Orientador: Renato José Pinto Ortiz / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-24T01:15:14Z (GMT). No. of bitstreams: 1 PagePereira_Lucas_M.pdf: 78122115 bytes, checksum: bfc43164197a2b792a5da5f592ec74db (MD5) Previous issue date: 2013 / Resumo: A presente dissertação tem como objetivo o estudo do conjunto da obra de Maurice Halbwachs, buscando apreender seus principais movimentos e conformar uma apresentação que possibilitasse ao público brasileiro situar seu pensamento e se situar em seu pensamento. Nesse sentido, após uma breve introdução genealógica, ela é composta por um primeiro capítulo voltado à biografia de Halbwachs, um segundo destinado à sociologia das classes sociais, um terceiro focando-se na psicologia coletiva da memória e, por fim, um quarto capítulo em que se traça, a partir de suas análises do suicídio, uma reflexão sobre alguns dos deslocamentos de Halbwachs em relação a sociologia de Émile Durkheim / Abstract: This dissertation¿s aim is to study the whole of Maurice Halbwachs's Works, seeking to understand its main movements and to elaborate a presentation that would allow the brazilian public to situate his thoughts and place themselves in it. Thereby, after a brief genealogic introduction, the first chapter is focused on Halbwachs's biography, the second examines his sociology studies of social classes, the third one looks at his collective psychology of memory and, finaly, the last one analyzes through the Halbwachs¿s suicide perspective, his detachments from Durkheim¿s sociology / Mestrado / Sociologia / Mestre em Sociologia

Most studies of lifestyle have examined pre-defined groups and have assumed that style of life is the product of a single social indicator such as socio-economic status. This thesis challenges these views and demonstrates that lifestyle is rather a synoptic concept which is a significant tool for contemporary socio-spatial research. The study comprises two major sections: a detailed examination, from an interdisciplinary perspective, of the lifestyle-related literature and an empirical analysis of the development and determination of mainstream urban lifestyles in Vancouver, British Columbia. Five broad components of lifestyle — cognitive, demographic, behavioral, locational, and symbolic — are identified and provide a conceptual schema which is employed as the basis for the analytical portion of the research. Particular attention has been devoted to examination of symbolic measures as indices of lifestyle. The first four components were assessed through a sample of 1647 socially and spatially stratified households in the Greater Vancouver region. Measures for the symbolic component were derived from a follow-up study of 102 of these households. The data sets were factor analyzed in three groups (cognitive, demographic-behavioral, and symbolic) to develop a more parsimonious description of the variables. The demographic and behavioral components revealed ten dimensions which assessed levels of socio-economic achievement, family and age characteristics, leisure activities, interactional and participatory patterns, and ethnic origins. The cognitive component produced 20 scales which represented a range of attitudes, dispositions, and values. These scales evaluated personality traits, social flexibility, attitudes toward bureaucracy and political control, and perceptions of urban issues. Nine semantic differential scales, describing the living rooms of the subjects' homes, were appropriate for the evaluation of the symbolic component. From these analyses, seven independent lifestyle groups were produced from a hierarchical grouping analysis. Three lifestyles were dominant within the region; the Middle Canadian, Blue Collar, and Familistic groups accounted for almost 70 percent of the respondents. The remaining four groups, Ethnic, Empty Nest, Professional, and Ruralistic, were less significant numerically. Descriptions of the groups were based on the scores on the input factors, original variables, and other measures not utilized for the grouping procedure. The principal determinants of lifestyle were established through a series of discriminant analyses. None of the five sets of component measures proved individually to be a particularly useful overall index. Particular lifestyles responded better to determination from some measures than others. Correct classification of group membership could be best predicted from combined measures which included assessments of age-occupation, urban/housing experience and attitudes, ethnicity, social flexibility, and leisure orientation. Traditional measures of social differentiation (income, occupation), with the exception of age variables, are restricted in explanatory power unless combined with more behavioral measures. Attitudes about social change (social flexibility, traditional family structure) are better individual indicators. The symbolic measures predicted some of the groups but were of little consequence for others. Although the semantic differential factors had discriminatory power, some of this was subsumed by other measures across the discriminant functions. Residential location was of little general consequence in explaining the distribution of lifestyles as most groups were represented in all parts of the region. A principal conclusion is that lifestyles are not the product of any single social indicator. The results indicate that the lifestyle concept is a synoptic variable, composed of the five identified components, which offers an important vehicle for research. This thesis provides a framework for the empirical analysis of mainstream lifestyles in contemporary urban society and reveals the principal elements of group determination. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

Orientador: Maria Lygia Quartim de Moraes / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-26T09:58:18Z (GMT). No. of bitstreams: 1 Mano_MairaKubikTaveira_D.pdf: 3225011 bytes, checksum: 166d3984f99020e04017db071d3f7587 (MD5) Previous issue date: 2015 / Resumo: Nessa tese, investigo a atuação da Bancada Feminina na Câmara dos Deputados na 54a Legislatura (2011-2014). Considero as parlamentares que a integram como sujeitos posicionados do mesmo lado da divisão sexual do trabalho e que se agrupam para fazer uma oposição sistemática à sua inferioridade hierárquica socialmente construída. São também, contudo, um coletivo heterogêneo. Dessa maneira, debruço-me sobre sua atuação para compreender suas convergências, divergências e limitações / Abstract: In this thesis, I investigate the activities of the "Bancada Feminina" of the House of Representatives in the 54th Legislature (from 2011 to 2014). I believe parliamentarian women are positioned on the same side of the sexual division of labor and that they formed this group to make a systematic opposition to its socially constructed hierarchical inferiority. They are, however, a heterogeneous collective. Therefore, I research their actions in order to understand their similarities and differences, as well as their limitations / Doutorado / Ciencias Sociais / Doutora em Ciências Sociais

Educational assessment is an ever-present component of any formal learning environment that has critical consequences for students.  Despite this relevance, there is a gap in knowledge regarding one of its foundations --namely, assessment fairness.  In particular, social class-based fairness of classroom assessment practices has been understudied at the higher education level.  We know little about how fairness is threatened due to class-related issues, and which strategies are deployed, by instructors and college students, to counter those threats.  Also, a gap in empirical knowledge exists regarding how working-class students resist those potentially unfair assessment practices. Therefore, the purpose of this multiple-case study was to explore how social class-based fairness was enacted in classroom assessment, and how working-class college students reacted when confronted with unfairness.  Data collection took place at two different Chilean universities: one affluent and one non-affluent university, in which I interviewed thirty faculty members and working-class students, and analyzed course syllabi, examples of assessment instruments, and examples of written feedback.  Guided by a conceptual framework formed by three bodies of theories and research (fairness in educational assessment, social reproduction in education, and student resistance), I conducted qualitative analyses that uncovered the findings of this study. I found that important threats to class-based fairness were present in all the phases of the assessment cycle (i.e., assessment construction, examination, grading, and provision of feedback), at both the affluent and the non-affluent institutions (although the threats were more prevalent in the former than in the latter).  At the same time, I found that instructors and students deployed a wide array of strategies in order to counter those threats, but their effectiveness varied.  However, some of the class-based threats to fairness did not have strategies countering them, leading me to conclude that unfair classroom assessment practices make higher education harder for working-class students than for their more affluent peers. Finally, I found that working-class students engaged in actions aimed to resist the classroom assessment practices that they perceived to be unfair. They exhibited conformity, conformist resistance, and transformational resistance, and engaged in both subtle and more disruptive forms of resistance.  Important differences between students in the affluent and the non-affluent universities emerged, regarding their perspectives, actions, and forms of resistance.  This study offers a number of strategies that faculty members could adopt to achieve fairer assessment, as well as an array of situations that constitute threats to class-based fairness and which they should avoid.  This study also highlights areas of training and reflection (such as provision of quality feedback and self-reflection on class privilege and ingrained stereotypes toward working-class students) that university administrators should include in faculty development initiatives.

History welcomed the screwball comedy genre in 1934, a time where cinema was in urgent need of providing escapism to audiences victim of the Great Depression. Screwball films, therefore, chose to underline the distinction between social classes and to emphasise on the imperfections of the upper class. The following thesis aims to determine how Depression screwballs (screwball comedies released from 1934 to 1938) used their narrative power to establish this distinction between opposed social classes and how this reflects the undeniable importance of an overlooked genre. It is with a socio-historical approach, personal analyses and observations, that the following research has been conducted. In conclusion, it has been recognised that the genre drew its importance, not only in the way it represents social classes but also how it depicts their mutual interactions, therefore forming a significant whole.

This study utilizes qualitative narrative inquiry methods to explore the cultural experiences in higher education of rural students from poor and working-class backgrounds. These explorations occurred through individually interviewing seven rural, poor and working-class student participants, conducting focus group interviews with all participants, and reading through journal entries written by each participant, all centered around their journeys to and through college. Drawing upon cumulative disadvantage theory and definitions of and theory around culture across psychology, sociology, and anthropology, this study engaged a cumulative disadvantage, culture-based framework – intertwining cultural flexibility, cultural integration, and cultural capital and wealth – to explicate the higher education experiences of students who held the dual and compounding identities of being both rural and poor or working-class. Through doing so, this study addresses: 1) how rural, poor and working-class students culturally experience – both uniquely and collectively – higher education; 2) how, if at all, rural, poor and working-class students transition into and navigate higher education institutional cultures; and 3) how, if at all, such cultural experiences, transitions, and navigations play a role in those students’ higher education attainment. This study’s findings included two components. First, a narrative was written about each student’s experience coming from their rural, poor and working-class family and community into and through higher education. These narratives offered unique stories about the students’ personal experiences in higher education, including their academic, co-curricular, social, and professional experiences. Second, paradigmatic analysis was conducted, highlighting shared themes across the narratives. Through explicating the narratives and themes through a cumulative disadvantage, culture-based framework, this study suggests that: 1) rural, poor and working-class students hold two disadvantaged identities and background factors of being both rural and poor or working-class, which are minoritized and marginalized by higher education institutions; 2) as students with these dual rural and poor and working-class identities and background factors experience, transition into, and navigate higher education, they traverse campus cultural contexts that feel different from and at odds with their rural, poor and working-class upbringings; 2) the cultural experiences for rural, poor and working-class students in college are complex, as these students engage in cultural flexibility and cultural integration, while also gaining cultural capital and utilizing cultural wealth; 3) such cultural processes can play a role in higher education attainment for rural, poor and working-class students, given that they utilize various cultural tools to find success in higher education all the way to completion of their degrees. This study concludes with implications for theory, research, and practice and policy. In particular, this study contributes to cumulative disadvantage and cultural theory, as well as future research ideas around how to study rural, poor and working-class students in higher education and the cultural experiences of other minoritized and marginalized student populations. Regarding practice and policy, I note the importance of higher education practitioners and policymakers recognizing and valuing rurality and social class, communicating higher education norms and processes to rural students from poor and working-class backgrounds, continuing outreach and support programs for rural, poor and working-class students, creating and fostering community for this population, and acknowledging the compounding and cumulative nature of rurality, social class, and additional social identities. Keywords: higher education, culture, cumulative disadvantage, rurality, social class, college attainment

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Professional decision-making concerning the nature and quantity of schoolchildren's educational, counseling, and remedial experiences is critical to children's success. How are aspects of students' race and socioeconomic status associated with teachers' and counselors' recommendations regarding the supportive and remedial services provided to them? This study examined how racial/ethnic identity and social class may influence the early treatment decisions that teachers and counselors make about programs and services that could benefit their students. The study analyzed archival data collected from teachers and counselors via a classroom vignette study in which participants suggested appropriate programming and services for a hypothetical child. The scenario and the presenting issues were the same across all vignettes, while the hypothetical child's race/ethnicity and socioeconomic background varied. Overall, the results suggested that many teachers and counselors can make unbiased decisions about service recommendations for students. However, responses to the Asian American vignette frequently seemed to be affected by the model minority stereotype; in addition, trends that suggested biased views towards Latinx and low SES students were found, along with the possible existence of a positive feedback bias toward Black students. Suggested future research directions included the creation of a scale for the measurement of attitudinal dispositional ratings with an extension to clinical settings.

In the wake of the COVID-19 pandemic, New York City (NYC) emerged as a global epicentre, revealing stark disparities in its impact across diverse neighbourhoods and populations. This dissertation delves into the uneven geographies of the pandemic city, critically examining the paradoxes, linkages, and questions embedded in the infrastructures that shape and are shaped by the politics of the city. As modern life becomes increasingly intertwined with complex digital control systems, these infrastructures, far from being rational, orderly or even intelligible, obscure systems of power that govern their stable flow and circulation. Drawing on Stephen Graham’s concept of infrastructural “disruption”, this research sheds light on how everyday infrastructures—often invisible until they fail—reveal intricate tensions between distance and access, between participation and criminalisation, and between mobility and class. Through a multi-scaled empirical analysis, this research delves deeper into the topological and topographical characteristics of urban infrastructure during a time of crisis to illuminate their role in mediating relationships between citizens, space and justice in our everyday lives. This dissertation is anchored around three categories of spatial unevenness: geographies of access, geographies of digital participation, and geographies of work. Three infrastructural modalities are interrogated during the COVID-19 moment in NYC: the built environment, a digital governance platform, and the personal mobile phone. The study seeks to answer pivotal questions regarding access to critical pandemic response infrastructure, patterns of civic participation in NYC’s 311 non-emergency hotline, and the spatial politics of remote work behaviour. Ultimately, by unmasking the intricate web of infrastructural politics, this research offers an in-depth understanding of the disproportionate impacts of the COVID-19 spread and emphasises the significance of spatial considerations in our theorisations of justice.