Thesis (MA)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: During the last decade, a significant trend could be observed with regards to the growth of the number of sport for development initiatives globally, as well as the increasing range of stakeholders involved in the sport for development field. Many international organisations and institutions began to put more emphasis on the use of sport and sport activities to initiate social change. This was further observed with the growing trends in sport for development activities within the Global South. In order to explore the impacts of the trends in sport for development, this study examined the recent sport for development trends in South Africa and in what way the 2010 FIFA World Cup has affected it. This study attempts to do this by exploring the historical underpinnings of sport for development in South Africa, as well as current trends in the field. The study further examines the sport for development initiatives that have been implemented during the 2010 FIFA World Cup, and explores their ramifications for the sport for development landscape in South Africa. With its assessment of the sport for development legacies of the 2010 FIFA World Cup, this study builds on the existing international literature by an increasing number of scholars assessing the trends in sport for development as well as evaluating the effectiveness of the field for promoting development. Moreover, due to the recent increase in developing countries in the Global South hosting sport mega-events, with a purpose to achieve social development objectives through the event (for example, South Africa and the 2010 World Cup), this study builds on literature examining a potential link between sport mega-events and sport for development. As a point of departure this study looked to provide an overview of the sport for development field, the recent debates raised among scholars as well as a theoretical framework informing the field. The study then looked towards the historical underpinnings of sport for development in South Africa, creating a framework for the analysis of the empirical study regarding the sport for development initiatives implemented during the World Cup. The main findings of this study included the rapid growth of sport for development initiatives during the World Cup period, the increase and range in public and private actors forming institutional arrangements and partnerships in sport for development initiatives and the outcomes and implications of those trends for the South African sport for development context. Through the hosting of the 2010 FIFA World Cup, it was found that the sport mega-event was ultimately used as a strategic opportunity for initiatives to achieve objectives and aims including the creation of awareness of initiatives, potentially meeting new partners and funders, and increasing participant numbers. Moreover, through the formation of institutional arrangements and partnerships, implementing organisations could potentially ensure sustainability of the initiative due to the resources made available by the range of partners involved. It must be noted however, that although the 2010 FIFA World Cup was used strategically by the sport for development initiatives implemented during that period, sport mega-events cannot be said to achieve social development objectives, especially those of sport for development, due to the many neoliberal tendencies that is found in the hosting of the event. / AFRIKAANSE OPSOMMING: Gedurende die laaste dekade was 'n kenmerkende / belangrike trant opgemerk, t.o.v. die groei van die getal globale sport vir ontwikkeling, sowel as die toename van rolspelers betrokke by die ontwikkeling van sport. Baie internasionale organiSuid-Afrikasies en inrigtings sit meer klem op die gebruik van sport en aktiwiteite om sosiale verandering uit te oefen. Die is verder opmerkend met die groeiende trant van sport-ontwikkeling in die Globale lande. Om die impak van sport-ontwikkeling te ondersoek, het hierdie studie die onlangse sportontwikkeling trant in Suid-Afrika getoets, asook die manier hoe die 2010 FIFA Wêreld-beker dit beinvloed het. Die navorsing probeer dit doen deur die historiese ondersteuning van sportontwikkeling in Suid-Afrika te ondersoek, sowel as die huidige trant. Dié navorsing ondersoek ook die sport-ontwikkeling inisiatief wat geinplimenteer was gedurende die 2010 FIFA Wêreld-beker, asook die vertakking van sport-ontwikkeling in Suid-Afrika. Met die assesering van die sport-ontwikkeling van die 2010 FIFA Wêreld-beker, gaan hierdie studie op die huidige internasionale literatuur bou by die groei van die getal narvorsers wat die trant in sport-ontwikkeling en evaluering wat die uitwerking op sport-ontwikkeling bevorder. Sodoende, met die onlangse groei van ontwikkelinde lande tussen Globale lande wat groot sport byeenkomste huisves, met die doel om sosiale ontwikkeling te bereik (bv. Suid-Afrika en die 2010 Wêreld-beker), gaan hierdie studie die Literatuur ondersoek van ‘n potensiale koppeling tussen mega-sport byeenkomste en sport-ontwikkeling opbou. Hierdie studie verskaf 'n oorsig van sport-ontwikkeling as 'n vetrek-punt om die onlangse debatte tussen leerders en die teoretiese raamwerk in die veld in te lig. Die studie kyk ook na die historiese ondersteuning vir sport-ontwikkeling in Suid-Afrika, deur ‘n raamwerk in die analise van die studie m.b.t. sport-ontwikkeling inisiatief tydens die Wêreld-beker te skep. Die hoof bevindings van hierdie studie sluit in die vinnige groei van sport-ontwikkeling inisiatief tydens die Wêreld-beker; die toename en reeks publieke en private ondersteuners wat instansie rëelings vorm en verhoudings in sport-ontwikkeling en die uitkoms en implikasies in die Suid-Afrika konteks. Deur die 2010 FIFA Wêreld-beker te huisves, het hierdie mega-sport gebeurtenis eintlik 'n strategiese geleentheid om doele te bereik, insluitend die bewustheid van inisiatief, die ontmoeting van nuwe genote en skenkers, asook die groei in deelname. Verder, deur die formasie van instansie rëelings en verhoudings, implementerende organisasies kan potensiale Suid-Afrikasies kan potensiale steun verseker, a.g.v. die bronne beskikbaar gemaak deur die betrokke vennote. Kennis moet geneem word dat al was die 2010 FIFA Wêreld-beker strateties gebruik om sport-ontwikkeling te implementeer tydens hierdie periode, groot sport byeenkomste kan nie verantwoordelik gehou word vir sosiale ontwikkeling doelwitte, veral vir sport-ontwikkeling, a.g.v. die neo-liberale tendens wat by die huisvesting van hierdie geleenthede gevind word.

Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2006. / Worldwide various studies have been undertaken to investigate the influence of discrimination due to sexual preference and the impact thereof on the homo- and bisexual student during his/her student years. As opposed to this, few studies have been done at tertiary institutions in South Africa. This study investigates homosexuality as a sub culture by illustrating the experiences and perceptions of a selected group of homo- and bisexual students with regards to social interaction within a heterosexual student environment.

Thesis (MPhil)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: South Africa has made a remarkable transformation from an openly racist to a tolerant and democratic nation. The transformation process removed the legal barriers between subgroups that formerly postulated separate development for the various racial groups and restricted the contact between individuals to a major extent. In present day society, one can observe the transformation process in that South African citizens from different backgrounds have to develop new patterns of communication and interaction. This process was mirrored in the student culture of Stellenbosch. The first objective of this study was to research how individual students experienced their social and academic environment. Since student relations do not always conform to the University norm of mutual respect for human diversity, the University felt the need to facilitate an intervention for valuing human diversity. The second objective of this study was to evaluate the process of the intervention, focusing on the programme context, the programme activities and the program theory. In addition, the impressions of workshop participants were studied. In order to conceptualise the research objectives, the theoretical principles of valuing diversity were discussed in the form of a purposive literature review on the social psychology and sociology of stereotyping and related processes, which were examined as barriers to valuing diversity. The Value Diversity Intervention was implemented in August 2001. The intervention aimed to heighten students' awareness of the diversity of the student body and to improve the interaction among the various student subgroups. The intervention was designed as a workshop and included 50 students from various backgrounds who were living in the University residences. Two evaluation types were utilised in this study, i.e. the evaluation of perceived needs and the evaluation of the intervention process. The research questions were clarified and the specific methods for gathering and analysing the data were specified. In addition, the aspect of validity and the quality of the obtained data were reviewed. The evaluation of perceived needs showed that individual students perceived the student population to be divided into minority ('coloured', 'black') and majority ('white') groups. Even though group membership did not affect specific instances of intergroup relations (e.g. individual friendships), it had implications for the social atmosphere on campus, which was characterised by a lack of intergroup contact and a domination by the majority group. Accordingly, minority group members interpreted the social atmosphere more negatively than majority group members. Hence, minority group members perceived a need to improve intergroup interaction. This analysis indicates that a value diversity intervention may be beneficial. This corresponded to the view of the Department of Student Affairs, which arranged the Value Diversity Intervention. The evaluation of the intervention highlighted both negative and positive aspects. Firstly, the intervention design did not include the promotion of the intervention itself, which might have been essential making students interested in the diversity topic and in motivating students to participate. Secondly, the intervention did not address the specific diversity challenges as experienced by students of the University of Stellenbosch. Students expressed concerns regarding the applicability of the provided information in their daily life. Thirdly, the workshop focused mainly on stereotypes. Yet, the possible effects of stereotypes were not sufficiently discussed. In addition, a large number of stereotypes were listed, but these were often biased due to the lack of participants from diverse groups. Further, no workshop technique which questioned the presented lists of biased stereotypes was applied or generated. Besides these technical considerations, it should be noted that stereotypes in general perpetuate the division between subgroups. Thus, the workshop focused to a large extent on past and present aspects, which divide the student population, instead of focusing on uniting issues. The described negative aspects might have been balanced by one of the four observed workshops. This specific workshop was characterised by a small amount of participants and a positive presentation of one of the main facilitators. This resulted in a productive discussion, where the participants used the possibility to reflect on the current situation out of their perspective and reflected upon the contributions of the facilitator. Students might have been motivated to take positive impulses of this workshop in their daily life. Based upon this research, recommendations can be determined. Firstly, the promotion of the intervention should emphasize the desirability of diversity values and highlight the personal potential benefits to participants. Secondly, it might be useful to acknowledge differences between students, but to place a greater emphasis on similarities, i.e. on aspects that connect students. Thirdly, the curriculum of the intervention should be modified to cater especially for student needs. Fourthly, the selected workshop components should achieve an equal balance between lecture parts and interactive elements. Participants should have the possibility to take an active part in the intervention if they are interested in doing so. The final recommendation entails that future interventions should be based on a comprehensive, sustained strategy with long-term goals. These strategies should be integrated in the already existing infrastructure of an institution. This intervention has to be understood as a contribution to the transformation process that South Africa is currently undergoing. Based on the recent discussion at the University of Stellenbosch about the adoption of a comprehensive diversity strategy, it is hoped that this singular intervention will be linked to further contributions in this transformation process. / AFRIKAANSE OPSOMMING: Suid Afrika het 'n merkwaardige transformasie vanaf 'n openlik rassistiese tot 'n tolerante en demokratiese nasie ondergaan. Voorheen het die wetlike skeiding tussen subgroepe aparte ontwikkeling en, vir verskeie rassegroepe, minimale kontak met individue in verskillende rassegroepe beteken. Die transformasieproses in Suid-Afrika het hierdie omstandighede verander en in die huidige Suid-Afrikaanse samelewing is die proses waardeur mense van verskillende agtergronde nuwe patrone van kommunikasie en interaksie moet ontwikkel, merkbaar. Die transformasieproses kan ook in die studentekultuur van Stellenbosch gesien word. Die eerste doel van die tesis was om ondersoek in te stel na hoe individuele studente hulle sosiale en akademiese omgewing ervaar. Aangesien studenteverhoudinge nie altyd tot die Universiteit se norm van wedersydse respek vir menslike diversiteit konformeer nie, het die Universiteit gevoel dat daar 'n behoefte is om 'n intervensie te fasiliteer om waardering vir menslike diversiteit skep. Die tweede doel van die tesis was om die proses van die intervensie te evalueer deur te fokus op die konteks van die program, die programaktiwiteite en die programteorie. Verder is die indrukke van die deelnemers aan die werkswinkelook bestudeer. Die teoretiese beginsels onderliggend aan die waardering van diversiteit is bespreek ten einde die navorsingsdoelwitte te konseptualiseer. Dit is verwesenlik deur 'n "doelgerigte" literatuurstudie oor die sosiale sielkunde en sosiologie van stereotipering en verwante prosesse wat gesien word as struikelblokke in die evaluering van diversiteit. Die intervensie vir die waardering van diversiteit is in Augustus 2001 deur die Universiteit van Stellenbosch geimplimenteer. Die intervensie het as doel gehad om studente 'n verhoogde gewaarwording van die diversiteit van die studenteliggaam te bied en ook om interaksie tussen die verskeie studente-subgroepe te bevorder. Die intervensie is ontwerp as 'n werkswinkel vir 50 studente van verskillende agtergronde wat van Universiteitsbehuising gebruik maak. Die tesis verduidelik hoe die navorsingsdoelwitte korrespondeer met die evalueringstipes wat gebruik is, nl. die evaluasie van waargenome behoeftes en die evaluasie van die proses. Die navorsingsvrae is duidelik gestel en die wetenskaplike metodes vir dataversameling en dataanalise word gespesifiseer. Verder word die aspek van die geldigheid en kwaliteit van die data ook bespreek. Die evaluering van waargenome behoeftes het gewys dat individuele studente die studentepopulasie sien as verdeel In 'n minderheidsgroep ('bruin' en 'swart') en 'n meerderheidsgroep ('wit'). Alhoewel lidmaatskap tot n betrokke groep rue intergroepverhoudings affekteer nie (bv. individuele vriendskappe), het dit tog implikasies vir die sosiale atmosfeer op kampus wat deur 'n tekort aan intergroepkontak en dominasie deur die meerderheidsgroep gekarakteriseer kan word. Vervolgens interpreteer minderheidsgroepe die sosiale atmosfeer meer negatief as lede van die meerderheidsgroep. Dit kan dan ook as die rede aangevoer word waarom lede van minderheidsgroepe 'n waargenome behoefte het om intergroepinteraksie te bevorder. Die persepsies van die respondente wat 'n onderhoud toegestaan het, het aangedui dat 'n intervensie vir die waardering van diversiteit voordelig sal wees en dit het ooreengestem met die siening van die Departement van Studentesake, wat die intervensie gereël het. Die evalusie van die intervensie beklemtoon albei die negatiewe en positiewe aspekte. Eerstens, het die intervensie intervensie-ontwerp, nie die promosie van die intervensie self behels nie, wat noodsaaklik sou gewees het om student geinteresseerd te maak in die diversiteit van die onderwerp en om die studente te motiveer om mee te doen. Tweedens, het die intervensie nie die spesifieke uitdagings soos deur die studente van die Universiteit van Stellnbosch ondervind is, aangespreek nie. Studente het hulle bekommernis uitgespreek oor die toepassing van die informasie in hulle daaglikse lewe. Derdens het die werkswinkel hoofsaaklik gefokus op stereotipes. Nogtans was die effekte van die stereotipes nie deeglik bespreek nie. Boonop was daar te groot aantal stereotipes gelys, maar dit was bevooroordeeld as gevolg van die gebrek van deelnemer van diverse groepe. Daar was ook geen werkswinkel tegnieke van toepassing wat die aangebode lyste van die bevooroordeelde stereotipes bevraagteken het nie. Naas die tegniese oorwegings, moet daar gelet word dat stereotipes in die algemeen die verdeling tussen subgroepe in stand hou van stereotipes in die algemeen. Dus het die werkswinkel tot 'n groot mate gefokus op huidige en vorige aspekte wat die studente verdeel het in plaas daarvan om te fokus op sake van ooreenstemming. Gegrond op hierdie navorsing, kan aanbevelings gemaak word. Eerstens moet daar klem gelê word op die bevordering van die verskeie behoeftes en waardes van die intervensie en die potensiaal waarby deelnemers kan baat. Tweedens, kan dit waardevol wees om verskille tussen studente te erken maar groter klem te lê op eendersheid, d.i. aspekte wat die studente tot mekaar verbind. Derdens moet die leerplan van die intervensie gewysig word om in die behoeftes van die student te voorsien. Vierdens, moet daar 'n balans gehandhaaf word tussen die lesings en interaktiewe elemente. Daar moet 'n moontlikheid bestaan vir deelnemers om 'n aktiewe rol in die intervensie te speel indien hulle dit verlang. Ten slotte word aanbeveel dat toekomstige intervensie gebaseer word op begrypende en volgehoue strategie met lang termyn doelwitte. Die bogenoemde strategie moet in die alreeds bestaande infrastruktuur verweef word. Hierdie intervensie kan beskou word as 'n bydrae tot die transformasie proses wat Suid-Afrika huidiglik ondergaan. Gebaseer op die onlangse gesprek by die Universiteit van Stellenbosch oor die aanneming van'n omvattende diversiteitstrategie, word daar gehoop dat die enkelvoudige intervensie kan inskakel by verdere bydraes in die transformasie proses.

122 Leaves printed on single pages, preliminary pages and numbered pages 1-113. Includes bibliography, list of abbreviations, list of definitions, list of tables and figures and list of appendices. Pdf format (OCR). / Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: Research into bullying has brought with it an awareness of many aspects of this phenomenon. Firstly, it has shown a distinction between various types of bullying and also how these are further delineated by means of gender. Secondly, by mere omission, it has shown the lack of research on bullying amongst girls. Bullying amongst girls is rife, however the research in this area is limited. The aims of this research are to further explore the complex nature of bullying amongst girls and to gain understanding of its impact; to use the perspectives of the participants to drive intervention and preventative strategies; to dispel the myths which support the practice of bullying; and to raise awareness of an invisible problem, thereby rendering it visible. This interpretive study explores bullying amongst girls by using the perspectives of Grade 5 girls in a parochial school in the Western Cape. The process of inquiry is embedded in the ecosystemic approach and constructivism, which emphasises the importance of context and the belief that knowledge is not passively received, but actively constructed on the basis of the experiences of an individual. Data was collected through the use of semi-structured recorded interviews with focus groups, which were then transcribed verbatim and categorised into themes. The themes which emerged include the varied and complex nature of bullying techniques and the effects of bullying. The main finding was that some girls have innate characteristics which help maintain bullying while others have characteristics which protect them from bullying. The environment also plays a large part in either maintaining bullying or protecting girls from bullying. The implication was that intervention and preventative strategies need to be based on these personal and contextual factors in order to effect change. / AFRIKAANSE OPSOMMING: Navorsing oor afknouery (bullying) het 'n nuwe bewustheid van vele aspekte van hierdie fenomeen na vore gebring. Eerstens het dit 'n onderskeid tussen verskillende soorte geniepsigheid getoon en ook hoe geniepsigheid verder deur middel van geslag bepaal word. Tweedens het dit ook die gebrek aan navorsing oor geniepsigheid tussen meisies onder die aandag gebring, bloot deurdat dit feitlik nie genoem word nie. Geniepsige gedrag tussen meisies is algemeen, maar navorsing binne hierdie veld is beperk. Die doelstellings van hierdie navorsing is om die komplekse aard van geniepsigheid tussen meisies verder te verken en om 'n begrip van die impak daarvan te verwerf; om die perspektiewe van die deelnemers te gebruik om tussentrede en voorkomingstrategieë te bewerkstellig; om mites wat die praktyk van afknouery ondersteun, te verdryf; en om bewustheid van 'n onsigbare probleem te bemiddel en dit daardeur sigbaar te maak. Hierdie interpretatiewe studie verken geniepsigheid tussen meisies met behulp van die perspektiewe van Graad 5-meisies in 'n kerkskool in die Weskaap. Die ondersoekproses wat gevolg is, is op die ekosistemiese benadering en konstruktiwisme gegrond, wat die belangrikheid van konteks en die oortuiging beklemtoon dat kennnis nie op passiewe wyse bekom word nie, maar aktief op die grondslag van die ervarings van indiwidue gekonstrueer word. Data is met gebruik van semi-gestruktureerde onderhoude met fokusgroepe wat op band opgeneem is, ingesamel, waarna dit woordeliks vanaf opnames getranskribeer en volgens temas gekategoriseer is. Die temas wat na vore gekom het, omvat die wisselende en komplekse aard van afknoutegnieke en die uitwerking van geniepsigheid. Daar is gevind dat sommige meisies ingebore trekke het wat help om geniepsige gedrag te onderhou terwyl ander meisies trekke het wat hulle teen geniepsigheid beskerm. Die omgewing speel ook 'n aansienlike rol in die ondersteuning van geniepsige gedrag of die beskerming van meisies daarteen. Die impliseer dat tussentrede en voorkomende strategieë op hierdie persoonlike en kontekstuele faktore gebaseer moet word om verandering te bewerkstellig.

世界各國政府在知識經濟的潮流之下更加重視本土學術研究的品質，各國投注資源以提升學術研究水準、促進學術社群的國際化。台灣順應此種趨勢，近年制定各種學術政策與評鑑計畫，其中推動學術社群的知識生產品質，是國家政策中既定的一項重點目標。台灣社會學門的知識生產也受到國家施政方向的影響，國家科學委員會於 1997、2001與2006年執行三波的社會學門專業期刊排序計畫，針對社會學門的學術期刊進行評比。 本研究著眼於此種學術場域的改變，將主要的研究關懷聚焦在學術社群的知識變遷；回顧科學社會學的研究傳統，引用行為是探查學社群知識生產的重要指標，引用代表學術知識傳遞與溝通的情形；而近年社會網絡分析（Social Network Analysis） 研究的興起，更擴充知識引用的研究方式與概念，採以引用網絡（Citation Networks） 分析知識結構與社群互動行為。本研究立基於社會網絡的研究概念，利用網絡分析工具試圖捕捉當代台灣社會學知識引用結構的現狀；社會學門的知識引用結構；究竟學術知識的引用會有何種變遷？引用的機制為何？ 本研究採用2007年第三波社會學門專業期刊排序資料，進行次級資料分析，研究問題環繞在2001~2006年引用網絡結構的多層次架構，開展出三項研究問題： （一）社會學門學術期刊引用網絡的現況，互引網絡結構的動態變化為何？ （二）社會學門內部學者引用期刊的情形為何？社會學門各類型期刊的引用變遷又如何？ （三）以社會學門期刊引用的產生是偏向於以內容為主的規範論或符合以社會關係為主的建構論的機制？ 研究結果分成三部份。第一，在期刊對期刊引用網絡層次部份，顯示學術期刊的引用網絡結構朝向集中化的趨勢，《台灣社會學》、《台灣社會學刊》成為引用結構中主要被引用的學術期刊組織，而且成為引用網絡結構中優勢地位的引用副團體。第二，社會學門學者引用學術期刊的雙元網絡層次，顯示社會學者與社會福利、社會工作學者的引用分流；社會學專業期刊與社會工作專業期刊的引用也存在著分流的情形。最後，《台灣社會學》、《台灣社會學刊》與《台灣社會研究季刊》的社會學者引用機制為內容為主的規範論。此三項結果顯示期刊排序制度施行社會學門的學術期刊，特定學術期刊的學術論文被其他期刊所肯定，產生引用結構的集中化變遷，同時社會學者與社會福利、社會工作學者對學科專業期刊分流引用也逐漸成形。而三種學術期刊內，社會學者的引用網絡影響來自於學者專長的相同與否，更是為台灣社會學的知識引用現狀，提出一個解釋的答案。 / Abstract In recent years, as the world has been trending toward a Knowledge-based Economy, governments worldwide have recognized the importance of academic research, providing resources to upgrade the academic research level in order to internationalize scholarly pursuit. Taiwan, as a latecomer to the concept of Knowledge-based Economy, has begun to constitute science and social science rules and evaluations for academic development. The study intends to capture the transformation of the academic field by examining citations. In early works in the science of sociology, citation was an important indication of scholarly productivity. Social network analysis (SNA) enriches the methodology, and makes the indication to the idea of citation networks. Based on the perspective of SNA, the study investigates the citation network database of sociological journals between 2001 and 2006, and the concurrent citation networks of sociologists from three prior sociological journals. The results include three parts: first, the structure of journals' citation networks shows the trend of centralization, and two academic journals attain privileged status by means of structural equivalence. Second, the dual network of authors and journals demonstrate the citation divisions of sociologists and social workers. The sociological professional journals and social worker professional journals also are divided by time. Finally, the citation mechanism of sociologists verifies the normative pattern. In conclusion, the analysis confirms the impact of social science policy, which influences the centralization of citation networks and the advantageous status of specific sociological journals. The sociologists' citation networks are related to the specialty similarities of scholars, not the social relations. The study gives a pioneer explanation of citation networks of Taiwanese sociology.

Depuis que l'animal humain a conçu un système de technologies pour la pensée abstraite grâce au langage, la guerre contre le monde sauvage est devenu une voie à sens unique vers l'aliénation, la civilisation et la littérature. Le but de ce travail est d'analyser comment les récits civilisationnels donnent une structure à l'expérience par le biais de la ségrégation, de la domestication, de la sélection, et de l'extermination, tandis que les récits sauvages démontrent les possibilités infinies du chaos pour découvrir le monde en toute sa diversité et en lien avec sa communauté de vie. Un des objectifs de cette thèse a été de combler le fossé entre la science et la littérature, et d'examiner l'interdépendance de la fiction et la réalité. Un autre objectif a été de mettre ces récits au cœur d'un dialogue les uns avec les autres, ainsi que de tracer leur expression dans les différentes disciplines et œuvres pour enfants et adultes mais également d’analyser leur manifestations c’est redondant dans la vie réelle. C'est un effort multi-disciplinaires qui se reflète dans la combinaison de méthodes de recherche en anthropologie et en études littéraires. Cette analyse compare et contraste trois livres de fiction pour enfants qui présentent trois différents paradigmes socio-économiques, à savoir, «Winnie-l'Ourson» de Milne qui met en place un monde civilisé monarcho-capitaliste, la trilogie de Nosov sur «les aventures de Neznaika et ses amis» qui présente les défis et les exploits d'une société anarcho-socialiste dans son évolution du primitivisme vers la technologie, et les livres de Moomines de Jansson, qui représentent le chaos, l'anarchie, et l'état sauvage qui contient tout, y compris des épisodes de civilisation. En axant la méthodologie de ma recherche sur la façon dont nous connaissons le monde, j'ai d'abord examiné la construction, la transmission et l'acquisition des connaissances, en particulier à travers la théorie de praxis de Bourdieu et la critique de la civilisation développée dans les études de Zerzan, Ong, et Goody sur les liens entre l'alphabétisation, la dette et l'oppression. Quant à la littérature pour enfants, j'ai choisi trois livres que j’ai connus pendant mon enfance, c'est-à-dire des livres qui sont devenus comme une «langue maternelle» pour moi. En ce sens, ce travail est aussi de «l’anthropologie du champ natif». En outre, j’analyse les prémisses sous-jacentes qui se trouvent non seulement dans les trois livres, mais dans le déroulement des récits de l'état sauvage et de la civilisation dans la vie réelle, des analyses qui paraissent dans cette thèse sous la forme d'extraits d’un journal ethnographique. De même que j’examine la nature de la littérature ainsi que des structures civilisées qui domestiquent le monde au moyen de menaces de mort, je trace aussi la présence de ces récits dans l'expression scientifique (le récit malthusien-darwinien), religieuse, et dans autres expressions culturelles, et réfléchis sur les défis présentés par la théorie anarchiste (Kropotkine) ainsi que par les livres pour enfants écrits du point de vue sauvage, tels que ceux des Moomines. / Ever since the human animal devised a system of technologies for abstract thought through language, the war on wilderness has become a one way path towards alienation, civilisation and literature. In this work, I examine how the civilised narrative orders experience by means of segregation, domestication, breeding, and extermination; whereas, I argue that the stories and narratives of wilderness project chaos and infinite possibilities for experiencing the world through a diverse community of life. One of my goals in conducting this study on children's literature as knowledge, culture and social foundation has been to bridge the gap between science and literature and to examine the interconnectedness of fiction and reality as a two-way road. Another aim has been to engage these narratives in a dialogue with each other as I trace their expression in the various disciplines and books written for both children and adults as well as analyse the manifestation of fictional narratives in real life. This is both an inter- and multi-disciplinary endeavour that is reflected in the combination of research methods drawn from anthropology and literary studies as well as in the content that traces the narratives of order and chaos, or civilisation and wilderness, in children's literature and our world. I have chosen to compare and contrast three fictional children's books that offer three different real-world socio-economic paradigms, namely, A.A. Milne's Winnie-the-Pooh projecting a civilised monarcho-capitalist world, Nikolai Nosov's trilogy on The Adventures of Dunno and Friends as presenting the challenges and feats of an anarcho-socialist society in evolution from primitivism towards technology, and Tove Jansson's Moominbooks depicting chaos, anarchy, and wilderness that contain everything, including encounters with civilisation, but most of all an infinite love for the world. Stemming from the basic question in research methodology on how we know the world, I first examine the construction, transmission, and acquisition of knowledge, particularly through the lens of Bourdieu's theory of praxis, as well as the critique of language and literacy through Zerzan's, Ong's, and Goody's studies on the links between literacy, debt and oppression. Regarding children's literature depicting the three socio-economic paradigms, I chose three books with which I have been familiar since childhood, i.e. in whose narratives I have “native fluency” and, in this sense, this work is also about “anthropology at home”. Moreover, I compared and contrasted the underlying premises not only in the three books, but also with the unfolding narratives of wilderness and civilisation in real life, that I inserted in the form of ethnographic/journal entries throughout the dissertation. As I examine the very nature of literature, culture, and language and the civilised structures that domesticate the world through the threat of death and the expropriation of food, I also trace the presence of these narratives in the scientific (the Malthusian-Darwinian narrative), religious, and other cultural expressions and the challenges provided by anarchist science and theory (Kropotkin) as well as wild children's books such as Jansson's Moomintrolls.

This doctoral dissertation utilizes survey research design and an interview research design to compare the influence of cultural factors on successful succession in South African and American family owned business (FOB’s). The target populations consisted of owner managers and successors of FOB’s located in two countries: USA (State of Indiana) and South Africa (Indian South Africans). The qualitative research methodology was based on 1:1 interviews with 10 FOB’s in South Africa and the USA. The survey research methodology was based on a cross-sectional survey and the research design was correlational. The independent variables included nine cultural dimensions of the target populations measured using a dedicated survey instrument. The dependent variable (Perceived Success) was the relative success of each participant in the target population, with respect to his/her alleged levels of accomplishment in the succession processes. The demographic characteristics of the members of the target populations were also recorded. Correlative relationships between nine reliably measured cultural dimensions, seven demographic characteristics, and the Perceived Success of the succession process were identified. Differences between the populations in USA and South Africa were apparent. Multiple Linear Regression analysis indicated that the most important predictor of Perceived Success in the USA population was Performance Orientation, followed in rank order by In-Group Collectivism, Assertiveness, and Uncertainty Avoidance. Demographic variables had no significant effect on the relationship between Predicted Success and the cultural dimensions of the USA population. In comparison the most important predictor of Perceived Success in the Indian South African population was Uncertainty Avoidance, followed in rank order by Performance Orientation, Future Orientation, the age of the participant, and the number of people who worked in the participant’s organization. The combined model between the USA and the Indian South African FOB’s indicated that the most important predictor for perceived success was Uncertainty Avoidance, followed in rank order by In- Group Collectivism, Performance Orientation and Assertiveness. Evidence is provided to conclude that the relative importance of cultural dimensions and demographic characteristics to the succession planning of owner managers and successors in South Africa was significantly different to those of their western counterparts.

Ce mémoire propose une étude du parcours de vie de Marcel Rioux qui cherche à saisir les conditions qui l’ont amené à incarner la figure de l’intellectuel au Québec à son époque. En effet, cette étude propose l’analyse de l’itinéraire social, tel que le suggère Bernard Lahire dans sa biographie sociologique, à l’origine de dispositions mentales et sociales, puis de ressources — héritées ou acquises au fil de l’itinéraire biographique de Rioux —, qui lui confère une position privilégiée dans la société; position en vertu de laquelle se forment l’autonomie et la liberté d’expression propres à l’engagement social et politique digne de lui conférer la qualité d’être intellectuel. C’est sur la base de la mobilisation de dispositions et de ressources particulières, qui prend la forme d’un rapport habitus et capital chez Pierre Bourdieu, propre à générer l’autonomie nécessaire à faire exister l’intellectuel dans son orbite et apte à légitimer sa position sur la scène publique, qu’il sera démontré en termes théoriques que n’est pas intellectuel qui veut. / This present master’s thesis proposes a study of the route of Marcel Rioux’s life in order to seize the conditions which lead him to embody the intellectual’s figure in Quebec in his time. Indeed, this study proposes the analysis of the social route, such as suggests Bernard Lahire in his sociological biography, at the origin of mental and social capacities, then of resources — inherited or acquired in the course of the bibliographic route of Rioux —, which confers him this privileged position in society; position by virtue of which form the autonomy and the freedom of expression for the social and political commitment conferring him the quality to be intellectual. On the basis of the mobilization of capacities and particular resources, which takes the combined shape of habitus and capital for Pierre Bourdieu, appropriate to generate the autonomy needed to make the intellectual exist in his orbit and capable of legitimizing his position on the public scene, it will be demonstrated in theoretical terms that is not intellectual whoever wants to be.

Inspiré par la réflexion épistémologique de l'anthropologue Michel Verdon, ce mémoire propose un cadre conceptuel pour l'étude de l'organisation sociale des castes en Inde. L'ethnographie de Jonathan Parry, Caste and Kinship in Kangra, est analysée et réinterprétée dans un langage dit « opérationnel ». Les différentes approches des castes oscillent entre deux pôles théoriques opposés : l'idéalisme, représenté notamment par la démarche structuraliste de Louis Dumont, et le substantialisme, jadis adopté par les dirigeants coloniaux et incarné plus récemment dans les travaux de Dipankar Gupta. Toutes deux holistes, ces options conduisent pourtant à une impasse dans l'étude comparative de l'organisation sociale, car elles rendent les groupes « ontologiquement variables » et, par conséquent, incomparables. En repensant les prémisses sur lesquelles repose la conception générale de l'organisation sociale, un cadre opérationnel confère à la notion de groupe une réalité binaire, discontinue, évitant ainsi la variabilité ontologique des groupes et favorisant le comparatisme. Il rend également possible l'étude des rapports entre groupes et réseaux. La relecture de l'ethnographie Caste and Kinship in Kangra montre la pertinence d'une telle approche dans l'étude des castes. Le caractère segmentaire de ces dernières est remis en cause et l'autonomie des foyers, qui forment des réseaux d'alliances en matière d'activités rituelles, est mise de l'avant. Cette nouvelle description incite enfin à de nouvelles comparaisons. / Inspired by Michel Verdon’s epistemological and anthropological work, this thesis presents a new conceptual grid to study the caste social organization in India. Jonathan Parry’s ethnography, Caste and Kinship in Kangra, is re-analyzed and re-interpreted with the “operational language”. The different approaches to caste's analysis oscillate between two theoretical poles: idealism on one side, notably represented by Louis Dumont’s structuralism, and substantialism on the other, formerly adopted by the colonial administrators and developed more recently in Dipankar Gupta’s work. Unfortunately, these two holistic options mislead the social organization comparative study, because they ultimately render group “ontologically variable” and, thus, not comparable. Rethinking the premises on which rely the mainstream of the theories on social organization, this conceptual grid confers a binary, dis-continued meaning to the group notion, therefore avoiding ontological variability and allowing comparisons. It also favors the study of the relationships between groups and social networks. The re-reading of Caste and Kinship in Kangra ethnography shows its relevance in the study of the caste organization. Instead, in this thesis, the autonomy of households, with their ritual activities alliance networks, is opposed to the segmented caste view. This new description finally calls for new comparisons.

2010 a été proclamée Année croisée de la Russie en France, mais quel est le statut de la langue russe au sein de l’enseignement public français depuis la désagrégation de l’Union soviétique en 1991 ? quelles sont les politiques linguistiques et éducatives des deux pays à l’égard de la langue russe en France métropolitaine ? pourquoi les élèves faisant actuellement leurs études en France choisissent le russe comme la langue vivante prioritaire (LV1, LV2) ? quelles images de la Russie ont les apprenants et les enseignants en France ? Afin de donner des réponses à ces questions, nous avons d’abord fait l’état des lieux sur la situation actuelle de l’enseignement du russe en dressant la liste des établissements où le russe est enseigné, les effectifs aux niveaux académique et national, les changements depuis 1991 (dus aux activités publiques ou associatives) ; puis dans un second temps, à partir d’un échantillon représentatif de quatorze Académies de France, nous avons étudié les représentations sociolinguistiques des apprenants et recueilli les témoignages des enseignants. La méthodologie du travail repose sur une enquête par questionnaire, ainsi que par entretiens individuels avec des professeurs de russe, l’objectif étant de déterminer les motivations, d’analyser les représentations et de déduire les problèmes rencontrés lors de l’enseignement / l’apprentissage du russe. Finalement, il est question des perspectives et des stratégies pour la promotion du russe en France. / While 2010 was announced as the “Year of Russia” in France, what in fact is the status of the Russian language within the French public education system since the disintegration of the Soviet Union in 1991? What are the language policies of both the French republic and the Russian federation with regard to the teaching of the Russian language in Metropolitan France? Why do pupils choose Russian as their first or second foreign language? Finally, what image do French students and teachers have of Russia? In order to answer these questions we must firstly examine the current situation with regard to the teaching of Russian in France. We will look at the establishments where Russian is taught, the number of pupils at both the academic and national levels, and the changes since 1991 (due to public or associative activities). Secondly, starting from a representative sample (case study) of fourteen academies in France, the sociolinguistic representations of pupils and the teachers’ testimonies were studied. The research methodology is based on survey by questionnaire andindividual interviews. These studies are then used to determine the motivations, analysing the representations and deducing the problems encountered in the teaching and learning of Russian. Finally, the prospects and promotion strategies of Russian language in France were given.