L’objet de notre recherche vise à identifier les chemins de l’émancipation individuelle desdescendantes sportives de migrants maghrébins habitantes de quartier populaire.Parler d’émancipation féminine dans un contexte d’héritage migratoire arabo-musulman suscite unrisque de lecture du processus au travers de catégories sociales ethnocentrées. Le premier travail a doncconsisté en une déconstruction des catégories sociales dominantes puis en une reconstruction de catégoriesd’intelligibilité du social afin de dépasser l’illusion de la relégation collective cumulée - sexuée, culturelle etsociale - des descendantes de migrants maghrébins et l’impasse pratique de l’injonction paradoxale de« fidélité versus rupture » vis-à-vis du système anthropologique arabo-musulman. Dès lors, notre lecturecompréhensive de l’engagement, minoritaire et innovant, des descendantes dans un loisir sportif, en tantqu’espace de tradition masculine impliquant particulièrement le corps, a permis d’appréhender les moteurs etmodalités d’une individualisation qui ne traduit pas une simple contestation pratique d’une tradition héritée.Cheminer vers la recherche des conditions de possibilité de leur expérience de loisir sportif et desimplications pratiques de cet engagement sur leur repositionnement dans divers rapports sociaux a exigé demobiliser une démarche de terrain enracinée. A l’issue d’une enquête quantitative basée sur un repéragepatronymique de la représentation des descendantes dans l’offre de loisir territorialisée d’un quartier bisontin,54 éclairages qualitatifs ont permis de recueillir la matière de cette recherche au fur et à mesure de 6 moisd’observation participante des loisirs sportifs sur le quartier.Nous avons constaté que les processus familiaux de transmissions mémorielles et culturelles –références sexuées et religieuses – sont les vecteurs d’une dynamique des générations source de changementsnégociés entre la génération des migrants et celle des descendants. Fonction des vécus pré et post-migratoires,ils conditionnent la définition de statuts féminins et masculins qui stimulent différentiellement tant la doubleinscription familiale et sociale que l’engagement dans des espaces et des pratiques renouvelés, dont le sport.Le statut du transmetteur, le genre de l’héritier, sa place dans la fratrie, la structuration de celle-ci définissentles conditions individualisées de transmission, mais aussi de réception, de ce fond commun familial. Dans unsystème d’échanges généralisés, les matrices de l’expérience, territoriale et scolaire, représentent alors uncontexte global de validation ou d’invalidation des stratégies éducatives parentales et définissent les conditionsde leur inflexion ou réorientation progressive. L’ensemble de ces transmissions et variables conduisent à desunivers des possibles sportifs fragmentés chez les descendantes de l’immigration maghrébine.Les implications de cet engagement en termes d’émancipation « en tant que descendantes del’immigration maghrébine dans un quartier populaire » ont alors été appréhendées du point de vue de leursexpériences, donc de ce qu’elles font et de ce qu’elles sont quand elles disent qu’elles sont émancipées. Lesbricolages situés ambivalents mis en place traduisent leur identification optionnelle fonction de la désignationincluse dans l’interaction, le moment et l’espace. Ils leur permettent de concilier leurs aspirations et référencescontradictoires, ainsi que les contraintes qui en découlent, et de re-prendre place simultanément dans lafiliation et la société au travers de processus pluriels d’autonomisation, d’individualisation, de distinction oud’autodétermination destinés à refuser les assignations. / The aim of our study was to identify the forms that individual emancipation takes for the women froma disadvantaged neighborhood in a French city who are involved in sports and are the descendants of NorthAfrican immigrants.We are well aware that a study of female emancipation within the context of Arab-Muslimimmigration could run the risk of being ethnocentrically biased. To avoid this, our first task involved adeconstruction of the dominant social categories, followed by a reconstruction of scientifically-based socialcategories in order to break out of both the current collective gender, cultural and social exclusion of thefemale descendants of North African immigrants and of the impasse presented by the dictate of "loyalty orrupture" which exists in the Arab-Muslim anthropological system. Our comprehensive study of thecommitments, which are few in number and innovative, of the female descendants who participate in arecreational sport that involves the body and which is usually reserved for males, provides the drivers andconditions of an individualization that is not simply rebellion against an inherited tradition.In order to research the conditions under which the women experienced recreational sports and thepractical implications that this commitment had on their repositioning in social relationships, we usedgrounded theory methodology. We used patronymic tracking in a quantitative survey to obtain the percentageof female descendants participating in recreational sport offered in a neighborhood of Besançon, France, andthen we carried out 54 qualitative interviews. The research material was collected over a 6-month period ofon-site observation of recreational sports activities.We found that family processes of memory and cultural transmissions (gender and religiousreferences) are drivers of a generational dynamic: sources of changes negotiated between the generation ofimmigrants and that of the descendants. Based on pre-and post-immigration experiences, these processesdetermine the definition of female and male status, which stimulates in different ways family and socialpositions, as well as a new type of involvement with space and the new practices that accompany participationin sport. The status of the transmitter, the gender of the inheritor, her place among siblings, and thestructuration of her place define not only the individualized conditions of transmission, but also the conditionsof their reception into the common family background. In a generalized system of exchange, the matrices ofexperience (neighborhood and school environs) are representative of the over-all context of validation orinvalidation of parental educational strategies and define the conditions either for their acceptance or for theirgradual reorientation. All these types of transmissions and variables produce sport experiences that are variedand different for female descendants of North African immigrants. .The implications of this commitment to emancipation by the female descendants of North Africanimmigrants in a disadvantaged neighborhood are demonstrated in our study in terms of their experiences, i.e.,in what they do and what they are when they say they are emancipated. The resulting assemblage of varyingopposing and similar elements reflects their optional identification based on interactions, a particular time, andspace. It enables these women to reconcile their conflicting aspirations and references, and the resultingconstraints, and at the same time to take a new place in filiation and society via the multi-leveled process ofself-determination, individualization, distinguishing themselves from other women, and self-empowerment.

Magister Commercii - MCom / The study has three objectives; firstly to assess the (manner of) implementation of black economic empowerment (BEE) principles by casino licence operators in the Western Cape, namely GrandWest, Casino Mykonos, and Caledon Casino & Spa, during the construction and initial operation phases; secondly, to discuss casino gambling from a marketing strategy theory perspective; and thirdly, to measure consumer behaviour theory as demonstrated by casino patrons. Government(s) and casino industry executives present casino gambling as a source of revenue and employment, and disregard the social costs incurred by society in the production of this revenue and employment sustenance.This study is an evaluability assessment study where reports from the Western Cape Gambling and Racing Board‟s social equity committee where used for the objective of the study. As a result, the sample of the study was formed by the three above-mentioned casinos that were operating in the Western Cape at the beginning of the project. The proposed government strategy on Black Economic Empowerment (BEE) was critiqued to try and understand the government‟s position relative to the initiative. The social equity committee monitoring reports where analysed to assess the performance of casino operators relative to their BEE undertakings in their licences. Data formed by reports and literature has been summarised and presented to try and help in clarifying the position of casino gambling on black economic empowerment and specifically the (economic) empowering of host communities and society at large.Recommendations where made with the view highlighting the need for a strategy towards greater empowerment of host communities. As a result, the researcher suggests that further research be conducted into the relationship between the profitability of a casino and proliferation of social problems attributed directly to the presence of a casino complex.

Diploma thesis deals with pupils from socially excluded localities and their education. The theoretical part defines the term socially excluded locality and deals with distinctive features that influence the situation of people living here. The Roma minority, which is often associated with social exclusion, is also characterised, and unfortunately is still frequently represented in socially excluded localities. The main topic is a socially disadvantaged pupil, their needs and current educational opportunities are taken into account. Special attention is given to Roma children and pupils with regard to cultural and ethnic specifics. The practical part is processed in the form of 12 case studies describing individual families from socially excluded localities and their attitude to children's education. The main objective of the research was to identify barriers that influence the education of their children from the parents' point of view. Partial objectives focus on other circumstances that families may have to limit access to school in relation to their social situation. The results of the research point to a close connection between the unfavorable social situation of the family, when these circumstances have a negative effect to the school education of children. Parents themselves perceive these...

<p>In this study a process evaluation of the action planning process of the HealthKick programme in disadvantaged primary school settings in the Western Cape was conducted. A qualitative methodology was adopted to best determine the experiences of the participants and the underlying factors involved. Four schools were randomly selected to participate. Four focus group discussions were conducted with educators, and four in-depth interviews were conducted with principals and champions at schools, (champions are either an educator or school governing body member selected to be the driver of the project at each school, as well as the liaison person between the school and the HealthKick project team). Semi-structured interview guides were used to steer the discussions. Interviews and focus groups were audio taped and transcribed verbatim. The data was thematically analysed with the assistance of Atlas ti computer software. The results of this study indicated that the action planning process did not take place as designed by the project team. Several challenges were identified and experienced by participants. The results further indicated that the challenges of time, workload and competing priorities were intrinsically linked. Positive experiences were also reported and various enablers to the process were identified, such as the facilitation process, the receipt of the resource toolkit as well as the complementary nature of the HealthKick curriculum to the normal academic curriculum.</p>

Barnfattigdomen är ett samhällsproblem som är högaktuellt i media och i samhällsdebatten. Syftet med studien var att få en ökad kunskap om de fattiga barnens situation i Sverige, detta för att kunna ta fram empowermentstrategier som skulle kunna underlätta för dem, utifrån ett socialpedagogiskt förhållningssätt. Uppsatsen är upplagd som en litteraturstudie och genom textanalys har vi sökt svar på frågorna: Vilken problematik möter de fattiga barnen i hemmet, i skolan och på fritiden? Hur hanterar barnen sin situation? Hur ser barnens behov ut? Kan vi underlätta för barnen och i så fall på vilket sätt? I vår resultatdel tittade vi på vilken problematik fattiga barn möter och hur de hanterar det.  Resultatet visar att de möter begränsningar och upplever känslor av skam, i jämförelse med andra barn. Skolan visade sig vara en central arena där problematiken var tydlig. Barnen bär mycket inom sig och har en ekonomisk medvetenhet. För att hantera problematiken använder de sig av olika strategier som att minska sina behov, dölja sin situation osv. I analysen lyfts barnens behov fram utifrån empowerment och tidigare forskning.  Det framkom att barnen behöver stärkas och få möjligheter till deltagande. Vi avslutar med en diskussion om hur vi kan underlätta för de fattiga barnen. De professionella, t.ex. inom skolan, behöver bli medvetna om strukturer som finns och som skapar ett utanförskap. / Child poverty is a social problem that is highly topical in the media and in public debate.The purpose of this study was to gain a better understanding of the situation of the poor children in Sweden, this in order to develop empowerment strategies that could help them, from a social pedagogic approach. Our essay is written as a literature review and through text analysis we have sought answers to the questions: What problems do the children living in poverty face in their homes, at school and in their spare time? How do they handle their situation? What are the needs of these children? Can we make it easier for them and if so, in what way? In our result we looked at the problems poor children face and how they handle them. The result shows that they encounter limitations and experience feelings of shame, in comparison with other children. The school was found to be a central arena where the problems were obvious. Children bear much inwardly, and have an economic consciousness. To deal with problems they use different strategies to reduce their needs, to hide their situation and so on. In the analysis the children's needs, based on empowerment and previous research, are highlighted. It was found that the children need to be strengthened and given opportunities to participate. We conclude with a discussion on how we can facilitate for the children living in poverty. The professionals, for example at schools, need to be aware of structures that exist and which create a sense of exclusion.

The purpose of this study was to explore the experiences of middle school students particularly focusing on the academic achievement of economically disadvantaged students. Existing data show that there is an increasing cohort of school children experiencing poverty, either short or long term. For poor middle school students, the risk for school failure is amplified by the general risks associated with middle school transition and early adolescence development. The cumulative nature of these risks is often associated with undesirable school outcomes including grade retention, behavior problems, absenteeism, delinquency, teenage pregnancy, school dropout, fewer years of schooling, and lower academic achievement. However, there is evidence that some students succeed in spite of adversity, which is often attributed to protective factors present in the students’ own immediate environment – school, home, and community. This current study, therefore, examined the relationship between two potential protective factors–parent involvement and school belonging–and student achievement. Previous research has established that parent involvement and school belonging are both associated with positive school outcomes including academic motivation, self-efficacy, internal locus of control, pro-social and on-task behavior, school engagement, educational aspirations and expectations, and better academic achievement. Consequently, this study examined three main questions: (a) How is parental involvement associated with academic achievement for economically disadvantaged eighth grade students? (b) How school belonging associated with academic achievement for economically disadvantaged eighth grade students? (c) Do the relations between parent involvement, school belonging, and eighth grade achievement vary as a function of prior achievement and middle school? To answer these research questions, this study used the nationally representative longitudinal data from Early Childhood Longitudinal Study, Kindergarten (ECLS-K) Class of 1998/99. The findings for this study showed that when parent involvement and school belonging were considered together, the association between parent involvement and student achievement diminished while school belonging consistently emerged as a significant predictor of achievement. However, while school belonging emerged as a significant predictor of achievement, this study established that students’ prior achievement was the single strong and significant factor explaining achievement for poor eighth grade students. / text

Cette recherche vise à voir s’il existe une différence entre les familles favorisées et celles défavorisées en ce qui concerne le rapport qu’elles entretiennent avec les devoirs à la maison. D’après quelques écrits, la réalisation des devoirs peut être plus difficile en milieu défavorisé (Carvalho, 2009; Cooper, Lindsay et Nye, 2000; Dolle, 2007; Grolnick, Benjet, Kurowski, et Apostoleris, 1997 ; Hoover-Dempsey, Bassler et Brissie, 1992; Kronholz, 1997; Odum, 1994; Scott-Jones, 1984 ; Symeou, 2009), et c’est cette problématique qui est concernée dans ce travail. Les participants sont quatorze parents d’élèves du deuxième cycle du primaire de deux écoles, une dans la région montréalaise (milieu défavorisé) et une dans la région des Laurentides (milieu favorisé). Pour réaliser la comparaison, sept parents de chacun des milieux ont été interviewés à l’aide d’un questionnaire portant sur le processus des devoirs, sur la participation parentale et sur leur sentiment de compétence à aider leur enfant durant les devoirs. Les résultats ont montré que la réalisation des devoirs est plus longue en milieu défavorisé et que les conflits sont plus présents dans ce type de milieu. Aussi, la motivation des enfants à l’égard des devoirs en milieu défavorisé est plus faible, ce qui pourrait expliquer le fait que les parents de ce milieu semblent offrir plus de soutien lors des devoirs. Par ailleurs, le soutien des pères lors des devoirs semble être plus fréquent en milieu favorisé et cette situation pourrait s’expliquer par les conditions de travail plus favorables comparativement à celles des pères en milieu défavorisé. / This study examines the difference between parents from disadvantaged areas and parents in more advantaged areas on their relationship to homework. The parents in lower class families face more obstacles during the homework process (Carvalho, 2009; Cooper, Lindsay et Nye, 2000; Dolle, 2007; Grolnick, Benjet, Kurowski, and Apostoleris, 1997; Hoover-Dempsey, Bassler et Brissie, 1992; Kronholz, 1997; Odum, 1994; Scott-Jones, 1984; Symeou, 2009). The participants were fourteen parents of children in two elementary schools, one in Montreal area (disadvantaged area) and one in the Laurentians (advantaged area). In order to compare, seven parents in each community were interviewed with a questionnaire that addresses issues relating to parental attitudes, opinions, sense of competence and the homework process. Data showed that doing homework is longer in disadvantaged area and conflicts are more prevalent in this area. Also, children’s motivation in disadvantaged area is lower than that of children in the other area. To support their child, parents in disadvantaged area appears to be more involved in homework. In addition, fathers’ support during homework seems to be more common in advantaged area, which would be caused by the fathers’ working conditions that are less favourable in disadvantaged area.

<p>In this study a process evaluation of the action planning process of the HealthKick programme in disadvantaged primary school settings in the Western Cape was conducted. A qualitative methodology was adopted to best determine the experiences of the participants and the underlying factors involved. Four schools were randomly selected to participate. Four focus group discussions were conducted with educators, and four in-depth interviews were conducted with principals and champions at schools, (champions are either an educator or school governing body member selected to be the driver of the project at each school, as well as the liaison person between the school and the HealthKick project team). Semi-structured interview guides were used to steer the discussions. Interviews and focus groups were audio taped and transcribed verbatim. The data was thematically analysed with the assistance of Atlas ti computer software. The results of this study indicated that the action planning process did not take place as designed by the project team. Several challenges were identified and experienced by participants. The results further indicated that the challenges of time, workload and competing priorities were intrinsically linked. Positive experiences were also reported and various enablers to the process were identified, such as the facilitation process, the receipt of the resource toolkit as well as the complementary nature of the HealthKick curriculum to the normal academic curriculum.</p>

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

BACKGROUND: The research deals with the effect of the Student Rag Community Service's (SRCS) Pick–A–Leader programme on adolescents in a disadvantaged community. The SRCS has been in existence for 30 years and the Student Representative Council of the North–West University: Potchefstroom Campus, has authorised them to promote voluntary ativities for charity in Potchefstroom and its surrounding areas. The SJGD annually presents various programmes to communities in Potchefstroom; however, these programmes have not thus far been formally evaluated. One of these projects is the Pick–A–Leader (PAL) programme which focuses on leadership– and skills development for adolescents in a disadvantaged community. This study concentrates on the evaluation of the PAL–programme. AIM: The primary aim of this study was to determine the effect of the PAL–programme on the adolescents in a disadvantaged community. METHOD: The nature of the investigation was exploratory and descriptive. Mixed methodology was applied in this study. A quasi–experimental design was used in the form of a comparative pre– and post–test design. Focus groups and a number of measuring instruments were used to gather data. Participants in the experimental groups consisted of 45 grade 11 learners from 3 schools in a disadvantaged community of Potchefstroom. Members of the comparative groups also numbered 45 and were grade 11 learners from the same 3 schools as those in the experimental groups. RESULT: It was concluded that the SRCS PAL–programme had an effect on the adolescents. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.