This thesis seeks to understand the role of school timetables as an interface between policies that regulate or distribute forms of capital to schools, and their teaching and learning rhythms. By doing so, it proposes a mechanism for examining the reproduction of schooling practices, and how these are grounded in policy-regulated materiality. Two high schools with similar historic backgrounds, and operating under the same provincial government, were selected and closely studied for evidence of rhythms of practice and the correspondence of these rhythms to each school's timetable. The two schools now experience different access to resources, and have significant differences in teaching and learning rhythms, as well as school-leaving summative assessment results. The study develops an analytic framework for identifying policies that reach into schools through the timetable. Five key inputs are identified as necessary for constructing timetables, providing productive lines of inquiry as to which policies affect schooling rhythms and how. By asking who teaches whom, what, with what and where, systematic analysis is conducted on: how schools are staffed (who); who they enrol (whom); their interpretation of curriculum (what); what supplementary resources they can command (with what); and their infrastructural facilities and geographic (dis)advantages (where). The interaction between these different threads is examined as they tangle within each school's timetable. The enactment of the policies regulating each thread is then traced through the layers of governance of the South African education system: national, provincial and local (school-level). Timetables are conceptualised in this study as local representations of intended teaching and learning rhythm. Using Lefebvre's triad of timespace-conceived, timespace-perceived and timespace-lived, timetables (timespace-conceived) are brought into conversation with timespace-lived through daily teaching and learning activities. Bourdieu's theory of practice is used with Lefebvre to animate the ‘game' of schooling: what schools strive for, what forms of capital they can command to sustain or improve their field position, and how they reproduce their practices. Bourdieu and Lefebvre together generate a sociomaterial practice theory lens that foregrounds timetables and their legitimacy to govern rhythms of teaching and learning in timespace. Timetables emerge as a site of the production and reproduction of advantage (fortified schools) and/or disadvantage (exposed schools) in the game of schooling. In timetables, the policies that avail forms of capital interact in previously unconsidered ways, suggesting that collectively they potentially undergird inequality in the education system.

En s’inscrivant dans le champ de la sociologie urbaine, ce travail de thèse s’interroge sur les conditions d’émergence du changement social dans l’espace urbain. Comment passe-t-on d’un état sociétal à un autre ? L’espace urbain étant à la fois un cadre matériel et un cadre social en interaction, ce travail tente de montrer que l’action urbaine, en définissant un ensemble de démarches qui exercent un contrôle sur la physionomie des espaces, et en tentant de corriger leurs déséquilibres et leurs dysfonctionnements, est l’instrument de la mise en place d’un nouvel ordre social sur un territoire. En s’appuyant sur l’exemple d’une action urbaine, le renouvellement urbain, ce travail se propose d’en faire une lecture sociologique en observant et en analysant ce qu’il préconise pour changer le cadre spatial pour ensuite rendre compte de ses effets sur la réalité sociale. L’intérêt de la recherche est d’observer un processus, au moment même où il se développe, en mettant en exergue ses conditions d’apparition sur un territoire. La réflexion porte sur la manière dont l’espace conçu et pensé rencontre l’espace vécu et pratiqué. / This thesis, set in the field of urban sociology, explores the conditions favoring a modification of the social order in the urban space. How do new structures impose themselves thus transforming the social reality into a new one ? The urban space having at the same time a material and a social content interacting with each other. This work intends to demonstrate that urban action is an instrument which creates a new social order, because this process implies a control on the aspect of spaces by trying to correct their potential imbalances and defects. Following the example of a urban regeneration, this work sociologically observes and analyses the propositions made to change the urban space and the effects it has on the social reality. The interest of this research is to observe a process at the same time it is being developed. The aim of the study is to show how the space that has been conceived and thought beforehand meets the space where one lives.

En este trabajo, más allá del análisis y veredicto que se realizará de la sentencia del Tribunal Constitucional (en adelante, “TC”) N° 02005-2009-PA/TC, es fundamental para la autora destacar la importancia que tiene el reconocimiento de los derechos sexuales, reproductivos y, de forma más amplia, el derecho a la libertad personal y dignidad que tienen todas las personas y familias; los cuales les permiten desarrollar, a voluntad propia, su proyecto de vida, el cual implica, dentro de otras cosas, la planificación familiar de cada individuo. En la sentencia en cuestión, el TC decidió retirar los Anticonceptivos Orales de Emergencia (en adelante, “AOE”), más conocidos como la Píldora del Día Siguiente, del listado de métodos anticonceptivos que el Ministerio de Salud había establecido para la ejecución de su programa estatal de planificación familiar, el cual tiene como finalidad propiciar el bienestar sexual y desarrollo humano de las personas. A estimación de la autora, resulta crucial entender cómo esta decisión del TC afecta, no solo a las familias en su planificación familiar, sino también a las mujeres de sectores socioeconómicos bajos; puesto que, además de ir en contra de los derechos mencionados en el primer párrafo, esta sentencia “resuelve” la controversia de una forma discriminatoria, ya que deja la posibilidad abierta a que las personas puedan acceder a este método anticonceptivo en el sector privado; sin embargo, restringe esta posibilidad para aquellas mujeres que no tienen la posibilidad de acceder por sus propios medios a esta pastilla. / Trabajo de suficiencia profesional