Titre de l'écran-titre (visionné le 20 novembre 2023) / En réponse à la précarisation des personnes en exil en France causée par un système politique et juridique déshumanisé et déshumanisant en matière d'immigration, des mouvements citoyens de solidarité émergent. Cette recherche ethnographique se penche sur une partie de la population locale du sud-est de la France qui s'est organisée en associations indépendantes afin de proposer un hébergement temporaire aux nouveaux·elles arrivant·e·s sans domicile. Le soutien, aussi bien moral, juridique, qu'administratif offert aux migrant·e·s, se déploie dans le quotidien de la cohabitation et se met en acte à partir d'un réseau de solidarité. Sur la base de cinq mois d'observation participante dans plusieurs lieux d'hébergement collectifs et individuels, ainsi que treize entretiens réalisés avec les hébergeant·e·s et hébergés, ce mémoire étudie le bénévolat par l'hébergement à travers son vécu et les liens affectifs qui se développent avec les personnes soutenu·e·s. La relation qui se construit entre bénévoles et migrant·e·s, ancrée dans l'utilisation du champ lexical de la famille, témoigne d'un engagement émotionnel de part et d'autre. Étudiée comme un levier destiné à atténuer les effets du processus d'isolement et d'exclusion créés par le système d'immigration en France, la pratique de l'hébergement solidaire révèle une capacité à générer des transformations sociales. Sous l'angle de l'anthropologie de l'utopie (Hébert 2016), la lumière est mise sur la portée sociale et politique de la rencontre, puis de l'engagement relationnel entre bénévoles et migrant·e·s. Leurs aspirations tendent vers un imaginaire collectif politique alternatif. En interrogeant l'opposition entre citoyen et non-citoyen, iels transforment socialement le territoire d'accueil. / In response to migrants' precarity caused by the dehumanized and dehumanizing political and juridical immigration system in France, civic solidarity movements emerge. This ethnographic research focuses on local people located in the south-east of France who are organized into independent associations and propose accommodation for migrants in precarious situations. That administrative, legal, but also emotional support provided manifests itself through everyday cohabitation and local solidarity network. Based on five months of participant observation in different collective and individual accommodation settings and thirteen interviews with both migrants and volunteers, the following dissertation examines the volunteers' work through the affective bounds they develop with the people they support. The relationship built between migrants and volunteers using kinship terminologies shows emotional engagement. As a way to overcome barriers such as isolation and exclusion erected by the French immigration process, the practice of hospitality reveals the capacity of local solidarities to foster social transformations. In line with the anthropology of utopia (Hébert 2016), I mean to bring forward the political and social significance of the encounter between migrants and volunteers and their commitment to the relationships they develop. Participants' aspirations offer an alternative collective political imagination. By questioning citizen and non-citizen's institutionalized delimitations, they socially change the host country.

This ethnographic project examines sexual communication and negotiation in the context of the political economy of migration. Using participant observation as well as in-depth and life history interviews and secondary sources, the research goals are to explicate the meanings and practices related to gender and sexuality among the transnational population of mid-life heterosexual Mexicans in New York; map ideologies and practices regarding family size and family planning, including histories of negotiation within the context of relationships and couples, embedded within processes of sexual socialization and historical-political-economic structures in the selected population; map experiences with accessing health care services, in the context of this community of low-wage, undocumented, uninsured workers; and explicate the relationships between gender, sexuality, reproduction, parenthood, and labor migration, within the political economy of Mexican migration to New York. The research population consists of Mexican-born women and men in Queens, New York City, ages twenty-two to forty-five. This project aims to contribute to our understanding of how culture changes through interactions between agents and structures; to contribute to an area of sexuality research that has received insufficient attention, which intersects the fields of gender, migration, demography, and health; to increase our understanding of sexual communication among mid-life cohabiting adult migrants; to identify gaps between service needs and utilization; and to offer suggestions on how to improve health programs and services for this emerging immigrant population.

Yee Ho Wai Howard. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 1998-99, design report." / Appendix not attached. / Synopsis / Acknowledgment / Content / Methodology / PAST / Chapter 1.0 --- BACKGROUNDS / Chapter 1.1 --- Historical background --- p.01 / Chapter 1.2 --- Political background --- p.01 / Chapter 1.3 --- Social background --- p.02 / PRESENT / Chapter 2.0 --- PREAMBLE --- p.03 / Chapter 3.0 --- EXISTING SERVICES PROVIDED TO NEW CITIZENS --- p.04 / Chapter 4.0 --- DEFICIENCIES / Chapter 4.1 --- Existing policy of social welfare subvention --- p.05 / Chapter 4.2 --- Architectural deficiencies of existing new arrivals services --- p.05 / Chapter 4.3 --- Availability of new arrivals services --- p.06 / Chapter 4.4 --- Recommendations from studies on new citizens --- p.06 / Chapter 5.0 --- CLIENT PROFILE / Chapter 5.1 --- Relationship between Government & NG〇s --- p.07 / Chapter 5.2 --- Structures of HKCSS and ISSHK --- p.08 / Chapter 5.3 --- Existing offices of ISSHK --- p.09 / Chapter 5.4 --- Financial status of ISSHK --- p.10 / Chapter 5.5 --- Advantages of indirect involvement of the government --- p.10 / Chapter 6.0 --- USER PROFILE / Chapter 6.1 --- Potential users --- p.11 / Chapter 6.2 --- Migration and adaptation --- p.11 / Chapter 6.3 --- Measurement of adaptation --- p.12 / Chapter 6.4 --- Quota system --- p.12 / Chapter 6.5 --- Profile of new citizens --- p.12 / Chapter 6.6 --- Statistics of post-migration counselling programme (96/04-97/03) --- p.13 / Chapter 6.7 --- Future users --- p.14 / Chapter 7.0 --- SITE / Chapter 7.1 --- Site Selection / Chapter 7.1.1 --- Regionalization Vs Localization --- p.15 / Chapter 7.1.2 --- Site selection criteria --- p.16 / Chapter 7.1.3 --- Proposed site --- p.16 / Chapter 7.1.4 --- Introduction to Shamshuipo --- p.17 / Chapter 7.2 --- Site Analysis / Chapter 7.2.1 --- Location plan --- p.18 / Chapter 7.2.2 --- Site information --- p.19 / Chapter 7.2.3 --- Zoning --- p.20 / Chapter 7.2.4 --- Vehicular traffic --- p.21 / Chapter 7.2.5 --- Pedestrian traffic --- p.22 / Chapter 8.0 --- CONSTRAINTS / Chapter 8.1 --- Context --- p.23 / FUTURE / Chapter 9.0 --- MISSION --- p.24 / Chapter 10.0 --- SCHEDULE OF ACTIVITIES --- p.25 / Chapter 11.0 --- DESIGN DEVELOPMENT --- p.29 / Chapter 11.1 --- Review on 98/09/15 --- p.30 / Chapter 11.2 --- Review on 98/10/16 --- p.31 / Chapter 11.3 --- Review on 98/12/04 --- p.34 / Chapter 11.4 --- Review on 99/01/08 --- p.40 / Chapter 11.5 --- Review on 99/01/29 --- p.45 / Chapter 11.6 --- Review on 99/02/26 --- p.47 / Chapter 12.0 --- FINAL REVIEW --- p.50 / Chapter 12.1 --- Circulation diagram --- p.52 / Chapter 12.2 --- Building regulation compliance --- p.53 / Chapter 12.3 --- Means of escape --- p.54 / Chapter 12.4 --- Building services / Chapter 12.4.1 --- Services area --- p.57 / Chapter 12.4.2 --- AC system --- p.58 / Chapter 12.5 --- Shading device --- p.59 / Chapter 12.6 --- Schedule of accommodation --- p.60 / APPENDIX / ISSUES/GOALS/PERFORMANCE REQUIREMENTS/CONCEPTS / Flexibility / Circulation / Energy efficiency / Image / Interaction / PRECEDENTS / SURVEY ON NEW ARRIVALS FROM CHINA / INTERVIEWS / BIBLIOGRAPHY / Reference and videotape

published_or_final_version / Social Work and Social Administration / Master / Master of Social Sciences

published_or_final_version / Social Work / Master / Master of Social Work

Uruguay’s public education system is at the center of a complex web of contradictory forces concerning contemporary migration to the country and migrant students. The country’s educators are part of a system that has historically interpellated them to assimilate migrant students around a problematic national imagination of homogeneity, modernity, and European heritage. These educators are also members of the larger Uruguayan society where discriminatory bias against recent migration to the country prevails, especially against migrants from the Global South. While Uruguay’s rights-based migration legislation and policy aim to promote the sociocultural integration of migrants, the measures taken thus far have overwhelmingly focused on migration management. In effect, the State has placed the responsibility for the sociocultural integration of migrants on the public education system. Specifically, the Council of Early Childhood and Primary Education created the Migrations Commission to promote inclusive education for the growing number of migrant children and youth arriving in the country’s public schools. The Migrations Commission implemented a professional development course to train educators on inclusion and interculturalidad to adequately serve migrant students and their families. However, limited data are available regarding the creation and implementation of this professional development and the impact it had on educators and their work with migrant students. To address these gaps, this study employed a qualitative methodology to examine the State’s efforts, through the Migrations Commission, to support inclusive education for migrant students and the impact of these efforts on educators. Data collection included the following: interviews with eight Migrations Commission members and affiliates, 17 educators who participated in the commission’s professional development, 10 educators from a school in which the principal had completed the professional development, and eight educators at another school who had no experience with the professional development; 15 instances of participant observation with educators in the aforementioned schools who had migrant students in their classrooms; and analysis of documents produced by and about the Migrations Commission. An analysis of the Migrations Commission’s discourse reveals the continued persistence of assimilation as a competing theoretical model for understanding the incorporation of migrant students and their families both in the country’s public education system and the larger social context. The presence of contradictory perspectives (inclusive education/interculturalidad versus assimilation) was also found among educators, both at the discursive level of pedagogical understanding and the pragmatic level of school practices. Therefore, this inquiry concludes that the State’s efforts to date have not been enough to effect significant and lasting change in the country’s education system. In addition, the study’s findings indicate that Uruguay’s educators, including those who participated in the Migrations Commission’s professional development that specifically focused on inclusion and interculturalidad, remain uncertain about how to implement inclusive and intercultural practices in their schools and classrooms and continue to be influenced by the education system’s historical mandate to assimilate migrant students into the national hegemonic culture as well as by stereotypes and prejudicial assumptions embraced by the larger society regarding migrants. Based on these findings, the study proposes policy recommendations to inform the Migrations Commission’s work to advance inclusive education for migrant students in Uruguay’s early childhood and primary education public schools and outlines future lines of research to contribute to the academic production on inclusion in education beyond the specific case of Uruguay.

This dissertation applies place-based assimilation theories to understand the role of the school and other community-based institutions in the lives of immigrant families in a small rural town. The rate of immigration is increasing globally and over time, more and more children and families will be immigrants, finding themselves in a new community, making it imperative to understand the lived experiences of immigrant children and families. For most migrant families with school-aged children the school is the first point of contact in a new community. Thus, the school is well positioned to assist families in the integration process providing them with vital information and connections to resource-rich community-based institutions. This dissertation explores the relationship between families and community-based institutions in Provincetown Massachusetts, a small, coastal, rural community with a significant immigrant population. It is a narrative inquiry that employs qualitative research methods, specifically semi-structured interviews and visual research methods including photographs taken by immigrant students and photo elicitation interviews to answer the following questions: 1) What role does the school play in the process of immigrant families integrating into a new community?; 2) How do community-based institutions help or hinder immigrant families accessing resources and developing a sense of belonging?; 3) In what ways has the current COVID-19 health pandemic affected the work of community-based institutions and immigrant families’ interactions with them? Newly arrived families to Provincetown face food and housing insecurity and a lack of access to health care. There is however, a comprehensive web of community-based institutions with programs and resources to meet those needs. Access to most of these resources requires a referral or connection from an agency like the school, so families are reliant on schools for connection to these institutions. The school has formal mechanisms in place to help families. There are also informal mechanisms in the school to help families. This consists of individual teachers who develop deep and lasting relationships with a particular student and assist this student and his or her family using their own time and resources. This dissertation also explored the ways in which immigrant children in Provincetown find belonging. The children reported that they find belonging in the natural environment, through enrichment activities such as art clubs and sports teams, and through participation in the tourism work force, either by helping family members or beginning to work on their own. There are many institutions that work with the school and families to provide access to this enrichment programming, but there are barriers to participation. Immigrant children are often prevented from participating in enrichment activities outside of school hours because they have to care for younger siblings or lack transportation to and from afterschool events. There is also a disconnect between institutions and families because some institutions struggle to communicate with families. Some institutions have tried to respond to these barriers by providing transportation and parallel programming for siblings. This study also found that the school was the most successful way for institutions to communicate with families because of the well established communication patterns, available translation services and presence of school personnel who have taken an active interest in the outside lives of students. Many solutions in Provincetown are place-specific and the experiences of families in Provincetown are atypical because there are several factors that make Provincetown unique. It is a tourist town with access to financial resources that can fund many institutions and opportunities. The town is small, making the relationship between families and institutions more personal so that individuals and institutions become more invested in the lives and outcomes of individual families in a way that would not be possible in an urban area.

L’origine, le vécu et les appartenances des nouveaux arrivants au Québec sont, depuis les années 1960, de plus en plus diversifiés. Les défis de cette nouvelle réalité amènent l’utilisation d’approches d’intervention en contexte interculturel favorisant le développement d’une plus grande sensibilité culturelle et l’appropriation de stratégies palliant les obstacles à la compréhension et la collaboration entre intervenants sociaux et personnes aidées. Cependant, ces approches n’abordent que peu ou pas l’aspect religieux ou spirituel, ce qui peut parfois constituer pour le nouvel arrivant une part majeure de son identité. Bien que des politiques canadiennes soulignent la nécessité de considérer la dimension religieuse, la vision dominante actuelle face à cette réalité en vient pourtant à marginaliser cet aspect de l’identité des nouveaux arrivants. Ceci caractérise bien la réalité de la population musulmane envers laquelle l’opinion publique contribue à entretenir une crainte générale. Considérant les précédents constats et étant donné le peu de données existantes à ce sujet au Québec, la présente recherche qualitative souhaite ainsi explorer et mieux comprendre le point de vue de huit personnes immigrantes de confession musulmane quant à la considération de leur identité religieuse dans les services qu’ils reçoivent ou ont reçus par le passé de la part d’intervenants sociaux. Par le recours à l’approche interculturelle systémique, les données recueillies lors des entretiens effectués ont permis de mettre de l’avant des vécus diversifiés quant à la façon dont le religieux est accueilli en contexte de relation d’aide. Elles ont également rendu possible la mise en exergue du contexte social et politique dans lequel s’inscrit le présent projet et l’impact que ce contexte a sur le vécu quotidien des personnes interrogées. Mots-clés : immigration, islam, identité, intervention sociale, interculturel systémique, étude qualitative / The origins, experiences and backgrounds of newcomers to the province of Quebec have been increasingly diverse since the 1960s. The challenges of this new reality has led to the use of intervention approaches in an intercultural context that favour the development of a greater cultural sensitivity and the appropriation of strategies to overcome obstacles to understanding and collaborating between social stakeholders and those assisted. However, these approaches do little or do not address the religious or spiritual aspect, which can sometimes be a major part of the newcomer’s identity. While Canadian policies emphasize the need to consider the religious dimension, the current dominant view of this reality is yet to marginalize this aspect of the identity of newcomers. This characterizes the reality of the Muslim population who is held in fear because of public prejudice. Considering the previous findings and given the limited data available on this subject in the city of Quebec, this qualitative research seeks to explore and obtain a better understanding of the perspectives of eight Muslim immigrants regarding whether or not their religious identity is taken into consideration during services they receive or have received in the past by social workers. Throughout the use of the intercultural systemic approach, the data collected during the interviews made it possible to highlight diverse experiences regarding the way in which the religious is received in context of the aid relationship. It also made it possible to describe the social and political context in which this project is situated and the impact that this context has on the daily experience of the respondents. Key words: immigration, islam, identity, social intervention, intercultural approach, systemicapproach, qualitative research.

Titre de l'écran-titre (visionné le 25 juillet 2023) / Ce mémoire vise à mieux comprendre les trajectoires migratoires des personnes qui demandent l'asile au Canada, plus spécifiquement dans la province du Québec, et les facteurs qui influencent ces trajectoires. Le mémoire contribue ainsi à la littérature sur ce groupe précis - et pourtant hétérogène - d'immigrants, en répondant à la question suivante : quelles sont les trajectoires migratoires des individus qui ont demandé l'asile au Canada entre 2015 et 2021 et qui habitent dans la grande région de Québec, et par quels facteurs et de quelles façons ces trajectoires sont-elles influencées ? Pour ce faire, nous procédons à l'analyse d'entretiens réalisés en 2020 et 2021 auprès de 30 individus sous statut migratoire - actuel ou récemment passé - de demandeur d'asile, qui résident dans la grande région de Québec. Nous réalisons d'abord une classification des types de trajectoires migratoires des individus du corpus afin d'illustrer la diversité et la complexité des parcours, particulièrement au niveau des voies d'entrée au Canada et des voies d'entrée dans le processus d'asile. Ensuite, nous procédons à une analyse thématique et multiniveaux des facteurs macro-structurels, micro-individuels et mésos qui influencent les décisions des individus dans leur parcours et qui facilitent ou contraignent leur trajectoire, à partir du moment de quitter leur pays jusqu'au moment de leur entretien. Les résultats de ce mémoire contribuent à la littérature sur les migrations forcées en remettant en question la linéarité des parcours des demandeurs d'asile et des réfugiés, qui présentent des trajectoires géographiques et des parcours de statuts migratoires complexes et variés. De plus, nos résultats montrent que la migration d'asile est multifactorielle et qu'elle est facilitée ou contrainte de différentes façons, par plusieurs facteurs et acteurs de tous niveaux : les politiques migratoires au Canada et ailleurs, le contexte de pandémie, les réseaux sociaux au pays d'origine et de destination, les organisations d'aide à l'accueil des immigrants, les avocats, les employeurs, les agences de placement, les propriétaires de logement, de même que le capital humain, les perceptions, les expériences personnelles et les goûts de chaque individu.

published_or_final_version / Social Work / Master / Master of Social Work