Tese (doutorado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2010. / Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-11-28T14:40:50Z No. of bitstreams: 1 cludia da silva cousin.pdf: 8361569 bytes, checksum: 6ec58566263b028235b422a19f6bf5f1 (MD5) / Made available in DSpace on 2012-11-28T14:40:50Z (GMT). No. of bitstreams: 1 cludia da silva cousin.pdf: 8361569 bytes, checksum: 6ec58566263b028235b422a19f6bf5f1 (MD5) Previous issue date: 2010 / Este trabalho é resultado de uma pesquisa de doutorado, desenvolvida no Programa de Pós-graduação em Educação Ambiental, da Universidade Federal do Rio Grande - FURG, na linha de pesquisa Educação Ambiental: Ensino e Formação de Educadores. O problema de pesquisa buscou compreender como os processos educativos intensificam o sentimento de pertencimento em formação continuada em Educação Ambient@l. Parti de três questões, que foram: - 1. Quais discursos em Educação Ambiental emergiram nos Projetos de Ação Ambiental, a partir do planejamento, execução e avaliação? 2. Como os Projetos de Ação Ambiental contribuíram para o processo de formação dos educadores ambientais? 3. Qual a contribuição da Educação a Distância para a ambientalização de sujeitos em situação de difícil acesso ao ensino presencial? - Apostei na contribuição da pesquisa narrativa em processos formativos de educação continuada por considerar que ao narrar, o sujeito reflete, inventa-se e amplia a compreensão sobre o contexto ao qual pertence, pois estabelece relações e torna mais complexa a interpretação da realidade. A pesquisa fundamenta-se em Clandinin e Connelly (2000), que destacam que a vida é constituída de fragmentos narrativos, encenados em momentos historiados no tempo e no espaço, que podem ser entendidos em termos de unidades narrativas. Dentro desta visão, a experiência vivida torna-se o ponto chave. Nesta perspectiva, o objeto de estudo é sempre a experiência, estudada de forma narrativa, porque o pensamento narrativo é uma forma de experiência, de escrever e refletir sobre ela. Ou seja, a narrativa pode ser o fenômeno e também o método pelo qual esse fenômeno é estudado. O corpus da pesquisa foi produzido no curso de Pós-Graduação em Educação Ambiental Lato Sensu (memorial descritivo, narrativa intitulada “Eu e a Educação Ambiental”, narrativa intitulada “O município que temos e o município que queremos”, blogs e os Trabalhos de Conclusão de Curso - TCC). Utilizei a Análise Textual Discursiva como ferramenta de análise. Primeiro, realizei a desmontagem do conjunto de dados - a unitarização, a construção das unidades de significados e a codificação. Posteriormente, o processo de categorização, do qual emergiram três categorias, que foram: o pertencimento ao lugar; os discursos de Educação Ambiental; a formação de educadores ambientais em Educação a Distância. A fundamentação teórica das categorias emergentes buscou ampliar a compreensão do problema de pesquisa. Foram construídas narrativas ficcionais, entendidas como bricolagens constitutivas (Cupelli e Galiazzi, 2008), com o objetivo de problematizar as categorias e evidenciar os argumentos defendidos na tese. O desenvolvimento da pesquisa potencializou para que se defendesse o argumento de que os processos de formação em Educação Ambiental necessitam incluir no currículo o pertencimento, o planejamento e o desenvolvimento de ações de Educação Ambiental, bem como a escrita em forma de narrativa. A Educação a Distância é um aliado neste sentido, isto é, um vir-a-ser, porque permite a formação continuada no lugar onde o educador ambiental atua. Ou seja, o sentimento de pertencimento intensifica-se em processos de formação continuada em Educação Ambient@l ao naveg@r, agir e narr@r no lugar onde vivem. / This work is the result of a doctoral dissertation developed in Environmental Education: Teaching and Teacher Education, a strand in the Post-graduation Program in Environmental Education at the Universidade Federal do Rio Grande – FURG. The research problem aimed at comprehending how the educative processes heightened the sense of belonging in an in-service program in Environmental Education. My three starting points were: 1) Which discourses in Environmental Education have emerged from the planning, execution, and evaluation of Projects of Environmental Action?; 2) How have the Projects of Environmental Action contributed to the environmental educators’ education process?; and 3) Which contribution has on-line education brought to the subjects’ environmentalization when it was hard to attend regular classes? I believed in the contribution of narrative research to in-service education since, by narrating, a subject reflects, invents him/herself, and broadens the comprehension s/he has of the context s/he belongs to because s/he establishes relations and enriches his/her interpretation of reality by making it more complex. The research is based on Clandinin and Connelly (2000) who emphasize that life is constituted by narrative fragments which are staged in time and space and can be understood in terms of narrative units. In this point of view, the experience in life is the key. Therefore, the object of study is always the experience which is studied in a narrative way, since narrative thought is a kind of experience, of writing and reflecting upon it. In other words, narrative can be the phenomenon and the method to study this very phenomenon, as well. The research corpus was collected in the Specialization Program in Environmental Education (written profiles, narratives entitled “Environmental Education and I” and “The City we Have and the City we Want”, blogs, and term papers). Discursive Textual Analysis was used as the analysis tool. Firstly, I disassembled the set of data in a process called unitarization, the construction of units of meaning and codification. Afterwards, I carried out the process of categorization which led to the three following categories: the sense of belonging to a place, the discourses in Environmental Education, and the education process of environmental educators through on-line programs. The theoretical basis of the emerging categories aimed at broadening the comprehension of the research problem. Fictional narratives, or rather, constitutive bricolage (Cupelli and Galiazzi, 2008), were then made in order to problematize the categories and point out the arguments defended in this dissertation. The development of the research enabled me to defend that education processes in Environmental Education need to include belonging, planning, and the development of actions in Environmental Education, besides writing as narrative, in their curricula. In this sense, on-line education is an ally, i. e., a state of becoming, because it enables in-service education to take place where the educator works. In other words, the sense of belonging is heightened in processes of in-service education in Environmental Education while they s@il, act and narr@te in their places.

YouTube is a great place for attention and discussion. Individuals and companies canuse the context and the system for branding of their content. Previous research in thearea has had a larger focus on mass statistics and social patterns on YouTube asequations, rather than as a social platform with people using it. Our research focusedon the users and why they choose to involve themselves with the content of theSwedishMealTime channel on YouTube and what we could do as a producer to createa more established channel, since we run it ourselves. This gave us an opportunity toextract data from the statistics on both YouTube and the corresponding Facebookpage of SwedishMealTime. We sent out an online survey to our subscribers withquestions revolving around the channel and content, in order to gain more insight ofwhat kind of content they prefer. A netnographic study was made in combinationwith a survey to collect the data for the analysis. Our results suggest that a regularupload scheme, communication and interaction with subscribers and establishment ofthe channel increases the sense of belonging, which in turn increases the exposure ofthe channel and the number of users subscribing to it. Future research will requireinformation about more channels, to identify behaviour between them, and if thereare any patterns for a viral success.

This paper investigates on the self-identification and feeling of belonging among the “Kosovo Albanian” “descendants” in Sweden. This is a study performed through semi-structured interviews of six volunteering participants, born and/or raised in Sweden, whose parents migrated after the 1990 which was the period of Bosnian and Croatian war that caused tensions in the Balkans. The concept of belonging together with the concept of identity, seen as self-identification, personal and collective identity, have guided through the findings of this paper. The result is that, regarding this sample, age of migration, and place of birth seems to matter in more easily defining identity and belonging.

abstract: A defining feature of many United States (U.S.) doctoral engineering programs is their large proportion of international students. Despite the large student body and the significant impacts that they bring to the U.S. education and economy, a scarcity of research on engineering doctoral students has taken into consideration the existence of international students and the consequential diversity in citizenship among all students. This study was designed to bridge the research gap to improve the understanding of sense of belonging from the perspective of international engineering doctoral students. A multi-phase mixed methods research approach was taken for this study. The qualitative strand focused on international engineering doctoral students’ sense of belonging and its constructs. Semi-structured interview data were collected from eight international students enrolled at engineering doctoral programs at four different institutions. Thematic analysis and further literature review produced a conceptual structure of sense of belonging among international engineering doctoral students: authentic-self, problem behavior, academic self-efficacy, academic belonging, sociocultural belonging, and perceived institutional support. The quantitative strand of this study broadened the study’s population to all engineering doctoral students, including domestic students, and conducted comparative analyses between international and domestic student groups. An instrument to measure the Engineering Doctoral Students’ Quality of Interaction (EDQI instrument) was developed while considering the multicultural nature of interactions and the discipline-specific characteristics of engineering doctoral programs. Survey data were collected from 653 engineering doctoral students (383 domestic and 270 international) at 36 R1 institutions across the U.S. Exploratory Factor Analysis results confirmed the construct validity and reliability of the data collected from the instrument and indicated the factor structures for the students’ perceived quality interactions among domestic and international student groups. A set of separate regression analyses results indicated the significance of having meaningful interactions to students’ sense of belonging and identified the groups of people who make significant impacts on students’ sense of belonging for each subgroup. The emergent findings provide an understanding of the similarities and differences in the contributors of sense of belonging between international and domestic students, which can be used to develop tailored support structures for specific student groups. / Dissertation/Thesis / Doctoral Dissertation Engineering Education Systems and Design 2020

abstract: Many college campuses institute residency requirements intended to provide intentional support, engagement, and assistance in the transition into life as a first-year college student. However, first-year students opting to continue living at home with family and commuting to campus each day has become a growing trend. This group of students can often be more sizable than some may assume and their developmental needs can be consistent with those of their on-campus peers. The objective of this mixed-methods action research study was to better understand how peer-to-peer experiences and opportunities are perceived and to describe and explore the concept of social capital and sense of belonging within the first-year commuter student population. This feeling of isolation can often expand to a lack of campus involvement and engagement in social opportunities. As a result of the perceived needs of this growing first-year commuter student population, a peer mentoring program was launched as a pilot to localize, personalize, and support students by providing a peer student leader in the form of a commuter peer mentor (CPM). Results from the qualitative and quantitative data collected as a part of this study demonstrated that first-year students value specific and easily-identified resources made available to their unique need cases and while many first-year commuter students may feel well supported and connected academically, they articulated challenges with social connections within the university setting. The understandings gained from this action research can inform higher education and student affairs practitioners as they seek to establish or improve programs, resources, and practices that intentionally and thoughtfully support first-year commuter students. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2020

This study explores the role of design as a force that may stabilise cultural identity in a cultural climate of globalisation through the use of visual rhetoric and narrative. It focuses specifically on the heritage and face of a German culture in South Africa. Objects that are found amongst the South African German community are analysed in an attempt to uncover the rhetoric and narrative of the culture’s heritage in a country far removed from their Heimat. The study deals with terms such as Sehnsucht and belonging, of maintaining a sense of cultural difference while being integrated and socially accepted. It uses visual rhetoric as a means to discover elements that may be used by design in order to adequately represent the Germanness of the South African German community in a way that it can be maintained in today’s way of life. / Dissertation (MA)--University of Pretoria, 2012. / Visual Arts / unrestricted

Inclusive education is one major goal nowadays in the whole world. Looking into policy inclusive education is highly valued and quality and equity shall be ensured that every child can benefit to develop his or her full potential. Looking into Europe there is still a gap between policy and practice, especially when it comes to children with intellectual disabilities. This population is considered as vulnerable faced by increased separation and exclusion. A systematic literature review was conducted aimed to understand the benefits of inclusive education for primary school aged children with intellectual disabilities in European countries. 15 articles published between 2010 and 2021 were analysed using narrative analysis. The findings showed overall good progress of this population within academic achievement, the sense of belonging, participation, socio-emotional and cognitive development, and behavioural outcomes. However, poor outcomes were reported as well. To better understand these benefits, they were discussed using the concept of participation by Maxwell and Granlund, the need to belong according to the theory of human motivation by Maslow and Vygotsky’s socio-cultural theory. It became obvious that nowhere a system is fully inclusive and that there is still a long way to go. Nevertheless, benefits can be seen already which shows a step towards meeting the best interest of the child by making progress towards a full inclusive education system.

Rural-urban migration has been increasing and is commonly seen in northern cities of Mexico.  Indigenous students do not always have opportunities to receive higher education in their communities, and therefore migrate to urban areas. After migrating they can face certain challenges navigating the urban lifestyle. With the help of the translocality concept, this study employed a questionnaire and semi-structured interviews to explore the reason behind five indigenous students' migration and their experiences of different translocal circumstances. The results and analysis indicated that the students had both similar and different experiences in the various translocal arenas. The analysis showed the reasons behind the students’ migration were often linked to educational opportunities, but they also expressed different aspirations and plans for the future Further, adjusting to their new city environment proved to be challenging. They experienced both a negative and positive sense of place in Monterrey, but Mision del Nayar, the university and other indigenous students helped them feel a sense of belonging. The experiences the students had in the different translocal arenas shaped their narrative, and hence, impacted their sense of place and sense of belonging. Lastly, the students experienced translocal identities on a daily basis. / Migration från landsbygd till städer har ökat och har blivit vanligare i norra städer i Mexiko. Studenter från ursprungsbefolkningar har inte alltid tillgång till högre utbildning i sina samhällen och migrerar därför till stadsområden. Efter migrationen kan de genomgå vissa utmaningar med att navigera sig i den urbana livsstilen. Med hjälp av translokalitetskonceptet tillämpade denna studie ett frågeformulär och semistrukturerade intervjuer för att undersöka orsakerna till fem inhemska studenters migration och deras erfarenheter av olika translokala omständigheter. Resultatet och analysen tydde på att studenterna hade både liknande och olika upplevelser i de olika translokala arenorna. Analysen visade att anledningarna till studenternas migration ofta var kopplade till utbildningsmöjligheter, men de uttryckte också olika ambitioner och planer inför framtiden. Vidare visade sig anpassningen till deras nya stadsmiljö vara utmanande. De upplevde både en negativ och positiv känsla av plats i Monterrey, men Mision del Nayar, universitetet och andra inhemska studenter hjälpte dem också att känna tillhörighet. De erfarenheter som studenterna hade av de olika translokala arenorna formade deras berättelse och påverkade därmed deras känsla av plats och känsla av tillhörighet. Avslutningsvis påvisade studien att studenterna dagligen upplevde translokala identiteter.

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