Syftet med denna studie är att bidra med kunskap om lärarassistenters första tid i Uppsala kommuns pilotprojekt. Med utgångspunkt i vad som kallas resursteori har två forskningsfrågor ställts; 1) På vilket sätt har interna och externa resurser bidragit till lärarassistenternas socialisationsprocess? 2) Vilka konsekvenser får lärarassistenternas socialisationsprocess när den sker inom ramen för ett pilotprojekt? Genom semistrukturerade intervjuer studeras specifikt hur åtta projektanställda lärarassistenter i Uppsala kommun upplevt den första tiden som anställda och vilka resurser som varit betydande för deras socialisation. Resultatet visar att den första tiden i projektet varit försiktig och trevande, något som beskrivs som både positivt och negativt i form av mjukstart och trögstart. Å ena sidan främjas relationsutveckling av mjukstarten men å andra sidan hämmar trögstarten anpassningen till arbetet. Den negativa sidan visar dels hur viktigt det är att arbetsverktyg är klara och redo att användas när den nyanställde introduceras till det nya arbetet då det annars kan skapa negativa upplevelser och bidra till oro. Resultaten visar även en ömsesidighet i pilotprojektet där ingen riktigt visste vad lärarassistentrollen skulle innehålla, och därmed blev det en ny situation för samtliga parter att förhålla sig till. Det övergripande resultatet visade, genom ovan nämnda teman, att pilotprojektet utifrån ett socialisationsperspektiv präglades av en dubbel socialisation. / The purpose of this paper is to study the teacher assistants initial period in the pilot project of municipality of Uppsala. Based on resources theory as a theoretical framework two research questions were asked; 1) In what way have internal and external resources contributed to the socialization process of teacher assistants? and 2) What consequences does the pilot project have on the teacher assistants socialization process? Semistructured interviews were used to ask eight teacher assistants employed in the pilot project about how they experienced the first time in the new workplace and what resources were important for their socialization. The result shows that the initial period of the employment was cautious and tentative, which was described as both positive and negative in terms of a soft start or a tardy start. On one hand the soft start promotes relationship development, but on the other hand the tardy start inhibits adaptation to work. The negative side shows how important it is that work tools are ready to be used when the new employee is introduced to the new work, otherwise it can create negative experiences. The results also show that the pilot project was characterized by a reciprocity where nobody really knew what the teacher assistant role would contain, and thus it became a new situation for all parties to relate to. Through these themes, the overall results shows that the pilot project from a socialization perspective was characterized by a double socialization.

En gestion, les recherches sur les comportements de la Génération Y au travail sont décriées. Pourtant, les questions de la cohabitation et du renouvellement générationnel font l’objet de nombreux écrits dans la presse. Si la recherche d’une identité Y en tant qu’entité circonscrite semble infructueuse, l’étude de la socialisation organisationnelle d’une cohorte basée sur l’entrée organisationnelle à un âge similaire permet de saisir le sens du phénomène. De plus, dans un contexte d’attraction et de fidélisation des meilleurs jeunes diplômés à potentiel, les grandes entreprises mettent progressivement en place des graduate programmes. L’étude longitudinale qualitative réalisée en CIFRE chez TRANSLOG combine plusieurs méthodes de recherche, permettant d’enrichir la littérature académique à deux niveaux. Au plan individuel, l’analyse de 60 entretiens longitudinaux menés auprès de 17 pépinières révèle le déroulement de la socialisation des gradués pendant 24 mois, dans le cadre de diverses transitions de rôle. Au plan organisationnel, les pratiques et tactiques organisationnelles de socialisation mises en œuvre par l’entreprise et les agents socialisateurs sont exposées, de même que les atouts et dysfonctionnements des pratiques utilisées. Une lecture du phénomène « Génération Y » est proposée : cohorte organisationnelle (dans l’entreprise) et cohorte sociétale (dans et hors de l’entreprise) sont deux regards complémentaires portés sur l’identité générationnelle au travail, à lire de façon duale pour en saisir tous les mécanismes. Des préconisations managériales et organisationnelles sont suggérées pour TRANSLOG et pour les organisations rencontrant des enjeux similaires. / In management, the research on the Generation Y’s behaviors at work is criticized. Yet the questions of cohabitation and generational renewal are the subject of numerous writings in the press. If the search for a Y identity as a circumscribed entity seems unsuccessful, the study of the organizational socialization of a cohort based on organizational input at a similar age seems relevant to understand the meaning of the phenomenon. Moreover, in a context of attraction and retention of the best young graduates with potential, big corporations progressively design graduate programs. The qualitative longitudinal study carried out within the TRANSLOG company combines several research methods, enabling the enrichment of the academic literature at two levels. At the individual level, the analysis of 60 longitudinal interviews with 17 trainees revealed the process of socialization of these graduates over 24 months in various role transitions. At the organizational level, the organizational practices and tactics of socialization implemented by the company and the socializing agents are exposed, as well as the strengths and dysfunctions of the practices used. A reading of the “Generation Y” phenomenon is proposed. Our results show that the organizational cohort (in the company) and the societal cohort (inside and outside the company) are two complementary views focused on generational identity, which have to be read in a dual way in order to grasp its mechanisms. Managerial and organizational recommendations are suggested for TRANSLOG and for organizations with similar issues.

La traduction pragmatique n’est pas le domaine réservé des traducteurs travaillant dans les secteurs économiques en dehors de l’édition. De nombreux traducteurs d’édition sont aussi des traducteurs pragmatiques. Dans ce domaine, leur spécialisation ne se confond pas avec le domaine dans lequel ils travaillent. Leur métier est méconnu et il n’existe aucune formation pour préparer les aspirants traducteurs à cette spécialisation. Cette recherche s’efforce de combler cette lacune. Elle commence par décrire les ouvrages pragmatiques afin de montrer que dans ce secteur, la réflexion traductive porte sur le texte dans sa mise en page. L’unité de traduction s’hybride, puisqu’elle est composée de rubriques textuelles aux fonctions communicatives précises et d’éléments visuels. Il s’ensuit que la réflexion traductive demande une approche multisémiotique qui s’appuie sur une connaissance approfondie du livre pris comme un espace signifiant dont le texte n’est qu’une composante parmi d’autres. La connaissance du livre est au cœur de la spécialisation des traducteurs pragmatiques actifs dans l’édition. Le milieu de l’édition attend des auteurs et traducteurs un travail de rédacteurs. Les tapuscrits fournis sont relus et corrigés, voire partiellement réécrits pour les améliorer, par les correcteurs. Il n’y a plus un auteur mais une fonction auteur qui réunit les différents intervenants de la chaîne du livre. L’apprentissage du métier doit donc comporter une part de socialisation seconde, intégrée aux exercices de traduction proposés, pour préparer les aspirants traducteurs à s’insérer dans cette équipe. Tout en se perfectionnant en traduction, les jeunes traducteurs doivent se muer en collaborateurs fiables capables de prendre part au processus de fabrication du livre en agissant en tant que médiateur culturel. Leur action s’exprime principalement par l‘écriture de la traduction mais aussi par leurs commentaires sur la fabrication du livre. / Pragmatic translation is thought as the area of specialized translators working for clients outside of the publishing industry, which is deemed to contract literary translators. This is true to some extend. However a large sector of the publishing industry is not concerned with literature but with pragmatic books dealing with all sorts of topics. Many pragmatic translators working for the publishing industry are in fact specialized in translating pragmatic books, not texts. They have to understand the way pragmatic books, made of visual and linguistic messages, convey information to their readers to translate them. This aspect of translation is little known and, outside the study of translation for advertising, research investigating the interaction of texts and iconography is scarce. There is even less on translator training. This thesis endeavours to contribute the observations of a professional translator turned translator trainer. It begins by describing the layout of pragmatic books and showing how the translator must take in the text and the iconography to make sense of the message. The double page is a visual unit splitting the information between text and images. As a result, a translation unit is a mix of texts and images. It follows that translators have to approach the translation of books as a multisemiotic activity. Therefore, when translating pragmatic books, translators have to consider them as signifying space in which textual units are no longer the only source of information. The core of the specialisation of pragmatic translators working in the publishing industry is a profound understanding of how books communicate meaning. Publishers expect both authors and translators to be able to write following style specifications for a given book series. Tapuscrits are proofread and sometimes partially rewritten to be put in agreement with the social communicative norms. At the end of the process leading to the publication of a book, the published text is a collective product and no longer the text originally provided by its “author”. To translate in this context, trainees must learn how to work in a team, albeit working from home. Translation training, at this point, aims at turning students into independent professional able to rewrite and adapt texts, taking into account the visual around, to accommodate readers’ expectations as defined by publishers. As they strive to improve their translation techniques, soon to be translators also need to learn to become cultural mediator and to criticize the books they are translating so as to improve them if need be. Invisible to readers, their contribution to the making of a book, appears in the writing of the translation and in comments on the book itself; and it is very visible to publishers they work for.

This study served to highlight the aggressive nature of learners in the Foundation Phase, namely of those who are between the ages of 5 to 6 years. The project is based on qualitative research, and the data were collected from three primary schools in the northern suburbs of Johannesburg. Interviews were conducted with two principals, three educators and three parents. Four learners were used in order to gather further information on the causes of the aggressive behaviour of learners. Their input assisted the researcher to understand the various discipline structures within the school and also, how parents and educators manage the aggressive behaviour of learners. The study sought to identify whether primary and secondary socialisation, and the influence of the media are related to learners behaving aggressively. The information collected confirmed that children model the behaviour of adults and of their peers. The principals and the educators were of the opinion that positive primary socialisation is of the utmost importance, as it lays the foundation for future socialisation. / Educational Studies / M. Ed. (Socio-Education)

Quels sont les facteurs qui mènent un homme à entreprendre une thérapie pour conjoints violents? Quelles sont ses motivations et comment se sent-il au moment de cette prise de décision? Comment définit-il le changement? Quel est le rôle de son entourage immédiat dans cette prise de décision et dans le processus de changement? Quels sont les changements perçus et comment sont-ils expliqués? Cette recherche qualitative donne la parole à des hommes qui ont vécu, chacun à leur manière, un changement de comportement lors d'un cheminement qui visait la modification de leur manière de faire et d'être. Autant les questions concernant ce phénomène sont nombreuses, autant les témoignages de chacun des participants de la recherche sont riches et diversifiés. Cette recherche de nature qualitative et exploratoire est largement inductive et a comme objectif de mieux comprendre le changement de comportement chez le conjoint violent. La technique de l'entrevue semi-dirigée a été privilégiée pour recueillir l'information. Cette méthode, qui permet au sujet de livrer sa description de la réalité selon le phénomène observé, a aidé à mieux comprendre l'objet de la présente recherche. Au total, huit hommes ayant suivi une thérapie pour conjoints violents ont été interviewés. Ceux-ci avaient entrepris et terminé leur thérapie dans un organisme pour conjoints violents depuis au moins six mois et ils étaient réputés comme n'ayant plus de comportements violents. Ces témoignages sont présentés pour favoriser la compréhension des expériences et pour dégager le sens donné par le conjoint violent à son changement de comportement. Cette recherche correspond à la volonté de porter un regard global sur la situation des sujets rencontrés. L'émergence d'une perception basée sur l'étendue des expériences psychosociales de chaque personne nous amène à mieux comprendre la transition menant au changement. Dans cette étude sont articulés le point de vue scientifique tel qu'exprimé dans la littérature portant sur la violence conjugale et la position de praticien dans laquelle l'auteur est ancré. Ainsi, une modélisation de la dynamique de changement a pu être proposée dont les phases se rapportent à l'expérience du conjoint violent: décision de consulter, minimisation des gestes, motivation intrinsèque et extrinsèque, espace de réflexion et lâcher prise. Un certain consensus émerge chez les participants quant aux fruits récoltés suite à leur démarche. On retrouve ici comment la motivation intrinsèque prend forme et permet au conjoint violent de s'approprier sa démarche. Globalement, on pourrait dire que le conjoint violent en transition est sur un parcours où ses expériences passées et présentes le poussent vers une variété de trajectoires. L'assimilation de sa dynamique, où l'on retrouve au passage l'aspect de la socialisation masculine et plusieurs autres connaissances, procure au conjoint violent une perspective plus large de sa personne. Dans l'ensemble, le travail sur soi agit comme déterminant et parvient à l'aider à de multiples niveaux dont le savoir faire, initié par l'élément de base de ses acquisitions: le savoir être.

The main purpose of this study is to explain international students’ social and cultural adaptation to the new environment at Linnaeus University in Växjö. Multiple research methods were used as this study has gathered and analyzed both qualitative and quantitative data, however with an emphasis on the qualitative. Six interviews were conducted and 103 survey responses collected. The data was analyzed in light of four theories; Bourdieu’s theory of social capital, Ebaugh’s theory of role exit, Elias and Scotson’s theory of established and outsiders, and Stier’s description of the role of socialization for cultural learning. The results of the study indicates that the international students form an initial, small social network consisting of other international students through meeting people in class, in their living corridors and on events organized by the University’s organizations. This small social network expands as students meet new friends through their existing social network; through “a friend of a friend”. The social network functions as social capital as the students get access to resources such as jobs, organizations and a less segregated living situation through their friends and acquaintances. The growing social network in time also includes Swedish students, and having Swedish friends help facilitate the students’ cultural adaption. The students get re-socialized into Swedish culture through interaction with Swedish people; by receiving rewards when doing something right and sanctions when doing something wrong. While adapting to Swedish norms they disengage in norms from their home culture. This re-socialization can be viewed as a version of role exit. The final stage of the cultural adaptation is when the Swedish norms have been internalized with the international student to the point where he or she feels like it is a part of his or her personality.

This study looks at political culture and socialisation responses to Integrated Water Resource Management (IWRM). It identifies political culture and socialisation as part of a process, the development of a political culture with specific attitudes, cognitions, and feelings towards the political system. Political culture and socialisation impart the knowledge of how to act politically, i.e. how to apply values in formulating demands and making claims on the political system. They form a connecting link between micro- and macro-politics. The study maintains that political orientations are handed down from one generation to another, through the process of political socialisation. Top-down and bottom-up influences come into play to augment a discourse on the global nature of political socialisation and the political culture of international societies with regard to IWRM and governance ideologies. It is argued that these international ideas become relevant in the national political agenda, civil society organisations and trans-national networks. The IWRM aspects of water as an economic good and a basic human right have become a two-edged sword in the South African context. The study reveals that politics stand at the epicentre of water problems, and that IWRM is a political-ethical issue which challenges power bases in many communities. The IWRM global norms of equitable, efficient and sustainable use of water resources have become a major problem in a water-scarce country burdened with economic inequalities and abject poverty. This is a pressing issue because there is an increasing demand for water to sustain the development necessary to redress the draconian ills of the apartheid past. This becomes evident in the fundamental legislative overhaul that has taken place since 1994, embracing a transformation culture that glorifies the norm of water not only as a fundamental human right, but also as a commodity that is necessary to sustain human dignity. It is here that water is politicised. Violent protests have erupted in reaction to perceived neo-liberal attempts to deny the poor their access to this resource. The political culture and socialisation responses as far as IWRM is concerned appear within fragmented lines, i.e. mainly black and poor communities embrace a culture of non-payment for services and resort to violent protests as a viable method to raise their concerns. In contrast, the white and middle-class communities manifest a tendency to form parallel local government structures; they then withhold rate payments and provide services for themselves through ratepayer associations. Finally, the study considers the South African context with regard to the manifestations of political culture, and how this influences water resources. It is evident that there is too much emphasis on politics at the expense of discussions on IWRM. Civil society organisations make very little attempt to encourage public participation in water management structures. It also appears that political elites who are disillusioned with civil society organisations tend to derail their efforts to educate the public on water management structures. / MA, Political Studies, North-West University, Vaal Triangle Campus, 2011

Syftet med studien är att undersöka hur några lärare i grundskolan beskriver flerspråkiga elevers hinder och möjligheter i sin andraspråksutveckling i svenska och försöka förstå hur de arbetar med dessa elevers språkutveckling. Denna studie bidrar med kunskap och förståelse kring: andraspråkselevers språkutveckling, deras dubbla uppgifter att både lära sig undervisningsspråket och innehållet, hur vi tillsammans i skolans värld kan undanröja hinder och möjliggöra en god språk- och kunskapsutveckling. Data har samlats in genom halvstrukturerade intervjuer med fyra lärare som tillsammans representerar tre skolområden. Undersökningen är kvalitativ med en sociokulturell ansats där språket, redskapens redskap, står i fokus. Sammanfattningsvis visar resultaten att lärarna lägger stor vikt vid undervisning av ord, begrepp och förståelse. Tid och engagemang läggs på att: skapa relationer med eleverna, planera upp och bedriva språkförebyggande undervisning, som de ser gynnar och har betydelse för andraspråkselevers språkutveckling i svenska. Detta resultat framkommer även i andra studier som jag tagit del av. Med flerspråkiga elever menas elever som lär sig behärska fler än ett språk. Begreppen förstaspråk och andraspråk förkortas L1 och L2. Där L står för language och handlar om den ordningsföljd barnet lär sig språket, och har inget att göra med behärskningsgraden (Abrahamsson & Bylund, 2012). / The purpose of the study is to investigate how some teachers in primary school describes multilingual students’ obstacles and opportunities in their second language development in Swedish and try to understand how the teachers work with these students' language development. This study contributes with knowledge and understanding of: second language learners’ language development, their dual assignment to both learn the language and content, how we in education can remove barriers and allow a good language- and knowledge-development. Data were collected through semi-structured interviews with four teachers who together represent three school areas. The study is qualitative with a socio-cultural approach in which language, the gear tools, are the focus. In summary, the results show that the teachers put great emphasis in teaching words, concepts and understanding. Time and dedication is put on: creating relations with the students, planning and conduct up language teaching prevention, which they see benefits and are important for second language learners’ language development in Swedish. This result is also indicated in other studies that I have read. Multilingual pupils mean students learning to master more than one language. The terms First language and Second language shortened L1 and L2. Where L stands for language and the figure is about the order the child learns the language, and has nothing to do with mastery level (Abrahamsson & Bylund, 2012).

Digital socialisation is to learn the ways of living online, across national borders, local cultures and societies and has to be inclusive for equal participation. Conditions for this socialisation process are different due to both local and individual limitations. In a high-income country like Sweden, playing computer games are one of the most common practices for digital socialisation among youth online (digital youth), but rarely in school with teachers. Thus, there is limited institutionalised support taking responsibility for the socialisation process online of digital youth. As contrast, in a lower middle-income country like Sri Lanka, telecentres provide holistic community services with free access to computer hardware and sometimes also Internet to bridge an internal digital divide. However, there are still several barriers for inclusive digital socialisation, such as shortage of teachers, infrastructure, accessibility and a language barrier. The problem is that digital youth have to overcome barriers for inclusive digital socialisation, often with limited institutionalised support. Game oriented education (GOE) is a potential approach to bridge these barriers. Thematic questions were: How can environments for inclusive digital socialisation be designed for digital youth who: T1) are gamers that are excluded in school; T2) are living in underprivileged communities; and/or T3) have disabilities and play games? A related thematic main question is: T4) how can education about game accessibility be designed for game developers? Within a design science framework, ethnography showed that GOE with entertainment games enabled gamers excluded in Swedish schools to be included, but could not be sustained by the schools. GOE workshops about programming were a possible way to raise awareness about ICT opportunities at Sri Lankan telecentres. Furthermore, a game prototype for deaf versus blind was demonstrated in workshops within formal education settings in Sweden and Sri Lanka, exploring a design method. Finally, two international online surveys provided data for designing a game accessibility curriculum framework, based upon opinions from researchers and game developers. Conclusions are that GOE may be an environment for inclusive digital socialisation, if it is: 1) sustained in the educational social system; 2) enabled within limits of ICTD; and 3) accessible for digital youth with disabilities. The latter requires: 4) education for game developers. This thesis shows how these requirements may be fulfilled, enabling GOE as a design to achieve inclusive digital socialisation in a global context. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 5: Manuscript.</p>

La présente thèse est basée sur une enquête socio-ethnographique menée sur trois clubs de football de niveaux fédéraux contrastés : l’un est composé d’équipes évoluant à un niveau départemental (District), l’autre à un niveau régional (Ligue) et le dernier à un niveau national (Fédéral). Toutes ces associations sportives sont amateurs, affiliées à la F.F.F. et situées autour d’une ville française moyenne. Ce doctorat s’appuie sur une enquête quantitative, menée par questionnaire, sur les joueurs en formation dans ces trois clubs (de 6 à 18 ans, n=397). Une enquête de type qualitative, composée de 91 entretiens, 71 observations et 18 tests d’aptitudes gestuelles et physiques, complète et pondère les résultats obtenus par le questionnaire. L’objet de la thèse est l’étude de la sociogenèse du goût, des dispositions et des savoir-faire footballistique des joueurs amateurs de ces trois clubs. L’analyse des pratiques, des représentations de ces footballeurs en formation, de leurs éducateurs et de leurs parents, dévoile de quelle manière la socialisation footballistique de ces joueurs se focalise progressivement sur la pratique du club. Le désengagement des joueurs vis-à-vis des autres contextes de pratique s’accompagne d’un investissement intense et durable des joueurs dans la culture et la pratique fédérale, et se traduit par l’acquisition de savoir-faire individuels et collectifs variés quantitativement et qualitativement, produits de cette longue socialisation. / This thesis is based on a socio-ethnographic work conducted on three football clubs of contrasting federal levels: one operates at the county level (District), the second at the regional level (League) and the last at the national level (Federal). All three clubs are amateur sports associations affiliated to the French Football Federation and are situated around a medium town. The study is based on a quantitative survey, conducted by questionnaires, to which responded most players in these three clubs (6 to 18 years, n = 397). A qualitative survey consisting of 91 interviews, 71 observations and 18 aptitude tests and physical gestures, complete and weight the results obtained by questionnaire. The thesis studies the formation of tastes, aptitudes and skills of the amateur players of these three clubs. The analysis of the practices, of the representations of these footballers in training, of their teachers and parents, reveals how the socialization of these football players gradually focuses on the practice of the club. The players’ disengagement from other practice contexts is accompanied by an intense and lasting investment of the players in the federal culture and practice, and results in the acquisition of individual and collective skills diverse in quantity and quality, products of this long socialization.