This thesis explores the increasing medicalization of society, the process whereby social phenomenon are transformed into medical problems. Alike the general tendency of neuropsychiatric diagnoses, the number of people with ADHD (Attention Deficit Hyperactivity Disorder) has increased and expanded from a boys’ diagnosis to include both adult men and women. Studies on the latter category is however scarce. The objective of the thesis is to contribute with a micro sociological and critical perspective on the effects of the biomedicalization process, by focusing women's experience of getting and living with ADHD. The empirical material consists of narrative interviews with sixteen women, diagnosed with ADHD in adulthood. The participants, age 20 to 50, were enrolled via Swedish NGOs in 2010 and 2013. The thesis resides on four analytical themes: biomedicalization, pharmaceuticalizaton, functionality and gender. It shows how diagnostics evokes processes that involve learning and using a biomedical terminology to describe and understand oneself. ADHD is, in general, depicted as diffuse, expansionary, masculine and deviant sociability and cognitivity. Unlike depression and anxiety, described as temporary and unwanted illnesses, the ADHD-diagnosis embraces the whole personality. Hence, the women find it difficult to identifying and separating ADHD from the self. Furthermore, categorizations of oneself as a ‘woman with ADHD’ imply constructions of individual and collective identity that has ideological implications, i.e. the individual narratives are related to grand narratives. These contradictory grand narratives bring about ideological dilemmas that are handled rhetorically in the women's everyday life. The masculine connotation of ADHD, for example, render the women experiencing themselves as transgressing not only femininity but also ADHD-personhood. Additionally, as social actions are attributed to the ‘ADHD brain’, the brain is portrayed as a pathological deviant and dysfunctional object for pharmaceutical intervention. Nevertheless, this discourse is also contested by the women by pointing to 1) positive aspects of the ‘ADHD-brain’ in everyday life, or 2) gender inequalities and demands of the late-modern society. Concluding, the women in this study are not only victims of their bodies or societal norms, but also agents negotiating – adapting and opposing to – expectations of how to be an ideal citizen or woman.

Over the last two decades, Australian higher education has undergone dramatic changes in purpose and orientation. Changes in public funding arrangements and concomitant policy statements have contributed to the reconceptualisation of Australian higher education, and internationalisation has become a core goal for Australian universities. In light of these dynamics, this study examined understandings of internationalisation within two Australian universities. The study examined the ways in which internationalisation was understood by university staff working in either a teaching capacity and/or a managerial position. Situated within the broad field of critical sociology, the study drew on critical realism (Bhaskar, 1979, 1989), critical epistemology (Carspecken, 1996) and reflexive sociology (Bourdieu, 1972, 1990) to analyse how the universities and their staff positioned themselves in relation to the goal of internationalisation. Furthermore, the study examined how this goal served to reposition the institution and/or various forms of university work. The insights of critical social theory were used to examine the contested power relations associated with the growing importance attributed to the goal of internationalisation in Australian higher education. The significance of the study resides in its recognition of the ways in which academic and non-academic subcultures within the university contribute to the goal of internationalisation. Whereas previous research viewed divergence of understandings as weakening the commitment given to internationalisation as an institutional goal, this study has shown that such diversity stems from the differential encounters with and experiences of internationalisation. Moreover, in previous research, the pre-determined objectives for internationalisation resulted in the compartmentalisation of this goal, as in economic objectives and academic objectives. In contrast, this study focused on the dynamic and evolving nature of internationalisation in higher education. Consequently, the study's contribution lies in its explanation of the long term benefits to be derived from viewing internationalisation as a dynamic and generative phenomenon, rather than simply as a pre-determined goal. A case study approach was used in this research with two contrasting onshore Australian universities selected as the case sites. One institution had a reputation as an elite, research intensive university. The other was a post-Dawkins university with a strong vocational orientation. At each site, semi-structured interviews were conducted with staff from across the university's hierarchy. Interviewees included the Pro Vice-Chancellor for the Office of Internationalisation, the Chair of the Academic Board, the Director of the Teaching and Learning Support Unit, Faculty Deans, Heads of Departments, as well as departmental staff concerned with first year teaching. Departmental staff were drawn from two disciplinary areas, Australian History and Marketing. Interviews engaged participants in discussion about the processes by which internationalisation was enacted. Furthermore, university documents, such as the Strategic Plan, were analysed in terms of how the given institution constructed the need for internationalisation and the means by which this goal was to be achieved. The study found that internationalisation involves and promotes constant adaptability. The two institutions used whatever resources they had to develop and promote their international aspirations. The international visions of the institutions were influenced by both their historical and intended relationship with the broader higher education world. The elite, research intensive institution viewed internationalisation with becoming a university of international standing. This institution used its bureaucratic and hierarchical nature to advance its objectives for internationalisation. The vocationally oriented university had developed an internationalisation policy with a view to maximising the revenue to be derived from its diverse international activities and to gaining greater prestige within the higher education field. Staff involved with managerial and/or teaching work were found to develop their ideas about internationalisation through a combination of personal and professional experiences. The study confirmed the growing trend for academics to assume managerial roles in addition to their teaching and research. Consequently, accounts of internationalisation were not necessarily confined to a purely managerial or an academic perspective. Furthermore, the accounts of internationalisation differed between and within the two selected disciplines. On the one hand, specific disciplinary attributes could be seen by the academics interviewed as inherently international, even though they may not assist in realising institutional objectives for internationalisation. On the other, academics spoke of the perceived need for the frames of reference used in undergraduate education to be broadened, given the globalised nature of contemporary society and/or the increasing international enrolments. The study concluded that internationalisation is an important means by which the localised priorities of an institution, an academic department, and/or of individuals can engage with forms of global mobility. Moreover, the study argued the need for all staff and students in Australian higher education to see themselves as part of the processes of internationalisation. This latter point raises questions about the personal and professional attributes required of academics when working within internationalised Australian universities.

À l’instar des études en sociologie du travail qui, depuis 1980, s’intéressent à la subjectivité au travail comme voie d’intelligibilité des enjeux sociaux, cette thèse porte sur la valorisation par le discours pédagogique managérial de la mobilisation, plus particulièrement celle d’un régime fondé sur l’enrôlement des subjectivités. Il est généralement admis que cette mobilisation constitue le champ classique de la gestion des ressources humaines (GRH). Qu’en est-il des autres domaines de l’organisation ? La mobilisation y serait-elle valorisée tous azimuts ? L’hypothèse a notamment été posée par Tremblay et al. (2005), qui proposent un modèle d’analyse fondé sur quatre champs organisationnels : 1) les pratiques de GRH ; 2) l’organisation du travail ; 3) le leadership et ; 4) la vision, la mission, les objectifs et les valeurs), comme autant de leviers d’action pour mobiliser le personnel. L’objectif principal de cette thèse est de vérifier, par une analyse de contenu de manuels de formation en GRH, si le modèle de Tremblay et al. (2005) est diffusé dans la littérature pédagogique managériale, sans pour autant prendre pour acquis que cela se traduit dans les situations concrètes de travail. Les apports de cette thèse sont triples : elle montre que la mobilisation du personnel et ses dimensions associées (soit l’habilitation, la motivation, l’adhésion et l’engagement) sont présentées par le discours pédagogique managérial comme le pivot de la nouvelle pratique de GRH, tant du point de vue des pratiques, de l’organisation du travail et du leadership, que de la vision, de la mission, des objectifs et des valeurs. Plus encore, elle révèle que la mobilisation y est qualifiée d’émancipatoire, dans la mesure où elle est décrite comme un vecteur de réalisation de soi pour le travailleur et, parallèlement, une voie de rentabilité pour l’organisation. Au-delà de cette vaste entreprise de mobilisation de la subjectivité, l’analyse montre que la littérature pédagogique managériale est porteuse d’un véritable ethos du travail, qui valorise une centralité forte de l’activité professionnelle, une finalité expérientielle et un lien d’emploi fondé sur une transaction subjective entre les parties, bref, un ethos du travail en phase avec les normes managériales contemporaines. Au terme de l’exercice, la thèse examine un ensemble de réflexions quant aux conséquences individuelles et sociales des normes de mobilisation de la subjectivité diffusées par le discours managérial contemporain. / Since 1980, workplace sociology studies have taken an interest in subjectivity in the workplace as a mean of understanding social issues. In a similar fashion, this thesis deals with the way in which the educational management approach promotes engagement, and more particularly engagement as part of a regime based on the mobilization of subjectivities. It is generally conceded that employee mobilization is the classic realm of human resources management (HRM). But is this also true in other fields of organization? Is mobilization valued as highly elsewhere? The assumption is made by Tremblay et al. (2005) who propose a model of analysis based on four organizational fields 1) practices in HRM; 2) work organization; 3) leadership and; 4) vision, mission, objectives and values as so many levers to spur employee mobilization. The main objective of this thesis is to analyze HRM training manuals to establish whether the Tremblay et al. (2005) model is used widely in educational management literature without, however, assuming that this is reflected in concrete work situations. This thesis makes a triple contribution. It shows that employee mobilization and aspects related to it (enablement, motivation, sense of belonging and commitment) are portrayed as central to the new HRM practices by educational management literature in the areas of practices, work organization, leadership, vision, mission, objectives and values. Moreover, it reveals that mobilization is viewed as a source of emancipation – insofar as it is described as a vector of self-realization for the employee and, parallel to this, a path towards profitability for the business. Lastly, the thesis shows that beyond this vast attempt to mobilize subjectivity, educational management literature is the medium of a true work ethos that encourages the strong centrality of professional activity, experience as an end in itself and work relations based on a subjective transaction between both parties. In short, this ethos follows the principles of contemporary management norms. The thesis concludes with an examination of a set of reflections on the individual and social consequences of subjectivity engagement norms disseminated by contemporary management discourse.

Esta tese se propõe a demonstrar avanços e limitações encontrados para a escolarização de crianças e jovens com necessidades especiais na rede estadual de ensino de São Paulo, nos últimos seis anos e discutir possibilidades e desafios para a condução de ações da modalidade de ensino Educação Especial, sob a perspectiva da política educacional denominada inclusiva. Fundamentada em pesquisa e estudos das áreas da Sociologia, destacadamente, as da Sociologia Crítica e da Educação, esta tese discute a dicotomia inclusão/exclusão presente na concepção de políticas públicas atuais, evidenciando a partir do referencial de laços sociais e de construções teóricas sobre afiliação/desafiliação de Robert Castel, para analisar contextos sociais. Ao examinar como as contradições e os impasses existentes no contexto socioeconômico influenciam a política educacional e, com maior intensidade, as questões referentes à escolarização de crianças e jovens com necessidades especiais, coloca em xeque a reprodução de desigualdades sociais na escola, a prática docente e a estrutura do próprio sistema. Ao indicar a necessidade de que a concepção da política educacional vai além da implantação de reformas, transformando estruturalmente o sistema de ensino, propõe que a Educação possa ser realmente um dos caminhos pelos quais se encontrem possibilidades para a construção de arranjos sociais plausíveis que se fundamentem nos princípios da coesão social, da igualdade de direitos e da solidariedade. / This research aims to show the conquests and limitations found for teaching kids and teens with special needs in São Paulo educational network, in the last six years and discuss the possibilities and challenges to conduct actions in the Special Education sector, under the educational policy perspective, denominated inclusive. Based on researches and studies in the Sociology areas, specially Critical Sociology and Education, this thesis discuss the dichotomy inclusion/exclusion, presented in the conception of the public policy nowadays, proving from the social laces and the theorical constructions by Robert Castel toward the affiliation/disaffiliation for the social context analysis. After examining how the contradictions and the deadlocks that exist in the socialeconomical context affecting the educational policy, and with bigger intensity, the questions regarding to the education for kids and teens with special needs, testing the social inequality reproduction at school, the teaching practice and the structure of the system itself. By indicating the needs that the conception of the educational policy goes beyond implementing the changes, structurally transforming the teaching system, proposes that the Education could be really one of its ways which would find possibilities for building the social arrangements plausible that would be based in the principles of the social cohesion, the equal rights and solidarity.

Ce travail réinterroge la philosophie sociale critique d’Adorno à partir des concepts de règle et de jeu. Il a pour objectif d’exposer la théorie de la société d’Adorno et d’en questionner les fondements. Ces fondements, telle est notre thèse, peuvent être conceptualisés dans un langage propre à la sociologie de l’action si on les reformule en termes de « règles », de « suivi des règles » et de « jeu » – concepts qu’Adorno lui-même utilise afin de décrire le social, plus précisément la société capitaliste dans laquelle il vivait. Le fameux tout « non-vrai », qu’est la société selon Adorno, peut ainsi être compris comme un jeu réglé par lui-même, indépendamment de l’intentionnalité des acteurs. Cette reformulation de la philoso-phie sociale d’Adorno nous permet de la faire dialoguer avec d’autres conceptions du social (Weber, Ha-bermas, Descombes, Searle et le structuralisme) et de montrer à quel point l’objet d’Adorno diffère de celui de Weber, de Habermas et de Searle alors qu’il est commensurable à celui du structuralisme. La méthode pour saisir cet objet, à savoir les règles non intentionnelles qui structurent le jeu social, est celle de Freud (interprétation, lecture symptômale). Adorno, toutefois, se distingue du structuralisme et aussi de Freud en ce qu’il pense pouvoir établir un lien entre société capitaliste et le social réglé comme un jeu inaccessible aux acteurs : ce jeu est non seulement l’objet de recherche d’Adorno mais aussi l’objet de sa critique. Notre travail s’emploie à étayer la possibilité de cette critique qui ne vise rien de moins que les conditions de possibilité du vivre en commun telles qu’elles ont été établies par la philosophie sociale structuraliste ainsi que par Freud : des règles à effet inconscient qui font en sorte que tous les acteurs ne réalisent ou ne di-sent pas les mêmes significations font l’objet de la critique adornienne. Critiquer ces règles implique de montrer qu’une critique de l’institution verticale des sujets est possible sans détruire ni poser comme abso-lu la subjectivité elle-même. Cette critique devient envisageable à partir du moment où l’on examine la pratique qui est incluse dans le suivi aveugle de la règle : au sein de cette « fausse » pratique – qu’Adorno appelle la pratique d’identification – se dégage une pratique autre qui met en question la soumission aveugle à la règle. Cette pratique critique est également appelée « jeu ». Notre travail se conclut sur l’exposition de cette pratique et de son potentiel critique au sein du jeu qu’est la société capitaliste. / This work reexamines the social critical philosophy of Adorno, starting form the concepts of rule and of game. It aims to expose the social theory of Adorno and to question its foundations. These foundations can be conceptualized in a language specific to the sociology of action if they are rephrased in terms of rules, rule-following and game; concepts which Adorno himself uses to describe the social, spe-cifically the capitalist society in which he lived. The famous all "non-true" which society is according to Adorno, can be understood as a game working in itself, regardless of the intentionality of the actors. This rephrasing of the social philosophy of Adorno allows us to dialogue with the other approaches of the social (Weber, Habermas, Descombes, Searle and the structuralism) and to show how the object of Adorno differs from that of Weber, Habermas and Searle, how it is commensurable with that of structuralism. The Method to seize the object, i.e. the rules that structure the unintentional social game, is the method of Freud (interpretation, symptomatic reading). Adorno, however, differs from structuralism and also from Freud’s conception of the social because he thinks that he can establish a link between capitalist society and the social regulated as a game inaccessible to players: for Adorno this game is not only the object of research but also the object of his criticism. Our work goes on to justify the possibility of such criticism that targets nothing less than the conditions of possibility of common living. What was established by structur-alist social philosophy as well as by Freud is the subject of criticism of Adorno: rules whose effects are unconscious, which ensure that all players do not realize or do not say the same meanings. To criticize these rules implies showing that the critique of vertical instituted subjects is possible without destroying subjec-tivity nor positing it as absolute. This criticism becomes possible from the moment you look at the prac-tice included in the blind following of the rule which is the "wrong" practice - Adorno calls this practice of identification ; the right practice included in practice of identification challenges the blind submission to

Esta tese se propõe a demonstrar avanços e limitações encontrados para a escolarização de crianças e jovens com necessidades especiais na rede estadual de ensino de São Paulo, nos últimos seis anos e discutir possibilidades e desafios para a condução de ações da modalidade de ensino Educação Especial, sob a perspectiva da política educacional denominada inclusiva. Fundamentada em pesquisa e estudos das áreas da Sociologia, destacadamente, as da Sociologia Crítica e da Educação, esta tese discute a dicotomia inclusão/exclusão presente na concepção de políticas públicas atuais, evidenciando a partir do referencial de laços sociais e de construções teóricas sobre afiliação/desafiliação de Robert Castel, para analisar contextos sociais. Ao examinar como as contradições e os impasses existentes no contexto socioeconômico influenciam a política educacional e, com maior intensidade, as questões referentes à escolarização de crianças e jovens com necessidades especiais, coloca em xeque a reprodução de desigualdades sociais na escola, a prática docente e a estrutura do próprio sistema. Ao indicar a necessidade de que a concepção da política educacional vai além da implantação de reformas, transformando estruturalmente o sistema de ensino, propõe que a Educação possa ser realmente um dos caminhos pelos quais se encontrem possibilidades para a construção de arranjos sociais plausíveis que se fundamentem nos princípios da coesão social, da igualdade de direitos e da solidariedade. / This research aims to show the conquests and limitations found for teaching kids and teens with special needs in São Paulo educational network, in the last six years and discuss the possibilities and challenges to conduct actions in the Special Education sector, under the educational policy perspective, denominated inclusive. Based on researches and studies in the Sociology areas, specially Critical Sociology and Education, this thesis discuss the dichotomy inclusion/exclusion, presented in the conception of the public policy nowadays, proving from the social laces and the theorical constructions by Robert Castel toward the affiliation/disaffiliation for the social context analysis. After examining how the contradictions and the deadlocks that exist in the socialeconomical context affecting the educational policy, and with bigger intensity, the questions regarding to the education for kids and teens with special needs, testing the social inequality reproduction at school, the teaching practice and the structure of the system itself. By indicating the needs that the conception of the educational policy goes beyond implementing the changes, structurally transforming the teaching system, proposes that the Education could be really one of its ways which would find possibilities for building the social arrangements plausible that would be based in the principles of the social cohesion, the equal rights and solidarity.

The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year six (aged 11-12 years) class. The reporting of this research is timely because the multiliteracies pedagogy has become a key feature of Australian educational policy initiatives and syllabus requirements. The methodology of this study was based on Carspecken's critical ethnography. This method includes five stages: Stage One involved eighteen days of observational data collection over the course of ten weeks in the classroom. The multiliteracies lessons aimed to enable learners to collaboratively design a claymation movie. Stage Two was the initial analysis of data, including verbatim transcribing, coding, and applying analytic tools to the data. Stage Three involved semi-structured, forty-five minute interviews with the principal, teacher, and four culturally and linguistically diverse students. In Stages Four and Five, the results of micro-level data analysis were compared with macro-level phenomena using structuration theory and extant literature about access to multiliteracies. The key finding was that students' access to multiliteracies differed among the culturally and linguistically diverse group. Existing degrees of access were reproduced, based on the learners' relation to the dominant culture. In the context of the media-based lessons in which students designed claymation movies, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally marginalised. These experiences were mediated by pedagogy, power, and discourses in the classroom, which were in turn influenced by the agency of individuals. The individuals were both enabled and constrained by structures of power within the school and the wider educational and social systems. Recommendations arising from the study were provided for teachers, principals, policy makers and researchers who seek to monitor and facilitate the success of the multiliteracies pedagogy in culturally and linguistically diverse educational contexts.