Denna uppsats är en narrativ studie om hiphopkulturen som ungdomskultur. Målet med undersökningen har varit att förstå hur hiphoparna blir en del av den egna kulturen och hur de ser sig själva som medlemmar av hiphopkulturen. Som insamlingsmetod har jag använt mig av tre fokusgrupper samt en enskild intervju. Informanterna har varit 20-26 år och kommer från två mellanstora städer i Sverige. Det resultat som framkommit är att hiphoparen gör en slags karriär inom kulturen. För att kunna göra denna karriär är hiphoparen beroende av mer erfarna personer. Det finns även ett beroende av det övriga samhället för att kunna lyckas. Tankarna kring den egna kulturen kan sammanfattas i fyra olika huvudteman: Genus, Attribut, Äkthet och Battle. / This is a narrative study of the hiphop culture as a youth culture. The aim has been to understand how and why young people in middle-sized Swedish towns become hiphopers and also how they look at themselves as members of the hiphop culture. The research methods applied are three focus group interviews and one single person interview. The participants are between 20 and 26 years. The hiphoper makes a kind of a career in the culture. To be able to make the career, the hiphoper is dependent of other people with better skills as well as of the society. The thoughts of the hiphopers in question can be summarized in four main themes: gender, attribute, genuine and battle.

Denna narrativa studie handlar om tre lärares berättelse om hur de ser på barns roll och förmåga i lärandet efter att ha genomgått kompetensutveckling ”Läsa – språka – skriva”. Resultatet påvisar att det finns ett samband mellan deras synsätt och kompetensutvecklingen som har föranlett förändringar av arbetsformen och arbetssättet av lärarnas undervisning i läs- och skrivprocessen. / This narrative study illustrates three primary school teachers’ experiences of children’s abilities to learn and their role in learning. The teachers where interviewed after attending the course “Läsa – språka – skriva” (”Reading – Conversing – Writing”). The result shows a relation between their experiences and the course, which has caused them to change their literacy teaching methods.

Nous étudions le merveilleux dans deux récits médiévaux qui racontent la fable bretonne de Tristan et Yseut, le récit de Béroul et le récit norrois de Frère Robert qui suit la version courtoise anglo-normande de Thomas d’Angleterre. L’analyse nous montre que le récit norrois est plein de thèmes merveilleux dans les chapitres, comme des combats avec un dragon et des géants dans une forêt d’elfes. Cependant, le récit de Béroul ne contient aucun thème merveilleux, même si Béroul aussi fait référence à des éléments merveilleux comme le philtre, ce qui amène à la conclusion qu’il traite l’amour courtois mais d’une façon non merveilleuse. / We study the supernatural in two medieval narratives that tell the Breton fable of Tristan and Yseut, the narrative by Béroul and the Norse narrative by Brother Robert, which follows the Anglo-Norman courtly version of Thomas of England. Our analysis shows us that the Norse story is full of the supernatural themes throughout the chapters, e.g., fights with a dragon and giants in a forest of elves. Nevertheless, Béroul’s account contains no supernatural theme, although Béroul also refers to supernatural passages such as the potion, the conclusion being that hedeals with courtly love but in a non-supernatural manner.

Many students have problems learning stoichiometry, a complex mathematical chemistry concept used to determine how much product will be produced or formed from a given quantity of reactants. The problem addressed in this study was teachers' lack of understanding of how to teach stoichiometry in a Midwestern urban school district. The conceptual framework of the study was based upon constructivist theory. A qualitative narrative approach was used to obtain the perceptions of 5 high school chemistry instructors related to their experiences, successful or unsuccessful, in teaching stoichiometry to students in Grades 10 and 11. Data were gathered through face-to-face interviews, which were analyzed via an inductive approach to reveal 6 themes: a difficult subject to teach, presentation of stoichiometry, relevancy, students' reactions, barriers, and gender differences. Findings suggested the need for teachers to be knowledgeable, creative, and resourceful in their subject areas to help their students to learn stoichiometry. Findings also revealed the need for teachers to adapt their instructional strategies and modes of delivery to reflect their students' individual learning styles. Understanding how the participating teachers explained stoichiometry to their students might help other chemistry teachers to examine and adapt their own instructional styles and delivery methods of the concept. This understanding might, in term, help to improve student achievement in stoichiometry in particular and chemistry in general.

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[pt] Motivada por encontrar-me inserida em um ambiente escolar inclusivo, objetivo investigar a construção avaliativa das emoções e dos estigmas nas práticas discursivas sobre a inclusão de pessoas com deficiência em contextos educacionais. Para isso, conto com a parceria de quatro colaboradoras, professoras atuantes na educação básica, que disponibilizaram seu tempo para conversar sobre inclusão (Mantoan, 2015), trazendo seus olhares pessoais e profissionais para esta tese. As interações, gravadas e transcritas, com os devidos cuidados éticos, possibilitaram que Carol, Lívia, Rebeca e Carla compartilhassem seus entendimentos acerca da temática central deste estudo. Para o desenvolvimento da investigação, os seguintes objetivos específicos foram propostos: (i) refletir acerca de como as participantes constroem e avaliam os processos de inclusão em seus relatos; (ii) investigar se há a presença de estigmas e de que forma se relacionam ou não a determinadas emoções; (iii) analisar discursivamente as marcas avaliativas atitudinais a fim de mapear as escolhas léxico-gramaticais que criam significados sobre os posicionamentos das participantes e (iv) observar como as narrativas podem estar alinhadas a discursos macrossociais sobre a inclusão de pessoas com deficiência. Alinhada ao paradigma qualitativo (Denzin; Lincoln, 2006), a arquitetura teórico-metodológica fundamenta-se na Linguística Aplicada Crítica (Moita Lopes et al., 2006), nos princípios éticos e crítico-reflexivos da Prática Exploratória (Miller et al., 2008), nos estudos das emoções (Le Breton, 2019) e estigmas (Goffman, 2004) e nos estudos de narrativas (Bastos, 2005). Foi utilizado o Sistema de Avaliatividade (Martin; White, 2005), componente integrante da Linguística Sistêmico-Funcional (Halliday, 1994), para empreender a análise microdiscursiva e categorizar as avaliações implícitas e explícitas construídas nas interações. As conversas exploratórias (Miller, 2001) foram organizadas em três blocos temáticos: (i) inclusão em contextos educacionais; (ii) inclusão como face do amor-cuidado-compromisso e (iii) inclusão dos que estão à margem. A interpretação e a análise das interações com as participantes possibilitaram apreender que ainda há muito trabalho a ser feito no campo da formação continuada de professores/as para o convívio com a diversidade humana na escola e na universidade. Somado a isso, a partir da análise do discurso das colaboradoras, percebi a necessidade de mais atenção para as questões de acessibilidade, principalmente no que diz respeito às atitudes que envolvem princípios éticos e morais. As escolhas léxico-gramaticais e paralinguísticas realizadas pelas participantes durante as conversas foram permeadas por emoções (de frustração, desagrado, insatisfação, contentamento etc.), por relações micropolíticas de poder (quem pode incluir quem no contexto escolar, quem sofre e quem resiste, entre outras) e por uma visão da inclusão que corrobora a educação como ato político (Freire, 2019a). Os relatos das professoras também sugerem a presença de estigmas em situações de sala de aula e fora dela, tais como julgamentos negativos de docentes e discentes relacionados à deficiência. As reflexões geradas na pesquisa contribuíram para ampliar o entendimento das práticas inclusivas, possibilitando o acesso a experiências pessoais e profissionais que integram contextos mais amplos. / [en] Motivated by finding myself inserted in an inclusive school environment, I aim to investigate the evaluative construction of emotions and stigmas in discursive practices about the inclusion of people with disabilities in educational settings. For this purpose, I count on the partnership of four collaborators, who teach in basic education and made time to talk about inclusion (Mantoan, 2015), bringing their personal and professional perspectives to this thesis. The interactions, recorded and transcribed with due ethical care, allowed Carol, Lívia, Rebeca, and Carla to share their understandings of the central theme of this study. To develop this investigation, the following specific objectives were proposed: (i) reflect on how participants construct and evaluate inclusion processes in their reports; (ii) investigate whether there is the presence of stigmas and how they are related or not to certain emotions; (iii) discursively analyze the attitudinal evaluative marks to map the lexico-grammatical choices that create meanings about the participants positions, and (iv) observe how the narratives align with macrosocial discourses about the inclusion of people with disabilities. Aligned with the qualitative paradigm (Denzin; Lincoln, 2006), the theoretical-methodological architecture is based on Critical Applied Linguistics (Moita Lopes et al., 2006), on the ethical and critical-reflexive principles of Exploratory Practice (Miller et al., 2008), on studies of emotions (Le Breton, 2019) and stigmas (Goffman, 2004) as well as studies of narratives (Bastos, 2005). For the micro-discursive analysis, I used the Appraisal System (Martin; White, 2005), an integral component of Systemic-Functional Linguistics (Halliday, 1994), to categorize the implicit and explicit evaluations constructed in the interactions. The analysis of the exploratory conversations (Miller, 2001) was organized into three thematic blocks: (i) inclusion in educational contexts; (ii) inclusion as a facet of love-care-commitment, and (iii) inclusion of those on the margins. The interpretation and analysis of the conversations with the participants made it possible to understand that there is still work to be done in the field of continuing teacher education to interact with human diversity at schools and universities. In addition, from the analysis of the collaborators speech, I realized the need for more attention to accessibility issues, especially concerning attitudes involving ethical and moral principles. The lexico-grammatical and paralinguistic choices made by the participants during the conversations were permeated by emotions (frustration, displeasure, dissatisfaction, contentment etc.), by micropolitical power relations (who can include whom in the school context, who suffers and who resists) and by a vision of inclusion that corroborates education as a political act (Freire, 2019a). The teachers reports also point to the presence of stigmas in classroom situations and outside of it, such as negative judgments related to disability made by teachers and students. The reflections generated in the research contributed to expanding the understanding of inclusive practices in the contexts present in the conversations, enabling access to personal experiences that integrate broader contexts.

The purpose of the project is to develop and evaluate a writing unit that could be used to teach adult students in a drug court program. The project is based on theories behind narrative therapy, its use in the treatment of persons with addiction problems, and how the reframing of students' own life stories through writing can bring about change. By using writing prompts as both therapeutic and educational tools, the author hoped to improve the students' life-coping skills and their writing abilities. The unit consists of paragraph writing, essay writing, reflective writing that focused on past events, and using computers to compose and format texts. The author evaluated a preliminary draft of the unit by submitting it to four education professionals with a questionnaire. Data was also collected from the author's students by means of surveys, interviews, and writing samples. Feedback from the professionals and the students guided the revision of the unit. The questionnaire, survey, and interview questions used in the project and the preliminary and final revised drafts of the teaching unit are included.

Ce mémoire propose une analyse sémio-narrative d’un corpus de dix-neuf contes merveilleux recueillis auprès des conteurs canadiens-français et canadiens-hurons par l’anthropologue Charles-Marius Barbeau, au début du XXe siècle. Après avoir passé en revue les principales théories dans l’approche sémiotique du conte à partir de Vladimir Propp jusqu’à nos jours, nous avons procédé à une étude narrative du corpus selon la méthode du grand folkloriste russe : cela nous a permis d’en montrer la valeur exceptionnelle mais aussi les limites. Nous avons constaté ainsi que le travail sur un corpus inédit peut mener à l’identification de nouveaux éléments dans la structure du conte merveilleux. En poursuivant nos recherches sur les dix-neuf contes recueillis par Barbeau, nous sommes passée du schéma linéaire, syntagmatique de Propp aux modèles logiques de ses continuateurs, particulièrement celui élaboré par Guy Laflèche. Nos analyses ont mis en évidence non seulement le fait que la structure en miroir est un modèle valide auquel une partie des contes merveilleux se plie parfaitement (d’emblée l’exclusivité du schéma de Propp est mise en question, sinon infirmée), mais aussi que tout conte merveilleux est exceptionnellement organisé, structuré (ce qui confirme la théorie de Claude Bremond conformément à laquelle le récit narratif est une alternance de dégradations et d’améliorations). Enfin, la dernière partie du mémoire est une analyse sémio-discursive de notre corpus qui, au lieu d’être une simple accumulation de listes de mots, d’expressions et de figures, tente d’aborder la structure idéologique, grâce à une étude en parallèle d’un conte du corpus et de deux versions littéraires. / This memoir proposes a semio-narrative analysis of a nineteen-fairy tales corpus collected among French-Canadian and Huron-Canadian storytellers by the anthropologist Charles-Marius Barbeau at the beginning of the XXth century. Firstly, we present the major theories used in the semiotic approach of a fairy tale, starting with Vladimir Propp’s up to the present-day ones; then, by following the method of the great Russian folklorist, we carried out a narrative study of the corpus, which allows us to see both its exceptional value and its limits. Thus, the analysis of a different corpus may lead us to identify new elements in the structure of the fairy tale. Pursuing our research into the nineteen fairy tales of Barbeau’s corpus, we move from the linear, syntagmatic of Propp’s pattern to the logical models of his followers, especially the one developed by Guy Laflèche. Our analyses prove the validity of the mirror-image model that some fairy tales perfectly comply to; thus, the hegemony of Propp’s method is questioned, maybe even invalidated. Furthermore, they prove that every fairy tale is exceptionally well organized, structured (confirming Claude Bremond’s theory according to which a narrative is an alternation of deteriorations and improvements). Finally, the last part of the memoir is a semio-discursive analysis of our corpus that, instead of being a simple accumulation of lists of words, expressions and figures, it tries to tackle the ideological structure through a parallel study of an oral fairy tale and two literary versions.

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Denna uppsats redogör för och undersöker berättarperspektiv och maktrelationer i Emily Brontës roman Wuthering Heights. På vilket sätt läsaren tar del av romanens komplexa berättande, om det är samma berättare genom hela romanen eller om det skiftar, vilka maktrelationer som existerar mellan romangestalterna och förhållanden mellan makt och berättarperspektiv undersöks genom analys av verket.