The justification of property ownership based on individual subjective rights is tightly bound to humanist moral perspectives. God is left out as irrelevant to the just grounds of ownership, which is established primarily on the basis of human self-referential, moral capacity. This thesis aims at developing an alternative justification, both for property as an institution and as a private holding, with a view to bringing God back into the centre stage and thereby placing property ownership on the objective concept of right. A tradition hitherto generally left unnoticed, yet uncovered here as the source of inspiration, vests the whole project with a moral-teleological tone. The tradition, enunciated by St. Augustine and developed by St. Bonaventure and John Wyclif, invites us to see property from the perspective of a moral end: it ought to be used for the love of God and neighbours, and as such it can be owned only by the just. In spite of important insights into the moral nature of property, the Augustinian thesis not only fails to spell out what ‘use for love’ means but also suffers from elitism. Nor does it offer an adequate justification of private property. Such weaknesses call for revision. When we reinterpret the Augustinian thesis through the concept of the divine imperative of service coupled with a proper understanding of human work, property acquires a distinctive justification. Property, as an institution, is justified as a requisite for carrying out God’s redemptive work towards the world. From this general justification ensues the particular justification. We hold property as specifically ‘mine,’ since each person’s ordained mission to participate in God’s work requires a uniquely personal material means, although the recognition and fulfilment of individual mission still demands communal efforts. The duty to carry out the God-commanded mission at first allows us to possess private property only in a non-proprietorial and non-exclusive manner. Yet in the prevailing condition of economic scarcity and human greed, civil jurisdiction must provide a structure of rights to enforce property institution. As God’s invitation for the transformation of the world is a universal command, everybody should have a minimum of property, and yet in differentiation of the scope and kinds commensurate with the particularities of individual mission.

La présente thèse est une étude ethnographique qui examine le savoir en tant que pratique située au Ladakh, dans l’Himalaya indien. Elle analyse les implications socioculturelles des deux moteurs de changement en jeu au Ladakh: l’un est d'origine socio-économique et lié à la production du Ladakh en tant que zone frontalière, tandis que l’autre est de nature environnementale et entrainé par les changements climatiques. Alors que le Ladakh est demeuré hors de la portée de l’État bureaucratique pendant l’administration coloniale britannique, la région s’est trouvée reconfigurée en zone frontalière stratégique après l’indépendance de l’Inde des suites des guerres successives avec le Pakistan et la Chine. L’Indépendance a mené à la partition de l’Inde et du Pakistan en 1947; cette thèse examine la portée à long terme des évènements traumatisants de la partition tels qu’ils se sont déroulés au Ladakh et comment les Ladakhis établissent des liens entre ces évènements et les changements climatiques. L’État indien s’est produit dans la région à travers une volonté de dominer les montagnes, principalement par le développement d’infrastructures et par l’intégration du savoir local des Ladakhis dans l’appareil militaire. La militarisation a restructuré l'économie du Ladakh, redéfini la structure des ménages, contribué à l’exode rural, déplacé la centralité des activités agropastorales et, tel que la dissertation le soutient, altéré de manière significative la connexion de la population locale avec l'environnement. La rationalisation croissante de la perspective sur l’environnement aujourd'hui contribue à la fragmentation des liens qui unissent les domaines naturels et humains dans la cosmologie locale de même qu’à l'abandon des pratiques rituelles connexes. Parallèlement, la région est touchée par des effets distincts des changements climatiques, en particulier la récession des glaciers. La thèse juxtapose l'expérience subjective de ces vastes changements dans la vie quotidienne des villageois de la Vallée de Sham avec les faits historiques environnementaux, démontrant ainsi que les événements historiques locaux influent sur les perceptions des changements environnementaux. L'analyse démontre qu’un phénomène objectif tel que la récession des glaciers est interprété à travers des réalités locales. Plus précisément, selon la conception du monde locale, un glacier en retrait est une figure rhétorique d’une transformation de la condition humaine. Comme le fait valoir la dissertation, l’interprétation culturelle ne constitue pas un obstacle à l'objectivité de l'histoire naturelle de la cosmologie locale. L’interprétation culturelle et l'expérience empirique s’avèrent par ailleurs essentielles à la vitalité des connaissances locales sur l'environnement et à la performance des pratiques associées. / The dissertation presents an ethnographic study that examines knowledge as a situated practice in Ladakh, in the Indian Himalayas. It analyzes the sociocultural implications of two drivers of change at play in Ladakh: one is of socioeconomic origin and linked to the production of Ladakh as a border area, while the other is environmental and driven by climate change. Ladakh, which remained outside the scope of the bureaucratic state during the British colonial administration, found itself refashioned into a strategic border area following India’s independence and successive wars with Pakistan and China. Independence led to the partition of Indian into India and Pakistan in 1947; the dissertation examines the long-term, traumatic events of the partition in Ladakh, tracing connections to current perceptions of climate change. The independent Indian state has produced itself in the region through the taming of its mountains, primarily through infrastructure development and the co-optation of Ladakhi knowledge of the environment by the military apparatus. Far-reaching militarization has restructured Ladakh’s economy, consequently redefining household structure, contributing to village depopulation, displacing the centrality of agro-pastoralist activities and, as the dissertation argues, significantly altering the local population’s engagement with the environment. The increasing rationalization of the outlook on the environment today contributes to the fragmentation of links between the natural and human realms within the local cosmology and the abandonment of related ritual practices. Concurrently, the region is impacted by distinct effects of climate change, in particular glacier recession. The dissertation juxtaposes both the subjective experience of wide-ranging environmental changes and changes in everyday village life with historical facts, showing that local historical events influence perceptions of glacier recession and the depletion of natural resources. The analysis demonstrates that objective phenomena such as glacier recession are interpreted through local realities. Specifically, in the local worldview, a vanishing glacier is a trope for changes in the human condition. Yet, as the dissertation further argues, such cultural framing does not preclude the objectivity of natural history in local cosmology. Moreover, cultural framing and empirical experience, therefore, are shown to be essential to the vitality of local knowledge about the environment and to the performance of associated landscape practices.

This study investigates the everyday practices of young children acting in their social worlds within the context of the school playground. It employs an ethnographic ethnomethodological approach using conversation analysis. In the context of child participation rights advanced by the United Nations Convention on the Rights of the Child (UNCRC) and childhood studies, the study considers children’s social worlds and their participation agendas. The participants of the study were a group of young children in a preparatory year setting in a Queensland school. These children, aged 4 to 6 years, were videorecorded as they participated in their day-to-day activities in the classroom and in the playground. Data collection took place over a period of three months, with a total of 26 hours of video data. Episodes of the video-recordings were shown to small groups of children and to the teacher to stimulate conversations about what they saw on the video. The conversations were audio-recorded. This method acknowledged the child’s standpoint and positioned children as active participants in accounting for their relationships with others. These accounts are discussed as interactionally built comments on past joint experiences and provided a starting place for analysis of the video-recorded interaction. Four data chapters are presented in this thesis. Each data chapter investigates a different topic of interaction. The topics include how children use “telling” as a tactical tool in the management of interactional trouble, how children use their “ideas” as possessables to gain ownership of a game and the interactional matters that follow, how children account for interactional matters and bid for ownership of “whose idea” for the game and finally, how a small group of girls orientated to a particular code of conduct when accounting for their actions in a pretend game of “school”. Four key themes emerged from the analysis. The first theme addresses two arenas of action operating in the social world of children, pretend and real: the “pretend”, as a player in a pretend game, and the “real”, as a classroom member. These two arenas are intertwined. Through inferences to explicit and implicit “codes of conduct”, moral obligations are invoked as children attempt to socially exclude one another, build alliances and enforce their own social positions. The second theme is the notion of shared history. This theme addresses the history that the children reconstructed, and acts as a thread that weaves through their interactions, with implications for present and future relationships. The third theme is around ownership. In a shared context, such as the playground, ownership is a highly contested issue. Children draw on resources such as rules, their ideas as possessables, and codes of behaviour as devices to construct particular social and moral orders around owners of the game. These themes have consequences for children’s participation in a social group. The fourth theme, methodological in nature, shows how the researcher was viewed as an outsider and novice and was used as a resource by the children. This theme is used to inform adult-child relationships. The study was situated within an interest in participation rights for children and perspectives of children as competent beings. Asking children to account for their participation in playground activities situates children as analysers of their own social worlds and offers adults further information for understanding how children themselves construct their social interactions. While reporting on the experiences of one group of children, this study opens up theoretical questions about children’s social orders and these influences on their everyday practices. This thesis uncovers how children both participate in, and shape, their everyday social worlds through talk and interaction. It investigates the consequences that taken-for-granted activities of “playing the game” have for their social participation in the wider culture of the classroom. Consideration of this significance may assist adults to better understand and appreciate the social worlds of young children in the school playground.