Educators face multiple forms of misbehavior in the classroom on a regular basis. Quantitative data in the academic literature indicates that some subgroups, particularly minority students, lower income students and boys, face higher rates of disciplinary actions than their peers. Whether this indicates that those students misbehave more often, whether their actions are perceived differently by educators, or whether they are punished more harshly for their misbehavior are issues that are not well-settled by academic research. This research project addresses this gap in the literature, by addressing how the overrepresentation of subgroups may occur and by addressing the decision-making process in general, regardless of a student’s social characteristics. This qualitative research project provides an in-depth account of daily life at a rural high school in Kentucky, illustrating instances of misbehavior within the classroom and the various methods that teachers employed to control the misbehaving students. This project gives voice to the teachers, giving consideration to the factors that impacted the decisions they made with respect to consequences for misbehavior. This research project triangulates observations and interviews with disciplinary data from the school to provide a detailed picture of misbehavior and the resulting consequences. The teachers at this school typically gave students ample opportunity to rectify misbehavior before moving to more serious sanctions and considered consequences for most misbehavior on an individual basis. Nonetheless, minority students were overrepresented among students referred to administrators for misbehavior, indicating the possibility of a cultural mismatch between white educators and students of color. At the administrative level, consequences were fair and consistent, and no evidence of discrimination against any subgroup was demonstrated.

Social reproduction is well established in educational literature. Diminished outcomes for students marked by class and race persist despite analysis and educational policy. Teachers articulate discourse to explain student success and failure and satisfy personal and professional investments (Miles, 1989; Popkewitz, 1998). Interviews with teachers in urban secondary schools point to the operation of discourse in the reproduction of inequality with profound effects on students on the margin. Meritocratic, individualist discourses privilege white, middle-class students, excluding others. Constructing students as Other and beyond reason (Popkewitz, 1998), teachers articulate discourses of motivation as explanatory of student success and failure and posit a neoliberal normative subjectivity as explanatory of success. Social, historical and economic factors are silenced. The instability and arbitrary closure of discursive articulation offer possibility for a progressive, ethical pedagogy.

Abstract This dissertation is a study of social reproduction in different classes of migrant households in Emnambithi, a town in northern KwaZulu-Natal, South Africa. It traces the history of households in this community under the impact of racialised dispossession and migration, and illustrates how households were stratified into distinct classes. The three classes identified are a semi-professional, educated class, a migratory working class, and the marginalised, a segment of the “bantustan” population who never had the possibility of working in the capitalist economy during apartheid. The research then focuses on the gendered nature of social reproduction in households in the post-apartheid era, when this community continues to be shaped by migration. The research illustrates that class-based advantage and disadvantage are reproduced in post-apartheid South Africa. The dissertation analyses the different ways in which household members – predominantly migrant and resident women – deal with daily provisioning and consumption, education and care of the dependants of migrants in the absence of some members of the household. The study argues that social reproduction varies significantly in different classes of households. The class-based and gendered nature of social reproduction has implications for an understanding of developmental needs in post-apartheid South Africa, and this research opens up ways in which job creation and social policies could lead to class-based redress and gender equity.

Desde a antiguidade, as características epidemiológicas da hanseníase favoreceram sua propagação, principalmente diante de condições de adensamento populacional, deficiência de cuidados de higiene e baixa imunidade. As deformidades provocadas pela doença sempre degradaram a imagem do indivíduo, favorecendo a sua estigmatização. A intensificação do esforço em segregar os doentes com hanseníase no Brasil foi resultado de escolhas e formas de intervir na sociedade. A situação econômica do século XIX e XX, justificada pelo aumento dos casos de hanseníase e da necessidade de proteger a sociedade, levou as autoridades amazonenses, espelhadas nas condutas praticadas na Europa séculos atrás, a buscarem formas de criar locais para segregação e controle dos pacientes. Foi com este fim que surgiu o Leprosário Colônia Antonio Aleixo, no município de Manaus, em 1942. Nossa pesquisa tem como objetivo analisar a reprodução social (relação trabalho e vida) de moradores do bairro Colônia Antonio Aleixo em Manaus (AM), ex-colônia de hansenianos desde sua instalação até a atualidade, na transição de leprosário a bairro. Trata-se de uma pesquisa quali-quantitativa, de natureza transversal descritivo-analítico, com abordagem baseada na concepção materialista e dialética da história, tendo sido privilegiados levantamentos de campo, com entrevistas, aplicação de questionários, mapeamentos e séries fotográficas, bem como levantamentos em fontes secundárias, em órgãos governamentais e núcleos de pesquisa, além de revisão bibliográfica. Os resultados mostram a discriminação e as práticas excludentes que os portadores de hanseníase puderam experimentar, praticada pela sociedade, família, governo, equipe de saúde e pelos administradores da Colônia. As redes sociais presentes na Colônia mostraram-se muito importantes para o enfrentamento da doença, seja pela sua função objetiva (ajuda prática), seja pela sua função subjetiva (apoio e afeto). Analisando a forma de viver dos doentes segregados, percebemos como o tratamento negligenciado os levou a consequências físicas e sociais graves, atingindo sua autonomia e sua auto-estima. Embora o bairro hoje possua serviços básicos de infraestrutura (escolas, hospitais, energia elétrica, água potável, transporte, segurança, dentre outros), todos apresentam graves deficiências. Quanto à situação socioeconômica das famílias do bairro, percebemos que 77,8% delas apresentam deficientes formas de trabalhar e viver, ou seja, sua inserção social simultaneamente não lhes confere estabilidade no momento da produção e cuja inserção no momento da reprodução só lhes confere luta pela sobrevivência. O processo de reprodução social dos moradores deste bairro segue a tendência de todo o país, mas consegue ter distorções maiores e apresentar maior gravidade. A identificação das famílias do estrato inferior (formas de trabalhar e de viver instáveis), em particular, é socialmente e epidemiologicamente muito importante, pois, é aí que se insere o núcleo básico da pobreza e da miséria e a sua reprodução. / Since ancient times, the epidemiological characteristics of leprosy favored its spread, especially because of conditions of high populational density, deficient hygiene cares and low immunity. The deformities caused by the disease always degraded the image of the individual, favouring their stigmatization. The intensified effort to segregate leprosy patients in Brazil was the result of choices and ways to intervene in society. The economic situation of the 19th and 20th centuries, justified by the increase of cases of leprosy and the need to protect society, led the authorities of Amazon, mirrored in the behavior practiced in Europe centuries ago, to seek ways to create places for control and segregation of patients . It was with this purpose that the Leper Colony Antonio Aleixo was created, at the city of Manaus, in 1942. Our research aims to analyze the social reproduction (work and life relation) of the residents of Colony Antonio Aleixo, a neighborhood in Manaus (AM), former leper colony, since its establishment until today, in the transition from the leper colony into the present neighborhood. This is a qualitative/quantitative research, of cross sectional descriptive-analytic nature, which approach is based in materialist and dialectic conception of history, privileging field surveys, interviews, questionnaire applications, mappings and photographic series, as well as surveys in secondary sources, governmental agencies and research groups, besides bibliographic reviews. The results show the discrimination and exclusionary practices that leprosy patients experienced, practiced by society, family, government, health professionals and by administrators of the colony. Social networks present in the Colony were found very important to confront the disease, either by their objective function (practical assistance) or by their subjective function (support and affection). Analyzing the way of life of segregated patients, we realize how the neglected treatment led them to severe physical and social consequences, affecting their autonomy and self-esteem. Although the neighborhood today has basic infrastructure services (schools, hospitals, electricity, drinking water, transportation, security, among others), they are all defectives. Concerning the socioeconomic conditions of families in that neighborhood, we noticed that 77,8% of them presents deficient ways to work and live, which means that their social inclusion does not provide them with stability at the time of production and that their inclusion at the time of reproduction only provides them with the basic \'fight for survival\'. The process of social reproduction of the residents of this neighborhood is a trend across the country, but here it shows even higher distortion and presents greater severity. The identification of families in the lower layer (unstable ways of working and living), in particular, is socially and epidemiologically very important, because there you find the basic core of poverty and misery and its reproduction.

Esta tese se propôs a pesquisar a reprodução social da classe trabalhadora na periferia da metrópole soteropolitana. O objetivo era compreender, no bojo do processo de modernização capitalista, o relacionamento entre as formas sociais de reprodução com as práticas da classe trabalhadora a partir de duas dimensões específicas: a do habitar e a do trabalho. Para tanto, buscamos dialogar com duas abordagens teóricas: a marxista de Henri Léfèbvre e a da resistência de Michel de Certeau. Este trabalho se compõe de cinco capítulos, além da introdução e considerações finais. No primeiro apresentamos nosso referencial teórico-metodológico. No segundo e terceiro capítulos são descritas as formas e práticas de reprodução da classe trabalhadora, respectivamente, nos níveis espaciais da cidade e do bairro. O quarto capítulo é o dedicado à análise formal do objeto. Enquanto no quinto a análise é de caráter dialético. Concluímos que parte significativa da reprodução da classe trabalhadora na periferia ocorre através de formas e práticas derivadas da escravidão, porque é uma condição necessária e contraditória da modernização capitalista típica em nossa formação social. / This thesis set out to investigate the social reproduction of working class in the outskirts of the city of Salvador. The goal was to understand in the middle of the process of capitalist modernization, the relationship between social forms of reproduction with the practices of the working class through two specific dimensions: that of dwelling and of the work. To do so, we tried to dialogue with two theoretical approaches: the Marxist of Henri Lefebvre and the resistance of Michel de Certeau. This work consists of five chapters, plus introduction and closing remarks. At first we present our theoretical method. In the second and third chapters the forms and practices of reproduction of the working class are describing, respectively, in the space levels of the city and neighborhood. The fourth chapter is devoted to formal analysis of the object. While in the fifth analysis is dialectical. We conclude that a significant proportion of the reproduction of the working class in the outskirts occurs through forms and practices derived from slavery because it is a necessary and contradictory condition of the typical capitalist modernization in our social formation.

The thesis draws upon six published and peer reviewed papers and a peer reviewed book chapter. An overview of each paper is followed by the publication and then an explanation of how each has contributed to the emerging research profile and methodology. There follows a critical overview and rationale of the developing and emerging research profile and the move from a constructivist grounded methodology to a Bourdieuian theoretical and methodological position. This thesis focuses on the process of social reproduction and change in the contemporary mountaineering and climbing field. A central theme in this thesis is the relationship between social structure and individual agency. The adoption of the Bourdieuian approach represents a conceptual break with previous understandings of action, agency, objectivism, subjectivism, the individual and society. Habitus becomes a main mechanism to explore and analyse the process of social change and reproduction in the contemporary climbing and mountaineering field. Habitus makes it possible to understand and account for the dynamic and spontaneous actions of individuals as well as the process of social reproduction and change. At the centre of the process of social change is the relationship between the habitus and the field. It is through a detailed analysis of the relationship between the habitus and the field that is possible to understand the process of structural change and the conditions where individuals are most likely and able to challenge doxa. In the modern climbing context, women, particularly from the middle classes, are becoming empowered through the transformation of their bodies and the construction of often complex and contradictory identities. These women are placed to take advantage of new emerging social relations and opportunities occurring as a result of hysteresis. However, this has implications for the identities and position of established climbers, particularly men whose habitus was formed under a previous set of objective conditions, but also other women from subordinate social positions.

Do second-hand clothing donations ‘do good?’ Thrift stores promote the message that second-hand clothing (SHC) donations ‘do good’ when they solicit donations from individuals. I argue that this narrative of ‘doing good’ overemphasizes the social and economic value of donated clothes and conceals the negative aspects of overconsumption and the problems associated with the commercial export of SHC. The aim of this thesis is to better understand the relationship between fast fashion, clothing consumption and disposal patterns, and the global trade in SHC donations by examining what motivates individuals to donate SHC to thrift stores, and how thrift stores are linked to the international trade in SHC. I began to map SHC donations from households to thrift stores. I used a global production network (GPN) framework to examine the social, political, and economic relations that contribute to how value is created, increased, and extracted in this commodity chain. Using a case study approach, I conducted 30 interviews with individuals who donated used clothing and I conducted research at four different thrift stores that sell SHC in Victoria, BC. / Graduate / 2020-04-17

O argumento principal deste trabalho parte do pressuposto de que pensar a educação é fundamental para se entender o processo de crise política e as lógicas de renovação social que se desenrolaram durante o Segundo Reinado no Brasil. Assim, a análise do cotidiano escolar de três instituições aqui consideradas modelares de ensino secundário o Colégio Pedro II, fundado em 1837, o Ginásio Baiano, fundado em 1858, e o Culto à Ciência, de 1874 permite identificar, em cada uma delas, padrões distintos de socialização. Trata-se, pois, de uma análise dos sentidos políticos atribuídos à função educativa naquele período. Interessa, portanto: 1. observar a lógica que presidia a organização didático-curricular das instituições ou seja, seus projetos educacionais , buscando identificar temas e questões que podem ser tomados como indicadores de inovações e transformações no conceito de educação em uso na época para, em seguida, 2. analisar de que maneiras tais inovações poderiam se difundir dentre os alunos, realçando aí uma relação social particular, professor-aluno, como meio fundamental de vincular tais projetos, a princípio abstratos, a práticas educativas cotidianas e regulares. O interesse principal, ao final, é 3. sugerir, por meio da apresentação da trajetória de personagens exemplares diretores, professores e alguns alunos egressos dessas instituições os vínculos entre projetos educacionais e ação política no contexto de crise política do Império. O conceito de repertório pedagógico permite associar projeto e prática educacionais, reforçando a modularidade do Colégio Pedro II na esfera da educação secundária e abrindo espaço para a formação de práticas dissonantes de aspecto modernizador tanto no Ginásio Baiano quanto no Culto à Ciência. / The main topic of this thesis comes from the supposition that education is a main sphere in the analysis of Brazilian Empire political crisis and its social renovation patterns developed during Pedros II reign (1840-1889). The routines of three schools considered here as modulates that time Colégio Pedro II, founded in Rio in 1837; Ginásio Baiano, from Salvador in 1858; and Culto à Ciência founded in Campinas in 1874 generated different socialization patterns. These patterns, as shown in this work, had political meanings. The purpose was 1. to notice the didactical and curricular logics of these three institutions its educational projects as source of themes and questions that denote innovations and transformations in the concept of education of the time, to 2. analyze how these innovations could be disseminated through the agents involved at schools organization, basically teachers and students. The intention is to show the practice of educational projects working through those relations. As doing so, this work wants to suggest, when observed the trajectories of some chosen agents from the tree institutions, the relation between educational projects and political action at a political crisis moment as complementary spheres. The use of the concept of repertoire as proposed by Ann Swidler (1986; 1995; 2001), here adapted as an educational repertoire, allows the association between culture here, in its educational sphere and politics. Doing so, Colégio Pedro II the main school of Brazilian Empire is taken as the source of an educational repertoire. This so called imperial repertoire, faced with different situations in distinct places as Bahia and São Paulo provinces and through the performances of directors and teachers as Abílio Borges and João Köpke, were adapted to new contexts, answering the same questions with new answers. The modern educational repertoire improved by Borges and Kökpe reinforces the similarity between education and politics, opening the political field to dissonant proposals, as the abolition of slavery and the Republics system.

O argumento principal deste trabalho parte do pressuposto de que pensar a educação é fundamental para se entender o processo de crise política e as lógicas de renovação social que se desenrolaram durante o Segundo Reinado no Brasil. Assim, a análise do cotidiano escolar de três instituições aqui consideradas modelares de ensino secundário o Colégio Pedro II, fundado em 1837, o Ginásio Baiano, fundado em 1858, e o Culto à Ciência, de 1874 permite identificar, em cada uma delas, padrões distintos de socialização. Trata-se, pois, de uma análise dos sentidos políticos atribuídos à função educativa naquele período. Interessa, portanto: 1. observar a lógica que presidia a organização didático-curricular das instituições ou seja, seus projetos educacionais , buscando identificar temas e questões que podem ser tomados como indicadores de inovações e transformações no conceito de educação em uso na época para, em seguida, 2. analisar de que maneiras tais inovações poderiam se difundir dentre os alunos, realçando aí uma relação social particular, professor-aluno, como meio fundamental de vincular tais projetos, a princípio abstratos, a práticas educativas cotidianas e regulares. O interesse principal, ao final, é 3. sugerir, por meio da apresentação da trajetória de personagens exemplares diretores, professores e alguns alunos egressos dessas instituições os vínculos entre projetos educacionais e ação política no contexto de crise política do Império. O conceito de repertório pedagógico permite associar projeto e prática educacionais, reforçando a modularidade do Colégio Pedro II na esfera da educação secundária e abrindo espaço para a formação de práticas dissonantes de aspecto modernizador tanto no Ginásio Baiano quanto no Culto à Ciência. / The main topic of this thesis comes from the supposition that education is a main sphere in the analysis of Brazilian Empire political crisis and its social renovation patterns developed during Pedros II reign (1840-1889). The routines of three schools considered here as modulates that time Colégio Pedro II, founded in Rio in 1837; Ginásio Baiano, from Salvador in 1858; and Culto à Ciência founded in Campinas in 1874 generated different socialization patterns. These patterns, as shown in this work, had political meanings. The purpose was 1. to notice the didactical and curricular logics of these three institutions its educational projects as source of themes and questions that denote innovations and transformations in the concept of education of the time, to 2. analyze how these innovations could be disseminated through the agents involved at schools organization, basically teachers and students. The intention is to show the practice of educational projects working through those relations. As doing so, this work wants to suggest, when observed the trajectories of some chosen agents from the tree institutions, the relation between educational projects and political action at a political crisis moment as complementary spheres. The use of the concept of repertoire as proposed by Ann Swidler (1986; 1995; 2001), here adapted as an educational repertoire, allows the association between culture here, in its educational sphere and politics. Doing so, Colégio Pedro II the main school of Brazilian Empire is taken as the source of an educational repertoire. This so called imperial repertoire, faced with different situations in distinct places as Bahia and São Paulo provinces and through the performances of directors and teachers as Abílio Borges and João Köpke, were adapted to new contexts, answering the same questions with new answers. The modern educational repertoire improved by Borges and Kökpe reinforces the similarity between education and politics, opening the political field to dissonant proposals, as the abolition of slavery and the Republics system.

<p>The ongoing development of the new post-apartheid South Africa is still dealing with its own cruel history. A socio-economic structure based on race has been built up over years of colonialization and apartheid where the black people of South Africa have been excluded from being South African citizens. The first democratic election in 1994 contributed to the “freedom in their life-time” that youth from the uprisings in Soweto urged for. But today, fourteen years after the relaxation of the apartheid the same socio-economic structures based on race are still visible, not as strict as then but still exceptionally obvious. Especially if you compare townships, like Khayelitsha in the outskirts of Cape Town, with it’s metropolitan area. Khayelitsha is predominantly black area and is also one of the poorest communities in Cape Town.</p><p>This thesis looks at one of the first generations in the ambivalence of the new post-apartheid South Africa, twelve years after the fall of apartheid. We have completed 14 qualitative interviews with adolescents in the age between 18-to-21, living in the socio-economic margin, in the township of Khayelitsha. We have examined their relations to the civil society and their participation within it. In addition also their future aspirations and how they will maintain them.</p>