Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: In a post apartheid South African educational environment, learners’ academic achievement is generally seen as a barometer of the quality of education in schools. The low academic performance of black learners has contributed to an overall, but narrow and decontextualised view, that these learners generally produce poor results because of something inherently wrong with their abilities to learn. Educational research has hitherto focused on unproblematized pedagogical approaches that result in narrow and decontextualized, functionalist views that working class learners’ learning is problematic. What is less known are the challenges that working class learners have to face on a daily basis as they try to navigate deeply constraint lived spaces of their homes, communities and schools in their quest to realise their educational goals. The study explores selected working class high school learners’ navigation and mediation practices as they engage with their schooling over different spaces of their rural town. I assert that these learners have the ability to shift their habitus just enough to enable them to stay on course in their quest for educational achievement and a better future. I argue that, through the optimal utilisation of available resources in their lived spaces and the strategic deployment of embodied adaptive practices, these youth develop a ‘self-schooled’ habitus that enable them to re-imagine their daily realities and aspire to better futures despite their adverse living conditions. In order to study these learners’ habitus adaptations, I utilise Bourdieu’s theoretical lenses of field, capital and habitus to argue that the youth in this study are not mere passive recipients of global influences and changing environments, but active agents in the shaping of their local realities. Through ethnographic study I explore the self- schooled navigation practices that these youth employ to help them mediate between the structural reproductive influences of their educational environments and their educational aspirations. The thesis is motivated by the position that qualitative research can offer a view of the intersections of fast changing macro-community processes and young people’s micro-lived educational dimensionalities. / AFRIKAANSE OPSOMMING: In ´n post-apartheid Suid-Afrikaanse onderwysopset word leerders se akademiese prestasies oor die algemeen beskou as die maatstaaf van kwaliteit in skole. Die lae akademiese prestasie van veral werkersklas- leerders in die land dra by tot ´n hegemoniese, maar nou en gedekontektualiseerde siening dat werkersklas-leerders oor die algemeen swak uitslae oplewer omdat daar iets inherent verkeerd is met hul leervermoeëns. Opvoedkundige navorsing in Suid-Afrika sentreer hoofsaaklik rondom onuitgedaagde pedagogiese benaderings wat werkersklas-leerders se leervermoëns as problematies sien. Wat minder bekend is, is die uitdagings wat werkersklas-leerders op ´n daaglikse basis moet trotseer soos hulle probeer om deur die verskillende leefruimtes van hul ouerhuise, gemeenskappe en skole te navigeer in die nastrewing van hul opvoedkundige aspirasies. Hierdie studie eksploreer geselekteerde werkersklas-hoërskoolleerders se navigering en mediëringspraktyke soos hulle omgaan met hul skoling oor die verskillende ruimtes van hul landelike dorp. Ek asserteer dat hierdie leerders hul aspirasies lewend hou deur hul habitus sodanig te verskuif dat dit hulle aan koers hou deur die skool. Ek argumenteer dat hierdie jeugdiges, deur die maksimalisering van hul leefruimtes en die strategiese ontplooiing van beliggaamde aanpassingspraktyke, ´n selfgeskoolde habitus ontwikkel wat hulle in staat stel om ´n beter toekoms te ‘sien’ en struktureel-reproduktiewe ruimtes te transendeer. Om hierdie studente se habitusaanpassing te verken, maak ek in hierdie studie gebruik van Bourdieu se teoretiese lense van veld, kapitaal en habitus om te argumenteer dat die jeugdiges in hierdie studie nie net passiewe ontvangers is van globale invloede en snel-veranderende omgewings nie, maar aktiewe meemakers in die vorming van hul plaaslike realiteite. Gebaseer op ´n etnografiese studie, eksploreer ek die selfgeskoolde navigeringspraktyke wat hierdie jeugdiges ontplooi om hulle te help om tussen die strukturele reproduktiewe invloede van hul opvoedingsomgewings en hul eie opvoedkundige aspirasies te medieer. Hierdie tesis is gemotiveer deur die posisie dat kwalitatiewe navorsing ´n siening kan bied van die interseksies van snel-veranderende makro-prosesse en jongmense se mikro-beleefde opvoedkundige dimensionaliteite.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-19T10:19:04Z No. of bitstreams: 1 David Budeus Franco.pdf: 3579404 bytes, checksum: 301eb8906feba479bc23d234d1049a86 (MD5) / Made available in DSpace on 2018-09-19T10:19:04Z (GMT). No. of bitstreams: 1 David Budeus Franco.pdf: 3579404 bytes, checksum: 301eb8906feba479bc23d234d1049a86 (MD5) Previous issue date: 2018-07-27 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This work has as central problem understand what does young people (high school students) think on education and work in relation to the future, based on their experiences. Whereas the complexity of subject, this investigation has searched put on discussion concepts crystalized, like youth and experience, in order that could realize an exam more objective and central about the studied question. To this research is important analyze the relation among youth, experience and their expectations, whereas this stage, wherein high school students are, is the moment of many definitions, since biological and cognitive aspects, until the psychological and socials. This is an investigation which has in critical theory of society, Frankfurt's School, especially on first generation, the conceptual basis - from this theoretical perspective, that intent to make the data interpretation. The research was made on South zone of São Paulo city, especially on Capão Redondo district, where, from four selected schools, this study obtained 314 participants, who agreed to answer the proposed quiz. The research achieved the central objective firstly proposed, that was: to examine the relationship among daily social relations and the cultural habits of youthful and their expectation about future. Also was possible to confirm the central hypothesis and its outspread: there is not meaningful differences in youthful expectations in function of diversity of objective situations faced by them and two main tendencies are predominant: i) a meaningful number of youthful investigated present traces of indifference about the future; ii) there are a restrict number of youth unsatisfied, nevertheless with difficulties to see social alternatives. In the end of data examinations was possible realize that investigated youth reflect the tendencies of social phenomena of impoverishment of experience, which, in its turn, conduct to conformation of consciousness and of expectations / Este trabalho tem como problema central compreender o que pensam os jovens, estudantes do ensino médio, sobre educação e trabalho em relação ao futuro, tendo como referência suas próprias experiências. Considerando a complexidade do tema, buscou-se melhor definir conceitos já cristalizados, como os de juventude e experiência, a fim de que se pudesse realizar exame mais objetivo e central da questão estudada. Analisar as relações entre juventude, experiência e suas expectativas interessa na medida em que se considera essa fase na qual os estudantes do Ensino Médio se encontram é um importante momento de definições de toda ordem, desde os aspectos biológicos e cognitivos, até os psicológicos e sociais. Esta é uma investigação que tem na teoria crítica da sociedade, Escola de Frankfurt, especialmente a sua primeira geração, a base conceitual – é a partir desta perspectiva teórica que se busca realizar as interpretações dos dados. A pesquisa foi realizada na zona sul da cidade de São Paulo, especificamente na região do Capão Redondo, onde, a partir de quatro escolas selecionadas, obteve-se 314 participantes, os quais aceitaram responder ao questionário proposto. A pesquisa atingiu o objetivo central inicialmente proposto, qual seja: examinar os nexos entre o cotidiano das relações sociais e os hábitos culturais dos jovens e as expectativas que expressam acerca do futuro. Também foi possível confirmar a hipótese central e seus desdobramentos: não há diferenças significativas nas expectativas dos jovens em função da diversidade de situações objetivas enfrentadas por eles e duas tendências principais são predominantes: i) número significativo dos jovens investigados apresentam traços de indiferença quanto ao futuro; ii) há um número restrito de jovens inconformados, todavia com dificuldades de vislumbrar alternativas sociais. Ao final do exame dos dados foi possível perceber que a juventude pesquisada reflete as tendências do fenômeno social do empobrecimento da experiência, o que, por sua vez, leva à conformação de consciências e de expectativas

来自贫困家庭的青少年的成长日益受到关注，然而现有应对措施往往以资金援助、慰问探访为主。随着中国内地社会工作服务的发展，政府和公众对其应用于服务该群体有了更多期待。本研究尝试为相关服务提供实证依据。 / 受社会资本理论的启发，本研究试图探索嵌入于家庭、学校、朋辈和社区关系网络的社会资本对青少年社会心理发展的影响；结合自我效能感和抗逆力理论，亦试图探索主体性因素对外界社会资本的调动作用；比较贫困组与非贫困组在相关机制中存在的差异，建构一套在中国社会和文化情境下适用的理论模型，探索未来服务的方向。本研究以社会调查的方法，从中山市22所高中选取了1,627名学生参与研究，包括贫困组学生571人，非贫困组1056人。本研究尝试回答四个研究问题：第一，来自贫困家庭的青少年与来自非贫困家庭的青少年在社会心理发展、社会资本及自我效能感和抗逆力方面是否存在差异？第二，不同维度的社会资本对社会心理发展有怎样的影响？第三，自我效能感和抗逆力是否能在社会资本和社会心理发展之间发挥中介效应？第四，贫困组与非贫困组的青少年在社会资本、主体性对社会心理发展的影响机制上是否存在差异？ / 通过t检定发现，相较于非贫困组，贫困组有较好的亲社会行为和学业成就表现，而在精神健康和社交能力方面不存在显著的差异；贫困组在学校社会资本、朋辈社会资本和社区社会资本方面有较高的水平，而在家庭社会资本方面不存在显著的差异；贫困组相较而言有较高的抗逆力水平。 / 结构方程模型的结果支持了家庭社会资本、学校社会资本和朋辈社会资本对青少年的社会心理发展存在直接的正向影响的假设，同时，不同的社会资本亦可以通过自我效能感和抗逆力对青少年的社会心理发展产生间接的影响。然而，本研究亦发现社区社会资本对精神健康和社交能力的直接影响是负向的。 / 多群组结构方程模型的结果指出，贫困组与非贫困组在社会资本、主体性因素对社会心理发展的影响大致相同，但在部分路径上存在显著差异。这亦体现出在服务项目设计时需要留意到的贫困组与非贫困组之间在相关机制上存在的差异。本研究亦展现了社会资本的互惠性。此外，研究发现亦反映出社会资本的规范和制裁功能可能对被标签的群体的主体性因素提升带来限制。 / 本研究整合了社会资本理论、自我效能感理论和抗逆力理论，探索了社会资本、自我效能感和抗逆力对贫困家庭的青少年的社会心理发展的影响。在中国内地本土化的尝试以及对来自贫困家庭的青少年的关注亦拓展了现有理论的适用性。本研究对实务的启发在于，提出可以透过投入社会资本，提升自我效能感及抗逆力，进而有效地促进青少年的成长与发展。研究者亦对现有的对经济弱势群体的刻板印象提出了质疑，同时对社会资本的双重效应以及社会福利传递过程可能产生的"污名"效应提出了反思。 / There has been an increasing concern on the development of adolescents form economically disadvantaged families. However, the policy and service for this group of young people remain in the forms of financial assistance and home visit. With the development of social work service in mainland China, the government and public have more expectation on its implementation for serving this group. This research provided empirical evidence for related service. / Based on social capital theory, this study explored the influences of social capital embedded in the networks of family, school, peers, and community. It also integrated the self-efficacy theory and resilience theory into the theoretical framework to examine the role of personal agency in mobilizing various forms social capital. Moreover, by comparing the differences between the poor and the non-poor group, the study established a theoretical model of how social capital and personal agency jointly affected adolescents’ psychosocial development in a Chinese context. It thereby potentially informs future professional services. This study adopted the quantitative method with social survey, and drew a sample of 1,627 students from 22 senior high schools, with 571 students forming the poor group and the other 1056 students forming the non-poor group. The study tried to address four research questions: 1) Are there any significant differences between the poor and non-poor groups in terms of psychosocial development, social capital, self-efficacy and resilience? 2) How do different forms of social capital influence adolescents’ psychosocial development? 3) What are the mechanism by which self-efficacy and resilience mediate the effects of social capital on adolescents’ psychosocial development? 4) Are there any significant differences on the mechanisms between these two groups? / Results of t-tests indicated that the students from economically disadvantaged families had better performance in pro-social behavior and academic achievement, while there were no significant differences in terms of mental health and social competence. This group of students also exhibited higher possessions of school social capital, peer social capital, and community social capital, while with no significant difference in access to family social capital. Moreover, they showed a higher level of resilience. / Results of structural equation modeling analysis supported the hypotheses that family social capital, school social capital, and peer social capital had direct positive effects on adolescents’ psychosocial development. Furthermore, different forms of social capital could influence the outcomes of psychosocial development indirectly through individuals’ self-efficacy and resilience. However, community social capital showed a negative direct effect on mental health and social competence. / Results of the multi-group structural equation modeling suggested that the effects of social capital and personal agency on adolescents’ psychosocial development were mostly similar between the poor and non-poor groups, except for a few paths. It implied the particular importance on differentiating the effects of various forms of social capital and personal agency factors on psychosocial development and when designing assistance programs for adolescents from low-income families. It also suggested the reciprocity of social capital. In addition, it further highlighted that the norms and effective sanctions of social capital might produce disempowerment on personal agency to the groups labeled as disadvantaged ones in the society. / Integrating social capital theory, self-efficacy theory, and resilience theory, this research has explored the influences of social capital, self-efficiency and resilience on psychosocial development of adolescents from economically disadvantaged families. It advanced the application of social capital theory in understanding youth development in the Chinese socio-cultural. It also proposed an effective way to promote adolescents’ optimal development through investing social capital and improving their self-efficacy and resilience. This study challenged the existing stereotypes of adolescents from economically disadvantaged families. Moreover, it gave a further thought on on the positive contribution and potential downside of social capital and the stigmatization in social welfare provision process. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 劉頴. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 292-317). / Abstracts also in Chinese. / Liu Ying.

This project focuses on graffiti art as not an unconstructive form of artwork as society might assume, but a way of coping and establishing an identity for youth mostly males who are searching for who they are.

This thesis examines the political activism of Hong Kong youths known as the Post-80s. In contrast to dominant discourse in Hong Kong claiming that these youths are driven by economic concerns, based on 18 months of fieldwork, I suggest that the Post-80s are instead striving to reimagine what politics means as a part of life in the postcolonial city. It is emphasised that youths are 'protesting' as an act of rejecting mainstream politics, and as a means to realise their desire for a different form of politics to emerge in the city. By bringing youth voices to the forefront, this thesis addresses two broad themes - why and how the Post-80s protest. The thesis first provides an overview of Hong Kong politics, arguing that youths express a deep sense of dissatisfaction towards the political culture in society dictated by financial interests, and towards the hierarchical structures within the political domains that stifle the public voice. The thesis then reviews how the Post-80s challenge these conditions by positing a form of alternative politics predicated on individualistic self-representation manifesting through the self, body, and space. I look at youth claims that becoming political is an 'individual choice', and the ways in which their strong sense of individuality interacts with/counteracts the limitations on their political participation imposed by familial ties and gender roles. I then explore Post-80s attempts to dispel bodily passivity in protests through the incorporation of performance art into their political actions to empower the individual activist, and analyse youth attempts to reconfigure urban space into political sites of individualistic experimentation. The conclusion reviews the impact Post-80s activism has had on the realpolitik of the city, noting the inherent contradictions within the political efforts of the Post-80s and their limited ability to inflict widespread structural changes in Hong Kong politics.

Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished

What are the school experiences of HIV-positive secondary school learners on ARV treatment? Although the provision of life-saving antiretroviral (ARV) treatment is central in the medical and policy response to the HIV pandemic, relatively little research (in the SADC region and in Namibia particularly) attends to people’s experiences and the social effects of taking ARV treatment. This study probed the experiences of high school learners on ARV treatment in Khomas Region, Namibia. As researcher I used a qualitative case study design based mainly on interviews with a purposive, select sample of eight learners at the school where I am a teacher-counsellor. Methods used also included: observations; focus group interviews with eight teachers at the site school; a questionnaire survey with Life Skills teachers from 25 schools in the Khomas Region; and document analysis. Using a theory of health-related stigma and discrimination as well as perspectives on resilience and agency as conceptual and analytical lenses, this study found that only a handful of these learners were living openly with HIV and AIDS. Being both HIV-positive and on ARV medication was a double bind for learners facing pervasive stigma and discrimination in and out of school. Discourses associated with HIV and AIDS, sex, and sexuality shaped people’s response to them and they feared being ‘caught out’. Here the study explores the complex reciprocal relationship between cause and effect in stigma, showing some consequences for these learners: isolation (both voluntary and imposed), mental anguish, depression and suicidal leanings; also (at school) absenteeism, grade repetition and dropout. Distinguishing stigma from discrimination in this study enabled insight into actual practices that constrain learner participation and inclusion in and out of school. Trust between learners on ARVs and teachers proved to be low. Teacher respondents not only felt unequipped to deal with the psychosocial needs of learners on ARVs but also indicated that confronting these needs animated their personal vulnerability (around HIV-related experiences in their own families). However, hopeful patterns also emerged. Some mediatory factors out of school shaped these learners’ experiences and identities positively, with implications for in-school experiences and participation. Some learner journeys reflected shifts from deep despair towards the emergence of voice, positive self-concepts and resilient dispositions. Here, also, this study enters a neglected area of research, showing how the complex interplay of learners’ own agency with social support brought these positive outcomes. Most learners had experienced rejection from immediate family, receiving support rather from community members who became ‘family’. The study thus also raises pressing questions on the nature of support structures (both in and out of school) in contexts shaped by HIV and AIDS, where stigma and discrimination are pervasive and where stable family structures, parental oversight and ‘normal’ progression through school cannot be assumed. It recommends that schools gain better insight into how learners’ circumstances shape their experiences, and develop internal policies, procedures and networks to reduce stigma and discrimination against HIV-positive learners on ARV treatment, as well as. ensuring material, medical, emotional, and psychological support for them.

The purpose of this study was to examine whether or not having social support serves as a tool of encouragement for youth to become skilled in areas preparing them for adulthood.

The specific purpose of this study was to explore the correlation between social support, socioeconomic status and psychological well-being among Hispanic adolescent females. In examining these specific variables, the researchers obtained a clearer picture as to the predictors that influence Hispanic adolescent female's psychological well-being.

This thesis aims at analysing the attitudes of youngsters in Brussels towards sociological minorities. The term “minorities” is used to refer to the main social groups that suffer from subordination and misrecognition by the wider society according to the philosophical theory of recognition: women, lesbians and gay men, and ethnic minorities. Our dataset is composed of a sample of seventy schools in the Brussels Capital Region. In total, three thousand one hundred and twenty one pupils attending in 2007 the last grade of secondary education participated in the study. About half of the sample consists of pupils with a migrant background originating from about 100 different countries. This cultural diversity, reflecting one of the main characteristics of the population of the Brussels Capital Region, is at the centre of the thesis. <p>Because of the hierarchical structure of the sample (pupils aggregated within schools), the culturally diverse population of our sample and the multidimensionality of prejudice, multilevel multivariate linear responses models were performed. In brief, these models allowed us to interpret items regrouped according to their common variation across social (and ethnic) groups and not according to their a priori content similarities. Furthermore, these models allowed us to integrate three different research traditions on prejudice: social psychology on the dimensionality of prejudice, sociology on the impact of socio demographic characteristics on prejudice and school effectiveness research on the role schools may play in reducing pupils’ prejudice. With these models, we could demonstrate the capacity of multilevel techniques to encompass the complexity of prejudice and norms, and to provide an interdisciplinary approach of social processes. <p>Besides the impact of gender and socio economic differences on prejudice, the association between ethnic origin and prejudice was the focus of the analysis at the individual level. Hence, the empirical literature showed that respondents of foreign descent and respondents from the receiving society do not hold similar attitudes towards minorities. This association was investigated in a twofold strategy: after having assessed ethnic differences on the different kinds of prejudice, the explanatory power of possible mediators -such as the experience of group-level institutional discrimination or the bidimensional identification- on this association was tested. The choice of these mediators was influenced by different disciplines of the social sciences. Hence, besides the empirical literature specific to the topic of prejudice, these mediators are derived from theories of political sciences, of sociology of immigration, of social psychology and of cross-cultural psychology. The results showed that these mediators could indeed explain to a large extent ethnic differences on prejudice towards minorities. <p>On the school level, we have shown that the impact schools may have on pupils’ prejudice is a differentiated one. Hence, this impact varies according to both the targets and the dimensions of prejudice. Moreover, besides school institutional characteristics, several contextual characteristics were investigated such as the cultural and social diversity within a school. Our results showed that the impact on prejudice of social and cultural diversity within schools was non-significant. This is, however, most probably related to a masking effect by the specificities of the education landscape in Brussels: differences between schools are huge and homogeneity within schools is important, given that the educational field is highly segregated both in social and in cultural terms. The implications of these results based on an interdisciplinary approach for future research and for policymakers are discussed. <p> / Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished