Situated within Toronto's expanding and increasingly segregated educational marketplace, this study examines how parents of students at one elite publicly funded specialized arts high school make meaning of their school choice decision. Utilizing a Neo-Marxist framework, I explore the role that material and symbolic resources play in making this school choice both available and exclusive. I conduct a critical discourse analysis of parent narratives to expose how they mobilize dominant discourses of the arts in order to produce the school as a good choice, and themselves as good parents. This research challenges dominant conceptions of the arts in education by showing how the arts are used to reinforce, obscure, and justify existing social hierarchies in school settings and society at large. This study further serves as an example of how arts education research can move beyond positivist conceptions of the arts.

Situated within Toronto's expanding and increasingly segregated educational marketplace, this study examines how parents of students at one elite publicly funded specialized arts high school make meaning of their school choice decision. Utilizing a Neo-Marxist framework, I explore the role that material and symbolic resources play in making this school choice both available and exclusive. I conduct a critical discourse analysis of parent narratives to expose how they mobilize dominant discourses of the arts in order to produce the school as a good choice, and themselves as good parents. This research challenges dominant conceptions of the arts in education by showing how the arts are used to reinforce, obscure, and justify existing social hierarchies in school settings and society at large. This study further serves as an example of how arts education research can move beyond positivist conceptions of the arts.

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<p>This examination project examines how masculinity and class affect upper secondary school guys relations towards school and education. The purpose of my project is to expand the understanding of why there is a relation between class, sex and results in studies. The examination is made according to the focusgroup method where two groupinterviews where made. One of the group consist of four guys from a practical upper secondary education and the other consist of four guys from a theoretical upper secondary education. As it shows in the resultchapter the groups also have a different class background.</p><p> </p><p>The result is best understood as a cycle where class strengthen masculinities in different ways, different masculinities have different conditions in the schoolcontext, masculinities and school are factors that strengthen the class differences. In the result I show that both groups have similar view on what to consider masculine, but the guys from the theoretical group point out masculinitie as something negative in opposite to the guys from the practical group. The idea that schoolwork is something unmasculine is clear in the answers from the theoretical group but the same idea can not be found in the answers from the practical group. The attitude towards school and education separates the groups most clearly in the attitude towards university studies. The answers indicate that teachers are one factor to why the attitude towards schoolwork differed so widely between the groups.</p><p> </p><p>In the ending a discussion is held about how school helps to maintain the patriarchy and class differences and how to counteract it.</p>

This dissertation deals with three different studies of rural women in northern Sweden and Wisconsin, USA. All three of them aim at identify and elucidate pertinent aspects of women's lives in rural areas. In the first study, The Åsele study, women's work and free time activities are in the focus of investigation. The second, The Leading Light study, deals more explicitly with obstacles and problems that women meet with when trying to improve their living conditions and, finally, the Wisconsin study deals with the ways rural women organize their everyday lives. More specifically, while all three studies assume a gender and mode-of-living perspective, cultural issues, the relations between structure- agent and questions concerning the organization of everyday life receive separate treatment. Mostly qualitative methods are used in collecting data, including interviews and essays. Also questionnaires are used in order to gain a comprehensive picture of certain areas, such as activities and aspirations within the field of leisure. In the last study a reanalysis of an archived interview material, built on oral life histories, is used. The results give a complex and nuanced picture of women's lives in these areas. The farm women in the Wisconsin study have a heavy work load and contribute in different ways to the maintenance of the family. Their productive work is, however, made invisible in official statistics. The Åsele study gives a picture of a woman, who is not demanding anything special for herself, but is adapting to the traditional gender structures. Her life is organized around her home, her husband and her children. The young women intend to leave this area, which is one of the problems that the local politicians have to deal with. In the Leading light study, finally, it is above all the male representatives at the local governmental level that impede the women's ideas and ignore their propositions for change. Despite official signals of decentralisation of decision making, the bureaucratic structures seem to strengthen at the local level. Most of the women in this study praise life in the country side. The rural ideology also comprises a positive view of this mode of living. While the rural ideology is a entire male construction, the female conditions have to be problematized. This has been done in this thesis. / digitalisering@umu

This examination project examines how masculinity and class affect upper secondary school guys relations towards school and education. The purpose of my project is to expand the understanding of why there is a relation between class, sex and results in studies. The examination is made according to the focusgroup method where two groupinterviews where made. One of the group consist of four guys from a practical upper secondary education and the other consist of four guys from a theoretical upper secondary education. As it shows in the resultchapter the groups also have a different class background.   The result is best understood as a cycle where class strengthen masculinities in different ways, different masculinities have different conditions in the schoolcontext, masculinities and school are factors that strengthen the class differences. In the result I show that both groups have similar view on what to consider masculine, but the guys from the theoretical group point out masculinitie as something negative in opposite to the guys from the practical group. The idea that schoolwork is something unmasculine is clear in the answers from the theoretical group but the same idea can not be found in the answers from the practical group. The attitude towards school and education separates the groups most clearly in the attitude towards university studies. The answers indicate that teachers are one factor to why the attitude towards schoolwork differed so widely between the groups.   In the ending a discussion is held about how school helps to maintain the patriarchy and class differences and how to counteract it.

Abstract The purpose of this study is to explore the organizational culture within the corporation The Body Shop. I have been working with two different question formulations. The first is to answer how the culture can be described. To answer this I have been using Edgar H. Scheins theory of cultural levels. I have been using the two lower levels, artifacts and espoused values. The second question formulation is to answer how the culture within The Body Shop can be reproduced. To my help to answer this I have been using John Van Maanens theory of strategies for socialization. I have been working with a qualitative approach. My data was collected through interviews, observations, printed texts and The Body Shops Swedish and global websites. My results using Scheins cultural levels points out that the culture within The Body Shop, at least outwards, is strong and distinct. The implementation of Van Maanens strategies of socialization indicates that the socialization of new members in the organization tends to have a high congruence with the organization´s culture and values. / Sammanfattning Syftet med den här studien är att undersöka kulturen inom företaget The Body Shop. Jag har arbetat utifrån två frågeställningar. Den första är att besvara hur kulturen kan beskrivas med hjälp av Edgar H. Scheins kulturnivåer. Den andra frågeställningen är att besvara hur kulturen reproduceras med hjälp av John Van Maanens socialisationsstrategier. Studien har gjorts med en kvalitativ ansats. Det insamlade datamaterialet består av två intervjuer med butikschefer inom The Body Shop, tryckta källor samt företagets svenska och globala hemsidor. Beskrivningen av kulturen inom The Body Shop är gjord utifrån Scheins två första kulturnivåer, artefakter och värderingar. Tillämpningen av Van Maanens socialisations­strategier har visat att kulturen inom The Body Shop reproduceras genom socialisationen av nyanställda butiksmedarbetare. Mina resultat tyder på att The Body Shop utåt sett har en tydlig och stark kultur. Resultaten tyder också på att de sätt man socialiserar nyanställda på medför att dessa genom socialisationen uppnår en hög överensstämmelse med företagets kultur och värderingar.

Šiame magistriniame darbe dėmesys bus skiriamas akademiniam jaunimui (studentams). Tyrimo metu išsiaiškinsime, kokį kultūrinį kapitalą turi sukaupę humanitarinių ir socialinių mokslų studentai, kokiai kultūrai jie atstovauja – elitinei („aukštajai“), masinei ar populiariajai („žemajai“) kultūrai. Šiame darbe ketinama nagrinėti jų kultūrinį kapitalą (pagal P. Bourdieu suklasifikuotą) trimis formomis: įsikūnijusiu, objektyviu ir institucionalizuotu pavidalu. / Most consideration in this master will be given to the academic youth (students). During the research we will find out what sort of cultural capital is present among students of art sciences and students of social sciences. Also, we will find out which type of culture they belong to – elite or the popular type of culture. In this master the cultural capital will be analyzed sustaining P. Bourdieu’s classification. P. Bourdieu distinguishes three forms of cultural capital: incarnated, objective, and institutional.

Made available in DSpace on 2016-08-17T13:54:21Z (GMT). No. of bitstreams: 1 EDITH MARIA BATISTA FERREIRA.pdf: 2006760 bytes, checksum: f99fcbfbe314c65e01f1431887176ce8 (MD5) Previous issue date: 2010-12-20 / The aim of the present study was to analyze approaches used by NUPECON Professors as to opposition to cultural replica process set forth by the continued education program of the county of São Luis, MA Brazil. The following issues are raised on the subject: how has NUPECON been extraofficially constituted for the training of teachers in the Municipal Education Network of Sao Luis, and how do the researching teachers resist to the cultural reproduction model imposed by the official teacher training Program? We hold the supposition that continuing education guided by the critique rationality model, with emphasis on the researching teacher, may contribute for the perception on ideological contents in the teaching practice resulting in more emancipating proposals. A qualitative study focusing on the oral history with nine participating subjects from NUPECON in the period of 2003 to 2008. A semistructured interview was utilized for data collecting, besides documental analysis, institutional reports, publications, intervention research projects, memorial and research report. Studies by Bourdieu, Foulcault, Certeau, Linhares, Garcia, Demo, among others, comprised the starting point so that we could question the cultural reproduction concepts, power relationships, resistance, approaches and researching teacher. As from the found clues we may infer that the true discussions aim at building a consensus with respect to government actions, and legitimate State reform, therefore, it is necessary to recognize the value of ideological argument as well as to inversions which may operate in pedagogical practice and thought. The training of researching teachers grounded on practical or technical rationality models favor the continuism and reinvigoration of neoliberal principles. The training of the researching teacher improves intellectual and pedagogical autonomy seized by the capitalist reasoning imbued in the education processes leading to more emancipating practices. / Este trabalho tem como objetivo analisar táticas utilizadas pelos/as professores/as do NUPECOM como resistência ao processo de reprodução cultural instituído pela formação continuada oferecida pela Rede Municipal de Educação de São Luís. As questões centrais que permeiam este estudo são: como o NUPECOM tem se constituído uma forma extraoficial de formação de professores/as na Rede Municipal de Educação de São Luís e de que forma as professoras pesquisadoras resistem ao modelo de reprodução cultural imposto pelo Programa oficial de formação de professores? Partimos do pressuposto de que a formação continuada pautada no modelo da racionalidade crítica, com ênfase na formação do/a professor/a pesquisador/a, pode contribuir para que se percebam os conteúdos ideológicos que permeiam a prática de ensino e se vislumbrem propostas mais emancipadoras. A pesquisa é de natureza qualitativa, com enfoque na história oral, e teve como sujeitos nove integrantes do NUPECOM que participaram da experiência de formação pela pesquisa no período de 2003 a 2008. Utilizamos como instrumentos de coleta de dados a entrevista semiestruturada, além da análise documental, incluindo relatórios institucionais, publicações, projetos de pesquisa-intervenção, memorial e relatórios de pesquisa. Os estudos de Bourdieu, Foucault, Certeau, Linhares, Garcia, Demo, entre outros, constituíram o ponto de partida para que pudéssemos problematizar as concepções de reprodução cultural, relações de poder, resistência, táticas e professor/a pesquisador/a. Podemos inferir, a partir das pistas encontradas, que os discursos de verdade objetivam construir o consenso em relação às ações de governo e legitimar a reforma de Estado. Portanto, é preciso atentar para a força do discurso ideológico e para as inversões que podem operar no pensamento e na prática pedagógica. A formação de professor/a pautada nos modelos da racionalidade técnica ou prática favorecem o continuísmo e o revigoramento dos ditames neoliberais. A formação do/a professor/a pesquisador/a recupera a autonomia intelectual e pedagógica, usurpadas pela lógica capitalista impregnada nos processos educativos, conduzindo a práticas mais emancipadoras.

Using Bourdieu's model of social and cultural reproduction, I examine student achievement and parental involvement levels across seven immigrant nationalities: Cambodian, Cuban, Filipino, Laotian, Mexican, Nicaraguan, and Vietnamese. I then analyze the relationships between five parental involvement types and GPA, while controlling for student, family, and school characteristics. Finally, I test for interaction effects to examine variations across groups. Results point to parent expectations as a strong predictor of student success, especially among Cubans, Filipinos, and Vietnamese, while other dimensions of parental involvement have little or no effect. Bourdieu's model may not be adequate among immigrant parents and their children who follow a pattern of dissonant acculturation.