 between representatives of domestic workers and employers as well as the mediation of the executive power. This research aims to see how the change in legislation changed domestic workers lives and what impact these changes had in the social shared thought. It also looks at the collective identity building of domestic workers in Uruguay through the conduction of interviews with members of the domestic workers’ union, the SUTD. Did the legislative change bring about a cultural change? What lessons can we learn from the Uruguayan case?

No description available.

This study discusses the process of identity-building among second-generation migrants from former Yugoslavia, living in the Southern Region of Sweden, Skåne. The findings of this study have shown that respondents' identity construction is fluid and depends on many factors that influence it, which vary from one individual to another. For instance, language, culture, values, norms, how individuals were raised and where they were born. Moreover, depending on the individuals' experiences and personal choice. Some individuals maintain and reproduce their identity by using the parent’s mother tongue to speak with their family at home and maintain the culture by making Serbian/Bosnian food and choosing to listen to Yugoslavian music. I found that some individuals born in former Yugoslavia feel belongingness to Sweden, where they grew up and were raised instead of where they were born. The feeling of belonging differed from one respondent to the other. Some respondents showed their sense of belonging through feelings and emotions they have attached to the country they were raised in (Sweden). They have established bonds that make them see their belonging to Sweden as necessary. Others attributed their belonging to their environment, place where they were born, or parent's country of origin.

Le thème central de cette thèse est constitué par les représentations de l'Altérité dans le discours de l'extrême droite roumaine. Pour plus de précision, ce qui nous intéresse c'est la façon dont sont produites les représentations de l'Autre et quel est leur enjeu politique dans la Roumanie de l'entre les deux guerres, et également, après 1989, dans la nouvelle Roumanie libérée du communisme.C'est une démarche principalement discursive, centrée au premier égard sur une analyse sémantique des discours de l'élite politique et intellectuelle des deux époques, qui se donne de dévoiler les stratégies de manipulation et de mise en altérité (de l'anglais othering) auxquelles sont sujets les différentes catégories d'Autres (les Juifs, les étrangers, les gitans, les minorités sexuelles et religieuses).La méthodologie choisie délimite d'abord les outils et les concepts de chaque discipline et les définit clairement, ainsi que le but auquel ils servent. Par exemple, pour les deux premiers chapitres, l'analyse du discours que nous utilisons est une analyse qualitative, sémantique, qui essaie de rendre compte des façons dont le discours est construit, ainsi que du rôle des tropes et du type des arguments. Pour le dernier chapitre, nous envisageons des explications qui puisent dans des perspectives différentes : de celle de l'histoire ou des sciences politiques à celle de la religion, en passant par celle de l'anthropologie ou de la psychologie.Le but de notre thèse est d'essayer d'expliquer l'évolution de ce processus - du « comment » (les moyens) au « pourquoi » (les raisons) de la mise en altérité, en réorientant la question de départ sur le portrait ou la représentation du Soi, du Nous, des Roumains.Mots clé : Identité, Soi altéré, Roumanie, Altérité discursive, Représentations sociales / Romania has witnessed in the last century the recurrence, in various shapes and on multiple voices, of extreme rightwing tendencies. Covering a wide scale, from the interwar social movements such as The Iron Guard, to the post-communist nationalist parties, it shows, if not an inner attraction, then at least a high frequency of the phenomenon.Following this path, we have decided to analyze the discourse of the extreme rightwing, in order to identify the main characteristics of the portrait of the Other. The evolution of this social representation marks the fluctuation of the Self identification based on internal and external factors. By highlighting the bias ruling over the Othering as process, we hope to enlighten the ways in which the socio-cognitive construction of the difference occurs, through the mirroring of the Self.Consequently, the selection of the methodology tools has been made according to the study material: the first two chapters are built on qualitative discourse analysis that tries to reflect the strategies, the arguments and the images used to create the illustrations of the Other. However, the third chapter shifts to the analysis of the Othering as process, aiming at explaining it from various perspectives: historical, political, religious, anthropological and psychological.The purpose of this analysis would be to account for the reasons and the means behind the Othering as phenomenon, in an attempt to better portray not as much the Others, but the Romanians themselves.

La ville de Hohenems, commune autrichienne d'environ 16.000 habitants située dans le Vorarlberg, a été marquée par des vagues d'immigration successives au fil de son histoire : ancienne ville d'accueil pour une importante communauté juive ou encore de nos jours pour de nombreux travailleurs immigrés ou réfugiés en grande majorité de confession musulmane, Hohenems s'inscrit véritablement dans une longue tradition interculturelle. Une approche microhistorique permet de s'interroger sur les raisons et les motivations qui ont permis en 2009 l'instauration d'un prix littéraire pour auteurs issus de la migration ayant adopté l'allemand comme langue d'écriture alors qu'ils ont une autre langue maternelle. A travers l'exemple concret de ce prix littéraire sont abordés d'une part la gestion de l'hétérogénéité culturelle au niveau communal et d'autre part l'impact de la littérature d'auteurs issus de la migration dans le monde germanophone. La conséquence en est l'émergence d'une écriture interculturelle voire transculturelle. / The city of Hohenems, an Austrian town of about 16.000 inhabitants located in Vorarlberg, has been marked by successive waves of immigration. As a former host city for a large Jewish community and even today for many immigrant workers and refugees, a large majority of whom are Muslims, Hohenems truly embraces a long intercultural tradition. A microhistorical approach makes it possible to question the reasons and the motivations that in 2009 enabled the establishment of a literary prize for migrant authors who write in German though they are non-native German speakers. Through the concrete example of this prize, we examine the management of cultural heterogeneity at the local level and the impact of the literature of migrant authors in the German-speaking world that leads to the birth of intercultural and cross-cultural writing.