L’essence la plus profonde de l’homme est constituée de pulsions qui sont du même ordre chez tous les êtres humains, et qui visent la satisfaction de besoins primordiaux dans les conflits latents ou manifestes ininterrompus. Le processus de la civilisation mène nécessairement de la famille à l’humanité, et est indissolublement lié au conflit inné de l’éternelle lutte entre l’amour et le désir de la mort. Conformément à cette idée et aux travaux de Freud, de Lacan, de Jung, de Binswanger et d’autres, notre thèse interroge le rapport entre les conflits qui existent en cinq niveaux (intrapersonnel, interpersonnel, intragroupal, intergroupal, international) et leur impact spécifique sur les interactions internationales. La résolution de ces conflits est le choix entre deux ou plusieurs solutions possibles et parfois contradictoires (guerre ou paix, hostilités ou diplomatie, etc.). Ce choix se détermine souvent dans les négociations internationales à travers des vecteurs psychanalytiques (enjeux identitaires, impact du bilinguisme et du plurilinguisme dans les interactions, discours politiques, etc.). L’enjeu de notre thèse est d’analyser le rôle et les conséquences des négociations principales dans la résolution des conflits internationaux (avant, pendant la Seconde Guerre mondiale-1918-1945 et durant la guerre froide -1945-1991). / The very essence of man’s existence is constituted from drives, which are of a similar order in all human beings and aim at the satisfaction of primal desires in permanent latent or manifest conflicts. Civilization is the necessary path from family to humanity; it is inextricably linked to the innate conflict of the eternal struggle between Eros and Thanatos. In accordance with this idea and in the work of Freud, Lacan, Jung, Binswanger, etc., my doctoral research examines the relation between intrapersonal, interpersonal, intragroupal, intergroupal, international conflicts and their specific impact on international interactions. The resolution of these conflicts involves a choice between two or more equally possible, yet sometimes contradictory, solutions (war or peace, hostility or diplomacy, etc.). This choice is often determined by international negotiations, and can be understood through psychoanalytical vectors such as identity issues, the impact of bilingualism on intercultural interactions, and political discourse, etc. The implications of this doctoral research are to evaluate the role and the consequences of principal negotiations in the resolution of international conflicts before and during the Word War II, 1918-1945, and during the Cold War -1945-1991

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Research on bilingualism in a number of social science disciplines has reported an association between bilingualism, ethnic identity, and ethnic attitudes - causality has often been attributed to bilingualism. This research has been criticized on methodological grounds. There is a dearth of information concerning the relationship between bilingualism, ethnic identity, and ethnic attitudes in specific communities, regions, or societies since there have been very few studies of the social psychological aspects of bilingualism based on survey research methods. Yet another critique of previous research is that the theoretical framework in which reported findings have been couched has remained untested or that they have remained implicit. These theoretical underpinnings are explored and assessed. The data for the thesis came from a sample survey of greater Montreal conducted in 1973, from a survey of the Ottawa Census Metropolitan Area conducted by the York Survey Research Center in late 1974 and early 1975, and from a secondary analysis of the Ethnic Relations Study, carried out for the Royal Commission on Bilingualism and Biculturalism in 1965. The analytic methods used are crosstabulation and partial correlation. It was found in the analysis of all three surveys, which were carried out at different points in time and which used slightly different measures of the independent and dependent variable, that the association between bilingualism and ethnic identity is not strong, and that it varies from one mother tongue group to the other. This indicates that causality cannot be attributed to bilingualism. The analysis of the Ethnic Relations Study revealed that with intergroup contact and demographic context held constant, the relationship between bilingualism and ethnic identity is extremely weak. Bilinguals, it emerged, tend to identify with both language groups mainly where they are in contact with the other group and in contexts where the other group constitutes the demographic majority. With regard to the relationship between bilingualism and ethnic attitudes, it was found that there were weak associations between bilingualism and social distance, and bilingualism and ethnic prejudice. However, these all but disappeared when intergroup contact and demographic context were controlled. The theoretical debate, which has continued over the past several decades, concerning whether or not causality of these relationships can be attributed to bilingualism may still continue; however, the evidence presented in the dissertation indicates that' causality cannot be attributed to bilingualism. Further, unicausal social psychological theories attributing such findings to the effects of the internalization of a second linguistic system would seem to be manifestly inadequate. Future theoretical efforts in this area of research ought to be of the kind which span disciplinary boundaries, assume multicausality, and lend themselves to operationalization. It ·is suggested that group membership theory may provide a fruitful point of departure. / Thesis / Doctor of Philosophy (PhD)

Syftet med den här uppsatsen är att genom lärares och skolledares beskrivning av den tvåspråkiga undervisningen i Paraguay få en förståelse för de attityder, de didaktiska ställningstaganden samt det lokala, regionala och nationella utvecklingsarbete en tvåspråkig undervisning måste ta hänsyn till. Arbetet ger en översikt av tidigare forskning om tvåspråkig undervisning och språkutvecklande arbetssätt såväl internationellt som i Sverige. Med hjälp av kvalitativa intervjuer ville jag se:- vilka didaktiska redskap skolorna använde sig av i den tvåspråkiga undervisningen- vad målet var med den tvåspråkiga undervisningen- hur skolpersonalen tyckte att undervisningen fungerade- vilka lärdomar den svenska skolan skulle kunna ta med sig från ParaguayArbetet utgår från handböcker och annan litteratur kring erfarenheter av tvåspråkig undervisning och hur man på bästa sätt kan organisera en sådan undervisning.Sammanfattningsvis pekar resultaten på att det saknas många delar för att den tvåspråkiga undervisningen på bästa sätt ska kunna användas i det dagliga arbetet, men att den tvåspråkiga undervisningen har lyckats med sitt primära mål - att stärka guaranís roll i samhället och bland elever och föräldrar.Studien kommer också fram till att det vid arbete med tvåspråkighet i undervisningen krävs:1) En samsyn kring den språkliga varianten. Vilken variant av språket är det som ska läras ut?2) Det måste finnas god tillgång på väl utarbetat läromedel på språket i fråga.3) Skolpersonalen måste vara, och känna sig, kompetenta att undervisa och kommunicera påspråket.Däremot är det inte en nödvändighet att båda språken har en stark och positiv ställning i landet vid införandet, eftersom det förändras i takt med att språket ges plats i undervisningen och samhället.