This study is about the impact of information and communications technologies (ICT) in developing countries, in light of development expectations in healthcare, education, commerce, government services, and other activities that can improve the lives of citizens. However, the deployment of these ICTs have not always resulted in the anticipated ends i.e. development outcomes. Also, expectations and deployment experiences vary amongst developing countries - indicating a need to understand what is locally relevant, meaningful and achievable within development initiatives. These ideas are explored within this study, with intent to contribute to a better understanding of the dynamics of ICTs and Development. The study is particularly concerned with the current efforts at deploying a National Identity system in Nigeria, in light of failed attempts over the past 34 years. This is an essential initiative due to the lack of a secure, reliable, or cost effective system of identification within the country (e.g. international passports and drivers’ licenses). The case is explored using Sen’s Capability Approach (CA) to development, which advocates the expansion of people’s freedoms (and opportunities) to engage in valued activities that improve lives. The unique application of the CA for a comprehensive study of the deployment and outcomes of the National Identity system constitutes a theoretical contribution (amongst others) to research - in light of previous applications which only evaluate the latter. Also, the findings reveal deep seated socio-cultural issues (such as corruption and tribalism) as sources of commonly reported technical and managerial problems within IS projects. These offer useful insights and advice for both policy makers and practitioners involved with the ICTs and Development agenda.

Au cours de son existence, le consommateur, est amené à vivre des incidents qui génèrent des tensions identitaires. Il est engagé dans un processus de construction identitaire. Cette recherche montre que le point de vente accompagne le consommateur dans son projet identitaire. Il agit comme une ressource qui permet de gérer des dynamiques et tensions identitaires. Parmi ces tensions, nous identifions le rapport au corps, les distorsions avec le soi (avec ses composantes de l’image de soi et l’estime de soi) et les négociations en matière d’identité ethnique. Selon une approche psychologique, cette recherche montre que le magasin devient une ressource de (re)construction identitaire aux bienfaits thérapeutiques. Le consommateur, à travers ce qu’il vit dans le magasin, affronte ses fragilités et prend conscience de son état. L’intervention du magasin dans la gestion des dynamiques et tensions identitaires devient alors une expérience identitaire. Cette recherche montre que lorsque la visite au point de vente devient une démarche identitaire, elle s’apparente alors à une expérience offrant des ressources. L’approche phénoménologique que nous adoptons permet de mettre en évidence le processus d’engagement du consommateur dans l’expérience identitaire. Elle renseigne alors sur son contenu et ses caractéristiques, et éclaire sur le concept d’expérience de magasinage. / It happens that the consumer has to deal with life issues related to identity matters. He is engaged in a process of identity construction. This research shows that the store supports the consumer in his identity project. It acts as a resource allowing him to deal with all the idenity conflicts, like body issues, distortions with the self, self esteem issues and ethnic identity issues. According to a psychological approach, this research shows that the store becomes aresource for (re)constructing the self and provides the consumer with therapeutic benefits. Through what he lives in the store, the consumer will be confronting its weaknesses and become aware of his self. The way the store helps the consumer with these conflictual identity issues makes him experiencing his self.In this research, we use a phenomenological approach that helps to highlight the consumer engagement in the process of his identity experience. Then, it offers a better understanding of the shopping experience concept.

Den rådande pandemin, Covid-19, förändrade samhällets syn och behov av konsumtion. I och med att fler började arbeta hemifrån och skolan utfördes på distans, blev efterfrågan på bekväma kläder allt högre. Eftersom att det inte längre gick att sysselsätta sig socialt och träffa andra människor fick människor lära sig att sysselsätta sig på andra sätt. Statistiken visar att produktgruppen träningskläder ökat kraftigt under 2020 och har fortsatt in i 2021. Fler människor valde att prioritera sin fysiska hälsa och fick upp ögonen för träning. Förutom att pandemin påverkade samhället och konsumtionen i stort påverkade det även människan på individnivå, vilket resulterade i förändrade sätt att yttra sin identitet på. Just konsumtionen blir av stor vikt när människan ska kunna bearbeta sin identitet, men när begränsningar i samhället uppkommer tvingas människan att tänka om kring dess konsumtionsval. Syftet med denna studie var att undersöka hur konsumenters identitetsprojekt påverkas till bakgrund av pandemin. Mer specifikt har vi valt att fokusera på att förstå hur träningskläder har haft betydelse för konsumenters identitetsprojekt under pandemin. Det är av intresse att undersöka förändringar inom konsumentbeteende- och identitet för att kunna kartlägga hur konsumenter blir påverkade när de tvingas anpassa sig till samhällsförändringar och krissituationer. Studiens forskningsfrågor: • Hur har pandemin covid-19 påverkat konsumentens identitetsprojekt? • Vilken betydelse har träningskläder haft på konsumenters identitetsprojekt? Metoden som användes i studien är en kvalitativ där semistrukturerade intervjuer genomfördes mot bakgrund av en intervjuguide med strukturerade frågor. Tio stycken deltagande kvinnor och män intervjuades, samtliga med ett intresse eller behov av träning och träningskläder i sin vardag. Utöver detta gjordes även en litteraturstudie för att få en övergripande insikt i vad som studerats tidigare samt få tillgång till fler perspektiv och aspekter. Det förekom även att statistik användes för att fastställa siffror inom förändrad försäljningsstatistik. Resultatet bekräftade att konsumenters identitetsprojekt har påverkats och förändrats under loppet av pandemin, fler har fått upp ögonen för träning, nya träningsformer och träningskläder. För att anpassa sig till den nya situationen har många anammat träningen och träningskläder som en ny identitet, vilket var ett resultat av en begränsad vardag och förändrat socialt liv. Samtliga respondenter var eniga om att träningskläder har ökat i popularitet under det senaste året, samt att det anses mer socialt accepterat. / The prevailing pandemic, Covid-19, changed society's views and needs for consumption. As more people started working from home and school took place digitally, the demand for more comfortable clothes increased. Since it was no longer possible to socially interact and meet other people, we had to learn how to occupy ourselves in other ways. Statistics show that the product group ‘training clothing’ increased sharply in 2020 and continued into 2021. More people chose to prioritize their physical health during a period of uncertainty and opened their eyes to training. But in addition to the fact that the pandemic affected society and consumption in general, it also affected humans on an individual level, which resulted in changed ways of expressing one's identity. Consumption in particular becomes of great importance when a person wants to process its identity, but when limitations arise in society, we are forced to rethink his consumption and choice. The purpose of this study was to examine how consumers' identity projects are affected by the pandemic. More specifically, we have chosen to focus on understanding how training clothing has been important for consumers' identity projects during the pandemic. It is of interest to examine changes in consumer behavior and identity in order to be able to map how consumers are affected when they are forced to adapt to societal changes and crisis situations. Study research questions: • How has the pandemic covid-19 affected the consumer's identity project? • What significance have training clothes had on consumers' identity projects? The method used was qualitative where semi-structured interviews were conducted on the basis of a structured interview guide. Ten participating women and men were interviewed, all with an interest or need for training and training clothes in their everyday lives. In addition to this, a literature study was also conducted to gain an overall insight into what has been studied previously and to gain access to more perspectives and aspects. It also happened that statistics were used to determine figures in changed sales statistics. The results confirmed that consumers' identity projects have been affected and changed during the course of the pandemic. More people have opened their eyes to training, new forms of training and training clothes. To adapt to the new situation, many had adopted training and training clothes as a new identity, which was a result of a limited everyday life and changed social life. All respondents agreed that training clothes have increased in popularity over the past year, and that it is considered more socially accepted.

Il presente lavoro muove dall’idea che nell’autenticità sia possibile rintracciare una tematica importante per la teorizzazione pedagogica e un obiettivo rilevante per la formazione, soprattutto in questa epoca storica in cui l’uomo è sempre più spaesato, frammentato, in bilico nel rischio di perdersi e di non pervenire mai a sé stesso. La prospettiva dell’autenticità risulta aspetto rilevante della pienezza esistenziale della persona, ma è anche una dimensione valoriale e una “direzione intenzionale” capace di orientare e fornire direttrici di senso al percorso educativo, poiché non esiste intervento educativo che non sia sostenuto dalla ricerca di portare a compimento le possibilità più proprie dell’educando. È anche una indicazione epistemologica e metodologica attraverso la quale l’educatore rispetta la possibilità dell’educando di esistere secondo il più proprio poter-essere, il che si traduce nel riconoscere e sostenere il suo progetto di mondo, nell’alimentare il suo desiderio di divenire pienamente quello che può essere, nel far sì che si assuma la responsabilità di dare forma alla sua originale presenza nel mondo. Il riferimento teoretico è individuabile principalmente nell’ambito della pedagogia fenomenologico-esistenziale (ivi compresi i suoi sviluppi nell’ermeneutica e nelle filosofie della persona), con rimandi ai principali esponenti di tale orientamento in ambito filosofico e psicologico oltre che, principalmente, pedagogico. Nel percorso di ricerca sono stati individuati molteplici nuclei tematici di approfondimento, dovuti alla dimensione “di confine” dell’autenticità che tocca più campi educativi quali: relazione, comunicazione, cura, etica, identità, progetto, scelta, libertà, temporalità, morte, dolore, vita emotiva, tempo, corpo, spazio. La tesi si articola in due sezioni che procedono da considerazioni teoretico-pedagogiche verso indicazioni pratico-educative. / This works takes as a departing point the idea that authenticity is an important issue in pedagogical theorization as well as a relevant goal for education, and particularly so in the current historical era when the human being is increasingly bewildered, fragmented and subject to the risk of losing oneself and never attaining selfhood. Beside being an important aspect of existential wholeness, authenticity may act as a directional goal able to steer and provide meaning to an educational journey aiming to bring into actuality the person’s potentials. Authenticity also provides epistemological and methodological directions through which the educator respects the individuality of the person to be educated. The theoretical approach here adopted mostly refer to phenomenological-existential pedagogy (including developments in hermeneutics and philosophies of the person), with additional references to the main exponents of such perspective in philosophy, psychology and, mostly, theory of education. During the research process many themes have been thoroughly investigated, because of the boundary spanning nature of authenticity, which touches upon several educational fields, including: relationships, communication, care, ethics, identity, project, choice, freedom, temporality, death, sorrow, emotional life, time, body, space. The thesis consists of two sections that go from theoretical-pedagogical considerations to practical-educational directions.