The thesis deals with the issue of narrative practices in television series, focusing on the adaptation of original novels of classic and canonized literary authors. In this context, the thesis focuses on the study of adaptation and narrative procedures used in movies and television series. Based on the comparison and analysis of the adaptation of a certain work, it focuses on specific issues concerning the serial narratives as compared to the original, and on features which are different in the adaptation of the television series from other serial or cinematographic works.

La thèse étudie les liens entre les pratiques d’enseignement et les pratiques collectives des enseignants, au sein de l’établissement, lors de l’élaboration d’un projet « vie scolaire ». Elle s’inscrit dans le cadre d’une recherche-intervention, répondant à une demande sociale, incluant un accompagnement des acteurs de terrain lors de l’élaboration du projet. Dans ce contexte, nous explicitons la rencontre entre sphère sociale et sphère académique. Pour cette dernière, mobilisant une approche dans laquelle ne dominent ni les structures sociales ni les acteurs, nous proposons d’étudier les pratiques d’enseignement à partir des incidences de leurs contextes. Les pratiques d’enseignement sont envisagées lors d’incidents relatifs à l’ordre scolaire en classe et les pratiques collectives au cours de l’élaboration du projet « vie scolaire ». Nous défendons que les pratiques d’enseignement varient en fonction des phases d’élaboration collective du projet et de l’appartenance des enseignants aux différents groupes de travail. Pour la mise à l’épreuve, nous avons utilisé d’une part une méthodologie dite des « pratiques en récit », fondée sur la narration des incidents à la fois par l’enseignant et par le chercheur et d’autre part une analyse « stratégique » de l’action des groupes de travail. Les résultats montrent que les pratiques de dénouement d’incident pédagogiques (DIP) varient selon l’appartenance des enseignants aux groupes de travail d’élaboration du projet, mais ne dépendent pas uniquement de ces derniers. Les différences repérables relèveraient davantage d’autres facteurs, plutôt que de la participation des enseignants à l’élaboration du projet. Par ailleurs, nous mettons à jour une distribution du pouvoir d’agir des enseignants selon les périodes, entre les pratiques d’enseignement et les pratiques collectives ; un fort investissement dans les unes s’accompagne d’un retrait dans les autres. / The aim of this thesis is to study the links between teaching practices and collective practices of teachers within the institution when developing a "school life" project. We conducted this work as part of a research-action responding to a social demand, and thus accompanied and led the field actors in the elaboration of the project. In this context, we explain the meeting of social sphere and an academic sphere. For the latter, involving an approach that does not dominate the social structures nor the actors, we propose an interpretative balance between teaching practices and the impact of their contexts. Teaching practices are envisaged in incidents related to the order in class and collective practices during the development of the "school life" project. We propose that teaching practices vary depending on collective project development phases and the participation of teachers in different working groups. For testing, we used on one hand a methodology of "narrative practices" based on the narration of incidents by both the teacher and the researcher and on the other hand a "strategic analysis " of the action of the working groups. The results show that the practices of outcome of pedagogical incident (DIP) vary according to the membership of teachers in project development working groups, but do not depend solely on them. The identifiable differences arise more from other factors, rather than teachers' participation in the development of the project. Furthermore, we update a distribution of the teachers’ power to act between teaching practices and collective practices; a strong investment in one is accompanied by a diminished on the other.

Our research paper looks at the sustainability challenge as an example of complexity in interrelated nested systems (or meta-problem) and we further explore the consequences of disruptive events induced by climate change (ie. Extreme Climate Events). Due to their potential effects on adaptive capacities of systems at all levels (macro, meso and micro) and the need for Strategic Sustainable Development (SSD) to develop meta-solutions (non-isolated, non-reinforcing) we focus on community-based interventions and participatory facilitation processes. Therefore, we enquire what might a process look like that supports a community’s psychological resilience and strategic sustainable development following a disruptive event. A way to reinforce a community’s adaptive capacities is through making meaning collaboratively and such a process can be supported by the use of stories and narrative. To this intent, we focus on the use of Collective Narrative Practices (CNP) within the implementation process (ABCD process) of the Framework for Strategic Sustainable Development (FSSD). CNP promote desired narratives and strengthen communities’ psychological resilience while the FSSD ensures the development of meta-solutions and their practical application (through the ABCD). Throughout a five-step exploration, we test their theoretical compatibility, interview FSSD and CNP practitioners, design an initial Process Prototype, test its validity by interviewing practitioners with expertise in both fields, and develop a final Process Prototype which embeds recommendations, guidelines and tools. Finally, our paper initiates the academic study of the linkage between FSSD and CNP and is aimed to guide practitioners of both fields to discern an effective way to facilitate the emergence of appropriate responses in a community, while maintaining or rebuilding its resilience and complying with SSD core principles.

The purpose of this research is to explore how narrative practices can be meaningful in pastoral conversations with women living with breast cancer. A theoretical collaboration between narrative therapy, feminism and pastoral theology has been used in order to facilitate meaning-making, to give ‘voice’ to local knowledge, and to co-create a more holistic understanding of the experiences of illness narratives and breast cancer. The methodology of this research is ‘interdisciplinary’ and uses qualitative, co-participatory action research and reflexivity as its research design. Conversations with the co-researchers explore illness narratives, breast cancer, spirituality and faith, life-giving relationships, femininity and body image, socially constructed discourses and pivotal moments that enable alternative stories. Values of respect, curiosity and listening have been upheld in order to provide a safe place for the co-researchers to give voice to their stories and experiences of breast cancer in a way that supports the researcher position of ‘witness’. / Practical Theology / M. Th. (Practical Theology, with specialisation in Pastoral Therapy)

The purpose of this research is to explore how narrative practices can be meaningful in pastoral conversations with women living with breast cancer. A theoretical collaboration between narrative therapy, feminism and pastoral theology has been used in order to facilitate meaning-making, to give ‘voice’ to local knowledge, and to co-create a more holistic understanding of the experiences of illness narratives and breast cancer. The methodology of this research is ‘interdisciplinary’ and uses qualitative, co-participatory action research and reflexivity as its research design. Conversations with the co-researchers explore illness narratives, breast cancer, spirituality and faith, life-giving relationships, femininity and body image, socially constructed discourses and pivotal moments that enable alternative stories. Values of respect, curiosity and listening have been upheld in order to provide a safe place for the co-researchers to give voice to their stories and experiences of breast cancer in a way that supports the researcher position of ‘witness’. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology, with specialisation in Pastoral Therapy)