The purpose of this study is to explore how music teachers in grades seven to nine work with adjustments in their teaching practices to include students with special needs. This has been done from a sociocultural perspective where inclusion, special adjustments and a school for everyone were the overall themes. The study has been conducted via qualitative interviews, which has been analysed and the results split threefold; teacher’s perspectives on student’s needs, teacher’s opportunities and limitations, and schools opportunities and limitations.    The results found in this study indicate that group size together with resources and the music classroom are limiting factors for the quality of music education and to which degree teachers are able to work with inclusion. Working for inclusion was found a must in music education, where playing together was perceived as a vital part of the education. In most of the cases students always being in the classroom were preferred, but there were exceptions where students leaving the classroom were found to be more beneficial for the students in question. Furthermore, letting all students take advantage from adjustments made for special needs students proved to be beneficial for the group as a whole. The study also shows that teachers need to have adequate education with elements of special education to enable them to properly include students with special needs.

Cette recherche propose de rendre compte de l'usage de la broderie en art contemporain dans les oeuvres deTracey Emin, première artiste à avoir exposé le récit des trente-deux premières années de sa vie dans une tentebrodée intitulée Everyone I Have Ever Slept With 1963-1995. Une analyse de réception de type sémio-anthropologiquede cette oeuvre monumentale met en évidence, dřune part, que la broderie est une écriture contemporaine incluant un geste manuel, une loi textile et une jouissance filaire et, d'autre part, que son effet de présence et son pouvoir narratif en font un art de l'intime.En tant qu'écriture filaire, la broderie est singulière. Ecriture universelle, elle est première chez les peuples sans écriture, elle est sésame social en tant que sampler, elle est historiographique par son potentiel narratif, son statut d'objet de prestige ou de mémorandum. Elle est encore écriture monumentale dans la Tapisserie de Bayeux, autre broderie phénoménale, simultanément manuscrit, témoignage documentaire et oeuvre d'art plastique reconnue.La broderie se fait art de l'intime dans d'autres oeuvres de Tracey Emin, telles ses couvertures, dont la première, Hotel International, incarne le curriculum vitae de l'artiste. Mais l'intime peut s'envisager de plusieurs manières. Or, comme en Angleterre la broderie a été considérée comme un art national dès le VIIe siècle, elle se conçoit aussi comme art de l'intime dans le rapport que les oeuvres brodées d'Emin entretiennent avec celles du passé. Si l'intime est un lien puissant entre le public et l'artiste, en brodant sa vie et son intimité, Tracey Emin a transformé le « personnel est politique » des années 1970 en universel. / This research proposes to account for the use of contemporary art embroidery in the works of Tracey Emin, the first artist to have exhibited the story of the first thirty-two years of her life in an embroidered tent entitled Everyone I Have Ever Slept With 1963-1995. A semio-anthropological reception analysis of this monumental work highlights, on the one hand, that embroidery is a contemporary writing that includes a manual gesture, a textile law and a thread jouissance and, on the other hand, that its effect of presence and its narrative power make it an art of intimacy.As thread writing, embroidery is a singular one. As universal writing, it is first among people without written language, it is a social open sesame as sampler, it is historiographical thanks to its narrative power, its status as an object of prestige or as a memorandum. It is also a monumental writing in the Bayeux Tapestry, another phenomenal embroidery, simultaneously manuscript, documentary testimony and recognized visual work of art. Embroidery is also an art of intimacy in other works of Tracey Emin, such as her blankets, whose first, Hotel International, embodies the curriculum vitae of the artist. However, intimacy can be considered in many ways.And, as in England embroidery was regarded as a national art from the seventh century onwards, it can thus be conceived as an art of intimacy in the relationship that the embroidered works of Emin maintain with those of the past. If intimacy is a powerful bond between the public and the artist, by embroidering her life and her intimacy, Tracey Emin has transformed the "personal is political" of the 1970s into a universal one

Launched as post-2015 development framework for the world, the United Nations Sustainable Development Goals (SDGs), popularly known as Global Goals, are based on the premise of ‘leaving no one behind.’ The campaign aims to translate the high awareness levels of people to an increased pressure on governments for delivering on SDGs. Drawing on the theoretical framework of development communication; this study ascertains if the campaign is reaching the stated audience. By analyzing creative choices in designing messages and the media channels used to reach ‘everyone’, the research examines the media narrative of Global Goals. This thesis contributes to development studies and international communication, and highlights the biased logics of development planning. The supplemental files include ‘We the People’ film, an African crowd sourced song to ‘tell everybody’, the fundraiser video featuring Chiwetel Ejiofor, the remake of Spice Girl’s ‘Wannabe’ song and a video that shows the statistics of gender equality.

The purpose of this study is to gain insight of four preschool teacher’s perspectives and reasoning in two different local if they working to counteract exclusion. The questions this study assumes are: How does the teachers in preschool reason about how they working against exclusion of children with diagnosis in the free game, if there are? How does the teachers reasoning about their methods and personal strategies they uses to include children with diagnosis in the free game, if they are excluded? How does the teachers reasoning about the diagnosis effect of these children’s social interaction with other children if the diagnosis became their identity? The method in this study to collect material about the teacher´s perspective on the subject is semi-structured interviews. The collected material has been analyzed and interpreted from a socio-cultural perspective. The conclusion of this study is that you can see pattern of the teachers reasoning about the subject, their methods and their personal strategies to include children with diagnosis. They work very close to the children and focus on the individual child in the group and the importance of excluding work for inclusion. The inclusion work is complex and the teacher’s approach and child perspective affects the inclusion work and if the children get stigmatized because of their diagnosis as identity. Exclusionary practices is necessary for the inclusion work and work close to the individual and also knowing the child´s difficulties and strength to support where it´s needed so the child can be involved in social interaction with other children.

Submitted by William Justo Figueiro (williamjf) on 2015-07-08T21:34:22Z No. of bitstreams: 1 07b.pdf: 1206515 bytes, checksum: 5e20b090b0e71c543037d5e38a0f2232 (MD5) / Made available in DSpace on 2015-07-08T21:34:22Z (GMT). No. of bitstreams: 1 07b.pdf: 1206515 bytes, checksum: 5e20b090b0e71c543037d5e38a0f2232 (MD5) Previous issue date: 2014-02-28 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta Tese tem por objetivo analisar o movimento Todos Pela Educação (TPE), buscando compreender suas condições de proveniência e emergência, bem como seus efeitos no cenário educacional brasileiro na atualidade. Trata-se de um movimento da sociedade civil iniciado em 2006 e idealizado por um grupo de empresários, com o objetivo de contribuir para a melhoria da qualidade da educação no Brasil. Os materiais de pesquisa consistem em oito publicações do Movimento, entre manuais de divulgação de suas ações e relatórios de monitoramento das metas. Por meio de uma atitude investigativa genealógica, a partir dos estudos de Michel Foucault, a Tese demonstra que os discursos que constroem a grande verdade da educação para todos, alinhados aos discursos que instituem a necessidade da reforma educacional, dão as condições para a proveniência de movimentos como o Todos Pela Educação. Também analisa a emergência do Movimento no cenário político atual, considerando suas implicações. Como um dos principais efeitos do Movimento no cenário educacional brasileiro na atualidade, percebe-se a centralidade da performatividade, no sentido que lhe atribui o pesquisador Stephen Ball. A partir dessa constatação, a pesquisa analisa: quando emerge a noção de performatividade; que efeitos são produzidos nas práticas que a engendram; de que forma a performatividade opera no movimento Todos Pela Educação; e quais seus efeitos no campo educacional. O trabalho investigativo mostrou que a performatividade é central no movimento Todos Pela Educação e se articula aos conceitos de inclusão e aprendizagem. Para operar, ela necessita de um processo de reconfiguração da aprendizagem em desempenho. Por sua vez, a relação da performatividade com a inclusão é mais complexa, constituindo-se em um paradoxo. Ao mesmo tempo em que num sistema escolar pautado pelas exigências da performatividade, a inclusão de todos é uma condição inegociável, absolutamente necessária, esses ditos “incluídos” ameaçam a performatividade escolar, uma vez que seus desempenhos nas avaliações em larga escala, muitas vezes, não são considerados satisfatórios para atender às metas estabelecidas por essa escola pautada pela performatividade como produtividade na educação. / This thesis has aimed to analyze the movement known as Everyone for Education, in an attempt to understand its conditions of provenience and emergence, as well as its effects on the present Brazilian education scenario. The movement appeared in 2006 as an initiative by the civil society and was idealized by a group of businessmen aiming at contributing to improve the quality of education in Brazil. The research materials have comprised eight publications by the movement, such as handbooks that publicize its actions, and reports monitoring its goals. By means of an investigative genealogic approach grounded on Michel Foucault’s studies, this thesis has shown that discourses that have constructed the great truth of Education for All, aligned with discourses that have instituted the need for educational reform, have provided the conditions for the provenience of movements such as Everyone for Education. The research has also analyzed the emergence of the movement in the present political scenario, considering its implications. Performativity has been perceived as one of the main effects of the movement on the present Brazilian educational scenario, in the sense that Stephen Ball has attributed to it. From such evidence, the research has analyzed the following issues: when the notion of performativity emerged; the effects produced on the practices that have engendered it; how performativity has operated in Everyone for Education; and its effects on the educational field. The study has evidenced that performativity is central in the Everyone for Education movement and has been articulated with the concepts of inclusion and learning. In order to operate, performativity has required a process of reconfiguration of learning as performance. The relation of performativity to inclusion, in turn, is more complex and has constituted a paradox. While inclusion of everyone is a non negotiable condition in a school system grounded on performativity requirements, the allegedly "included" threaten school performativity, since their performances in large-scale evaluations are seldom regarded as satisfactory to achieve the goals established by a school that takes performativity as productivity in education.

136 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-25T19:07:27Z No. of bitstreams: 1 Dissertacao_Daniela Barbosa.pdf: 1573498 bytes, checksum: 0500962e7128f6255e72b6f1e89ac238 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-16T18:18:42Z (GMT) No. of bitstreams: 1 Dissertacao_Daniela Barbosa.pdf: 1573498 bytes, checksum: 0500962e7128f6255e72b6f1e89ac238 (MD5) / Made available in DSpace on 2013-05-16T18:18:42Z (GMT). No. of bitstreams: 1 Dissertacao_Daniela Barbosa.pdf: 1573498 bytes, checksum: 0500962e7128f6255e72b6f1e89ac238 (MD5) Previous issue date: 2006 / A dissertação intitulada ?O ensino fundamental e o direito à educação, um estudo das normas constitucionais no Município de Salvador? tem por objeto a investigação da legislação educacional, englobando não somente a Constituição Federal, mas também normas infraconstitucionais, e sua contribuição para a implantação de políticas públicas, e criação de condições indispensáveis ao exercício da cidadania, pela efetivação do direito à educação. Questiona-se, portanto, se a legislação brasileira, especialmente, a partir da Constituição Federal de 1988, tem contribuído para a adoção de políticas públicas, e para a utilização das medidas judiciais postas à disposição dos cidadãos, no sentido da efetivação do direito à educação no Município de Salvador, especialmente no que se refere ao ensino fundamental (obrigatório e gratuito), tendo em vista a sua natureza de direito público subjetivo. Analisa-se o direito à educação, categorizado como direito social, utilizando-se estudos relativos à aplicabilidade das normas constitucionais, e ainda, a teoria da legislação simbólica. O trabalho foi desenvolvido por meio de pesquisa bibliográfica documental, notadamente a análise de obras científicas, documentos legais e jurisprudência, aliada ao levantamento e análise de dados secundários, especialmente, estatísticas oficiais e entrevistas. Conclui-se da investigação realizada que as normas previstas em lei não se têm revelado plenamente eficazes (eficácia social) para impor ao Estado o cumprimento dos preceitos legais, no que se refere à concretização do ensino fundamental, no Município de Salvador, na medida em que, não obstante sejam reconhecidos os avanços obtidos, sobretudo no que se refere ao acesso ao ensino, questões concernentes à qualidade do ensino e permanência do aluno nas escolas ainda não foram solucionadas, não se tendo obtido, da mesma forma, a tão sonhada universalização do ensino fundamental. / Salvador

Föreliggande studie syftar till att undersöka hur ett inkluderande arbetssätt kan framstå i svenskundervisningen på lågstadiet ur ett lärarperspektiv och hur inkluderingen samspelar med målsättningen en skola för alla. Studien utgår från det sociokulturella perspektivet där man antar att lärande sker i samspel med andra, liksom från Asp-Onsjös tre inkluderingsaspekter: rumslig, didaktisk och social. Frågeställningarna besvaras genom intervjuer med lärare på lågstadiet. Svaren har sammanställts utifrån en innehållsanalys med fokus på de tre aspekterna av inkludering. Resultaten visar att det uppstår dilemman inom de tre inkluderingsperspektiven eftersom de kan krocka med varandra. Dessa dilemman blir extra tydliga när skolan sätter in individuella åtgärder för att erbjuda en likvärdig utbildning. I resultatet framkommer också att det finns hinder för att inkluderingen ska vara överensstämmande med målsättningen en skola för alla. Aspekter såsom tid, kompetens och skolledningens roll har visat sig avgörande för hur väl målsättningen kan nås och samtliga elever bli inkluderade.

Bibliography: leaves 273-284. This thesis examines the autobiographical texts of the Aboriginal women writers, Oodgeroo, Margaret Tusker and Monica Clare, in light of the 'community of commitment' which supported their publications. It considers how and why the Aboriginal women elicted outside support and how the ideology of the group informed the epistemology of the text.The role of collaborating white editors and professional editors are examined as crucial in influencing the style and content of the finished piece. The original manuscripts are compared against the published editions and the changes implemented by the editor are described. Following Frantz Fanon and Homi Bhaba, the adoption of the white ideological lattice by the Aboriginal author is characterised as the white mask of colonial mimicry. The outcomes of cross-cultural impersonation of the white editor are discussed, with the editorial collaboration viewed as the imposition of stereotyped representations of Aboriginality.

Bibliography: leaves 273-284. / 284 leaves : ill. (some col.) ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This thesis examines the autobiographical texts of the Aboriginal women writers, Oodgeroo, Margaret Tusker and Monica Clare, in light of the 'community of commitment' which supported their publications. It considers how and why the Aboriginal women elicted outside support and how the ideology of the group informed the epistemology of the text.The role of collaborating white editors and professional editors are examined as crucial in influencing the style and content of the finished piece. The original manuscripts are compared against the published editions and the changes implemented by the editor are described. Following Frantz Fanon and Homi Bhaba, the adoption of the white ideological lattice by the Aboriginal author is characterised as the white mask of colonial mimicry. The outcomes of cross-cultural impersonation of the white editor are discussed, with the editorial collaboration viewed as the imposition of stereotyped representations of Aboriginality. / Thesis (Ph.D.)--University of Adelaide, Dept. of Social Inquiry, 2001

The thesis aim is to visualize and understand what happens to intentions formulated in national steering documents to be interpreted and implemented in schools to give every pupil without exception access to an equivalent education.   The principal starting point is that the individual official, or “street bureaucrat”, working inside school is the key person in interpreting steering document content.  A theory-based analysis model was constructed from the different levels of national school steering systems, including knowledge appropriation and knowledge transfer as theoretical concepts.  In the model, state, municipality, school and pupil constitute separate institutional concepts forming four frames, with three levels, macro, meso and micro, with school and pupil on the latter level. Following the process involving national steering documents, the actual steering of schools and the interpretation and implementation of the mission at different system levels highlights these documents’ importance.   The empirical material comprises five studies: Study 1, a literature study focusing on the expression A school for everyone; Study 2, a document study on the steering of schools in two systems; Studies 3 and 4, two mutually independent questionnaire studies about national steering documents involving school leaders undergoing school leadership education and special needs teachers-to-be during their education and Study 5,  a document study of pupil assistants’ role as officials in the two steering systems.   The conclusion of the thesis may be that the pedagogical significance of the steering documents depends on how administrative and school officials, individually and collectively, interpret and implement the mission among the pupils. Claiming that A school for everyone applies to everyone requires routines in whichever system which ensure that all steering process officials absorb the steering document content and agree on a common pedagogical foundation about who are all pupils, which ones need special support and what measures will give all pupils access to an equivalent education.