Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

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<p>This thesis will discuss teachers handling of the background, experience and earlier acquired knowledge of students. Our aim is to study the teachers’ use of the cultural knowledge that of which the students already possess and the consideration the teachers have for the students own parental tongue. From this we want to see if there are any obstacles or pits with the work of gathering up experiences. The study is based on interviews with seven different teachers at a multi cultural elementary school in one the suburbs of Stockholm. We have in our thesis four central question formulations which this study rests upon and will be answered by our informants. The interviews will also help us to answer the question of the attitudes that the teachers take up towards the students and the impact of the near society.</p><p>The results of the interviews have been analyzed and they have given us an understanding that there is a multitude of factors that affect and obstruct the teachers’ work in taking charge of the students own experiences. Another result that we have come across from without the interviews made and our own analysis of them is that the teachers own attitudes and experiences are of great importance towards this work. A great awareness of self is therefore required as a teacher.</p>

<p>The study investigates the social stratification of albinos in Tanzania. This is done by conducting a case study in Babati and decoding and generalising the attitudes in a national context. This is combined with a litterateur study which has been made analysing the attitudes towards albinos in the media. The study has used a critical as well as continental discourse analysis and decoded the data by using the theories of social constructivism and of stigma. Semi-structured interviews as well as a litterateur study was conducted.</p><p>The result proved that the albinos in Tanzania are stigmatised in the society and that people treat them based on myths and preconceptions. This stratification sometimes goes as far as to murders and mutations of albinos. The respondents as well as the media and government refer to the lack of education as the main cause behind the killings of albinos. A combination of the myths about albinos and the lack of education is the reasons that are accurate when analysing the reasons behind the ongoing murders.</p><p><strong> </strong></p><p><strong></strong> </p><p><strong> </strong></p>

This thesis will discuss teachers handling of the background, experience and earlier acquired knowledge of students. Our aim is to study the teachers’ use of the cultural knowledge that of which the students already possess and the consideration the teachers have for the students own parental tongue. From this we want to see if there are any obstacles or pits with the work of gathering up experiences. The study is based on interviews with seven different teachers at a multi cultural elementary school in one the suburbs of Stockholm. We have in our thesis four central question formulations which this study rests upon and will be answered by our informants. The interviews will also help us to answer the question of the attitudes that the teachers take up towards the students and the impact of the near society. The results of the interviews have been analyzed and they have given us an understanding that there is a multitude of factors that affect and obstruct the teachers’ work in taking charge of the students own experiences. Another result that we have come across from without the interviews made and our own analysis of them is that the teachers own attitudes and experiences are of great importance towards this work. A great awareness of self is therefore required as a teacher.

The study investigates the social stratification of albinos in Tanzania. This is done by conducting a case study in Babati and decoding and generalising the attitudes in a national context. This is combined with a litterateur study which has been made analysing the attitudes towards albinos in the media. The study has used a critical as well as continental discourse analysis and decoded the data by using the theories of social constructivism and of stigma. Semi-structured interviews as well as a litterateur study was conducted. The result proved that the albinos in Tanzania are stigmatised in the society and that people treat them based on myths and preconceptions. This stratification sometimes goes as far as to murders and mutations of albinos. The respondents as well as the media and government refer to the lack of education as the main cause behind the killings of albinos. A combination of the myths about albinos and the lack of education is the reasons that are accurate when analysing the reasons behind the ongoing murders.

In this thesis I examine the ways in which residents of France's so-called 'banlieues' respond to everyday life in stigmatised neighbourhoods. Through a description of the processes at work in two housing estate neighbourhoods of the southern French city of Nîmes - Pissevin and Valdegour - and drawing upon an analysis of intensive interviews, I question the popular belief that residents of French banlieue-spaces come to internalise the stigmatic representations that are produced outside their place of residence. The overarching argument of the thesis is that, while it is clear that territorial stigmatisation has long-lasting and pervasive consequences for banlieue residents, affecting their sense of self and their capacity for collective action, there are a number of ways in which the 'blemish of place' is challenged and the marks of neighbourhood stigma resisted. It is important to recognise the attempts that are made within French housing estates to displace or negotiate stigmatising gazes and to confront the labels that affix themselves to place. This thesis argues that there are a variety of counter-discursive attempts to reframe and to reclaim the representations of France's housing estates that leads to the affirmation of banlieue-identities. Within the banlieues, there are solid links between residents and place, as well as between the residents themselves. Strong efforts are deployed by associations, neighbourhood committees and grassroots organisations to actively challenge the stigmatic scripts that are imposed upon stigmatised neighbourhoods. However, this thesis also draws attention to the everyday tactics that residents enact in order to cope with territorial stigmatisation and its effects. These everyday practices allow for some to cope with the heavy burden of stigma while taking control of the 'neighbourhood space'. All of these tactics challenge and 'speak back' to the labels, the stereotypes and the stigmatising language that is produced at the level of urban planning. This leads to the vital rethinking of policies that aim to displace and disperse residents in the name of social mixing, as well as urban policy initiatives that equate renovation to the demolition of housing estates within French banlieues.

Cette thèse s'intéresse à la manière dont - depuis près d'un demi-siècle et jusqu'à aujourd'hui - sont considérés et, surtout, déconsidérés les anciens harkis et leurs enfants, en France et en Algérie. Notre dessein sera de faire la part des influences sociales et politiques, tant routinières (dans les interactions de la vie quotidienne) qu'institutionnalisées (dans toutes les sphères d'autorité : politiques, savantes ou militantes) qui, d'une manière ou d'une autre, ont contribué et contribuent à nourrir ce processus d'indexation sociale. Symétriquement, il s'agira de considérer la manière dont les intéressés "font avec" cette charge symbolique (ce "stigmate"), ici et maintenant, en France, et, ce, tant sur les plans individuel et collectif qu'au regard de la succession des générations. Une perspective à la fois diachronique et synchronique donc, qui vise à délinéer ce que nous appellerons la "sociodynamique de la stigmatisation" au sein et autour de la communauté harkie.

Bakgrund: HIV är ett globalt problem och 30-35 miljoner människor lever som HIV-positiva. Trots att det finns effektiv behandling som gör risken mindre för att sprida viruset vidare, utsätts många personer med HIV av diskriminering på grund av stigmatisering i samhället och inom sjukvården. Syfte: Syftet med litteraturstudien är att beskriva hur personer med HIV upplever och hanterar sin livssituation. Samt att granska undersökningsgrupperna i studierna. Metod: Litteraturstudien bygger på en deskriptiv design där resultatet grundar sig på 13 artiklar med kvalitativ ansats, sökta i Cinahl och PubMed. Resultat: Att bli diagnostiserad med HIV var förödande och livet förändras för många till följd av egna känslor och uppfattningar, men också på grund av stigmatisering från familj och samhället. För att orka med dessa stora omvälvningar använder sig deltagarna av olika hanteringsstrategier, både för att kunna acceptera sjukdomen från början och för att lära sig att leva under de nya förhållandena. En stor del av att leva med HIV innebär att hålla sjukdomen hemlig, eller att våga berätta för att kunna få stöd och hjälp. Att avslöja sin diagnos togs emot på varierande sätt, vissa fick mycket stöd medan andra blev utestängda. Slutsats: Okunskap och fördomar leder till stigmatisering vilket ger ett ökat lidande för personer med HIV i en redan svår situation. Detta kan ta sig uttryck som att personer med HIV isolerar sig eller diskrimineras. / Background: HIV is a global problem and 30-35 million people are living with the disease. Although there is effective treatment that makes the risk of spreading the disease very small, people are still discriminated because of the stigmatisation in society and in healthcare. Aim: The aim of this literature study is to describe how people living with HIV experience and handling their life situation. And to review the study groups in the articles. Method: The literature review is based on a descriptive design where the result is based on 13 articles with a qualitative approach that is sought from Cinahl and PubMed. Results: To be diagnosed with HIV was devastating and life changed because of their own emotions and perceptions, but also because of stigmatisation in the family and in society. To be able to manage these hard times the participants used different coping strategies, to accept and learn to live with their new condition. A big part of living with HIV was to keep the disease a secret, or to manage to disclose it to get support and help. The disclosing was received in different ways, some got a lot of support and some had to manage on their own. Conclusion: Ignorance and stereotypes leads to stigmatisation which increases the suffering for HIV-diagnosed people in an already difficult time. The stigmatisation leads to discrimination and that people living with HIV isolates themselves.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.