Cette dissertation porte sur les liens entre les pratiques politiques et la construction des savoirs, académiques et scientifiques, explorés dans le mouvement féministe et les « Études féministes » contemporains, notamment anglo-américaines (women studies), depuis les années 1970. Dans la première partie, après avoir introduit le sens que donnent à la pratique « politique » certaines traditions féministes, nous présentons différentes entrées des critiques féministes des savoirs scientifiques : la critique de l'exclusion historique des femmes de la production des savoirs et des sciences et l’examen critique des préjugés sexistes intervenant dans les contenus et les critères de validation des connaissances (théorie de la connaissance ou épistémologie). La deuxième partie de la thèse propose une lecture d’auteures anglophones qui ont abordé les sciences à partir d’une perspective féministe et qui ont développé des propositions qui encouragent à la reconnaissance active du caractère partiel et situé de toute construction de savoir. Nous abordons, plus précisément : les théories sur l’incidence épistémologique de points de vue et positionnements féministes (standpoints) ; le travail de la philosophe Sandra Harding spécialement sa conceptualisation d’une « objectivité forte » ; et la conception des « savoirs situés » dans le travail de l’historienne de la biologie Donna Haraway. Ces propositions de politiques du savoir sont aussi abordées dans l’optique de montrer les problèmes spécifiques qu’elles rencontrent quand elles s’adressent aux savoirs de la tradition scientifique expérimentale. Une question traverse la thèse : Comment ces critiques et propositions tiennent-elles compte de la diversité des pratiques spécifiques de construction des savoirs ? Alors même que le cœur des propositions féministes qui nous intéressent est de situer les savoirs dans leur spécificité reste à savoir comment ces mêmes politiques féministes résistent à se désituer à savoir, à emprunter les formes d'une théorie générale pour aborder les pratiques singulières. Prendre en compte de la spécificité des pratiques exige en outre d’envisager les auteures féministes au travail dans les pratiques et problèmes singuliers qui les intéressent, et ainsi montrer la richesse de ce courant de pensée.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.F.A.)--University of California, Irvine, 2005. / Includes bibliographical references (leaves 88-89). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Swedish curricula and syllabi constitute a richness of different considerations. Withinthis composition of principles, it is distinctly declared that all Swedish schools should counteract any inclination of discrimination and that intolerance must be answered with different measures, including knowledge (Skolverket, 2011b, 1). Scrutinizing ways in which knowledge can be used as an instrument towards these issues is therefore incentivized. On this token, the following essay investigates the potentiality of usingthe novel The House on Mango Street by Sandra Cisneros in English 7 instruction in upper secondary school, as teaching material for imparting knowledge about different forms of discrimination. To achieve this purpose, the essay first examines the experiences of narrator and protagonist Esperanza Cordero through close reading, to explore how tacit and explicit racial and class-based discrimination shape her identity and inhibit her sense of belonging. Belonging is conceptualized through Benedict Anderson’s notion of imagined communities wherein an individual is viewed as bargaining for belonging towards delimited and delimiting communities. Identity is viewed through a sociological lens as a transformative, negotiable, and revocable phenomenon and as interlinked with asymmetrical power relations. In addition, the essay analyses the findings from the close reading in relation to the syllabus for the course English 7, and the curriculum for upper secondary school. On this basis, the essay maintains that The House on Mango Street is suitable teaching material for the course English 7 at upper secondary school. The results indicate an alignment between the principles stated in the steering documents and the findings of the analyses, illustrating the applicability of The House on Mango Street as teaching material within a Swedish school setting. Furthermore, the results reveal how the novel presents teachers with ample opportunities to mediate how forms of discrimination are intertwined with questions of identity and belonging.

My thesis discusses the ways in which Sandra Cisneros makes historical claims from a Chicana perspective by telling fictional family stories in Caramelo. Not only have Chicanas traditionally been marginalized ethnically by the Anglo mainstream, they have also suffered disenfranchisement as women in their own male-dominated cultural community. Both elements have contributed to the cultural silencing of Chicanas outside of domestic spaces, and particularly in historical discourse. Cisneros introduces storytelling as a means of empowering Chicanas through language that allows them to speak historically and still signify culturally. By telling stories from the site of the family, she ingeniously utilizes a culturally allotted authority over the domestic sphere to branch out and discuss historical issues as they inform the lives of her Chicana narrator's family members. Thus, she succeeds in breaking the traditions of her culture that would silence Chicanas while allowing them to maintain their cultural identities. Presenting her historical assertions through fiction allows Cisneros to avoid the pitfalls of post-Enlightenment epistemological modes in historical discourse, introduce new perspectives on historical events, and invite historical discussion rather than shutting it off. Because all historical accounts are narratives that have been constructed by biased individuals, history and story are essentially the same. Cisneros calls attention to this concept as she conflates history and story in her novel. Empirically minded historians of the past insisted on one true version of history and thus ignored "other" viewpoints. Fiction creates a new space for discussion that does not disregard alternative viewpoints because it does not pretend to be fact. In addition, Cisneros employs an abundance of Chicano pop cultural references in Caramelo to create a cultural mythology for the Chicano community. Chicanos are alienated by the mainstream cultures on both sides of the border, and thus they generally feel culturally invalidated. By invoking pop cultural forms, primarily the telenovela, Cisneros fosters collectivity among Chicanos who can all relate to the signs of pop culture, which makes itself available to everyone regardless of class, race, gender, or geographic position. She asserts new views of history through the lens of pop culture, and strengthens the ability of Chicanos to enter historical discourse by strengthening cultural cohesiveness. Cisneros is helping to redefine American literature by calling attention to at least one of the marginal voices that are rapidly becoming the center in the United States.

Treating Sandra Cisneros' The House on Mango Street and Chang-rae Lee's Native Speaker as Erziehungsroman—that is, stories whose coming-of-age process depends on the characters' education—reveals the similar process that both Esperanza Cordero and Henry Park experience as they navigate the 1960s and 1970s American school system. The most important obstacle in Esperanza's and Henry's ability to achieve academically is the contract of vagueness, the tacit agreement between federal education policy and English language learning (ELL) students to misunderstand one another. Differing cultural conceptions of education perpetuate this mutually detrimental relationship between education policy and ELL students, forcing Henry and Esperanza to choose between satisfying the cultural expectations of their ethnic communities and fulfilling the cultural expectations of their schools, a decision which initially appears mutually exclusive. Exacerbated by their school experiences, both Henry and Esperanza go through a process of rejecting and reclaiming their ethnicity as they come to terms with their ethnic identity. That both characters eventually turn to social advocacy as a solution not only to their own educational struggles but also to the ghettoization of their ethnic communities suggests cosmopolitanism as a solution to the constraints of the contract of vagueness, both for Henry and Esperanza and for their ethnic communities.

Yes / This paper presents the architectural design, software implementation, the validation and flight trial results of an aeronautical communications system developed within the Seamless Aeronautical Networking through integration of Data links Radios and Antennas (SANDRA) project funded by the European 7th Framework Aeronautics and Transport Programme. Based on Software Defined Radio (SDR) techniques, an Integrated Modular Radio (IMR) platform was developed to accommodate several radio technologies. This can drastically reduce the size, weight and cost in avionics with respect to current radio systems implemented as standalone equipment. In addition, the modular approach ensures the possibility to dynamically reconfigure each radio element to operate on a specific type of radio link. A radio resource management (RRM) framework is developed in the IMR consisting of a communication manager for the resource allocation and management of the different radio links and a radio adaptation manager to ensure protocol convergence through IP. The IMR has been validated though flight trials held at Oberpfaffenhofen, Germany in June 2013. The results presented in the paper validate the flexibility and scalability of the IMR platform and demonstrate seamless service coverage across different airspace domains through interworking between the IMR and other components of the SANDRA network. / European Commission

An increased dissatisfaction and disbelief toward modern democracy resulted in the revival of deliberative democracy and of experiments, such as participatory budgeting (PB). PB is a process of conjoint decision making through which citizens and local governments deicide on the final allocation of new public investment budget in their cities. While the Brazilian experiments of PB have been extensively researched, those in Europe have not. Therefore this research project endeavours to fill the gaps of the literature concerning the nature of PB and its applicability to developed countries, particularly in Spain and France. In so doing, it will compare the experience of French, Spanish and Brazilian cities and attempt to determine the influences of the contexts on their PB experiments. The main results from this comparative analysis are that the effects of contextual variables are mediated by the procedural ones. Therefore, PB can be adapted to different contexts by changing the procedural variables. However, five key PB practices have to be respected for PB to keep its essence. Moreover, this research has also focused on the under-researched but crucial links that exists between PB and deliberative theory and the respective insights that they can convey to each other.

Essa dissertação consiste de uma leitura crítica do romance The House on Mango Street da autora Chicana Sandra Cisneros. O foco da minha leitura recai sobre Esperanza, a narradora do romance, e sua busca por um lar como representativo de sua necessidade de autoafirmação e desenvolvimento de sua identidade. Essa monografia analisa a questão identitária de um sujeito culturalmente híbrido e analisa ainda vários aspectos da narrativa, como a língua, o desejo que leva a tal narrativa e a questão de gênero. O uso das duas línguas, Espanhol e Inglês, é também marca dessa cultura híbrida. As representações femininas também são analisadas no romance. As figuras do imaginário mexicano influenciam e marcam o perfil das mulheres Mexicanas e Chicanas que aparecem na obra. O romance pode ser considerado como representativo de um discurso Chicano, no qual podemos acompanhar Esperanza em sua trajetória de crescimento em direção à vida adulta. O aporte teórico utilizado compreende autores que investigam questões identitárias, como Stuart Hall e Homi Bhabha, de gênero, como Cherríe Moraga e Gloria Anzaldúa e questões relativas aos mitos representativos do feminino no imaginário mexicano, através da análise de Octavio Paz. / This dissertation consists of a critical reading of the novel The House on Mango Street by Chicana author, Sandra Cisneros. The focus of my reading is on the narrator, Esperanza, and her quest for a home as emblematic of her need of self-assertion and the development of her identity. This study analyses identity issues of a culturally hybrid individual, and also several features of the narrative, such as the language, the desire that thrusts this same narrative, and gender issues. The use of the two languages, Spanish and English, is also a characteristic o this hybrid culture. The female representations are also analyzed in the romance. The female figures in the Mexican imaginary influence and mold the profile of the Mexican and Chicana women that are depicted in the novel. The novel can be considered as a representative of a literary Chicano discourse, in which we can follow Esperanza in her growth journey towards adulthood. The theoretical assumptions used in the analyses comprehend scholars who investigate identity issues, such as Stuart Hall and Homi Bhabha, gender, such as Cherríe Moraga and Gloria Anzaldúa, and the representation of women under the scope Octavio Paz’s studies of Mexican myths that portray female models.

Thesis (M.A.) -- Central Connecticut State University, 2009. / Thesis advisor: Antonio García-Lozada. "... in partial fulfillment of the requirements for the degree of Master of Arts in Spanish Language and Hispanic Cultures." Includes bibliographical references (leaves 191-201). Abstract available via the World Wide Web.