Esta tesina tiene el propósito de analizar las características de algunos de lospersonajes principales de La Sombra del Viento de Carlos Ruiz Zafón desde un punto de vistade género. El estudio se basa en diferentes teorías de género que pretenden funcionar comoherramientas para poder destacar las diferencias entre las descripciones femeninas y lasmasculinas que aparecen en la obra. Primero, definimos y concretamos el término género conla ayuda de las teorías de Yvonne Hirdman. En segundo lugar, presentamos la teoría deldualismo, de acuerdo con la cual Lena Gemzöe hace una división entre las cualidadesmasculinas y femeninas. El objetivo de nuestro estudio ha sido hacer un análisis de lascaracterísticas de algunos de los personajes principales de para demostrar si existenconstrucciones de identidad de género desde una perspectiva dualista. Como resultado denuestro estudio podemos afirmar que Zafón refuerza la división entre las cualidadesmasculinas y femeninas. Los personajes masculinos son descritos como fuertes, valientes,lógicos, intelectuales e independientes. Paralelamente, las mujeres son descritas como débiles,cobardes, intuitivas y dependientes. Además, consideramos que Zafón da a todos lospersonajes masculinos mayor espacio, estatus y protagonismo en el desarrollo de la historia.En todo momento, queda claro que Zafón crea de forma inconsciente el orden de género yrefuerza así las diferencias sexuales. / The aim of this study is to analyze the character features of the main characters inthe novel The Shadow of the Wind by Carlos Ruiz Zafón from a gender perspective. The studyis based on different gender theories that have worked as tools to highlight the differencesbetween female and male character descriptions in the novel. First, we define the term genderwith the help of the theories of Yvonne Hirdman. Secondly, we present the theory of dualism,according to which Lena Gemzöe makes a division between masculine and feminine qualities.The thesis question of the study was to analyze whether the author has created thecharacteristics of the main characters with a dualistic gender identity construction or not. As aresult of our study we found that Zafón reinforces the division between the masculine andfeminine qualities. The male characters are described as strong, brave, logical, intellectual andindependent. On the other hand, the female characters are described as weak, cowardly,intuitive and dependent. We also believe that Zafón gives all the male characters more space,status and role in the development of the story. At all times, it is clear that Zafónunconsciously reinforces the division between genders.

Cette recherche doctorale constitue un essai de systématisation de l'analyse de la communauté ivoirienne en Hexagone afin de comprendre d’une part, les logiques agissantes dans la structuration de celle-ci à travers le fait associatif et d’autre part, rendre intelligible le processus de diasporisation auquel elle est confrontée. Pour le dire autrement, il s’agit d’interroger la dynamique diasporique au prisme du mouvement associatif ivoirien en Île-de-France afin de déceler les logiques sur lesquelles repose la fragmentation de ce champ associatif. Les analyses ont été menées sur la base d’une combinaison des approches quantitatives et qualitatives. De cette démarche, il ressort que la fragmentation du champ associatif et l’émergence d’un inconscient diasporique dans la communauté ivoirienne en Île-de-France relève d’un même processus de construction identitaire dont l’enjeu repose sur une quête d’une visibilité aussi bien dans le milieu d’installation que dans celui d’origine. / This PhD research is an essay about systemization of the analysis of the Ivorian community in France, in order to understand, first the active logic inside structure within associative actions, and second, to make intelligible the diaspora process which the community faces.This means to question the diaspora dynamism at the heart of the Ivorian associative movement in Paris area in order to detect the logic upon which the breaking up of such an associative field lies. Studies have been led on a principle, which is the combination of quantitative and qualitative approaches. According to the research, the fragmentation of the associative field and the emergence of diaspora unawareness among the Ivorian community in the Paris area belong the same process, which is the establishment of an identity whose stakes lie upon a quest of visibility at the same time, at the center of the settings and at the source.

Although each of the life stories and cases of teachers are personal and specific, and although they have already become subjects of attention for anthropologists, educationalists, sociologists and psychologists, there is still a lack of in-depth research examining the actual processes and dynamics of teaching careers as experienced by individuals. This is especially true of China. The actual situation of teachers’ professional development in China remains a mystery. Since biography, the changes in society and their impact on education are intimately connected, this study intends to uncover and explore these connections in relation to Chinese College English teachers. It discusses and studies eight Chinese College English teachers’ professional development stories in the specific context of one university. The main aim of the study is to reveal how those teachers in a Chinese context and at different stages of their careers, construct, maintain and develop their professional identities. The study explores, in particular, how far China’s educational changes over the past sixty years (1949-2009) have impacted on these three groups of Chinese College English teachers’ professional identities. The focus on teachers’ lives in this study will enable the teachers’ voice to be heard. The study draws data from three groups of Chinese College English teachers: early-career, mid-career and late-career, reflecting the footprints of China’s educational changes over the past sixty years. It hypothesises that the professional identity construction of these teachers may be influenced by the Chinese historical background that their professional development may be a microcosm of Chinese history of education and that the career of each group may be in stark contrast with the others. To fully understand their professional development, a life history narrative was adopted. During eight-week’s fieldwork, a series of in-depth interviews combining topical interview with narrative interview were carried out with eight College English teachers at Sun Yat-sen University. A voice-centred approach combining (i) a voice-centred relational method of data analysis with four steps of reading and (ii) thematic narrative analysis was undertaken. Drawing on stories identified from Reading 1 and combining it with thematic narrative analysis method, I looked for what I think to be ‘critical events’. In Chapter 4, teachers’ stories are told in ‘I’ poems generated from Reading 2, which combines longer summaries of the content of the transcript and direct quotes to illustrate diverse and sometimes conflicting factors which influenced the development of teacher identity along with the participants’ professional teaching journeys. The narratives of each individual are guided by the processes they went through in their professional development (becoming a teacher - being a teacher - future development) and therefore were able to illustrate any general patterns that could be found in other interviews. Participating teachers’ stories illustrate the complexity of the experiences of Chinese College English teachers. Their experiences have shown the dynamic nature of teachers’ professional identity construction in times of educational changes. Their stories illustrate how the broader sociocultural and political context shapes teachers’ professional identity and how teachers play out their agency throughout the process of their professional identity construction. Based on roles emerging from Reading 2 which focuses on how the teachers speak about themselves and combining it with thematic narrative analysis, teachers’ professional identity construction is examined through the lens of what they do (their professional role identities) in Chapter 5. The findings show that no matter which career stages they were at, they are all capable of taking on the roles of manager, professional, acculturator and researcher. The construction of role identities is a self-internalised process, which needs continuous negotiation through interactions in specific social settings. In Chapter 6 teachers’ professional identity construction of the relational context of teaching was explored by combining thematic narrative analysis with Reading 3 which focuses on how teachers talked about themselves in relation to others. From the difference between teachers at different career stages, the findings reveal the teachers’ professional identity construction is a process of self-mirroring based on their understanding of how others (especially students and colleagues) perceive them. Moreover, there are two steps of the self-mirroring process: the individual recognises who she or he is and the individual identifies her or his uniqueness. Since the second step only showed in the mid and late-career teachers’ stories, the first and second step appears to be in a sequence. The connection between the teachers’ professional identity construction and the context was investigated in Chapter 7. In this chapter thematic narrative analysis is combined with Reading 4 which sets the context by placing the teachers within the cultural context and social structure. Analysis showed the teachers’ sense of professional identity appears to be largely characterised by their personal histories and experiences and it is constantly reshaped by the new relationships developed within the professional context where the initial conception of teaching and teachers confronts changes. Throughout the participating teachers’ life stories, even though they were unique, they were not disengaged from society and context. On more than one occasion, they made reference to different social and contextual issues that were shaping their selves either consciously or unconsciously. Additionally, when the narratives of all participating teachers are brought together they reveal important aspects of how the broader community - society and context - behaves and evolves. The contextual influences in teachers’ professional identity construction in this study could be classified in three main categories: micro-social, meso-social and macrosocial, which are interwoven with each other. Furthermore, the study provides the evidence to show that teachers’ career stages, employment status and life stage/age all contribute to their perceptions of their professional identity construction. Through each teacher’s stories, we are able to get to know each teacher as a whole person with complex lived realities. Those individual voices can be put together to show the collective voices from each group and those groups can be put together to show the collective voices from the cohort of eight College English teachers. The research is significant in collecting individual voices from Chinese College English teachers, and building their collective voice through exemplification, orchestration and amplification. Individual stories are examples which show how teachers live and struggle in their meso context with cultural uniqueness and the macro context of reforms. The hypothesis (see page iii) was not fully upheld – i.e., personal/individual and meso context seemed much more significant than macro. Teachers’ experiences and interpretations are orchestrated through comparing, contrasting and building theory/theories from the ground stories as an attempt to produce a new but coherent narrative at an intellectual level. The orchestration of teachers’ voices can be amplified in terms of its scope of impact and to inform the public of the subjective reality experienced by teachers. This small-scale, in-depth research project attempts to begin that process. It is anticipated that it will resonate with teachers who lived under the same context, and illuminate their perspectives for those who did not.

Philosophiae Doctor - PhD / This research is a critical ethnography of KM in primary schools. Its purpose is to explore the link between heritage language and identity construction. My central research question is: how does the introduction of KM as an optional language in primary education shape Creole pupils' language identity construction in Mauritius? The research studied the overall impact of KM on two schools which I selected as research sites. Research participants were pupils of Standard I-II-III, head of schools, teachers and parents. I also selected some key informants. The study was placed within the international literature on heritage language and identity construction. The research is significant in the sense that it was conducted at the initial stages of the introduction of KM in schools. It might be of interest for future studies as its findings would serve to understand the place of KM in schools. At the same time looking at KM as a heritage language set against the 'ancestral languages' has not been done before. It contributes to other ways of looking at 'heritage' in a global world. I elaborated a conceptual framework based on classical Marxism, post-structural Marxism, French theories and post-colonial studies. I applied critically the theoretical lens in the Critical Theory Tradition which basically challenges the status quo. This study drew implications for language teaching policy and practice and the teaching of KM as a tool for empowerment and human agency. This research indicated the learners' views as to how their exposure to Kreol Morisien in the classroom shapes their ability to construct new, desired identities within local, national or global communities. The research design was based on a critical ethnographic approach whereby the researcher and the participants find themselves in a reciprocal human experience. Research instruments that were used were ethnographic interviews, class observations, document analysis complemented by the Delphi Method which is a forecast study of future trends. I got five findings. First, Creole consciousness movement underpinned the introduction of KM as an optional language in primary education. Second, parents chose KM on a purely utilitarian basis. Third, the curriculum and syllabus do not reflect and support the Creole identity and culture. Fourth, there was an invisibility and ambiguity about Creole culture in the school textbook. Finally, the pedagogy used to teach KM as an optional language created motivation and self-esteem. This study which was conducted during the first three years of the introduction of KM in two primary schools indicates that the presence of KM did not however, really enhance the identity of the Creole children as the curriculum, syllabus and textbook did not reflect and support the Creole culture and identity. KM was an additional language subject which certainly seduced by its novelty but it did not bring great changes as were expected. But KM does open avenues for adjustments and initiatives for an alternative programme in KM as heritage language and culture which could be implemented outside school. Such initiative would foster KM in its double identity of being both an ethnic and national language plus its future use as medium of instruction.

This research study sought to understand how Canadian counsellors in the province of Ontario negotiated and constructed their professional identity amid unfolding regulatory changes. These changes would bring restrictions to both title use and practice of psychotherapy once the College of Registered Psychotherapists of Ontario was established and legislation was fully enacted. For those who identify with the title of ‘counsellor’ and share overlapping scopes of practice with psychotherapy it is uncertain what they will draw upon to construct, rework or maintain their counsellor professional identity. The intention was to build a descriptive, experiential account of the identity work being done by counsellors as they navigated through the uncertainty accompanying this period of transition. A qualitative single case study design was used to explore the particularity of this contemporary occurrence of professional identity construction employing multiple data collection sources to garner a holistic picture of this phenomenon. Input was gathered from twenty-four Ontario counsellors who were students, novice or experienced practitioners who either participated in two semi-structured interviews (n=10) or an asynchronous virtual focus group hosted in the discussion forum of Blackboard Learn™ (n= 14). Additional data sources included the use of a demographic questionnaire, participant observation, and document analysis. In order to augment more subtle or deeper meaning levels additional data collection instruments were employed and these included the use of participant diagramming, a request for a descriptive metaphor, and graphic elicitation diagram. Using a thematic analysis strategy, a within case and cross analysis of the embedded subunits was undertaken. Findings from the data analysis revealed a number of salient themes that offered insights into how counsellors construct their professional identity during periods of uncertainty. There were five higher order or global themes which emerged: (a) counsellors have a sense of agency around the construction and communication of their professional identity, (b) identity construction is a process of organic, emergent growth that continues throughout professional life; (c) the shaping and negotiation of counsellor professional identity is guided by values; (d) when change contexts arise counsellors safeguard identity integrity by protecting its distinctiveness, definitional parameters and characterization in practice settings; and (e) during transition periods counsellors are willing to execute adaptive shifting as part of their identity work provided this does not infringe upon their professional values. Results indicate that meaning, values and agency galvanize the professional identity work done by counsellors and during transition brought about by a significant exogenous change event, such as the recent moves toward professional regulation, these negotiation strategies prevail. This case study took advantage of a contemporary instance of counsellor professional identity construction during unprecedented change to provide not only a rich description of this phenomenon but also to introduce a thematic diagram to act as a starting point for further discussion. Implications for counsellors, counsellor education and training programs, the profession, and future research are each discussed along with ideas for fostering informal avenues for counsellors across the experience spectrum to nurture their professional identity in a protean, agential manner.

The aim of this thesis is to study how self-narratives work as displaying identity construction and meaning making in school. The study draws from a theoretical frame made up by narrative inquiry, the theory of Communities of Practice and Ervin Goffman’s dramaturgical model of role-taking and positioning on the educational scene. The method used is narrative inquiry. In total, 96 sixth grade pupils in four different schools in Sweden, have written a text based on a PowerPoint presentation titled “Tell about yourself in school”. The data is analyzed with an emphasis on the organization and structure of the narrative as well as on its content. The findings reveal that the pupils in the study are active identity constructors and meaning makers when they are given the opportunity to tell about themselves and their experiences in school. These pupils position themselves in their narratives by choosing who they want to be and how they wish to be perceived by others. These roles are thus not solely selected by the narrator itself but are also influenced by the school community with its expectations, culture and social norms. Furthermore, the analyses yielded that pupils currently move within a complex landscape of communities of practice in the school’s context where they are continually compelled to make decisions, take stands and reflect upon their lives. To nurture meaningful relationships with peers and with others in school is viewed by the pupils in the study as the main element for meaning making in school.

The 'Beyond' as Bhaba1 (1994:1) conceives it, is "neither a new horizon, nor a leaving behind of the past"; rather it is the borders to the present. These boundaries of the present are the "that from which something begins its essential unfolding", according to Heidegger (1978:356). Unfolding as a consequence of the intersection of time and space, produces complex, as opposed to unitary or reductive, figures of difference and identity in Bhaba's (1994:2) view. It is with these 'complex figure of difference and identity' which enact 'hindsight' to re-describe our cultural contemporaneity; to re-inscribe our human, historic commonality, that this study is interested in. Within the context of nation branding, these figures offer an alternative to the archetypal western approach to identity construction. The western approach to nation branding is based on two critical assumptions; firstly, that modern nations are composed of homogeneous societies, and secondly, that these societies share a common culture. It is here that the problem lies, for at its essence, South Africa is pluralistic. We are a multicultural rainbow nation. We do not have typical shared myths, historical memories and a mass public culture due to historical and more recent political struggles within our country. Consequently, we do not follow the typical western approach to nation branding. It is therefore the intention of this study to make use of Bhaba's (1994) theory of the 'Beyond' and his notions of Interstices and Cultural Hybridity as adjectives and means of complex culture production, introduced above, to propose an alternative multicultural South African identity to be spatially transcribed into the South African pavilion at the Expo 2020, Dubai UAE. To this end, the study conducted a Hermeneutical, Social Visual Semiotic and Lexical analysis of I-JUSI, the selected hybrid culture. The results of the examination produced seven brand indicators. These indicators in conjunction with a set of design principals; established via a precedent study of artifacts, interiors, buildings and landscapes that explored or expressed the nation's new emerging collective national identity, will be used to spatially embody the design concept for the pavilion. / Die "Anderkant" (1994:1) soos Bhaba dit verstaan, is nie 'n "nuwe horison" maar ook nie " 'n vergeet van die verlede" nie, dit is liewer die grense van die huidige. Hierdie grense van die huidige is "dit wat waarvan iets sy noodsaaklike ontplooing begin", volgens Heidegger (1978:356). Ontplooing, as 'n gevolg van die kruising van tyd en ruimte, skep komplekse beelde in kontras met die unit?re of reduserende, beelde met verskille en identiteite uit Bhaba (1994:2) se oogpunt. Dit is met hierdie "komplekse beeld van verskil en identiteit" wat "nawete" implementeer dat ons ons kulturele tydelikheid kan her-definieer; om ons menslike, historiese ooreenkomste te her-graveer, dit is die studie waarmee ons onself mee bemoei. Binne die die begrip van handelsmerking bied hierdie beelde 'n alternatief tot die argetipiese westerse benadering tot identiteits konstruksie. Die westerse benadering tot handelsmerking is gebaseer op twee kritiese aannames: eerstens, dat moderne nasies van homogene samelewings saamgestel is, en tweedens, dat hierdie samelewings 'n algemene kultuur deel. Dit is hier waar die probleem l?, want Suid Afrika is wesentlik pluristies. Ons is 'n multi-kulturele re?nboog nasie . Ons besit nie tipiese legendes wat gedeel word onder ons nie en historise herinneringe en 'n massa publiek as gevolg van historiese en meer onlangse politiese stryd in ons land. Dus as 'n gevolg, volg ons nie die tipiese westerse benadering tot nasie handelsmerking nie. Die doel van hierdie studie is dus om gebruik te maak van Bhaba (1994) se teorie van die "Anderkant" en sy nasies van tussenruimtes en kulturele hibridisasie as byvoeglike naamwoorde, en wyses van kompleks kultuur produksie, soos hierbo bekendgestel, om 'n alternatiewe multikulturele Suid Arikaanse identiteit voor te stel en om die studie op 'n ruimtelike wyse op skrif te stel binne die Suid Afrikaanse Paviljoen by die "Expo 2020, Dubai UAE". Vir hierdie doel omvat die studie 'n hermeneutiese, sosiaal visuele semoitiese en leksikale analise van l-JUSI, die verkose hibried kultuur. Die resultate van die ondersoek het sewe handels indikators gewerf. Hierdie merke, tesame met 'n stel ontwerp beginsels ,het deur middel van 'n presedent studie van artefakte, interieurs, geboue en landskappe wat die nasie se nuwe ontluikende kollektiwe persoonlike identiteit uitdruk, gaan gebruik word om die ontwerp konsep van die pawiljoen ruimtelik uit te druk. / Mini Dissertation (MInt (Prof))--University of Pretoria, 2016. / Architecture / MInt (Prof) / Unrestricted

Cette thèse étudie la manière dont les rappeurs engagés et les acteurs des institutions publiques se représentent mutuellement. Elle étudie les interactions entre les rappeurs, les acteurs institutionnels et les intermédiaires (médiateurs, éducateurs, animateurs etc.) Elle tente d’analyser et de comprendre les dysfonctionnements communicationnels et de savoir quels rôles peuvent jouer la médiation et la communication interculturelle dans un contexte de conflits. Nous avons choisi d’étudier la relation entre les rappeurs et les institutions publiques selon une démarche systémique, interculturelle et interactionniste, qui nous a conduits à privilégier certains concepts clés : l’interaction, la médiation, la construction d’identité, la communication interculturelle, l’intégration, l’institution, les stratégies identitaires, les représentations sociales, la trace, les industries culturelles et créatives, la démocratie et la démocratisation culturelle. D’un point de vue méthodologique, cette thèse s’appuie sur une démarche qualitative. L’enquête utilise des entretiens semi-directifs et des observations directes (Piretz, 2004) de rappeurs et d’institutionnels dans les quartiers populaires situés dans les zones périphériques du Havre, complétés par l’étude d’un corpus d’émissions radiophoniques et télévisuelles, de textes et de vidéo-clips des rappeurs. La comparaison avec les politiques publiques d'autres villes françaises est en outre utilisée comme stratégie de recherche pour éclairer la situation spécifique du territoire havrais. La thèse se compose de trois parties, chacune contenant deux chapitres. / This thesis examines the mutual representation of rappers and actors of public institutions. It studies the interactions between rappers, institutional actors and the intermediaries amongst whom the mediators. It tries to analyze and understand the communicative dysfunctions and to know what roles mediation and intercultural communication could play in the context of conflicts. We chose to study the relationship between rappers and public institutions in a systemic, intercultural and interactionist approach which lead us to favour certain key concepts: interaction, mediation, identity construction, intercultural communication, integration, institution, identity strategies, social representations, the trace, the cultural and creative industries, democracy and cultural democratization. From a methodological point of view, this thesis is based on a qualitative approach. The survey uses the semi-structured interviews and the direct observations (Piretz, 2004) of rappers and institutional agents in the “immigrant and working class” areas of Le Havre. The survey was supplemented by an analysis of programs of radio and television, texts, and video clips of rappers. The comparison with other public policy in french cities is also used as a research strategy to clarify the specific situation of Le Havre territory. The thesis is formed by three parts, each one contains two chapters.

Background: Most likely given the increase in sick leave absence with mental health issues as the dominant cause, the Swedish Work Environment Agency has released a new regulation regarding the organisational and psychosocial work environment. Shiftwork has been given special attention. Nurses often perform shiftwork and are one of the professions most vulnerable to work stress, ill health and burnout syndrome. Swedish municipalities has therefore initiated an organisational change to implement a schedule model that considers research on work health, but also to solve staffing issues and keep the budget in balance. Assistant nurses have taken to social and traditional media to raise objections to these new schedules.  Objectives: The aim is to examine how discursive practices are used in opinion texts to argue against the organisational change within Swedish municipalities through looking at the narrative structure of the texts and how the nurses’ identities are made relevant in the text.  Methods: A discursive psychological analysis that examines the way language is used to establish the definition of the situation and gain control over the narrative. Data sources included 27 opinion texts from Swedish media newspapers that were publicly available. Results: Three themes were identified: the structure of the narrative, the issue of money and the construction of the nurses. The structure of narrative drew on two linguistic trends: pseudo-academic language and emotive language to describe the situation at hand. In the issue of money they attributed saving money and greed as behind the implementation of the new schedule model, rather than concern over the staff’s welfare. In contrast they constructed themselves as being humble, reasonable and caring about the care receivers. Conclusions: The assistant nurses used language in the opinion texts to take control over the narrative by drawing on aspects relating to health, attributions of motive for the implementation of this organisational change and constructing themselves as being reasonable, humble and caring for the care receivers in contrast to a calculating, greedy employer who cares only about money. The nurses’ working environment is constructed as impacting on the well-being of care-receivers. The nurses position themselves against discourses relating to cost efficiency, rationalisation, and emphasis on administration.

Given the use of a social constructionism approach, the emphasis within the research is to include the listener in the on-going conversation when considering expropriation and the construction of identity around that experience. The question of how the experience of expropriation contributes to the construction of meaning and identity for the Zimbabwean farmer is posed. Gergen (1994) emphasised that identity is not an entity that is possessed by the individual nor a product of an individual’s cognitive processes; rather it is a possession of social interchange and relationships in a given context. The “self” or identity is “a linguistic implement embedded within conversational sequences of action and employed in relationships in such a way as to sustain, enhance or impede various forms of action” (Gergen, 1994, p.188). This particular story from farming to eviction offers the reader a unique look into the construction of reality by Zimbabwean farmers as well as an opportunity to examine the fluidity of identity as it is constructed around agreed meaning or conversations and context. / Dissertation (MA)--University of Pretoria, 2011. / Psychology / unrestricted