At a Muslim school a group of boys with a reputation for stealing got the opportunity to share stories with communities of concern. Honesty meetings, honesty tests, honesty certificates and honesty celebrations formed part of narrative therapy ways of working together to try and regain reputations for honesty. As an outsider researcher/therapist I was confronted by stories of slavery, racism, unemployment, poverty, crime and violence. Through collaboration with a cultural consultant it became possible to do theology and pastoral care as a Christian in a Muslim community in a respectful and ethical way. The sharing of stories of pain and resistance contributed to the mutual care and community amongst participants from communities separated by racism and apartheid legislation as well as differences of culture and religion. Reflections on this journey mark a migration of identity for me as researcher, therapist, Christian and white South African practical theologian. / Philosophy, Practical and Systematic Theology / M.Th. (Pastoral Theology)

Cette thèse traite de la problématique de l’évaluation de programmes de formation professionnelle agricole (FPA) élaborés selon l’approche par compétences (APC) au Maroc. À partir d’une analyse approfondie du contexte de leur implantation dans ce pays, elle met en lumière les méthodes actuellement utilisées pour apprécier leur efficacité, mais aussi les insatisfactions que celles-ci suscitent chez les acteurs concernés. La présente recherche repose sur l’hypothèse que l’implication de l’ensemble des parties prenantes dans la mise en œuvre d’une évaluation participative de quatrième génération (Guba et Lincoln,1989) aboutirait à des résultats davantage acceptables et plus utilisables pour améliorer la qualité de ces programmes. Concomitamment, elle vise à répondre à la question spécifique suivante : Comment se décline le processus de négociation à l’intérieur d’une démarche participative d’évaluation de programmes de formation visant à fois la reconnaissance et l’amélioration des pratiques évaluatives des parties prenantes, la coconstruction d’un cadre de référence d’évaluation concerté et utile, et la contribution à leur émancipation? Dans cette perspective, six objectifs sont poursuivis. Du côté scientifique, il s’agit : 1) d’affiner la compréhension des processus de déroulement de la démarche participative d’évaluation de programmes; 2) de décrire et analyser les modes de négociation qui se développent au cœur des dynamiques interactionnelles entres les participants dans un contexte de pluralité; et 3) d’identifier les apprentissages et les changements induits par la participation à l’évaluation de programmes. Du côté pratique, il s’agit : 1) de produire un cadre de référence d’évaluation concerté et utilisable en favorisant la collaboration entre les parties prenantes; 2) d’améliorer leurs capacités évaluatives à travers l’appropriation d’une démarche de mise en œuvre d’une évaluation participative; et 3) de promouvoir le développement et l’ancrage d’une culture d’évaluation participative dans leur milieu professionnel. Pour ce faire, une recherche-action de type communautaire (Stringer, 1999) et qui accorde une place centrale au savoir pratique et à une conception de l’acteur social compétent (Giddens, 1987) a été réalisée en collaboration avec 15 participants. La recherche s’est échelonnée sur plus de 9 mois, soit de l’automne 2019 à l’été 2020, et a impliqué les différentes parties prenantes chargées de la conception, de la gestion et de la mise en œuvre des programmes de FPA. Pour documenter le processus de sa réalisation, la démarche méthodologique adoptée s’est appuyée sur un journal de bord, sur des entretiens individuels et notamment sur des entretiens de groupe. Les données issues des entretiens de groupe ont été traitées à l’aide de l’analyse thématique, de l’analyse conversationnelle et de l’analyse des négociations conversationnelles. Sur le plan scientifique, les résultats de cette recherche ont mis en lumière la diversité de pratiques et de conceptions des parties prenantes par rapport à l’évaluation de programmes de FPA développés selon l’APC au Maroc (cf. chapitre IV), ainsi que le processus de négociation et les jeux de pouvoir qui sous-tendent les interactions entre les participants (cf. chapitre V). En outre, certains apprentissages et changements individuels et collectifs semblent induits par la démarche participative. Sur le plan pratique, le principal résultat est l’identification des composantes (objectifs, critères d’évaluation, méthodes de collecte de données, etc.) d’un cadre de référence d’évaluation des programmes concernés, composantes issues des besoins et des préoccupations des parties prenantes et auxquelles ils adhèrent du fait de leur implication dans le processus de leur détermination (annexe 12). / This thesis deals with the issue of the evaluation of agricultural vocational training (AVT) programs developed according to the competency-based approach (CBA) in Morocco. On the basis of an in-depth analysis of the context of their implementation in this country, it highlights the methods currently used to assess their effectiveness, but also the dissatisfaction that these generate among the actors concerned. This research is based on the assumption that the involvement of all stakeholders in conducting a fourth-generation participatory evaluation (Guba and Lincoln, 1989) would lead to more acceptable and usable results to improve the quality of these programs. Concomitantly, it aims to answer the following specific question: How does the negotiation process unfold within a participatory approach to the evaluation of training programs aimed at both the recognition and improvement of stakeholders' evaluative practices, the co-construction of a concerted and useful evaluation reference framework, and the contribution to their emancipation? In this perspective, six objectives are pursued. On the scientific side, it is about: 1) refine the understanding of the processes of conduct of the participatory approach to programs evaluation; 2) describe and analyze the modes of negotiation that develop at the heart of the interactional dynamics between participants in a context of plurality; and 3) identify learnings and changes induced by participation in programs evaluation. On the practical side, it is about: 1) produce a collaborative and usable evaluation framework by fostering collaboration among stakeholders; 2) improve their evaluative capacities through the appropriation of an approach to the implementation of a participatory evaluation; and 3) promote the development and anchoring of a culture of participatory evaluation in their professional environment. To do this, community-based action research (Stringer, 1999) which gives a central place to the practical knowledge and the conception of the competent social actor of Giddens (1987) is carried out in collaboration with 15 participants. The research spanned over 9 months, from fall 2019 to summer 2020, and involved the various stakeholders responsible for the design, management, and implementation of AVT programs. To document the process of its realization, the methodological approach adopted was based on a logbook, on individual interviews and in particular on group interviews. Data from group interviews were processed using thematic analysis, conversational analysis and conversational negotiation analysis. On a scientific level, the results of this research highlighted the diversity of practices and stakeholder views in relation to the evaluation of AVT programs developed according to the CBA in Morocco (chapter IV) as well as the negotiation process and power games that underlie the interactions between the participants (chapter V). In addition, some individual and collective learning and changes seem to be induced by the participatory process. On a practical level, the main result is the identification of the components (objectives, evaluation criteria, data collection methods, etc.) of a reference framework for the evaluation of the programs concerned, components resulting from the needs and concerns of the stakeholders and to which they adhere because of their involvement in the process of their determination (annex 12).

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This study explores the subjective experiences of mothers living with HIV from Southeastern Ontario when accessing health and social services. Drawing on principles of feminist participatory action research, 5 MLWH were brought together in order to share their stories of accessing health and social services and to participate in the creation of a collage as part of the storytelling process. Intersectional feminist theory was chosen as a theoretical lens for this project to highlight the ways women’s multiple identities intersect and contribute to HIV-stigma. Emerging from the storytelling and arts based process were stories about the women’s interactions with the criminal justice system, Children’s Aid Societies, social welfare programs and women-specific supports. The key concerns that the women raised in connection to these interactions included having to re-tell their story, concerns about confidentiality and disclosure and experiencing a loss of control as a result of depending on a myriad of health and social services. In addition, the participants identified changes they would like to see within health/social services including more opportunities for peer support and an increase in services available to support the unique psychosocial challenges of MLWH. / Thesis / Master of Social Work (MSW)

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