The present research evaluates the social inclusion component of the Brazilian National Program for the Production and Use of Biodiesel’s (PNPB) by studying its impact on the livelihoods of family farmers in the country’s Northeast region of Bahia. The overall objective is to critically analyze the social sustainability aspect of the program by including different dimensions of social exclusion in its analysis. More specifically, this thesis examines the PNPB’s effectiveness in helping family farmers in Bahia achieve positive livelihood outcomes. In terms of theoretical perspective, the Sustainable Livelihoods Framework (SLF) is employed while existing research and government data are analyzed using a descriptive method. The findings of this thesis indicate that the PNPB is predominantly designed in economic terms, largely ignoring the multi-dimensional nature of social exclusion. In this sense, the results suggest that the lack of success of the program in the country’s Northeast region can be in part explained by its failure to adopt coherent and sustainable strategies that go beyond market insertion and income generation. In particular, the research demonstrated that the PNPB’s lack of participatory approach and the absence of social and cultural considerations, along with inadequate technical extension services, hampered the program’s success in the region. Based on these results, this research highlights the need for a broader approach when it comes to promoting social inclusion, as well as the importance of taking into account and developing the cultural, social and political capital of family farmers in Bahia. In this sense, this thesis emphasizes the importance of recognizing that social exclusion is a complex and multi-faceted phenomenon, which calls for improving the ways with which we evaluate and deepen the understanding of the livelihoods of family farmers in Bahia.

The theoretical framework of social policy work in relation to children and young people at risk of social exclusion. We will focus mainly on prevention of socially pathological phenomena in children and youth. In the practical part of the student filled a prototype web portal for children and youth from Jindřichův Hradec and its surroundings in order to provide this target group supplement information on leisure time activities in a specific area and any associated options (eg, chat, counseling, survey, photo gallery). Student at the same time, propose the concept of updating and data management for the portal.

The diploma thesis treats of the social exclusion of the handicapped people in the Czech Republic which is significant group threatened by social exclusion. Other groups threatened by social exclusion are mentioned in diploma thesis as well. It includes youth, elder, Romanies, immigration, homeless and individuals leaving inpatient treatment or prison. Social exclusion means not only a lack of money for basic living needs but also an exclusion from labour market, social life, real estate market and health care. Poverty and unemployment are the main factors of social exclusion. Long-term unemployment is a serious problem which is important in the whole European Union. That is why we have to find solutions. Active employment policy brings one of the solutions in which reskilling and consultancy are the main instruments of help. Thanks to these instruments the unemployed can work again. The diploma thesis finds a solution in social economy and its subjects. Also non-profit organizations become involved in social area, they make new job opportunities for social excluded people and contribute to their social inclusion.

This minor field study describes the situation for the boy-child in rural Kenya and thepossible effects that can be seen after years of focus directed mostly on the girl-child,both in school and through non-governmental organizations (NGO). This study is doneby going in to the field of rural Kenya and meeting people who can give their opinion onwhat is going on for the boy-child in Kenya. This is a qualitative study based on semistructuredinterviews with six social workers. The method of using open ended questionswill give a hint of what is going on in the day-to-day life in the social worker´s context.During the analysis of the interviews it became evident that there is a need to payattention to the boy-child. There is also a slight difference in focus depending onwhether the informant is a woman or a man. Furthermore all social workers have spokenabout the risks that the boy-child and young teenaged boys are facing. The social workersin this study express their perception that the boy-child is vulnerable. Three major areascould be recognized: vulnerable by the neglect of professionals, vulnerable by the Africanculture and vulnerable by exposure to hazards. At the end of this study there will be adiscussion around the findings and analysis of the interviews. The discussion will alsobring up the aspects of manhood, masculinity and the importance of language as a way toconstruct perceptions as well as how the general construction of gender can be a part ofwhat makes the boy-child vulnerable.

Barn blir varse tidigt att de ska vara del i ett sammanhang och passa in i mallen i skolmiljön. Syftet med denna studie är att undersöka hur skolkuratorer arbetar med utanförskap bland barn i låg- och mellanstadieåldern samt få inblick i vilka utmaningar som förekommer i arbetet. Resultatet från vår intervjustudie visar att hur skolkuratorer ser på utanförskap i skolan, varierar stort. Inte bara definitionen av, utan också orsakerna till utanförskap är väldigt olika från barn till barn. I resultatet går det att se vissa mönster, som att de som är särskilt känsliga, har vuxit upp i en ”trasig” familj eller har beteendediagnoser i större utsträckning blir utanför i skolan. Däremot är det ingenting som säger att alla sådana barn automatiskt blir utsatta för att de passar in i det mönstret. Arbetet mot utanförskap bedömer kuratorerna som aktuellt och viktigt, insatser genomförs för att ge barnen en tryggare skolgång, men hur skolorna och kuratorerna genomför arbetet skiljer sig åt. / Children become aware early on that they should be part of a context, and fit into the template in the school environment. The purpose of this study is to investigate how school counselors work with exclusion among children of primary school age, as well as gain insight into the challenges that occur at work. The results of our interview show that the school counselors’ experience of exclusion in school varies widely. Not only the definition but also the causes of exclusion are very different from child to child. It is possible to see certain patterns, for example that those who are particularly sensitive, have grown up in a “broken” family or have behavioral disorders are more likely to be left out in school. However, this doesn’t mean that all such children automatically become vulnerable because they fit into the pattern. The school counselors assess efforts to counteract exclusion as valid and important, and actions are implemented to give the children a safer school, but the schools’ and school counselors’ way of conducting the work differs.

Since the 1990s, a trend in the UK museum sector for developing community partnerships has witnessed a ‘participatory drive’ that aims to embrace social diversity by engaging communities in the co-creation of exhibitions and other museum work. In this context, the Internet broadly, and social media in particular, are seen as complementary to museum processes of reciprocal exchange and public access. However, as this thesis stresses, treating the Internet and social media as complementary and convergent with the participatory drive in museums is assumptive and has been under-analysed, and its difficulties and complexities understated. In this context, this practice-based research carefully unpicks and critically analyses naturalised assumptions about online resources and social media practices in museums by tracing the cultural history through which the participatory museum has developed and contrasting it with the much later sociology of the Internet. The participatory drive is seen to be mediated through society’s agencies for local governance, healthcare and education services, as well as neighbourhood groups and families. These structures act then as a bridge organising people in space and time. In turn, museums’ digital practices often assume similar social organisation in their approach towards public engagement. However, the distributed architecture of the Internet has the effect of compressing time with space, enabling group organisation and public spaces to bypass society’s structures and instead place the individual at the centre of a network of relationships that self-organises according to the social capital displayed in online behaviour. Accordingly, the thesis argues, there is anapparent mis-match between museums on the Web and the online public, which affects negatively public engagement online. By bringing Bourdieu’s theories of social space and social capital into the realm of the Internet, drawing on cultural historical activity theory and reflecting on a research residency at the Whitworth Art Gallery, this thesis goes on to examine why museums find it challenging to engage with online publics. Its research practice aimed to ‘open’ the digital collections of the participating museum into the same time and space as the online public. This included triggering, following, documenting and critically reflecting upon processes, challenges and actions of digital engagement and the people involved in them. The thesis reflects on the research practice’s organisational and cultural challenges, which relate to the fact that it contradicted the museum’s existing departmental organisation and symbolic representation of public access and engagement. It goes on to argue that when digital practices of museums are attuned to the ecology and spatial structure of the online public, the outcomes are misrecognised as unrelated to museums’ core practices of social inclusivity. Instead, the argument continues, museums need to open up to emerging concepts of digital public space and publicness, in order for their digital practices to be relevant to online publics.

This study explores the themes of the experience of belonging to a male-only society, namely Freemasonry, by allowing members of the Freemasons to tell their stories of their experience of belonging to Freemasonry. The epistemological framework was that of phenomenology, using a qualitative research design. The study involved a series of in-depth individual interviews. Their stories provide alternative ways of perceiving men’s experience of belonging to a male-only society, focusing on the Freemasons. Several common themes were also identified in the participants’ interviews. The researcher found that the history of the Freemasons plays a large role in the member’s justification for female exclusion. Gender, as well as the members need to belong to a male- only society, gave the researcher some insight into their experience of belonging to a male-only society. The themes that were articulated in the study may be helpful in trying to understand the experiences of belonging to a male-only society. / Dissertation (MA (Clinical Psychology)--University of Pretoria, 2007. / Psychology / unrestricted

There is a growing interest in studying discrimination in Peruvian Social Science. Against this backdrop, this article seeks to assess critically recent empirical research on discrimination in Peru, with an emphasis on racial, ethnic and social discrimination in employment and income, firms, health organizations, education, relationship with public agencies and everyday life. After reviewing the relevant literature on discrimination, this article presents a critical appraisal, taking into consideration the research questions posed, the theoretical frameworks and analytical categories used, the ways in which the notion of «race» is measured, the questions asked to measure discrimination, the manners in which discrimination is detected, and the (debatable) ways researchers interpret their findings. The articleconcludes by highlighting gaps in the literature which should be addressed. / La discriminación, en tanto fenómeno social, constituye un tema de creciente interés en las ciencias sociales peruanas. En este contexto, el presente artículo tiene como objetivo principal realizar una evaluación crítica de esta literatura, poniendo énfasis en la discriminación racial, étnica y social. En la primera parte de este trabajo se presenta la literatura relevante en los siguientes ámbitos: empleo e ingresos, empresa, salud, educación, relación con entidades públicas y vida cotidiana. En la segunda parte se realiza una evaluación crítica, teniendo en cuenta los siguientes ejes: las preguntas de investigación, las perspectivas teóricas y las categorías conceptuales, la forma de medir el concepto de «raza», las preguntas que se plantean para medir el concepto de discriminación, las formas de identificar la existencia de discriminación y las interpretaciones (discutibles) que se hacen de los resultados obtenidos. El artículo concluye sugiriendo vacíos en la literatura, los cuales deben ser atendidos.

According to the 2003 National Household Survey, mean labour income for an indigenous worker is only 56% of that for a non-indigenous worker. Studies of ethnic discrimination in Peru’s labour markets generally find that discrimination is too low to explain inequalities of this magnitude. However, Sigma Theory (Figueroa 2003) predicts that social exclusion is a source of inter-ethnic inequality, and that has not been empirically tested. The primary aim of this paper is to fill this gap by estimating the extent to which exclusion and discrimination contribute to income inequality. Hurdle models are used to tackle down econometric endogeneity of years of schooling and truncation-at-zero of incomes. The results imply that exclusion plays a stronger role on inequality than discrimination: without exclusion, the Gini of labour income would decrease from 0.64 to 0.45, and without discrimination it would be reduced to 0.50. / De acuerdo a la Enaho 2003, el ingreso promedio de un trabajador indígena es solo 56% del de un trabajador no-indígena. Sin embargo, estudios sobre discriminación étnica en los mercados laborales de Perú usualmente hallan brechas demasiado pequeñas como para explicar la desigualdad observada. De acuerdo a Figueroa (2003), la exclusión social es una fuente importante de desigualdad interétnica, pero esto no ha sido contrastado empíricamente. El objetivo central de este documento es llenar esa brecha estimando qué porcentaje de la desigualdad se debe a exclusión y qué porcentaje a discriminación, comparando directamente los efectos. La metodología econométrica utilizada (hurdle models) permite incluir en el análisis a los trabajadores con ingresos nulos y contrarrestar problemas de endogeneidad econométrica. Los resultados implican que la exclusión juega un papel más importante que la discriminación. Sin exclusión, el Gini de ingresos laborales se reduciría de 0.64 a cerca de 0.45; sin discriminación, a alrededor de 0.50.

A presente pesquisa visa a analisar as representações de `escola materializadas nos depoimentos de alunas pertencentes a classes sociais menos favorecidas e que se evadiram ainda durante o ensino fundamental para, posteriormente, retomarem seus estudos via turmas de Educação de Jovens e Adultos (EJA). O aluno que inicia sua vida escolar, ao se relacionar com as diversidades (e adversidades) da língua e da educação, pode oferecer, como resposta, movimentos de auto exclusão, indicando, em situações agudas, renúncia perante o seu papel social como estudante, gerando, dessa forma, alienação do processo educativo e consequentemente do universo formal escolar. Em última instância, este estudo procurou compreender os mecanismos de auto exclusão e os fatores que contribuíram para a evasão escolar. O aporte teórico da pesquisa se fundamenta na Análise do Discurso de Linha Francesa, sobretudo nos estudos postulados por Pêcheux e Foucault na interface com a psicanálise. Foram realizadas entrevistas orais, informais, semiestruturadas, para que se pudessem investigar, a partir das regularidades enunciativas, marcas ideológicas que revelassem os modos de subjetivação e efeitos de sentido, indicando as posições do sujeito desejante em relação ao Outro. Levantamos como Hipótese que o aluno egresso, ao retornar à escola, o faz conforme motivação proveniente do desejo do Outro (seja do Estado, ou do contexto econômico-social), afetado pelas metanarrativas que concebem a educação formal como único meio de se atribuir poder ao saber do aluno em questão. Entretanto, esse discurso sócio historicamente compartilhado não produz os mesmos efeitos de verdade para o pesquisado, uma vez que este não consegue significar/singularizar a educação formal, resultando em novas situações de auto exclusão de sua vida escolar. Em última instância, desconstruímos esses mecanismos de auto exclusão, de modo que os depoentes conseguissem singularizar e significar seu processo de aprendizagem na escola. / This research aims to analyze the representations of `school materialized in the testimonies of students belonging to lower social classes and that evaded even during elementary school to subsequently resume their studies via classes from EJA (School for Youngs and Adults). The student who starts his school life, when dealing to the differences (and adversities) of language and education, can offer as an answer, movements of self exclusion, indicating, in acute situations, resignation before its social role as a student generating thus alienation regarding the educational process and consequently the academic formal universe. Ultimately, this study sought to understand the mechanisms of self exclusion and the factors contributing to school dropout. The theoretical research is based on French Analyses of Speech, especially in studies postulated by Pecheux and Foucault, interfacing with psychoanalysis. Oral, informal, semi-structured interviews were conducted, so that it could be investigated, from the enunciative regularities, ideologic marks that reveal modes of subjectivity and meaning effects, indicating the positions of the desiring subject in relation to the Other. One raised the hypothesis that the evaded student, returning to school, does it according to the motivation from the desire of the Other (whether of the State, or the economic and social context, or someone elses desire), affected by metanarratives that conceive formal education as the only means to empower upon learning of the student in question. However, this social discourse historically shared does not produce the same signification effects according to the interviewee, since he can not singularize formal education, resulting in new situations of self exclusion of his academic life. Ultimately, one wants to deconstruct these mechanisms of self-exclusion, so that the interviewed ones can singularise their learning process in school.