Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

The purpose of the current study was two-fold. Firstly, to explore and describe how school staff members, learners and parents collaborate to prevent violence at two urban secondary schools and secondly, to help school staff members, parents and policymakers to gain a better understanding of the complex and multi-faceted problem of addressing school violence, which should result in guiding them to adopt effective strategies to prevent violence. The ecosystemic perspective, which is an integration of ecological and systems theories combined with the typology of violence, was the theoretical lens through which the phenomenon of adolescent learner violence was viewed. The study was rooted in the sociological interpretative research paradigm and a qualitative descriptive and exploratory case study design was employed. Multi-method data collection strategies (individual, dyad, triad and group interviews; document reviews) were employed to obtain trustworthy data from the three population units of analysis (school staff members, learners and parents) at the two selected urban secondary school sites situated in Johannesburg, South Africa. The inductive qualitative content analysis of the framework approach was used to give a transparent account of the data analysis process. Constant comparative analysis was employed to discover the emergent themes. The main research findings were interpreted by relating the results to the research purpose, the socio-ecological theoretical framework and the existing knowledge base on collaborative strategies for violence prevention. The findings of the current study suggest that family-school collaboration in violence prevention is especially important for families with adolescent children. Adolescence is characterised by many physical and psychological changes and development. Adolescents strive to find their independence and establish their own identities. However, this experimentation may lead to risk-taking or antisocial behaviour. Contrary to current belief, the findings of the current study suggest that adolescent learners want their parents to be involved in their lives and that parents want to support their children’s education but may lack the know-how. The learners explicitly expressed their need for the support and guidance of both their parents and also the school staff members in withstanding the peer and societal pressures that can result in their acting in aggressive or violent ways at school. To promote the positive development of all young people, the school staff members and most centrally young people and their families, must actively work together to establish positive and effective family-school collaborative partnerships as part of their violence prevention strategies. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted

This study examines the nature and characteristics of the informal sector within the Makana municipal area in South Africa. The focus is on the socio-economic characteristics of the informal sector operatives; operational characteristics of the microenterprises that we studied, such as longevity, employment generation, growth potential, and linkages of the informal sector with the formal sector of the economy. Extensive studies on the informal sector have been conducted in many parts of the world relative to South Africa. The key finding in most of these researches is that the informal sector is highly heterogeneous. These studies provide us with the parameters for analysing the nature and characteristics of the informal sector in the Makana Municipality. The results of the thesis show that the majority of people in Makana Municipality join the informal sector as a result of such push factors as unemployment, retrenchment and the need to survive. While there is evidence of lucrative activities amongst the surveyed enterprises, most of the informal sector micro-enterprises are concentrated in the lower segment of the sector where earnings are very low. Results from this study reveal that employment generation (beyond owner-operator) is very limited. The co-existence of a small number of remunerative activities alongside a large proportion of relatively unproductive activities is not only a sign of restricted economic potential but, most importantly, it points to the heterogeneous nature of the informal sector. Precisely, the informal sector encompasses activities which are different in terms of asset holdings, earnings, etc. From the study, it is also evident that the informal sector micro-enterprises play a crucial role in distributing goods produced in the formal sector. Evidence indicates that these micro-enterprises are Iinked to the formal sector. The idea of a 'second economy' devoid of linkages with the 'first economy' is of limited heuristic value. Thus, the 'second economy' is an extension of the first.

La mise en oeuvre des aménagements de peine en Franche-Comté s‟avère être un objet de recherche multidimensionnel. Il se déploie simultanément dans plusieurs dimensions sociologiques. Premièrement, il s‟insère dans un contexte sociétal global et dans un cadre législatif national. Deuxièmement, il se réalise au sein de territoires locaux, de géographies distinctes et d‟infrastructures spécifiques. Troisièmement, il existe grâce à la présence et à l‟action de différents groupes d‟acteurs aux caractéristiques particulières. Quatrièmement, il est animé par les individualités, toutes aussi singulières les unes que les autres, qui constituent ces groupes d‟acteurs. En somme, la mise en oeuvre des aménagements de peine est un objet indubitablement humain, organisationnel et social.En menant une recherche Ŕ aussi bien empirique que théorique Ŕ architecturée par ces différentes dimensions, il est possible de pénétrer au coeur de l‟objet étudié. L‟enquête portée sur les sept sites francs-comtois de la mise en oeuvre des aménagements de peine conduit à percevoir cette mise en oeuvre comme un processus actionné par la chaîne judiciaire et pénitentiaire. En étant structurée et agencée, cette chaîne prend la forme d‟une organisation. La chaîne judiciaire et pénitentiaire est aussi une organisation étendue en se connectant à des groupes (partenaires) extérieurs nécessaires à son fonctionnement optimal. Dans la réalisation de ce processus, l‟organisation prend en charge singulièrement les personnes placées sous main de justice. Elle démontre une mobilisation sociétale dont la finalité est de retravailler le système Nature-Individualité-Société. / The implementation of the sentence adjustment in Franche-Comté is proving to be a multidimensional object of research. It unfolds simultaneously in several sociological dimensions. First, it is part of a global and societal context and of a national legislative framework. Second, it is realized within local territories, distinct geographies and specific infrastructures. Third, there is due to the presence and action of different groups of actors with particular characteristics. Fourth, it is driven by the individualities, all as unique as each other, forming these groups of actors. In short, the implementation of the sentence adjustment is undoubtedly a human, organizational and social object.By conducting research - both empirical and theoretical - architectured by these dimensions, it is possible to penetrate the heart of the object studied. The survey focused on the seven francs-comtois sites of the implementation of the sentence adjustment led to perceive this implementation as a process driven by the judiciary and penitentiary chain. Being structured and arranged, this chain takes the form of an organization. The judiciary and penitentiary chain is also an organization extended by connecting external groups (partners) necessary for its optimal operation. In carrying out this process, the organization takes singularly charge of person placed in judicial custody. It demonstrates a social mobilization whose purpose is to rework the Nature-Individuality-Society system.

M.A. / Squatter settlements have mushroomed all over South Africa. The Government no longer can turn the blind eye on this phenomenon. There is an urgent need to develop policy to deal with this matter and also to intervene in a manner that is not only going to control the problem but also bring satisfaction to all the parties involved. This study was undertaken to, investigate the needs of communities in squatter settlements. This study was based on literature and research from South Africa and KwaZulu-Natal. The respondents of the study were people who are involved with settlements, Community leaders, Social workers and Community Workers. Qualitative design of exploratory nature was conducted. Thirteen people participated in focus groups. Three focus group interviews were conducted. The sample was representative of the population under study. One limitation was that some interviews were conducted in Zulu and later translated into English, which might have resulted in a loss of meaning in some instances since there are some Zulu words that do not exist in English. The results showed that most of the needs of squatter settlements are basic. Valuable results emerged as how those needs can be met, to the satisfaction of the communities. Conclusions and recommendations for further research were discussed according to results from the study.

Ph.D. (Sociology) / Please refer to full text to view abstract

This study can be described as a journey into the discourse of ‘sangomahood’. It focuses on the narrative of a female sangoma in South Africa and how she experiences her ‘sangomahood’ and gives meaning to it in her specific cultural context. By qualitatively exploring her narrative an attempt was made to understand and illuminate the experiences informing her ‘sangomahood’. This journey starts with an introduction to the two discourses of health namely the dominant, scientific discourse of Western medicine and the alternative discourse of traditional healing. In this part of the journey the historical, anthropological and sociological perspectives on medicine are discussed, as well as the different views of Western medicine and traditional healing pertaining to healers, practices, illness and patients. The methodology and context of the research are then explained. Narrative analysis is used to explore the themes in the sangoma’s narration. The sangoma’s narrative is then introduced by means of five letters that I, as the researcher, write to her. In these letters I also reflect on the difference between her experience and mine, as well as the impact of her narrative on me as a psychologist trained in the Western perspective. This journey was undertaken to create a greater understanding of the culture and experience of ‘sangomahood’. This research also intends to make psychologists aware that the telling of a narrative is never a neutral process and that their clients’ stories always have a certain impact on them, as listeners. Each individual experience is shaped through time, by a specific cultural context which becomes the lens through which people experience and shape the world. / Dissertation (MA (Counselling Psychology))--University of Pretoria, 2008. / Psychology / unrestricted

A presente tese analisa as práticas de leitura de estudantes de Cursos Superiores de Tecnologia de uma instituição pública especializada em Educação Profissional e Tecnológica, investigando em que medida os contextos sociocultural e acadêmico atuam sobre essas práticas. A fundamentação teórica baseia-se, principalmente, na Sociologia da Leitura, a partir dos estudos de Horellou-Lafarge e Segré (2010), Chartier (1999a, 1999b, 2001, 2011), Bourdieu (2011, 2015), Petit (2009a, 2009b), Zilberman (1999, 2001, 2012), Escarpit (1968), Candido (2000), Darnton (2010), Manguel (1997), Aguiar (2007) Abreu (2001, 2015) e Carlino (2017), complementada pela perspectiva cognitivo-sociológica de teóricos como Giasson (2000), Marcuschi (1999, 2004, 2008), Paviani (2006, 2013), Kleiman (2013) e Gabriel (2005). A pesquisa, de caráter descritivo e explicativo e motivada pela experiência empírica enquanto docente de Língua Portuguesa e Literatura, deu-se a partir de um estudo de caso com estudantes de cinco Cursos Superiores de Tecnologia do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – Campus Bento Gonçalves, com aplicação de questionários, entrevistas e testes de leitura. Ao longo da tese, demonstra-se que não apenas o contexto sociocultural, como a origem social, as condições econômicas, a trajetória escolar, as atividades sociais e culturais de que os estudantes participam atua sobre as suas práticas de leitura, mas também que o contexto acadêmico possui fundamental importância na configuração dessas práticas, condicionando leituras, restringindo ou promovendo o acesso a determinados gêneros textuais, favorecendo a utilização de um ou outro suporte de leitura. No entanto, apesar de sua relevância, os contextos sociocultural e acadêmico revelam-se condicionantes, e não determinantes das práticas de leitura dos sujeitos, pois, sendo elas constituintes da ação humana, mostram-se sempre dinâmicas e flexíveis. Os resultados evidenciam que as práticas de leitura dos estudantes atendem a necessidades pragmáticas do cotidiano, priorizando textos curtos de tipologia expositiva, e ocorrendo principalmente em suportes digitais, além da leitura com vistas a atender às exigências dos componentes curriculares do curso superior, com destaque para o gênero artigo científico. A leitura de literatura ficcional não constitui uma atividade consolidada e perene entre as práticas socioculturais dos sujeitos pesquisados, sendo que o próprio Curso Superior de Tecnologia não favorece ou estimula essa prática. Além disso, a característica de estudantestrabalhadores dos sujeitos pesquisados implica não apenas menor disposição para os estudos, como também menos tempo disponível para as leituras acadêmicas e de lazer, compreendida aí a literatura ficcional, interferindo nos níveis de competência leitora. Finalmente, como intervenção prática, propõe-se a democratização da leitura no Ensino Superior Tecnológico a partir de duas vias: a) auxiliando os estudantes na compreensão dos textos que circulam no contexto acadêmico; e b) ampliando a diversidade de gêneros textuais lidos pelos estudantes, incluindo a literatura ficcional. / The present thesis analyzes the reading practices of students of Technology Degree Courses of a public institution specializing in Professional and Technological Education, investigating to what extent the sociocultural and academic contexts act on these practices. The theoretical foundation is based mainly on the Sociology of Reading, from the studies of Horellou-Lafarge e Segré (2010), Chartier (1999a, 1999b, 2001, 2011), Bourdieu (2011, 2015), Petit (2009a, 2009b), Zilberman (1999, 2001, 2012), Escarpit (1968), Candido (2000), Darnton (2010), Manguel (1997), Aguiar (2007) Abreu (2001, 2015) e Carlino (2017), complemented by the cognitive-sociological perspective of Giasson (2000), Marcuschi (1999, 2004, 2008), Paviani (2006, 2013), Kleiman (2013) e Gabriel (2005). The research is descriptive and explanatory and motivated by empirical experience as a Portuguese and Literature teacher. It was based on a case study with students of five Technology Degree Courses of the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – Campus Bento Gonçalves. During data collection, questionnaires, interviews and reading tests were applied. Throughout the thesis, it was observed that not only the sociocultural context, such as social origin, economic conditions, school trajectory, social and cultural activities that students participate in act on their reading practices, but also the academic context has fundamental importance in the configuration of these practices, conditioning readings, restricting or promoting access to certain textual genres, favoring the use of one or another reading support. However, in spite of their relevance, sociocultural and academic contexts are conditioning, not determinant, of the individuals' reading practices, being constituents of human action, and also, they are always dynamic and flexible. The results emphasize that students' reading practices meet the pragmatic needs of daily life, prioritizing short texts of expository typology, and occurring mainly in digital media, in addition to reading in order to meet the requirements of the curricular components of the degree course, especially scientific papers.The reading of fictional literature does not constitute a consolidated and perennial activity among the sociocultural practices of the individuals studied, and the Technology Degree Course does not favor or stimulate this practice. Besides, the individuals studied are student-workers, it involves not only less willingness to study, but also less time available for academic and leisure readings, including fictional literature, interfering in the levels of reading competence. Finally, as a practical intervention, we propose the democratization of reading in Technological Higher Education in two ways: a) helping students to understand the texts that circulate in the academic context; and b) broadening the diversity of textual genres read by students, including fictional literature.

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