Devenir musulman en France c’est rejoindre un groupe de croyants dont le terme usuel de « communauté » peine à décrire la fragmentation et le caractère diversifié. Comme pour tout converti, celui qui rejoint l’islam se trouve soumis à un conflit de loyauté et de légitimation. Mais cela prend dans l’objet qui nous occupe une ampleur particulière en raison de l’imagerie négative fréquemment associée à l’islam et de l’âpreté des débats qu’il suscite : à la trahison des origines s’ajoute celle des valeurs et des idéaux. Les récents événements de l’actualité, en particulier ceux liés à la montée en puissance depuis quelques années du djihadisme militarisé représenté par Daesh, dont les effets se font sentir jusqu’en France, saturent l’espace des médias et placent le converti en posture particulièrement délicate (Roy, 2016). Notre recherche propose une approche de la conversion religieuse en termes de processus, en analysant les trajectoires de vie des convertis, en définissant un « avant » et un « après », afin de rendre visible l’articulation complexe entre les convertis et leur environnement, entre l’intime et l’institutionnel. Nous décrivons un cheminement qui mène à la conversion, en tentant d’appréhender l’initiation à l’islam par le converti, mais aussi l’apprentissage des pratiques religieuses et sociales qui aboutissent à la publicisation du choix. D’autre part, nous analysons la construction d’une appartenance à la communauté d’accueil via un mode de socialisation qui prend des formes différentes, en lien avec le groupe religieux choisi ; enfin, nous étudions la rhétorique des convertis destinée à affirmer la légitimité de leur conversion. / Becoming a Muslim in France means joining a group of believers usually designated by the term “community” which struggles to describe its often fragmentary and diverse nature. The convert himself has to confront to these contradictions: he is exposed to the representations of a community supposedly homogeneous and to the preconceptions built through ‘‘common sense”, but also with the objective and plural reality unveiled. Like any kind of converts, those who join Islam are subject to a conflict of loyalty and legitimacy. The recent events, especially those related to the rise in recent years of the militarized jihadism represented by Daesh, which effects have reached as far as France, have constantly been under public and mediatic attention and place the convert in a position of uneasiness (Roy, 2016). The conversion to Islam is thus an object of study and debate often passionate and crossed by contradictions. Our research argues an approach of religious conversion in terms of processes, analyzing the life trajectories of converts, defining a "before" and an "after" in order to make visible the complex articulation between the converts and their environment, between the private and the public sphere. We describe a quest that leads to conversion, trying to grasp the initiation to Islam by the convert, but also the initiation to the religious and social practices that turn their choice into facts. On another hand, we analyze how a convert ends up belonging to the community through different modes of socialization, in connection with the chosen religious group. Finally, we study the rhetoric of the converts which aims at strengthening the legitimacy of the act of conversion.

Cette thèse consiste en une sociologie des films américains des réalisateurs de cinéma d’origine européenne expatriés aux États-Unis entre 1900 et 1945. Le corpus, exhaustif, a été établi à partir d’une population d’étude circonscrite à 77 réalisateurs, et comprend 2657 films. Ce travail renseigne un aspect particulier du transfert culturel transatlantique : la socialisation professionnelle à Hollywood par le biais du système de catégorisation de la production cinématographique en « genres ». Le genre est envisagé comme produit d’une construction sociale, dans une perspective pragmatique. C’est donc en sociologie des arts que nous inscrivons nos travaux et à l’histoire du cinéma et que nous empruntons ses objets d’étude. Deux approches sont combinées. La première est microsociologique, en cela que les films du corpus donnent lieu à une analyse qualitative, cherchant à les inscrire dans un contexte de! production et à retracer leur processus interprétatif. La seconde est macrosociologique, car les films sont ensuite analysés de façon quantitative, notamment au moyen d’outils statistiques. L’ambition n’est pas d’offrir une comparaison de la socialisation par le genre entre les réalisateurs d’origine européenne et « les autres », mais bien d’opérer une comparaison interne, soit de mesurer les similitudes et divergences entre les nombreux réalisateurs de la population d’étude, aux parcours et carrières variées. Cette thèse fait ainsi apparaître le caractère déterminant de certains éléments dans la dynamique de socialisation à Hollywood. Il en est ainsi du statut professionnel lors de l’expatriation américaine, que nous démontrons être un facteur prévalent. / This thesis consists of a sociology of American films by European émigré directors expatriated to the United States between 1900 and 1945. The corpus, exhaustive, has been elaborated from a group delimited to 77 directors, and includes 2657 films. This work informs a particular aspect of the transatlantic cultural transfer : professional socialization in Hollywood through the categorization system of movie industry into « genres ». Genre is viewed as a product of social construction, in a pragmatic way. Thus, our research falls within sociology of arts and borrows its subject from the film history. Two approaches are mixed. The first is microsociological, meaning films of the corpus are analyzed using a qualitative method, seeking to investigate their production context and reception process. The second is macrosociological, for films are next analyzed using a quantitative method, particularly by having recourse to statistic tools. Our a! mbition is not to offer a comparison of socialization through genre between the European émigré and « the others », but definitely to conduct an inner one, by measuring similarities and differences between the group’s numerous directors, these having varied careers and trajectories. This thesis brings into light the effective impact of a certain number of things on socialization dynamic in Hollywood. We demonstrate therefore that professional status at the time of American expatriation is a prevalent factor.

The post-apartheid government of the Republic of South Africa implemented new policies to promote equality in the workplace, in terms of both race and gender. As a result, more women are entering the labour market and working as bus drivers; an environment that is highly dominated by men. However, since occupations are historically sex-segregated, the bus driving industry is dominated by men. This set of circumstances therefore challenge women who choose bus driving as a career, for it is regarded as a male profession. This study focuses on one aspect of public transport in South Africa, with a specific focus on female bus drivers. The aim of the research is to explore the experiences of female bus drivers in Tshwane, South Africa in terms of how they deal with the challenges they are faced within the industry. The primary concern of the study is on the impact of their chosen career on their general well-being which is described as workplace relationships, occupational health and family-work balance. It further looks at the driving forces behind these women‘s choice to join the bus industry. Since women were traditionally based in the private sphere (family), the study then looks at how these women have adjusted to the working environment outside of their homes. Moreover, it looks at the relationships these women have with their managers, colleagues and passengers. A total number of sixteen female bus drivers participated in the study. Findings show that the incorporation of women in the bus driving industry has been a challenging one. It has been challenging especially for women as they are prejudged by the majority of people as being incapable of operating buses and as a result, they are faced with hostility. Some of the factors contributing to hostility towards female bus drivers are cultural beliefs, unemployment, competition and age differences. There are also other factors that influenced a shift over time from a negative perception to a more positive perception of female bus drivers over time such as female drivers‘ abilities and capabilities to drive. Due to the working conditions of bus drivers, female bus drivers reported having psychological, sleeping and muscular-skeletal problems. Additionally, balancing work and family life has proven to be difficult for many female bus drivers. / Dissertation (MSocSci)--University of Pretoria, 2013. / gm2014 / Sociology / unrestricted

Promoting gender equality and equity remain an important goal for schools in South Africa, and strides have been made in many areas to reduce inequalities. Local and international legislative and policy frameworks create a context within which unfair discrimination can be curtailed, but these, albeit important, are not entirely sufficient, and inequities persist based on perceptions regarding motherhood and teaching. There is a need to address practices at grassroots level, where historical stereotyping and procedures have become entrenched in the system. For female teachers to experience meaningful equality, these underlying issues need to be addressed and this cannot be achieved through legislative processes. What is required is that the whole process of socialisation into sex roles needs to be addressed. This study sets out to analyse and describe the world of mother teachers, and to explore how entrenched assumptions, cultural values and beliefs impact on the meaningful construction and harmonisation of the dual role of mother and teacher. The professional woman who becomes a mother finds herself faced with the dual role of mother and professional and the result is that conflicting and complementary dimensions emerge that makes the pressure to meet all expectations overwhelming. These mother teachers consistently try to be what they think ‘others’ want them to be and, therefore, they often have not come to terms with who they are. Their life become a life to please ‘others’ and because they cannot please everybody, they experience feelings of failure. This study came to understand that the mother teachers’ will experience ambivalence and discomforts concerning their attempts to balance their personally constructed multiple roles successfully when they do not accept themselves fully as women with special talents, competencies and attributes. Supportive behaviour from the state, school principals and fathers is needed. However, mother teachers themselves are the main source for self-actualisation. Unfortunately, when mother teachers cannot accept themselves for who and what they are, no support system will be able to help them to feel successful about being both homemakers and professionals. I was interested in what each participant’s experiences of motherhood and teaching were; how she expressed herself in conveying these experiences; and consequently, the meaning she attached to her experiences. The research problem, and the nature of the information sought, suggested the use of three distinct methods, namely (1) the narrative interview; (2) reflexive journal entries; and (3) observational field notes. After these three data collection methods had been conducted, coding of the information gathered took place to facilitate analysis and interpretation. From the findings, I believe that these mother teachers will only find themselves and fulfil their place in society once they are able to redefine their own perceived role expectations of society when fulfilling personally constructed multiple role expectations. / Dissertation (MEd (Educational Management, Law and Policy))--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

Comment Déodat de Séverac élabore-t-il ses œuvres pianistiques ? L’enjeu de cette thèse est de comprendre et d’expliquer les manières singulières que ce compositeur a d’écrire pour le piano au prisme des diverses dispositions (c’est-à-dire des diverses tendances à agir, à penser, à sentir, etc.) forgées au sein des cadres de socialisations qu’il est amené à fréquenter au cours de sa trajectoire biographique. Afin de restituer le « faire » pianistique de Déodat de Séverac (ses dispositions, ses logiques pratiques, ses schèmes esthétiques, etc.) et ses éventuelles mutations au long de sa trajectoire, l’auteur articule trois opérations analytiques : la reconstruction des espaces sociaux et des cadres de socialisation successifs traversés par le compositeur tels que la sphère familiale, les cercles littéraires régionalistes et surtout les deux pôles antagonistes de l’avant-garde du champ musical français que sont la Schola Cantorum et la bande des « Apaches » ; l’analyse des actions et des discours du compositeur ; l’analyse musicale de l’ensemble de sa production pianistique. Cette enquête sociomusicologique repose ainsi sur un travail sur archives et sur l’exploitation de plusieurs types de sources, des divers écrits du compositeur – comme sa correspondance ou ses critiques musicales notamment – aux multiples traces musicales de ses œuvres – éditions originales des partitions, manuscrits ou esquisses – en passant par les nombreux indices de ses interactions avec ses contemporains – notamment les écrits sur Séverac et les lettres qui lui sont adressées. / How does Déodat de Séverac develop his piano works? This thesis purpose is to understand and explain the composer’s singular ways of writing for the piano through the various dispositions (that is to say the various tendencies to act, to think, to feel, etc.) forged within the frames of socialization he is led to frequent all along his trajectory. To restore the Déodat de Séverac’s “compositional doing” (his dispositions, his practical logics, his aesthetic schemes, etc.) and its possible transformations, the author articulates three analytical operations : a reconstruction of the successive frames of socialization crossed by the composer (such as the familial sphere, the regionalist literary circles, or the two opposing poles of the avant-garde of the French musical field that are the Schola Cantorum and the group of the “Apaches”) ; an analysis of the actions and the speeches of the composer ; an analysis of his whole piano production. This sociomusicological investigation is based on a work on archives and on an exploitation of several types of sources, from the writings of the composer – such as his correspondence or his music criticisms – to the various musical tracks of his works – original edited scores, manuscripts or sketches – via the numerous indications of his interactions with his contemporaries – particularly the writings on Séverac and the letters that are addressed to him.

In the past three decades, the HIV pandemic has struck sub-Saharan Africa and resulted in devastating consequences. Increasingly studies have shifted from applying a bio-medical approach to HIV to applying a social approach. This study focuses on applying a social approach. One of the major factors that contributes to the high HIV prevalence is women’s inferior social status. Women are unable to challenge their partners in situations of sexual intimacy and as such they are often at risk of contracting HIV. In Malawi, patriarchyis the dominant ideology structuring gender roles. These gender roles reinforce social hierarchies where women’s capacity to practice agency is significantly decreased. The domestic responsibilities female scholars carry often leads to their drop-out from school. Their lack of formal education, as a result, decreases their ability to pursue income generating activities. Furthermore their inability to acquire income increases their dependence on their partners. It is in part this dependence that perpetuates women’s vulnerability and ultimately increases their risk of contracting HIV. This study focused on how women are socialised to perform certain gendered roles and how this socialisation ultimately affects their capacity to negotiate safe sex.Various institutions and organisations have driven intervention programmes in communities in Malawi in order to address the issue of HIV/AIDS. This study looks at how socialisation of young women living in a peri-urban community in Malawi has changed and how this change has influenced their capacity to negotiate safe sex. The study found that although socialisation had changed and had some impact on increasing female scholars efficacy with regard to their education, they still remain constrained by their social status in a patriarchal context. Through the adapting of the curriculum, schools address issues of gender inequality and the changing roles of women. However, these institutions continue to remain male dominated. This poses an obstacle as they reinforce gender roles of subordinate women and in doing so diminish the impact of the new curriculum. Gender roles continue to make it difficult for women to practice agency in particular with regard to negotiating safe sex. In instances where women have suggested condom use, they have been subjected to domestic abuse or faced the withdrawal of financial support for a given period. This study proposes a continuum of agency ranging from submissive to autonomous. It suggests that women are never entirely submissive or autonomous. They either practice agency by manipulating their boundaries or pushing their boundaries. This study revealed that although there have been significant changes in the process of socialisation, women’s ability to practice agency is considerably limited. Where it is exercised, it often results in separating from their spouses. However, in spite of all the difficulties, women do practice agency on various levels. It also revealed that scholars are developing agency with regards to education. However, social structures continue to reinforce patriarchy. This creates contradictory messages which the scholars are not always able to negotiate. / Dissertation (MSocSci)--University of Pretoria, 2013. / Sociology / unrestricted

Cette thèse vise à comprendre les déterminants de la réussite des femmes militaires. Nous avons fait l’hypothèse que leurs performances étaient liées aux identifications professionnelles, à l’auto-évaluation (sentiment d’auto-efficacité, attentes de performance et ambition) et à la valorisation des domaines de vie. Les trois études réalisées appréhendent la performance à travers les résultats à un examen, en formation et un retour réflexif sur le déroulement de la carrière. Après avoir vérifié le caractère menaçant de leur situation professionnelle et observé que les femmes ont des performances inférieures aux hommes, plusieurs facteurs médiateurs de l’effet du sexe sur la performance ont été mis en évidence. Le principal facteur expliquant la performance des femmes relève des attentes de performance par rapport à leurs collègues. Plus elles s’estiment au même niveau que leurs collègues, plus elles réussissent, ce qui est lié au sentiment d’auto-efficacité et aux différentes identifications professionnelles. S’identifier aux marins est plus difficile pour les femmes. Il ressort par ailleurs que moins les individus valorisent leur domaine de vie professionnelle, plus leurs résultats sont faibles, comme leur niveau d’identification à l’organisation, mais il n’y a pas d’effet d’interaction avec le sexe, il ne s’agit ainsi pas d’une question spécifiquement féminine. En début de carrière, la dynamique de l’identité de travail primerait dans le déroulement de carrière des femmes poussées par l’ambition professionnelle, alors que les effets de leur situation conjugale sur leur performance, médiatisés par la valorisation des domaines de vie, interviendraient dans un second temps. / This thesis aims to understand the determinants of military women’s success. We hypothesized that their performances were related to professional identifications, self-assessments (self-efficacy, performance expectations and ambition) and the value they give to their domains of life. Three studies were conducted, apprehending the performance through the results in exams, trainings and a reflexive feedback on their careers. After having controlled the threatening aspect of their professional situation and having observed that women’s performance is lower than men’s, several mediating factors on the effect of sex on performance have been highlighted. The main factor explaining the performance of women is the expectation of performance compared to their colleagues. The more they consider being at the same level as their colleagues, the more they succeed, which is directly linked to self-efficacy and to the different professional identifications. To identify themselves as a sailor is more difficult for women in the military. The less individuals value their working domain, the weaker are their results, as their level of identification to the organization. However there is no interaction with the sex, and thus it is not a gender issue. At the beginning of women’s career, the dynamics of their work identity prevails in the development of their career, pushed by their professional ambition, while the effects of their conjugal status on their performance, mediated by their domains of life enhancement, would intervene secondly.

La créativité s’exprime dans tous les domaines de l'activité humaine et devrait êtreparticulièrement utile pour faciliter les transitions psychologiques de la période del’adolescence. Après avoir examiné les principaux travaux actuels sur l’adolescence, lasocialisation et la créativité, cette recherche s’engage sur l’étude des relations entre créativitéet socialisation au moment de l’adolescence. 149 adolescents français et 173 adolescentssyriens ont répondu à un questionnaire comportant : des items adaptés des tests de Torrance,des questions originales permettant d’apprécier la socialisation scolaire, la perception de laréussite scolaire, la socialisation extra-Scolaire, et certaines caractéristiques familiales.L’objectif était d’apprécier si les relations entre créativité et socialisation sont analogues dansles deux contextes culturels, pas de comparer les performances créatives des deux groupesd’adolescents, et d’évaluer séparément le développement de la pensée créative dans les deuxpopulations.Les données ont été analysées principalement en repérant les corrélations significativesentre les divers indices de créativité et de socialisation. Une analyse qualitative desproductions créatives a également été menée. Dans l’ensemble, contrairement à noshypothèses, les corrélations entre créativité et socialisation se sont révélées plutôt faibles saufpour la perception de la réussite scolaire, et pour la pratique des activités extrascolaire. Ellessont également peu systématiques et diffèrent sur de nombreux points quand on compare lesdonnées françaises et syriennes. L’analyse qualitative permet également de montrer quel’évaluation de la créativité dépend des représentations culturelles et de l’expérience acquise. / Creativity is apparent in every domain of human activity. In particular, it should beespecially useful to facilitate the psychological transitions in the adolescent period. Followingan examination of main present studies on adolescence, socialization, and creativity, thisresearch contributes to investigate the relations between creativity and socialization duringadolescence. 149 French adolescents and 173 Syrian adolescents completed a questionnaireincluding items adapted from Torrance tests, original questions on school socialization,perception of school achievement, out of school socialization, and some family features. Theaim was to understand if the relations between creativity and socialization are analogous inthe two cultural contexts, not to compare the performance on creativity between the twoadolescent groups, and to evaluate independently the development of the creative thinking inboth samples.Data were mainly analyzed by stressing the significant correlations between the variousindex of creativity and socialization. A qualitative analysis of creative products was alsoconducted. As a whole, contrary to our hypothesis, the correlation between creativity andsocialization were quite low except for the perception of school achievement and the practiceof extracurricular activities. They were also not systematic and they differed in numerousaspects when French data and Syrian data were compared. Besides, the qualitative analysis letto show how creativity assessment depends on cultural representations and learnedexperiences.

Cette thèse donne à voir l’avenir de la société cabindaise de la République d’Angola, pays situé en Afrique Australe. Elle interpelle la quasi-totalité de la conscience publique, et spécialement celle des autorités angolaises, de l’intérêt des avancées du XXIè siècle, notamment dans l’éducation, l’intégration et le développement, dans une perspective de construction sociale positive. Sachant que le développement d’un pays passe, entre autre, par le processus d’éducation en tant que valeur suprême, plus exactement tout citoyen doit être en possession des possibilités d’acquisition des capacités intellectuelles et affectives, d’ouverture au monde et à la connaissance qui le préparent à construire lui-même son identité, car l’éducation est une base fondamentale de l’évolution humaine et sociétale. D’un point de vue sociologique, accorder une attention à l’éducation d’un peuple, peut le conduire à son inscription dans une société moderne et démocratique. Cette éducation est la condition empiriquement indispensable à la mise en oeuvre de la responsabilité du cabindais, qui soit le premier acte fondateur de son éthique. Le schéma classique veut que cette éducation soit dispensée d’une façon démocratique, avec des contenus démocratiques, c’est-à-dire qu’elle passe par l’enseignement formel. Et il n’en demeure pas moins que l’enseignement informel puisse aussi jouer un rôle déterminant dans un processus de changement social dont la socialisation s’impose. A cela, cette thèse montre que c’est dans la mix-éducation fondée sur les valeurs démocratiques que le Cabindais pourrait être maitre de son destin. / This thesis gives to see the future of Cabinda society in the Republic of Angola, country located in Southern Africa. It calls almost all of the public conscience, and especially that of the authorities, the interest of progress of the XXI century, especially in education, integration and development problem of social and cultural construction balanced. Recognizing thatdevelopment of a country depends, among other things, by the education process as a supreme value. Rather every citizenmust be in possession of intellectual and affective openness to the world and knowledge to prepare them for building his own identity, because education is a fundamental basis of human evolution and society. From a sociological point of view,attention to education of people returns to the entry in a modern and democratic society. This education is provided essential empirical implementation of the personal responsibility of Cabinda, which is the first founding document of its ethics. The classic pattern is that this education is provided in a democratic way, with democratic content; that is to say, it goes through the formal education. The fact remains that formal education can also play a role in a process of social change that socialization is needed. To this, this thesis shows that it is in the mix-education based on democratic values, the Cabinda, could become master of its destiny. / Esta tese tem a ver com futuro da sociedade cabindêsa na República de Angola, país localizado em Africa Austral. Elachama attenção a quasi-totalidade da consciência pública e, especialmente, a das autoridades administrativas e intelectuais, o interesse do progresso do século XXI, especialmente na educação, integração e desenvolvimento numa perspective de construção social e cultural em equilibrio. Reconhecendo que o desenvolvimento de um país depende, entre outro, pelo processo d’educabilidade como um valor supremo. E preciso que cada cidadão deve estar em posse de posssibilités intelectual e emocional de abertura ao mundo e do conhecimento para prepará-los à construir sua própria identidade ou seja uma identidade colectiva. Porque a educação é a base fundamental da evolução humana e da sociedade. Do ponto de vista sociológico, prestar atenção à educação de um povo, pode levar lhe para a sua inscrição numa sociedade moderna e democrática. Este ensino é ministrado na aplicação empírica essencialmente da responsabilidade do Cabinda, o que é oprimeiro acto fundadore da sua etica. O padrão clássico é que, esta educação esteja ministrada egual modo da formademocrática, com um conteúdo democrático, ou seja, através da educação formal. Na verdade é qu’a educação informal pode também desempenhar um papel num processo de mudança social onde a socialização é necessária. Naquele, esta tese mostra que é com a base da mix-educação que o Cabinda poderá ser dono de seu destino e tambem pode consiguir a construir os laços de uma sociedade unida baseada na coesão social como triufo da mudança social para rumo desenvolvimento positivo.

This thesis sets out to examine the notion that social context throughout the life course plays an important role in the development of social capital. It explores this using the British Household Panel Survey (BHPS), a longitudinal data set, using data from England and Wales. It argues that social capital can be thought of as being composed of different dimensions which develop differentially over time. It frames the research within the context of the local community and examines three distinct dimensions of social capital: participation in local groups, neighbourhood attachment, and interpersonal trust. Frameworks are developed within which each is hypothesised to develop at different times and within different contexts. Different expectations are outlined which suggest how they should develop within a view of social capital based on Putnam (2000) and his predictions concerning social participation and trust. These are contrasted with theories and findings form the literature on political socialisation and Uslaner’s (2002) conception of trust as a deep rooted moral trait. It is shown that participation in local groups, neighbourhood attachment and interpersonal trust, do develop at different stages and in different contexts. Moreover, it is shown that growing up in a highly trusting environment may predict participation and engagement later in life.