Dans un contexte de mondialisation, les frontières géographiques et politiques se font de plus en plus diffuses et donnent lieu à un mélange des cultures tant au niveau local qu'international. Ce pluralisme culturel observé dans la population se transpose dans les milieux de soins, amenant son lot d'enjeux et de défis pour la pratique et la formation infirmière. Le développement de la compétence culturelle chez les professionnels de la santé est considéré comme l'une des solutions favorisant la qualité et l'équité dans les soins en contexte de diversité culturelle. La compétence culturelle fait l'objet de nombreux articles scientifiques en sciences infirmières, mais bon nombre d'entre eux sont issus d'une perspective essentialiste. À notre connaissance, aucune étude ne permet de représenter la trajectoire de développement de cette compétence sur un continuum intégrant des apprentissages réalisés à la fois chez des étudiantes et des infirmières selon une perspective constructiviste. Cette étude vise donc à formuler une proposition théorique constructiviste du développement de la compétence culturelle infirmière. L'approche de théorisation ancrée de Corbin et Strauss (2008) a permis de documenter le processus de développement de la compétence culturelle chez des infirmières et des étudiantes dans un Centre de santé et de services sociaux desservant une population qui présente une grande diversité culturelle. Une stratégie d'échantillonnage intentionnel a permis de recruter des infirmières identifiées par leurs pairs comme étant expertes du domaine des soins en contexte de diversité culturelle, des infirmières se disant intéressées par une pratique culturellement compétente et des étudiantes en dernière année d'un programme de baccalauréat en sciences infirmières. Un total de 24 participantes, dont 13 infirmières et 11 étudiantes ont pris part à cette étude. Un questionnaire sociodémographique, des périodes d'observation participante et des entrevues semi-structurées ont servi d'outils de collecte des données. La catégorie centrale « apprendre à réunir les différentes réalités afin d'offrir des soins efficaces en contexte de diversité culturelle » a été construite à partir d'une analyse inductive des données. Cette catégorie centrale se divise en trois sous-catégories : « construire la relation avec l'autre », « sortir du cadre habituel de pratique » et « réinventer sa pratique dans l'action ». La proposition théorique formulée présente l'évolution concomitante de ces trois sous-catégories en trois niveaux de développement de la compétence culturelle infirmière : « s'ouvrir aux différentes réalités entourant la pratique en contexte de diversité culturelle », « mettre à l'épreuve sa pratique » et « réunir les différentes réalités de la pratique en contexte de diversité culturelle de façon intégrée ». La proposition théorique constructiviste est ancrée dans les données empiriques, circonscrit des étapes de développement interreliées et met en contexte les apprentissages du début du développement de la compétence culturelle à l'expertise. Les éléments contextuels précisés suggèrent l'ajout des dimensions sociales et politiques dans la définition du concept de compétence culturelle. Les deux principales contributions théoriques de cette étude soulignent que l'interaction entre l'infirmière et l'environnement de même que l'expérience clinique sont constitutifs du développement de cette compétence. Les retombées de cette recherche se situent non seulement en formation, mais aussi dans la pratique, la gestion et la recherche en sciences infirmières. / In a context of globalization, political and geographical barriers are more diffuse and involve a blend of cultures both locally and internationally. This cultural pluralism, also observed in health care settings, creates issues and challenges for nursing practice and education. The development of cultural competence among health care professionals is considered an essential condition to promote quality and equity in health care. In nursing science, cultural competence is generally treated from an essentialist perspective. To our knowledge, there have been no published studies to date of the processes involved in the development of cultural competence among nurses and students nurses that are embedded in a constructivist approach. The purpose of this study is to develop a constructivist theoretical proposition pertaining to the development of cultural competence in nursing from a constructivist perspective. A grounded theory design (Corbin & Strauss 2008) was implemented to study the developmental process of cultural competence among nurses and student nurses in a health care and social service center situated in a culturally diverse setting. A purposive sampling strategy allowed to recruit nurses recognized by their peers as having a high level of proficiency in cultural competence, as well as nurses that were preoccupied by culturally competent practice and senior undergraduate level students. A total of 24 study participants includes 13 nurses and 11 students. Data collection proceeded via a sociodemographic questionnaire, participant observation and semi-structured interviews. The central category dlearning to combine different realities to provide effective care in a context of cultural diversitye was constructed using an inductive qualitative data analysis process. This central category is divided in three subcategories : dbuilding the relation with the othere, dgoing beyond the usual course of practicee and dreinventing its practice through actione. The resulting theoretical proposition describes the concomitant evolution of these three categories into three developmental levels of cultural competence: "opening to different realities of practice in the context of cultural diversity", "challenging one's practice" and "bringing together different realities of practice in the context of cultural diversity in an integrated mannere. The resulting theoretical proposition reflects a constructivist perspective, is grounded in empirical data, delineates inter-related developmental stages of cultural competence, from initiation to expertise, and situates learning in context. These contextual elements suggest the addition of social and political dimensions to the conceptual definition of cultural competence. The main theoretical contributions of this study are two fold. First, the interaction between nurses and their environment and, second, clinical experience, both contribute significantly to the development of cultural competence. The outcomes of this study are relevant not only for nursing education but also for nursing practice, management, and research.

Ce mémoire a pour objet la mise à l’essai d’une séquence d’apprentissage intégrant des chansons comme sources primaires pour développer la compétence 2– interpréter la réalité sociale à l’aide de la méthode historique. Le ministère de l’Éducation du Québec et les écrits scientifiques (Côté, 2008; LENOIR et SAUVÉ, 2010; Turner-Bisset, 2001) s’attendent à ce que l’élève terminant ses études secondaires raisonne à partir de faits tirés des sources qui lui sont accessibles, notamment des sources primaires. Or, on constate trois lacunes dans la pratique enseignante : le petit nombre de sources travaillées, l’inégalité de leurs interprétations et la faiblesse de leurs critiques (Byrom, 2005; Pickles, 2010; Watson, 1998). Aussi, peu de cas utilisent la chanson comme source primaire. La séquence d’apprentissages sur la Deuxième Guerre mondiale que l’enseignante française Sylvaine Moreau (2012) a rendue disponible sur Internet a donc servi de point de départ à cette mise à l’essai afin de comprendre ce qu’il en est. Comme il y a un aller-retour régulier prévu entre l’adaptation du matériel pédagogique au contexte scolaire québécois et les observations en classe c’est la recherche-développement qui semble l’approche la plus efficace (Artigue, 1989; Harvey et Loiselle, 2009). Quatre enseignants montréalais ont accepté une entrevue avec l’auteure de cette recherche. Ils ont adapté le matériel au contexte scolaire, ils ont été observés en classe et les réponses écrites des élèves ont été analysées grâce, notamment, au programme N’Vivo. En explorant les données qualitatives recueillies, on constate le petit nombre de sources travaillées puisque les réponses ne reprennent que ce qui a été vu en classe, priorisant même certains types de sources. La faiblesse des critiques est criante puisque des étapes jugées « inutiles » par certains élèves sont laissées incomplètes. Finalement, l’auteure remarque l’inégalité des interprétations liée à une barrière de niveau de langue. Les métaphores et le vocabulaire de certaines chansons semblent un défi. / This thesis presents the trial of a learning sequence including songs as primary sources to develop the competency-2 Interpret social realities by using the historical method. The Ministry of Education of Quebec and the scientific literature (Côté, 2008; and SAVED LENOIR, 2010; Turner-Bisset, 2001) expect that students who graduate from high school are able to reason from facts taken from sources available, including primary sources. We see three gaps in teaching practices: the small number of sources worked, the inequality of their interpretations and weak critical judgment skills (Byrom, 2005; Pickles, 2010; and Watson, 1998). Also, few cases use songs as a primary source. The learning sequence about the Second World War that the French teacher Sylvaine Moreau (2012) has made available on the Internet was used as a starting point for this testing. We adapted the teaching material to Quebec's school context after each classroom observations. Therefore, it is the “didactic engineering” approach that seems the most effective (Artigue, 1989; Harvey and Loiselle, 2009). Four teachers from Montreal agreed to be interviewed. They adapted the teaching material to their school needs. We observed them in their classrooms as they were teaching. All the students’ written answers were analyzed with the N'Vivo program. By exploring the qualitative data collected, we notice the small number of sources used. Most students’ answers referred only to what was seen in class, giving priority to some type of sources over others. Some steps were judged as “unnecessary” by some students and where not completed leading to weak criticism. Finally, we noted the inequality of interpretations related to a level of language barrier: metaphors and vocabulary seem to be a challenge.

Change management is a highly researched topic. With industry changing at record speed, it is inevitable that corporations will engage in a change management endeavor. As humans innately resist change at first exposure, corporations strive to acquire knowledge in adoption. It may not be enough to understand status quo proponents, but rather their underlying long-standing belief systems which may be affecting how they view change. What makes an employee resist corporate change? Most studies conclude that humans will resist innately. This research dives into the unique environment of the equine industry to uncover how long-standing belief systems contribute to adoption or resistance. The motivation for this research began with a fascination with long-standing belief systems within the equine industry. The unique environment of the equine industry is steeped in centuries of tradition, and while housing long-standing belief systems that are time-tested and passed down from generation to generation, in most cases, without awareness. The industry is currently experiencing a phenomenon that has never taken place: a change is occurring that is positioning two equine factions, natural and traditional, against each other in opposing viewpoints. Some view this change as the start of a paradigm shift; others view it as a fad. The nature of natural horsemanship is now up for debate. The study was conducted by using qualitative data collection in a semi-structured format. Forty-one (41) equine leaders in natural and traditional hoof care and horsemanship were recorded in over 30 hours of data. The interview model included not only the industry leaders proposing or resisting change but also the professionals in the industry working in the field, experiencing the conflict first hand. The research presented revealed an interesting finding. Although 61 codes were identified, a specific area within the study revealed a “hybrid” group of codes amongst the traditional horsemen in hoof care and horsemanship. Leaders who are advocating for the status quo showed levels of natural adoption that was unexpected. The research pivoted to the areas of traditional resistors and traditional adopters. The main objective is to decipher why some members of the industry are adopting while others are resisting. As adoption is the main objective for change management, uncovering the reasons for resisting seemed to dictate the data more prevalently. From this research, it can be deduced that there is significant evidence to support the findings that people who resist change may have these characteristics or traits in their belief system: Strong traditional beliefs such as culture and history, honor-driven, strong religious ties, defensive by nature, communicate well, believe safe, minimal adaptation (innovation), and consider themselves to be trustworthy and responsible, are people-oriented and outgoing. According to this research, people with those traits and characteristics are more apt to resist change and may be a potential problem when instituting change in an organization. This research points towards the significant evidence to support the findings that people who resist change may have these characteristics or traits in their belief system: Frustration in industry or a sense of apathy, open-mindedness or flexibility, vulnerability, communicate well, family ties, controlling and shows hero tendencies. Not many other industries can report that it has remained unchanged over time, even in the face of industrial revolution, war, and domestication. However, in the past 20 years, the equine industry has been divided through a new belief system that is challenging these time-tested traditions and beliefs regarding hoof care and horsemanship. The natural horse viewpoint has created an opposing faction to the traditional belief system that governed horse care and welfare since the dawn of time. The qualitative data that was gathered for this research allows for the synthesis of the proposed paradigm shift and opposing force analysis. Although not a true paradigm shift to date, these two factions, natural and traditional, are dividing the industry in two. Not a more perfect scenario could be present to study long-standing belief systems in relation to adoption and resistance to change. The Hybrid Adaptation Model was formed from the qualitative data provided by 41 industry experts through the grounded theory method. This model can be used to navigate through the change management process. This research revealed a theory that adaptation must occur prior to adoption and partial adoption may cause a “hybrid” sector.

Dans un contexte de mondialisation, les frontières géographiques et politiques se font de plus en plus diffuses et donnent lieu à un mélange des cultures tant au niveau local qu'international. Ce pluralisme culturel observé dans la population se transpose dans les milieux de soins, amenant son lot d'enjeux et de défis pour la pratique et la formation infirmière. Le développement de la compétence culturelle chez les professionnels de la santé est considéré comme l'une des solutions favorisant la qualité et l'équité dans les soins en contexte de diversité culturelle. La compétence culturelle fait l'objet de nombreux articles scientifiques en sciences infirmières, mais bon nombre d'entre eux sont issus d'une perspective essentialiste. À notre connaissance, aucune étude ne permet de représenter la trajectoire de développement de cette compétence sur un continuum intégrant des apprentissages réalisés à la fois chez des étudiantes et des infirmières selon une perspective constructiviste. Cette étude vise donc à formuler une proposition théorique constructiviste du développement de la compétence culturelle infirmière. L'approche de théorisation ancrée de Corbin et Strauss (2008) a permis de documenter le processus de développement de la compétence culturelle chez des infirmières et des étudiantes dans un Centre de santé et de services sociaux desservant une population qui présente une grande diversité culturelle. Une stratégie d'échantillonnage intentionnel a permis de recruter des infirmières identifiées par leurs pairs comme étant expertes du domaine des soins en contexte de diversité culturelle, des infirmières se disant intéressées par une pratique culturellement compétente et des étudiantes en dernière année d'un programme de baccalauréat en sciences infirmières. Un total de 24 participantes, dont 13 infirmières et 11 étudiantes ont pris part à cette étude. Un questionnaire sociodémographique, des périodes d'observation participante et des entrevues semi-structurées ont servi d'outils de collecte des données. La catégorie centrale « apprendre à réunir les différentes réalités afin d'offrir des soins efficaces en contexte de diversité culturelle » a été construite à partir d'une analyse inductive des données. Cette catégorie centrale se divise en trois sous-catégories : « construire la relation avec l'autre », « sortir du cadre habituel de pratique » et « réinventer sa pratique dans l'action ». La proposition théorique formulée présente l'évolution concomitante de ces trois sous-catégories en trois niveaux de développement de la compétence culturelle infirmière : « s'ouvrir aux différentes réalités entourant la pratique en contexte de diversité culturelle », « mettre à l'épreuve sa pratique » et « réunir les différentes réalités de la pratique en contexte de diversité culturelle de façon intégrée ». La proposition théorique constructiviste est ancrée dans les données empiriques, circonscrit des étapes de développement interreliées et met en contexte les apprentissages du début du développement de la compétence culturelle à l'expertise. Les éléments contextuels précisés suggèrent l'ajout des dimensions sociales et politiques dans la définition du concept de compétence culturelle. Les deux principales contributions théoriques de cette étude soulignent que l'interaction entre l'infirmière et l'environnement de même que l'expérience clinique sont constitutifs du développement de cette compétence. Les retombées de cette recherche se situent non seulement en formation, mais aussi dans la pratique, la gestion et la recherche en sciences infirmières. / In a context of globalization, political and geographical barriers are more diffuse and involve a blend of cultures both locally and internationally. This cultural pluralism, also observed in health care settings, creates issues and challenges for nursing practice and education. The development of cultural competence among health care professionals is considered an essential condition to promote quality and equity in health care. In nursing science, cultural competence is generally treated from an essentialist perspective. To our knowledge, there have been no published studies to date of the processes involved in the development of cultural competence among nurses and students nurses that are embedded in a constructivist approach. The purpose of this study is to develop a constructivist theoretical proposition pertaining to the development of cultural competence in nursing from a constructivist perspective. A grounded theory design (Corbin & Strauss 2008) was implemented to study the developmental process of cultural competence among nurses and student nurses in a health care and social service center situated in a culturally diverse setting. A purposive sampling strategy allowed to recruit nurses recognized by their peers as having a high level of proficiency in cultural competence, as well as nurses that were preoccupied by culturally competent practice and senior undergraduate level students. A total of 24 study participants includes 13 nurses and 11 students. Data collection proceeded via a sociodemographic questionnaire, participant observation and semi-structured interviews. The central category dlearning to combine different realities to provide effective care in a context of cultural diversitye was constructed using an inductive qualitative data analysis process. This central category is divided in three subcategories : dbuilding the relation with the othere, dgoing beyond the usual course of practicee and dreinventing its practice through actione. The resulting theoretical proposition describes the concomitant evolution of these three categories into three developmental levels of cultural competence: "opening to different realities of practice in the context of cultural diversity", "challenging one's practice" and "bringing together different realities of practice in the context of cultural diversity in an integrated mannere. The resulting theoretical proposition reflects a constructivist perspective, is grounded in empirical data, delineates inter-related developmental stages of cultural competence, from initiation to expertise, and situates learning in context. These contextual elements suggest the addition of social and political dimensions to the conceptual definition of cultural competence. The main theoretical contributions of this study are two fold. First, the interaction between nurses and their environment and, second, clinical experience, both contribute significantly to the development of cultural competence. The outcomes of this study are relevant not only for nursing education but also for nursing practice, management, and research.

Presented work deals with analysis and description of the pastoral approaches of youth workers in the Salesian youth centres. The common characteristics of the Salesian youth centres are presented in the introductory part of the work. At first this theoretic part deals with the common conception of the Salesian youth pastoral ministry, afterwards deals with the official Czech conception. Second part of the work is applied. It is focused on the qualitative research realised in autumn 2007. It involved 18 respondents from the Salesian youth centres. This applied part starts with description of the research preparation and continues with description of the research process. Finally it deals with the data synthesis. There is a list of the results at the end of this part. There is a large supplement of the data attached at the end of the work.

En France, le rapport aux moustiques et les politiques de démoustication présentent des histoires et des caractéristiques différenciées d’un territoire à l’autre. Si dans les DFA les moustiques n'ont jamais cessé d'être des facteurs épidémiques, sur le pourtour méditerranéen en revanche, ils ne constituaient plus de risques sanitaires depuis près d'un demi-siècle. Dans les DFA, les opérations de démoustication ont toujours principalement relevé de politiques sanitaires de Lutte Anti-Vectorielle, tandis qu'en métropole furent mises en place des démoustications de confort visant à réduire la nuisance. Mais, à partir de 2004, la situation évolue suite à l’installation durable du moustique vecteur Aedes albopictus sur le littoral méditerranéen et à l’élargissement progressif de son aire de répartition, exposant la métropole à des risques sanitaires jusqu'alors circonscrits aux régions tropicales. Mobilisant les cadres théoriques des sociologies de l’environnement, des risques et de la santé, et s'appuyant sur un corpus réunissant données qualitatives (311 entretiens et observation participante) et quantitatives (1415 questionnaires), cette thèse analyse la recomposition du rapport entre enjeux environnementaux et sanitaires face à la prolifération de moustiques vecteurs. L'analyse porte tout d'abord sur la place et le statut de l’insecte au sein des différentes populations. Puis, l’attention est portée aux caractéristiques socioéconomiques influençant la vulnérabilité individuelle. Ensuite, les attentes et demandes de la population relatives à la démoustication sont questionnées. Enfin, la dernière partie développe une analyse diachronique dans les Alpes-Maritimes. / In France,the human-mosquito relationship and the mosquito control policies show differentiated stories and features from one territory to another.Thus,if in FDA mosquitoes never ceased being epidemic factors,however,on the Mediterranean coast until recently they no longer represented a Health risk.Indeed,in the FDA,since their implementation,mosquito control campaigns have always been conducted for a sanitary purpose through vector control campaigns.Meanwhile,in metropolitan France,aiming to reduce the nuisance,these policies were initially implemented to ensure the inhabitants comfort.But,starting from 2004,following the durable installation of the Asian tiger mosquito on the French Mediterranean coastline and the progressive widening of its distribution area,the context evolves and,from now on,the metropolitan France is potentially exposed to health risks hitherto circumscribed to tropical areas.Mobilising the theoretical frameworks of environmental,health and risks sociologies,and based on a corpus gathering qualitative (311 interviews and direct observations) and quantitative data (1415 questionnaires),this PhD analyses the recombining of the relationship between environmental and health challenges in light of the vector mosquitoes proliferation.It initially focuses on the place and status of the insect within the different populations.Then, the socio-economic factors influencing the individual vulnerability of exposure to the insect are studied.The third part is devoted to the expectations and requests of the inhabitants regarding the public management of the mosquitoes’ proliferation.Finally, a diachronic analysis centered on the Alps-Maritimes region is developed.

This thesis examines the trans-border circulation and production of feminist knowledge through translation. More specifically, my research focuses the translation of the U.S. women’s health book, Our Bodies, Ourselves, by a Chinese feminist NGO in 1998. My dissertation studies the social, cultural and political aspects of feminist translation, and examines the relation between translation and feminist praxis. Through the lens of gender and (feminist) health politics in 1990s China, I examine how the 1998 Chinese translation conveys the book’s message about how women should relate to their bodies. Set in the context of Chinese society opening up during the late 1970s, my research outlines the emergence of gender awareness in China with the influx of translated feminist texts, especially in the realm of women’s health research. Medical discourses were then assigned a privileged position in the studies of women’s sexual and reproductive health. However, with increased communications between Chinese and foreign feminists, Chinese women scholars developed new ideas around women’s sexual and reproductive health. The Chinese translation of OBOS addresses the lack of gender awareness in local discussions about women’s health. With a multi-method study, I emphasize the social and linguistic dimensions of translating a feminist health project into post-reform China. This study is based on both interview and comparative textual analysis data. Using feminist translation theories, I examine how the Chinese translators handled the book’s presentation of women’s sexuality and reproductive health. This thesis also highlights the constraints on translating feminism from the local context. This raises questions about the power of (feminist) translation, and emphasizes the need to examine the social-political context of translation practices.

During the last decade, the Swedish Armed Forces have been struggling to achieve recruitment goals and to retain military personnel. To attract more people to join the agency, and to increase the knowledge about the agency’s role and function in society, the Swedish Armed Forces continuously run campaigns. Furthermore, the Swedish Armed Forces is a government agency with a mission that is determined by the Swedish government through government decisions. It can therefore be argued that it is important that the campaigns portray the agency’s mission in a correct and truthful way. The purpose of this study has been to investigate how the Swedish Armed Forces portray their mission in their campaign films, and to what extent it corresponds with the agency’s official mission. The research questions are thereby: (1) How is the mission of the Swedish Armed Forces portrayed in two campaign films from 2018 and 2020? (2) To what extent does the Swedish Armed Forces' communication about the agency's mission correspond with their official mission presented in the government decision? (3) Based on identified semiotic resources, and with a neo-institutional perspective on strategic communication, what type of communication has been allowed to take place in the Swedish Armed Forces' campaign films? To answer the research questions, a qualitative data analysis was conducted on a government decision constituting the overall direction of the Swedish Armed Forces, and a multimodal critical discourse analysis was conducted on two campaign films produced by the agency The results were compared, and analyzed through the lens of a neo-institutional perspective on strategic communication. In summary, it can be stated that the study finds that the Swedish Armed Forces, in the two campaign films, portray their mission in a way that greatly corresponds with their official mission as presented in the government decision.

No description available.

In den letzten Jahren haben Innovationen bei Datenquellen und Methoden für die sozialwissenschaftliche Forschung zugenommen. Diese Forschungsarbeit zielt darauf ab, die Auswirkungen dieser Innovationen auf drei Praxisgemeinschaften besser zu verstehen: qualitativ Forschende, Big Social Data Forschende und Datenkurator*innen. Folgenden Forschungsfragen werden behandelt. RQ1: Wie unterscheidet sich die Kuratierung von Big Social Data und qualitativen Daten? RQ2: Welche Auswirkungen haben diese Ähnlichkeiten und Unterschiede auf die Kuratierung von Big Social Data und qualitativen Daten und was können wir aus der Kombination dieser beiden Communities lernen? Ich beantwortete diese Fragen durch eine Literaturrecherche, in der ich Gemeinsamkeiten zwischen qualitativer Datennachnutzung und Big Social Data identifizierte. Dann führte ich semi-strukturierte Interviews mit den drei Praxisgemeinschaften durch. Die Analyse identifizierte sechs Schlüsselthemen für die qualitative Datennachnutzung und Big Social Data: Kontext, Datenqualität und Vertrauenswürdigkeit, Datenvergleichbarkeit, informierte Einwilligung, Datenschutz und Vertraulichkeit sowie geistiges Eigentum und Dateneigentum. Ich habe außerdem fünf weitere Themen identifiziert: Domänenunterschiede, Strategien für eine verantwortungsvolle Praxis, Fragen der Datenpflege, Menschen oder Inhalte als Untersuchungsobjekte sowie unterschiedliche Schwerpunkte und Ansätze. Die Verbindung dieser drei Praxisgemeinschaften kann ein breiteres Verständnis der Schlüsselfragen unterstützen und zu verantwortungsbewussteren Forschungspraktiken führen. Datenkurator*innen verfügen über die Fähigkeiten und Perspektiven, um zwischen den Praxisgemeinschaften zu übersetzen und eine verantwortungsvolle qualitative Nachnutzung von Daten und Big Social Data zu unterstützen. / Recent years have seen the rise of innovations in data sources and methods for social science research. This research aims to better understand the impact of these innovations on three communities of practice: qualitative researchers, big social researchers, and data curators. I address the following research questions. RQ1: How is big social data curation similar to and different from qualitative data curation? RQ1a: How are epistemological, ethical, and legal issues different or similar for qualitative data reuse and big social research? RQ1b: How can data curation practices support and resolve some of these epistemological and ethical issues? RQ2: What are the implications of these similarities and differences for big social data curation and qualitative data curation, and what can we learn from combining these two conversations? I answered these questions through a literature review, in which I identified issues in common between qualitative data reuse and big social research. Then I conducted semi-structured interviews with the three communities of practice. The research identified six key issues for qualitative data reuse and big social research: context, data quality and trustworthiness, data comparability, informed consent, privacy and confidentiality, and intellectual property and data ownership. I also identified five additional themes: domain differences, strategies for responsible practice, data curation issues, human subjects vs. content, and different focuses and approaches. Connecting these three communities of practice can support a broader understanding of the key issues and lead to more responsible research practices. Data curators have the skills and perspectives to translate between communities of practice and provide guidance for responsible qualitative data reuse and big social data.