Cette étude qualitative descriptive de type exploratoire a pour but d’explorer les perceptions des adolescents, de leurs parents et des professionnels impliqués quant à l’inclusion sociale des adolescents ayant vécu un traumatisme craniocérébral (TCC) modéré, notamment en ce qui concerne la reprise des rôles sociaux une fois le congé définitif du centre de réadaptation obtenu. Le modèle écologique de Bronfenbrenner (1979, 1986), adapté par Lefebvre & Levert (2005) auprès de la clientèle TCC, est utilisé comme cadre de référence. Des entrevues semi-dirigées ont été réalisées auprès de trois adolescents ayant vécu un TCC modéré, de même que leurs parents, et un groupe de discussion auprès de quatre professionnels. Les résultats montrent que les perceptions des adolescents ayant vécu un TCC modéré, de même que celles de leurs parents, portent sur différents aspects de leur vie, tels que l’adolescent en tant que personne, la famille, les amis, l’environnement, l’école et les loisirs. Il est en effet ressorti une multitude de répercussions, ces dernières facilitant, parfois contraignant, l’inclusion sociale de l’adolescent TCC modéré. De manière générale, les professionnels partagent les mêmes perceptions qu’eux. Toutefois, ces derniers ajoutent certains aspects non recueillis lors des entretiens auprès des adolescents TCC modéré et de leurs parents. Les résultats de cette étude devraient permettre aux professionnels de la santé une meilleure compréhension de l’inclusion sociale vécue par ces personnes, en plus d’offrir des balises permettant à ceux-ci de mieux soutenir l’inclusion sociale des adolescents TCC et de venir en aide aux familles dans cette situation difficile. / This exploratory descriptive qualitative study explores the perceptions of adolescents, their parents and professionals involved as to the social inclusion of adolescents who have suffered a moderate traumatic brain injury (TBI), particularly with regard to recovering their social roles once discharged from the rehabilitation centre. Bronfenbrenner’s ecological model (1979, 1986), adapted by Lefebvre & Levert (2005) for TBI clientele, is used as the conceptual framework. Semi-structured interview were conducted with three adolescents who had suffered a moderate TBI, and with their parents. In addition, a focus group was conducted with four professionals. The results show that the perceptions of adolescents who have suffered a moderate TBI, as well as their parents’, touch different aspects of their life, such as the adolescent as a person, the family, friends, the environment, school and leisure activities. We indeed noted a great number of repercussions, which facilitate and sometimes limit the social inclusion of a moderate TBI adolescent. The professionals share the same perceptions in general as them. However, the professionals add certain aspects that did not come up in interviews with the moderate TBI adolescents and their parents. The results of this study should enable health professionals to better understand the social inclusion experienced by these people. They should also offer professionals guidelines for them to better support the social inclusion of TBI adolescents and help the families get through this difficult situation.

The global demographic context of contemporary society is characterized by an increasing percentage of elderly people. In fact, currently in Portugal 22% of its total population is over 65 years of age with an average retirement age of approximately 64 years of age. As a result, it is considered one of the countries in the world with the highest proportion of elderly people, which are consequently labelled as a socially vulnerable group. This prevalent situation presents a current social problem described by the lack of inclusion and sense of meaning among the elders and retired in civil society, shaping the embedded negative attitudes and stereotypes attached to these societal groups as invalid and dependent. In this way, the continuous growth of the elderly population requires the introduction of social organizations, such as the Portuguese social organization The Grandmas Came to Work, centered in the elderly and retiree’s inclusion in society and on their well-being. The main focus of this social organization is to promote ageing as a continuation of development and learning through creative methods and activities, as well as to fill the gap between generations by offering the elderly and retired a place where they can learn from each other, discuss and meet. Hence, this study aims to understand the social and economic sustainability of this particular organization to support the inclusion and well-being of the elderly. This will be done by analyzing the viability of using artistic methods and activities in the context of elderly and retiree's social inclusion. This issue is relevant in the context of Portugal given its predominance of an elderly population and the lack of this group's social inclusion. In fact, it is predicted that by 2050 Portugal will be the country in the European Union with the highest percentage of elderly people (32%) and lowest percentage of working population. This complex issue was studied by using qualitative methods for the data collection, namely through the conduction of semi-structured interviews done to one of the organization’s founders and to its participants. This data provided an updated version of the situation of the elderly and retired population living in Portugal, especially of their possible social inclusion by participating in this specific type of social organizations. The results confirmed the role of such organizations for contributing to the social inclusion of the elderly and retired and for their increased sense of meaning, affecting positively both theirs and society’s perception of the continuous value and contribution of this group. Nevertheless, as what happens in many social and non-social organizations, some limitations were found in the project’s management and respective suggestions were made to face those limitations.

TITLE Representing History and Ethnography, Interacting with Heritage Analysing Museological Practices at the Huron-Wendat Museum ABSTRACT This master thesis is an analysis of the current specific actions on representation and interaction taken in contemporary ethnographic museums. The aim is to highlight museology pathways used to represent local indigenous culture and to explore how the public is involved with and relates to these specific discourses on heritage. Special attention will be devoted to the study of the shift of museums from authoritative places of education to socially inclusive spaces. The mission of heritage professionals in terms of representation will be analysed, as well as their work on the notions of accessibility and involvement for and with the public. The Huron-Wendat Museum in Wendake, Québec, serves to investigate these museum practices. Drawing from thorough fieldwork and extensive secondary literature, this master thesis will further probe the prevailing notions of identity, continuity and unity of the new museology in a postcolonial context. KEYWORDS ethnographic museums; new museology; cultural heritage; representation; interaction; social inclusion; First Nations; postcolonialism

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The continuous dramatic increase in the urban population creates many problems related to speedy mobility or conventional accessiblity options.However, the rapid evolution of autonomous technology in the field of automotive and information technology(IT) has made it possible to implement autonomous vehicles (AVs) for public transport smart transportation, as a concept, is a contemporary buzzword that should lead to sustainable mobility.In recent years, different smart transport initiative serviced globally, which has been supported increasingly by the private and public sectors. Briefly highlight the history and development of autonomous vehicles, and the SAE the 4 phases of AV. This thesis explores the main research question of how these two munciplaities aim to integrate AVs(autonomous vehicles)into their public transport systems? The two case strategies has examined where driverless transportation has practiced in l∅renskogs,Norway and Alaborg, Denmark demonstrated that autnonmy bus passengers are well aligned with the muncipalities to reduce the amount of car usage. Easy access for vulnerable groups(young children, physically or mentally disabled individuals and elderly persons). So, the autonomy public transport (PT) can make hard reachable places more accessible, leading to social inclusion. The thesis is primarily qualitative methodology was essential to apply and relies on the work of previous researcher, technical reports, workshops and the empirical data was collected from involvement of stakeholders in the public and private sectors besides the municipalities need to take a leadership position in defining autonomy transportation based on the real city′s demand and integrate into sustainable smart transportation planning stragtegies.

This thesis examines if and how densification as a spatial planning tool can be used in order to improve the social sustainability and the inclusivity and to achieve a spatially integrated built environment in the city district Skäggetorp in Linköping. Skäggetorp is spatially and in particular socially segregated from the rest of Linköping, and the residents in Skäggetorp in general have a low socioeconomic background. The social exclusion is a consequence of the spatial segregation, which makes the exclusion further problematic. The thesis will analyse this through a document analysis of the planning programme for Skäggetorp as well as through interviews conducted with professionals at Linköping municipality working with or in relation to urban planning. The thesis found that Linköping municipality wants to densify the area around Skäggetorp and spatially connect it to the nearby neighbourhoods, as well as create a more mixed city district by adding the city functions and the types of housing that Skäggetorp lacks today. A mix of housing, businesses and offices, along with a diversity in housing types, types of living and tenure forms will create a larger diversity among the citizens in Skäggetorp, which in turn will improve the social sustainability in the neighbourhood. Additionally, Linköping municipality states that public spaces and parks are important to develop as well, in order for citizens from both Skäggetorp and other neighbourhoods to meet.

In February 2022 Russia’s invasion of Ukraine started the war that would lead to the largest refugee crisis in Europe since World War II. In response to the war, SWAN, the Swedish Artists Residency Network, initiated the project Emergency residencies. During 2022, the network’s artist residencies opened up to provide safety for Ukrainian artists fleeing the war. Through an ethnographic case study and in-depth interviews, this thesis explores the experiences of four Ukrainian musicians in times of war and displacement, that took part of the Emergency residencies. It also investigates the function of SWAN’s Emergency residencies for musicians facing forced migration. The purpose is to shed light on the experience of musicians in a refugee position and the residency as a space that may contribute to uphold music-making and musical labour for refugee artists.   This thesis uses a transdisciplinary approach. It draws on notions of music as an emotional resource, music becoming political, and theoretical concepts regarding identity, belonging, and detachment, as well as translocality and transcultural capital. SWAN’s Emergency residencies is shown to provide several benefits for musicians displaced during Russia’s war on Ukraine. It includes the contribution of economic resources, opportunities for artistic practice and development, and promotion of cultural understanding and social inclusion. It also suggests that typical benefits provided by artist residencies gain added value for artists experiencing war and displacement, as it answers to losses typically experienced in forced migration. The war and refugee position are embedded in the daily experience of musicians facing war and displacement. This thesis suggests that musicians can use various strategies to either enforce, dismiss, expand or change the view of their prescribed identity in relation to the war and the refugee position. A Ukrainian identity is enhanced to show pride of their country, create awareness of Ukraine’s situation or foster a sense of belonging. Music can also be used to detach from positions and preconceptions surrounding such labels and connections, either through performing other identities or releasing from all categories. Furthermore, music and music-making can act as an emotional resource that helps regulate emotions or become a vehicle for political mobilisation and support for Ukraine. The politicisation of music is also actualised by the refugee position in itself and public perceptions of such positions. Transcultural capital highlights the capacities and strategies of musicians to create various economic, cultural and social opportunities through links to both their host and home country.

When highly successful entrepreneurs with big technology-based ideas are at the center of the academic and business discussions, this research concentrated on exploring the motivations of everyday entrepreneurs in Malmö. Most of the time everyday entrepreneurs are not considered to be worthy of observation, analysis or an inspiration for others. As they seem far away from being highly financially successful, curiosity was, if not for a big-scale profitable business, then why did they become entrepreneurs? The psychological aspects of the entrepreneurial decision-making process were explored during this research, as „motivation‟is at the heart of this thesis. Researchers have conducted extensive studies on psychological traits that separates entrepreneurs from general people. 4 most discussed indicators of entrepreneurial motivation were employed in this study as a foundational framework to understand the psychology of everyday entrepreneurs. Additionally, the theory of storytellingwas the tool for the interviewees to express themselves and facilitator of critical thinking for the researcher. Stories of 17 everyday entrepreneurs in Malmö is the basis of this research. This is a qualitative study conducted with semi-structured interviews standing on the philosophy of social constructivism. Connections between indicators of entrepreneurial motivation and the core features of human agency was established from the collected empirical data. Studying previous contexts of these everyday entrepreneurs and the journey of their becoming self-employed revealed their status regarding social exclusion and how they created opportunities to be socially included. The significance of human agency in entrepreneurial motivation studies and a new perspective of social exclusion in the light of human agency is situated at the departure of this thesis.

Σκοπός της παρούσα διπλωματικής εργασίας είναι η μελέτη της ακαδημαϊκής και κοινωνικής ένταξης των κωφών μαθητών που φοιτούν σε σχολεία γενικής αγωγής δευτεροβάθμιας εκπαίδευσης. Μελετώνται επίσης οι παράγοντες που την επηρεάζουν καθώς και οι μεταξύ τους συσχετίσεις. Αρχικά γίνεται ανασκόπηση της βιβλιογραφίας που σχετίζεται με την κοινωνική και ακαδημαϊκή ένταξη των κωφών μαθητών που φοιτούν στα γενικά σχολεία της δευτεροβάθμιας εκπαίδευσης και των παραγόντων που την επηρεάζουν. Δείγμα της ερευνάς αποτελέσαν 57 εκπαιδευτικοί γενικής αγωγής που έχουν έστω έναν κωφό μαθητή. Το ερευνητικό εργαλείο που χρησιμοποιήθηκε ήταν ερωτηματολόγιο. Η ανάλυση των δεδομένων έγινε με το στατιστικό πρόγραμμα SPSS (Πρόγραμμα Στατιστικής Επεξεργασίας Δεδομένων Κοινωνικών Επιστημών). Μέσα από την ανάλυση των δεδομένων προέκυψε το συμπέρασμα πως τόσο η κοινωνική όσο και η ακαδημαϊκή ένταξη των κωφών μαθητών στα σχολεία γενικής αγωγής της δευτεροβάθμιας εκπαίδευσης δεν έχει επιτευχθεί. Παρόλα αυτά υπάρχουν παράγοντες, όπως ατομικά χαρακτηριστικά των μαθητών, οι οποίοι επηρεάζουν το βαθμό της ένταξης και είναι καθοριστικοί για την επιτυχία της ή όχι. Επιπλέον, το πλαίσιο της ένταξης και πιο συγκεκριμένα ο χρόνος παραμονής του μαθητή στην γενική τάξη και η υποστήριξη που πιθανά έχει είναι καθοριστικοί παράγοντες για την επιτυχία της. Αξίζει να σημειωθεί ακόμα ότι η ακαδημαϊκή ένταξη αποτελεί ένα βασικό παράγοντα για την επιτυχία της κοινωνικής και αντίστροφα. Τέλος είναι επιτακτική η ανάγκη διεξαγωγής αντίστοιχων ερευνών οι οποίες θα διαφωτίσουν ακόμα περισσότερο τα παραπάνω ζητήματα. / The purpose of this dissertation is to study the academic and social inclusion of deaf and hearing impaired students (D/HH) who study at secondary general education schools. The factors which can affect them are carefully studied along with the different relationships between each factor. In the first part of this work we review the related literature in the area of academic and social inclusion of deaf students from secondary general education schools and the factors that affects them. This study is based on data collected through a questionnaire from 57 different high school teachers of the mainstream schools who had in their class at least one deaf student. The results revealed that both academic as well as social inclusion of D/HH students in secondary, regular schools have not been achieved. Despite this however, there are factors, such as personal student characteristics, which affect the degree of inclusion and which also determine success or failure. Other factors which include the framework of inclusion and, more specifically, the amount of time the student spends in regular classes and their support they receive in them are related to their successful inclusion. Furthermore, academic inclusion is an important factor that determines social inclusion and visa-versa. Finally, it is of critical importance that more studies are done in the area of inclusive education of secondary school students in order to determine all the critical factors and issues related to this important subject.

This small-scale study is positioned within a social constructionist interpretive paradigm using a mixed methodology employing principles of adapted grounded theory, simple scale-based questionnaires and action research. Fourteen disabled young people from one specialist and three secondary mainstream settings were interviewed using semi-structured interviews to gain their views on friendship and belonging in schools. Three groups of parents, TAs, SENCos and allied education professionals engaged in action research to examine these views, their own views and values and those of disabled young people in their families and schools in order to better understand the sensitivities and subtleties of successful social inclusion and to consider change to whole school practice. The limitations that non-disabled adults unwittingly ‘construct’ that act as barriers to friendship and social inclusion were explicitly recognised in this interpretive research as a contribution to informing practice and theory in this domain. Paper One focuses on the views of young people and the meaning and importance they placed on friendship and social relationships in their lives. Findings included that young people in specialist and mainstream setting highly valued friendships but that sustaining friendships in the wider community was often problematic for those participants who attended schools outside their local community. This mainly affected the specialist setting students but was also recognised as an issue by some of the mainstream parents who lived outside the catchment area. Findings also revealed that young people gained their sense of belonging from the positive relationships they formed with TAs and teachers as well as friends. In order for friendship and positive social inclusion to develop, however, participants required schools to provide a supportive environment of accessible rooms, doors and lifts and adults who trusted them to have the competency and agency to manage their social times and spaces with choice and autonomy. The issue of ‘surplus visibility’ was highlighted by disabled young people who spoke of an experience of school where lack of choice concerning where and with whom to spend break times limited their friendship opportunities and sense of well-being and inclusion. This was compounded by an expectation of compliance by adults and automatic assumption of their belonging to a disabled group despite differences of sex, gender or common interests. The participants valued genuine connection through humour, interests and social support and were active in seeking private time for talking with friends. Schools that provided a range of highly social or quieter, more private, locations for students were highly valued. Paper Two describes using these views as stimulus for action research to bring about change towards improved social inclusion. Groups of parents, senior management, SENCos, TAs and other education professionals met formally three times over a four month period. These groups examined vignettes selected from data from paper one, engaged in debate and discussions, interviewed disabled young people themselves, formulated key concept maps leading to revised theoretical frameworks, reflected and evaluated the process of the action research and considered practice change or further research. This stage was a continued process of seeking to hear authentic voices, in depth discussion and reflection on what we were learning from disabled young people combined with our own knowledge, values, and beliefs. This led to the development of conceptual models and practical change intentions to promote social inclusion. Intentions to change included •Developing alternative social rooms with minimal TA presence •Including disabled young people in TA selection processes •Involving parents in reviewing the school inclusion policy •Establishing a regular parents’ support group •A commitment to keep listening to young people’s voices and preferences on key matters rather than ‘assuming that we already know!’ •Lengthening the lunch break in the specialist setting to ensure time for socialising and friendship building These commitments to change demonstrated that schools were able to engage successfully in the action research process, valued parents’contributions further and were willing to change practice towards greater social inclusion of disabled young people and parents.