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Summaries in English and Afrikaans / Text in Afrikaans / Die doel van hierdie verkennende studie was om ondersoek in te stel na die prestasiewaardes onderliggend aan Affektiewe, Kontinulteits- en Normatiewe organisasieverbintenis van werknemers binne die motorywerheid in Suid-Afrika. 'n Steekproef van 113 werknemers is uit verskillende motorhandelaars geselekteer. Daarna is ondersoek ingestel na watter prestasiewaardes betekenisvolle voorspellers van organisasieverbintenis is. Daar is bevind dat die prestasiewaardes mededinging en materiele welvaart betekenisvolle voorspellers van affektiewe organisasieverbintenis is, en dat die prestasiewaardes materiele welvaart en strewe na uitmuntendheid betekenisvolle voorspellers van kontinuiteitsorganisasieverbintenis is, maar dat geeneen van die prestasiewaardes wat huidig wereldwyd erken word, betekenisvolle voorspellers van normatiewe organisasieverbintenis in die motomywerheid is nie. Dit het verreikende irnplikasies vir die Suid-Afrikaanse motorhandelaar. Hierbenewens is dit ook duidelik uit die navorsingsresultate dat die prestasiewaardes mededinging, materiele welvaart en strewe na uitmuntendheid hulself daartoe leen om op 'n geintegreerde wyse deur bestuur van motorhandelaars aangewend te word ten einde hul kumulatiewe invloed op organisasieverbintenis optimaal te kan benut. / The objective of this exploratory study was to investigate the performance values subjacent to affective, continuity and normative organisation commitment of employees in the motor industry in South Africa. A sample of 113 employees was selected from different dealerships. Thereafter an investigation was done to establish which performance values were meaningful predictors of organisation commitment. It was found that the performance values competition and material gain were meaningful predictors of affective organisation commitment, and the performance values material gain and excellence were meaningful predictors of continuity organisation commitment, but that none of the performance values which are contemporarily recognised world-wide were meaningful predictors of normative organisation commitment. This has far-reaching implications for South African motor dealers. It was also apparent from the results that the performance values competition, material gain and excellence can be utilized in an integrated way by management of motor dealers in order to ensure optimal utilization of their cumulative impact on organisation commitment. / Industrial psychology / M.Com. (Industrial Psychology)

Au Québec, la compétence professionnelle à intégrer les technologies de l’information et de la communication (TIC) est une compétence professionnelle à acquérir par les étudiants en enseignement. Cependant, son acquisition est problématique à plusieurs niveaux. Afin d’évaluer et mieux comprendre la compétence, cette thèse présente trois objectifs : 1) décrire le degré de maitrise des TIC et leurs usages dans les salles de classe 2) identifier les facteurs qui influencent l’intégration des TIC en fonction de la compétence professionnelle, et finalement 3) décrire le niveau d’atteinte des composantes de la compétence. Pour atteindre les objectifs de l’étude, une méthodologie mixte fut employée. Ce sont 2065 futurs enseignants du Québec provenant de neuf universités québécoises qui ont complété le questionnaire en plus de 34 participants à des groupes de discussion (n = 5). Cette thèse rédigée sous forme d’articles, répondra à chacun des objectifs visés. Dans le but de mieux comprendre l’utilisation actuelle des TIC par les futurs maitres, le premier article fournira un aperçu de la maitrise d’outils technologiques susceptibles d’être utilisés lors des stages. Le deuxième article visera à identifier les variables externes ainsi que les différentes composantes de la compétence qui ont une influence sur l’intégration des TIC lors des stages. Dans le troisième article, afin de comprendre où se situent les forces et les faiblesses des futurs maitres quant à la compétence professionnelle à intégrer les TIC, une description du niveau d’atteinte de chacune des composantes sera réalisée afin d’en dégager une appréciation globale. Les principaux résultats montrent que pour la moitié des répondants, seuls cinq outils sur 12 sont intégrés en stage et ce sont principalement les outils peu complexes qui sont bien maitrisés. Le logiciel de présentation Power Point, est le plus fréquemment utilisé. Les données considérées dans le premier article suggèrent aussi l’importance d’augmenter, de façon générale, la maitrise technique des futurs enseignants. Les résultats du second article ont permis de constater que la « prévision d’activités faisant appel aux TIC » est une variable prédictive majeure pour l’intégration des TIC. L’analyse des résultats suggèrent le besoin d’enseigner aux futurs maitres comment développer le réflexe d’inclure les TIC dans leurs plans de leçons. De plus, l’appropriation de la sixième composante de la compétence joue un rôle important sur la probabilité d’intégrer les TIC. Les résultats du troisième article indiquent que les composantes 2, 4, 5 et 6 de la compétence sont partiellement maitrisées. La mieux maitrisée est la première composante. Finalement, la troisième composante de la compétence s’est avérée être encore non atteinte et reste à être développer par les futurs enseignants. Cette thèse nous apprend que des efforts considérables restent encore à accomplir quant à la maitrise de la compétence professionnelle à intégrer les TIC. Ces efforts doivent être accomplis à la fois par les futurs enseignants ainsi que par les universités au niveau de la structure des cours de TIC en formation initiale des maitres. / In Quebec, the use of information and communication technologies (ICTs) tools in the classroom is a professional competency that must be acquired by prospective teachers. However, their acquisition and mastery poses a challenge. In order to better understand and evaluate this competency in prospective teachers, this thesis presents three research objectives: 1) To describe the degree of mastery of ICT tools and their usage in the classroom, 2) To identify the factors that influence the integration of ICTs and, 3) To examine the level of achievement of the 8th professional competency. Using a mixed-method research paradigm, 2065 prospective teachers attending nine francophone universities within the province of Quebec completed both quantitative and qualitative-type questionnaires. In addition, discussion groups (n = 5) were held so that participants (n = 34) could clarify or elaborate on their answers. This thesis is comprised of three separate articles, each assessing elements of the aforementioned research themes. In order to better understand the actual usage of ICTs, the first article provides an overview of prospective teachers’ technical competence with regards to tools likely to be used during their internships. The goal of the second article, is to identify with the aid of logistical regression, external variables such as sex, program of study, etc. and the different components of the 8th competency that influence the integration of ICTs in the classroom during internships. Lastly, in order to better understand the strengths and weaknesses of prospective teachers with regards to the integration of ICTs, the third article examines the degree of global mastery of the 8th competency. When considering the degree of mastery of ICT tools, questionnaire results show that for half of the respondents, only five of 12 tools were integrated during internships. Furthermore, the five ICT tools that were integrated were the least complex. The most frequently used tool was reported to be the presentation software Power Point. The data considered in this first article points to further areas of technical training that need to be addressed. For factors influencing the integration of ICTs during internships, it was found that planning to use ICTs in advance was the most predictive of integration. The results discussed in this second article suggest the need to reflexively include ICTs in lesson plans. Moreover, mastery of the 6th component plays a significant role in the likelihood of integrating ICTs during internships. Results in the third article suggest that the competency is only partially mastered for the 2nd, 4th, 5th, and 6th components. The component that was the most mastered concerned exercising critical judgment regarding the real benefits and limitations of ICT as teaching and learning resources, and regarding the social issues they raise. This thesis points to the necessity of making considerable efforts to aid in the mastery of the 8th competency. These efforts must be deployed both at an individual level by prospective teachers and by the universities through the teacher training curricula presented in ICT courses.

Motivations, Attitudes and Modern Languages. A study of students’ motivational processes and attitudes while learning foreign languages. This doctoral thesis investigates students’ motivational processes and attitudes while studying and learning foreign languages (FLs). Students were asked about their choice of FL, and what had motivated them during their many years of studies. The study analyzes open-ended questionnaires and interviews with 43 students enrolled in the last year of foreign language studies in two schools, limiting its focus to the three most commonly studied FLs – French, German and Spanish. The theoretical framework of the thesis draws on sociocognitive theory (Bandura 1997; Linnenbrink & Pintrich 2002). Several informants refer to motivation in terms that could be related to intrinsic motivation. They have chosen to continue studying their particular target language due to an emotional state which could be related to enjoyment, pleasure and curiosity (Deci & Ryan 1985). Another salient feature is the frequent reference to mastery goals. Many of the informants express a motivation directed towards mastery and growth, or a main goal to be fluent or communicatively competent in their target language. Several informants also underline the motivational importance of experiencing competence, success and development. They become motivated by experiencing self-efficacy (Bandura 1997). This self-efficacy is rooted in experience of success, but also in being encouraged by significant others or role models, i.e. family members and friends. Despite a frequent awareness of the weakening general interest for FL, most students have a supportive network. Likewise, family and friends play a crucial role for many informants while choosing their target language initially. This key factor interacts with other important factors, such as the experiences of visiting countries or settings where the target language is used. In this context, target language attitudes tend to be important when choosing language and pursuing studies.

Thèse réalisée en cotutelle (Université de Montréal et Université Paris Diderot - Paris 7) / Antonin Artaud et Jean Genet ont respectivement connu l’enfermement asilaire et carcéral. Ils conçoivent tous les deux l’écriture comme le théâtre, sur le même plan que la vie, et partagent en outre la même conviction que la littérature, comme toute forme d’art, peut quelque chose pour nous. Malgré leurs nombreux points de contact biographiques, poétiques et éthiques, leurs œuvres n’ont jamais fait l’objet d’un rapprochement exclusif, une étonnante lacune que l’introduction substantielle de cette étude se donne pour tâche d’éclairer. En fait, si les œuvres d’Artaud et de Genet sont souvent comparées, c’est invariablement de façon limitée : brièvement, par le biais d’un tiers auteur et au plan du théâtre. Or toute leur écriture est théâtrale : c’est la prémisse sur laquelle se base ce travail qui constitue, donc, la première étude comparative approfondie de leurs œuvres. Dans un premier temps, nous étudions la conception du théâtre d’Artaud et de Genet dans la perspective de la tragédie qu’ils privilégient, parce qu’ils estiment primordiale la reprise vivante de l’œuvre par chacun de nous. En fait, nous nous intéressons à Genet et Artaud aussi bien en tant qu’écrivains que lecteurs, en analysant la manière singulière dont ils puisent l’un et l’autre de grandes figures dans les textes de la mythologie, de la littérature et de l’histoire pour les faire intervenir, indifféremment de leur provenance, dans leur propre texte. Pour démontrer ce travail de "reconfiguration" tout à la fois biographique, esthétique et éthique chez Artaud et Genet, nous analysons leur traitement de la figure tragique par excellence d’Antigone, dans "Antigone chez les Français" et "Journal du voleur". Dans un second temps, nous examinons comment Artaud et Genet s’en prennent à la dialectique du jugement qui préside à la lecture univoque qu’ils récusent : d’une part, par la conjuration, dans les textes qu’ils rédigent en 1948 pour une même série radiophonique, "Pour en finir avec le jugement de dieu" et "L’Enfant criminel" (tous deux censurés) et, d’autre part, par la révélation, en pratiquant ce que nous appelons une écriture de l’évanouissement – qui n’a rien de sublime, qui ne conserve en fait de la relève hégélienne que la structure du coup de théâtre, à savoir l’interruption qu’elle introduit dans la délibération de la conscience. Nous analysons alors les commentaires de dessins d’Artaud et les nombreuses scènes d’évanouissement dans l’œuvre de Genet. Dans un troisième temps, nous suggérons d’approcher de manière éthique les troublants termes de "cruauté" et de "trahison" qu’Artaud et Genet nous ont légués. Plus que des notions, celles-ci, avançons-nous, sont des méthodes visant l’acquisition d’un nouveau mode de lecture. Par l’entremise de ces concepts anti-conceptuels, Artaud et Genet nous invitent en fait à vivre comme ils écrivent et lisent : à "voire" la réalité. Pour le démontrer, nous proposons une micro-lecture du "Théâtre et son double" d’Artaud au regard de "La Sentence" de Genet, texte dont la publication toute récente vient confirmer la pertinence du rapprochement que nous établissons dans cette étude. / Antonin Artaud and Jean Genet experienced confinement in an asylum and a prison respectively. They both also conceived of writing as theatre, on the same level of tragedy as life, and shared the same conviction that literature, like all forms of art, has the power to do something for us. Despite their many points of contact in terms of biography, poetics, and ethics, their works have never been the object of an exclusive comparative study, a surprising omission that the substantial introduction of this study sets out to elucidate. In fact, if the works of Artaud and Genet are often compared, it is inevitably in a limited fashion: briefly, via a third author, and in terms of the theatre. Yet all their writing is theatrical: it is the premise on which this, the first full-length comparative study of their works, is based. Firstly, I study Artaud and Genet’s conception of theatre from the perspective of the tragic which they both privilege, because above all they value the reanimation of their work performed by the reader. In fact, I engage with Genet and Artaud as both writers and readers, analysing the singular way in which each takes great figures from mythology, literature, and history, in order to introduce them, irrespective of their provenance, into their own works. To demonstrate this work of "reconfiguration" in Artaud and Genet, which is at once biographical, aesthetic, and ethical, I analyse their treatment of Antigone, in "Antigone chez les Français" and "Journal du voleur". Secondly, I examine how Artaud and Genet defy the dialectic of judgement ruling the univocal reading which they oppose. In part, I focus on their defiance in the texts that they composed in 1948 for the same radio broadcast, "Pour en finir avec le jugement de dieu" and "L’Enfant criminel" (both of which were censored). And in part I focus on the defiance they practice by way of a revelation that I call a writing of fainting—which has nothing of the sublime in it, which in fact only retains the structure of the interruption from the Hegelian Aufhebung, that is to say the coup de theatre that it introduces in the deliberation of consciousness. I further analyse the commentaries of Artaud on his drawings and numerous scenes of fainting in Genet’s works. Thirdly, I put forward an ethical way of approaching the troubling terms "cruelty" and "treason" that Artaud and Genet have bequeathed us. More than being notions, I propose, these are methods aiming towards a new mode of reading. By the intervention of these anti-conceptual concepts Artaud and Genet invite us to live in the same way they write and read, that is to say in the same way they "see" the multiplicities of reality. As an exemplification, I advance a close reading of Artaud’s "Théâtre et son double" in relation to Genet’s "La Sentence"—a text whose recent publication confirms the pertinence of the comparative approach taken in this study.

<p>The present study examines the effects of immersion education on the English of two groups of advanced Swedish learners at upper secondary school. In immersion education, or CLIL, subject content is taught through a second language as a means of enhancing target language competence. In this study, language proficiency was measured in terms of the ratio of low frequency vocabulary (LFV) and the ratio of motivated tense shift (MTSh) in the learners’ free written production in English. An additional aim was to see whether the results were related to the students’ motivation as reported in a questionnaire.</p><p>This longitudinal study was based on three sets of narratives, written by 86 students, half of them enrolled at the International Baccalaureate Diploma Programme (IB) where English is the medium of instruction, and the other half at national programmes (NP), where English is studied as a foreign language. At the outset, the IB and NP groups had similar results on a general diagnostic test, which was the basis for the formation of three subgroups: I, II and III, with above average, average and below average scores respectively. Mean LFV and MTSh ratios as well as different kinds of motivation were compared, both overall and in the subgroups.</p><p>The IB students overall, and those in subgroup III in particular, showed the best results. As to the overall results, the IB students used significantly higher mean ratios of LFV and MTSh than the NP students in the final set of compositions. There were also a number of motivational factors that were stronger in the IB students.</p><p>As to the subgroups, the most interesting results were found in subgroups I and III. While the IB students in subgroup I had high mean ratios already in the first composition, and retained them over time, their use of MTSh tended to grow subtler. The NP students had lower mean results initially, and while their mean MTSh ratio increased and ended up on a level similar to that of the IB students, their mean LFV ratio remained low.</p><p>In subgroup III the results of the IB and NP students diverged over time. While the IB students progressed as reflected in their mean LFV and MTSh ratios, the NP students tended to regress. The difference in mean LFV ratios was statistically significant. The IB students were also better motivated than their NP peers. In all, this study suggests that immersion education has positive target language effects, especially on less proficient but motivated students.</p>

Au Québec, la compétence professionnelle à intégrer les technologies de l’information et de la communication (TIC) est une compétence professionnelle à acquérir par les étudiants en enseignement. Cependant, son acquisition est problématique à plusieurs niveaux. Afin d’évaluer et mieux comprendre la compétence, cette thèse présente trois objectifs : 1) décrire le degré de maitrise des TIC et leurs usages dans les salles de classe 2) identifier les facteurs qui influencent l’intégration des TIC en fonction de la compétence professionnelle, et finalement 3) décrire le niveau d’atteinte des composantes de la compétence. Pour atteindre les objectifs de l’étude, une méthodologie mixte fut employée. Ce sont 2065 futurs enseignants du Québec provenant de neuf universités québécoises qui ont complété le questionnaire en plus de 34 participants à des groupes de discussion (n = 5). Cette thèse rédigée sous forme d’articles, répondra à chacun des objectifs visés. Dans le but de mieux comprendre l’utilisation actuelle des TIC par les futurs maitres, le premier article fournira un aperçu de la maitrise d’outils technologiques susceptibles d’être utilisés lors des stages. Le deuxième article visera à identifier les variables externes ainsi que les différentes composantes de la compétence qui ont une influence sur l’intégration des TIC lors des stages. Dans le troisième article, afin de comprendre où se situent les forces et les faiblesses des futurs maitres quant à la compétence professionnelle à intégrer les TIC, une description du niveau d’atteinte de chacune des composantes sera réalisée afin d’en dégager une appréciation globale. Les principaux résultats montrent que pour la moitié des répondants, seuls cinq outils sur 12 sont intégrés en stage et ce sont principalement les outils peu complexes qui sont bien maitrisés. Le logiciel de présentation Power Point, est le plus fréquemment utilisé. Les données considérées dans le premier article suggèrent aussi l’importance d’augmenter, de façon générale, la maitrise technique des futurs enseignants. Les résultats du second article ont permis de constater que la « prévision d’activités faisant appel aux TIC » est une variable prédictive majeure pour l’intégration des TIC. L’analyse des résultats suggèrent le besoin d’enseigner aux futurs maitres comment développer le réflexe d’inclure les TIC dans leurs plans de leçons. De plus, l’appropriation de la sixième composante de la compétence joue un rôle important sur la probabilité d’intégrer les TIC. Les résultats du troisième article indiquent que les composantes 2, 4, 5 et 6 de la compétence sont partiellement maitrisées. La mieux maitrisée est la première composante. Finalement, la troisième composante de la compétence s’est avérée être encore non atteinte et reste à être développer par les futurs enseignants. Cette thèse nous apprend que des efforts considérables restent encore à accomplir quant à la maitrise de la compétence professionnelle à intégrer les TIC. Ces efforts doivent être accomplis à la fois par les futurs enseignants ainsi que par les universités au niveau de la structure des cours de TIC en formation initiale des maitres. / In Quebec, the use of information and communication technologies (ICTs) tools in the classroom is a professional competency that must be acquired by prospective teachers. However, their acquisition and mastery poses a challenge. In order to better understand and evaluate this competency in prospective teachers, this thesis presents three research objectives: 1) To describe the degree of mastery of ICT tools and their usage in the classroom, 2) To identify the factors that influence the integration of ICTs and, 3) To examine the level of achievement of the 8th professional competency. Using a mixed-method research paradigm, 2065 prospective teachers attending nine francophone universities within the province of Quebec completed both quantitative and qualitative-type questionnaires. In addition, discussion groups (n = 5) were held so that participants (n = 34) could clarify or elaborate on their answers. This thesis is comprised of three separate articles, each assessing elements of the aforementioned research themes. In order to better understand the actual usage of ICTs, the first article provides an overview of prospective teachers’ technical competence with regards to tools likely to be used during their internships. The goal of the second article, is to identify with the aid of logistical regression, external variables such as sex, program of study, etc. and the different components of the 8th competency that influence the integration of ICTs in the classroom during internships. Lastly, in order to better understand the strengths and weaknesses of prospective teachers with regards to the integration of ICTs, the third article examines the degree of global mastery of the 8th competency. When considering the degree of mastery of ICT tools, questionnaire results show that for half of the respondents, only five of 12 tools were integrated during internships. Furthermore, the five ICT tools that were integrated were the least complex. The most frequently used tool was reported to be the presentation software Power Point. The data considered in this first article points to further areas of technical training that need to be addressed. For factors influencing the integration of ICTs during internships, it was found that planning to use ICTs in advance was the most predictive of integration. The results discussed in this second article suggest the need to reflexively include ICTs in lesson plans. Moreover, mastery of the 6th component plays a significant role in the likelihood of integrating ICTs during internships. Results in the third article suggest that the competency is only partially mastered for the 2nd, 4th, 5th, and 6th components. The component that was the most mastered concerned exercising critical judgment regarding the real benefits and limitations of ICT as teaching and learning resources, and regarding the social issues they raise. This thesis points to the necessity of making considerable efforts to aid in the mastery of the 8th competency. These efforts must be deployed both at an individual level by prospective teachers and by the universities through the teacher training curricula presented in ICT courses.

Antonin Artaud et Jean Genet ont respectivement connu l’enfermement asilaire et carcéral. Ils conçoivent tous les deux l’écriture comme le théâtre, sur le même plan que la vie, et partagent en outre la même conviction que la littérature, comme toute forme d’art, peut quelque chose pour nous. Malgré leurs nombreux points de contact biographiques, poétiques et éthiques, leurs œuvres n’ont jamais fait l’objet d’un rapprochement exclusif, une étonnante lacune que l’introduction substantielle de cette étude se donne pour tâche d’éclairer. En fait, si les œuvres d’Artaud et de Genet sont souvent comparées, c’est invariablement de façon limitée : brièvement, par le biais d’un tiers auteur et au plan du théâtre. Or toute leur écriture est théâtrale : c’est la prémisse sur laquelle se base ce travail qui constitue, donc, la première étude comparative approfondie de leurs œuvres. Dans un premier temps, nous étudions la conception du théâtre d’Artaud et de Genet dans la perspective de la tragédie qu’ils privilégient, parce qu’ils estiment primordiale la reprise vivante de l’œuvre par chacun de nous. En fait, nous nous intéressons à Genet et Artaud aussi bien en tant qu’écrivains que lecteurs, en analysant la manière singulière dont ils puisent l’un et l’autre de grandes figures dans les textes de la mythologie, de la littérature et de l’histoire pour les faire intervenir, indifféremment de leur provenance, dans leur propre texte. Pour démontrer ce travail de "reconfiguration" tout à la fois biographique, esthétique et éthique chez Artaud et Genet, nous analysons leur traitement de la figure tragique par excellence d’Antigone, dans "Antigone chez les Français" et "Journal du voleur". Dans un second temps, nous examinons comment Artaud et Genet s’en prennent à la dialectique du jugement qui préside à la lecture univoque qu’ils récusent : d’une part, par la conjuration, dans les textes qu’ils rédigent en 1948 pour une même série radiophonique, "Pour en finir avec le jugement de dieu" et "L’Enfant criminel" (tous deux censurés) et, d’autre part, par la révélation, en pratiquant ce que nous appelons une écriture de l’évanouissement – qui n’a rien de sublime, qui ne conserve en fait de la relève hégélienne que la structure du coup de théâtre, à savoir l’interruption qu’elle introduit dans la délibération de la conscience. Nous analysons alors les commentaires de dessins d’Artaud et les nombreuses scènes d’évanouissement dans l’œuvre de Genet. Dans un troisième temps, nous suggérons d’approcher de manière éthique les troublants termes de "cruauté" et de "trahison" qu’Artaud et Genet nous ont légués. Plus que des notions, celles-ci, avançons-nous, sont des méthodes visant l’acquisition d’un nouveau mode de lecture. Par l’entremise de ces concepts anti-conceptuels, Artaud et Genet nous invitent en fait à vivre comme ils écrivent et lisent : à "voire" la réalité. Pour le démontrer, nous proposons une micro-lecture du "Théâtre et son double" d’Artaud au regard de "La Sentence" de Genet, texte dont la publication toute récente vient confirmer la pertinence du rapprochement que nous établissons dans cette étude. / Antonin Artaud and Jean Genet experienced confinement in an asylum and a prison respectively. They both also conceived of writing as theatre, on the same level of tragedy as life, and shared the same conviction that literature, like all forms of art, has the power to do something for us. Despite their many points of contact in terms of biography, poetics, and ethics, their works have never been the object of an exclusive comparative study, a surprising omission that the substantial introduction of this study sets out to elucidate. In fact, if the works of Artaud and Genet are often compared, it is inevitably in a limited fashion: briefly, via a third author, and in terms of the theatre. Yet all their writing is theatrical: it is the premise on which this, the first full-length comparative study of their works, is based. Firstly, I study Artaud and Genet’s conception of theatre from the perspective of the tragic which they both privilege, because above all they value the reanimation of their work performed by the reader. In fact, I engage with Genet and Artaud as both writers and readers, analysing the singular way in which each takes great figures from mythology, literature, and history, in order to introduce them, irrespective of their provenance, into their own works. To demonstrate this work of "reconfiguration" in Artaud and Genet, which is at once biographical, aesthetic, and ethical, I analyse their treatment of Antigone, in "Antigone chez les Français" and "Journal du voleur". Secondly, I examine how Artaud and Genet defy the dialectic of judgement ruling the univocal reading which they oppose. In part, I focus on their defiance in the texts that they composed in 1948 for the same radio broadcast, "Pour en finir avec le jugement de dieu" and "L’Enfant criminel" (both of which were censored). And in part I focus on the defiance they practice by way of a revelation that I call a writing of fainting—which has nothing of the sublime in it, which in fact only retains the structure of the interruption from the Hegelian Aufhebung, that is to say the coup de theatre that it introduces in the deliberation of consciousness. I further analyse the commentaries of Artaud on his drawings and numerous scenes of fainting in Genet’s works. Thirdly, I put forward an ethical way of approaching the troubling terms "cruelty" and "treason" that Artaud and Genet have bequeathed us. More than being notions, I propose, these are methods aiming towards a new mode of reading. By the intervention of these anti-conceptual concepts Artaud and Genet invite us to live in the same way they write and read, that is to say in the same way they "see" the multiplicities of reality. As an exemplification, I advance a close reading of Artaud’s "Théâtre et son double" in relation to Genet’s "La Sentence"—a text whose recent publication confirms the pertinence of the comparative approach taken in this study. / Thèse réalisée en cotutelle (Université de Montréal et Université Paris Diderot - Paris 7)

The purpose of this study was to explore the lived experiences of women who have migrated to Canada and were members of a Sewing Circle in Central Park, Winnipeg. It was aimed to discover if involvement at the women’s centre increased levels of self-confidence and perceived self-efficacy for members. The study involved conversations and interviews with twelve women. The study was conducted between March and November 2012. Using qualitative research methodology, questions were asked to shape a better understanding of the circumstances that led participants to seek membership with a sewing circle and what membership in such a program had meant for them. The interview design included identifying some of the gifts, assets, resources, interests, skills and abilities the women had pre-arrival to Canada. Participants were asked to share goals and dreams they held for themselves in this new country. The feminist approach used for the study’s framework set the tone for a conversational style interview process, with time set aside for the interviewer and participant to exchange ideas. The collected data identified that all of the participants who had migrated as adults had skills-specific training, careers they enjoyed and/or were entrepreneurs in their home countries or countries of refuge. The main themes that emerged from the data described how the economic realities of learning and mastering the skill of sewing were of value to participants. Peer support, feeling like a part of something and finding a sense of family in the host country were also reasons for membership. The findings from the study show a need for policies that support interventions focused on building more inclusive communities and societies. Communities where academic qualifications, skills specific training, employment and entrepreneurial experience accumulated in other countries provide trajectories to a more direct path forward for people as they transition into the Canadian economy and integrate into Canadian society.

Since 2006 Swedish compulsory school teachers are required to use individual developmentplans (IDPs) as part of their assessment practices. The IDP has developed through two major reforms and is currently about to undergo a third in which requirements for documentation are to be reduced. The original purpose of IDP was formative: a document containing targets and strategies for the student's future learning was to be drawn up at the parent-pupil-teacher meetingeach semester. The 2008 reform added requirements for written summative assessments/grade-like symbols to be used in the plan. This thesis aims to generate knowledge of the IDP as a tool in terms of what characterizes IDP documents as well as teachers' descriptions of continuous IDP work. It contains four articles. The first two are based on 379 collected IDP documents from all stages of compulsoryschool, and the last two build on interviews with 15 teachers. Throughout, qualitative content analysis has been used for processing data. The analytical framework comprises Latour's conceptual pair inscription – translation, Wartofsky's notions of primary/secondary/tertiary artifacts, and Wertsch's distinction between mastery and appropriation, which together provide an overall framework for understanding how the IDP becomes a contextually shaped tool that mediates teachers' actions in practice. Moreover, the activity theoretical concept of contradictionis used to understand and discuss dilemmas teachers experience in relation to IDP. In article 1, targets and strategies for future learning given to students are investigated and discussed in relation to definitions of formative assessment. Concepts were derived from the data and used for creating a typology of target and strategy types related either to being aspects (students' behavior/attitudes/personalities) or to subject matter learning. In article 2, the distribution of being and learning targets to boys and girls, respectively, is investigated. The results point to a significant gendered difference in the distribution of being targets. Possible reasons for the gendered distribution are discussed from a doing-gender perspective, and the proportion of being targets in IDPs is discussed from an assessment validity point of view. In article 3, teachers' continuous work with IDPs is explored, and it is suggested that IDP work develops in relation to perceived purposes and the contextual conditions framing teachers' work. Three qualitatively different ways of perceiving and working with IDP are described in a typology. Article 4 elaborates on dilemmas that teachers experience in relation to IDP, concerning time, communication, and assessment. A tentative categorization of dilemma management strategies is also presented. Results are synthesized in the final part of the thesis, where the ways in which documents are written and IDP work is carried out are discussed as being shaped in the intersection between rules and guidelines at national, municipal and local school level, and companies creating solutions for IDP documentation. Various purposes are to be achieved with the help of the IDP, which makes it a potential field of tension that is not always easy for teachers to navigate. Several IDP-related difficulties, but also opportunities and affordances, are visualized in the studies of this thesis. / <p>Svensk sammanfattning: s. 111-126.</p>