Denna uppsats syftar till att undersöka en nutida ungdomsroman inom den realistiska genren för att se om det överensstämmer med den utvecklingspsykologiska teorin. Tiden som ungdom har ur ett historiskt perspektiv vuxit i antal år räknat och den har även kommit att bli alltmer komplex då det kommer till val av livsbana. Ungdomar idag är inte längre av tradition bundna till yrke, geografisk plats eller social klass, detta är ju givetvis positivt, men hur bidrar denna konturlöshet till vår utveckling?

Orientador: Josue Pereira da Silva / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-02T12:04:20Z (GMT). No. of bitstreams: 1 Vieira_LucianaMoreiraMartins_M.pdf: 9082339 bytes, checksum: 9be3f1a95d5c7aa8f8d4a250f1bb6cc1 (MD5) Previous issue date: 2002 / Resumo: o foco desta dissertação é analisar o conceito de modernidade na obra de Anthony Giddens. Por essa razão, eu desenvolvo uma breve revisão bibliográfica do tema em seus escritos, especialmente aqueles que lidam com a modemidade / Abstract: The focus of this dissertation is to analyze the concept of modemity in the work of Anthony Giddens. For that reason, I develop a brief bibliografic revision of the theme in his writings, especially the ones dealing with modernity / Mestrado / Mestre em Sociologia

Tesis para optar al grado de Magíster en Filosofía mención en Axiología y Filosofía Política. / El objetivo del presente trabajo es presentar y enfrentar las respuestas éticas que entregan respectivamente Michel Foucault y Anthony Giddens frente al fenómeno de la modernidad que se ha denominado “la experiencia secuestrada”.

Syftet är att undersöka statliga styrdokument (Lpo 94 och Lgr 11) i relation till Waldorfskolans kompletterande styrdokument. Styrdokumenten undersöks genom en diskursanalys utifrån begreppen aktör och struktur, med hjälp av det analytiska begreppet agens. Frågeställning för arbetet lyder som följande: På vilka sätt konstrueras och representeras aktörer och strukturer  utifrån begreppet agens samt vilka diskursiva mönster går att utläsa i Lpo 94, Lgr 11 och Waldorfskolans respektive kompletterande styrdokument för historieämnet? Vid genomförande av arbetet används ett diskursanalytiskt förhållningssätt, i relation till teoretiska begrepp. Arbetet utgår därför från både konstruktivistisk och socialkonstruktivistisk teori.  Arbetet har sin grund i kvalitativ forskningsmetod, med diskursanalys som utgångspunkt. Genom en diskursanalys synliggörs bakomliggande diskursiva mönster, som analyseras med hjälp av den teoretiska modellen. Den teoretiska modellen bygger på en cirkulär förståelse genom: representanter för makthavande, utsagor, analogikedjor och diskursiva mönster. Lpo 94 och Lgr 11 har en tydlig strukturalistisk prägel, och framför strukturer som överordnade aktörer. I Lpo 94 kan agens endast utläsas implicit, medan Lgr 11 möjliggör större utrymme för aktörspåverkan. I En väg till frihet (2007) och (2016) utläses en underliggande strukturalistisk prägel, trots att aktör och struktur framskrivs i en dualistisk samverkan. Agens kan därför utläsas vid flertalet tillfällen, eftersom aktören tilldelas handlingsutrymme.  De statliga styrdokumenten innehåller tydliga strukturalistiska diskursiva mönster, med en total avsaknad av individuellt aktörskap och agens. Kollektiva aktörer framställs som underordnade strukturen, vilket kan ha en negativ påverkan på elevens bild av sin egen förmåga att påverka. Båda versionerna av En väg till frihet innehåller en strukturalistisk prägel, men i regel sätts både individuella och kollektiva aktörer i en dualistisk samverkan med strukturer. På grund av den dualistiska samverkan kunde agens utläses vid flertalet tillfällen, och kan därav skapa känsla av påverkningsmöjligheter hos eleven. Diskursiva mönster yttras främst i urvalet av strukturer och aktörer, vilket speglas i utformningen av styrdokumenten.

Enligt många bedömare upplever vi nu en typ av samhälleligt paradigmskifte. Den moderna världsordningen byggd på upplysningsfilosofin och industrialismens rationalitet ersätts med hjälp av tilltagande globaliseringsprocesser av vad somliga kallar ett postmodernt samhälle. Med utgångspunkt i ett socialkonstruktivistiskt forskningsperspektiv syftar denna studie till att undersöka hur tre gymnasielärare upplever sin yrkesidentitet i relation till dessa samhällsförändringar och hur detta kan förklaras. Undersökningen bygger på en kvalitativ metodologisk grund och är utförd med hjälp av kvalitativa intervjuer. Som analytiska verktyg används främst de begrepp Anthony Giddens utvecklat i sin analys av senmodernitetens effekter på individers självidentitet. Studien visar att lärarna inte upplever någon tydlig yrkesidentitet. Detta förklaras med att lärarna ger uttryck för en konflikt mellan vad de anser att en lärare skall göra och vad samhället genom läroplanen föreskriver. Orsaken till detta är att lärarna inte känner tillit till skolsystemets förmåga att anpassa sig till de nya förutsättningar som omger den. Denna förväntningskollision resulterar i att lärarna upplever sin yrkesroll som oskarp och utan klart definierade gränser.

I arbetet ges en beskrivning av skolledare, specialpedagoger och pedagogers uppfattningar om specialpedagogens arbetsuppgifter utiftån utveckling, utredning, undervisning idag och i framtiden. / The purpose of follwing essay is to examine and describe the thoughts principals and teachers have of the work today and in the future.

No description available.

<p>The aim of this thesis is to describe and analyse pupils’ and teachers’ views on pupils’ responsibility for their schoolwork and how this relates to a more comprehensive ideology of school and today’s high modern society. The analysis is inspired by Anthony Giddens’ structuration theory and the concepts of discursive consciousness, practical consciousness, rules, routines and resources.</p><p>At school level pupils’ and teachers’ views of pupils’ responsibility is shown in their practical and discursive consciousness. To capture this consciousness, observations were made during fifteen lessons in school year 9 (15-16 years of age). These lessons - “study times” - were introduced to increase freedom of choice, flexibility and responsibility. Sixty-eight pupils and twenty-two teachers were interviewed. The ideology expressed in pupils’ and teachers’ views on pupils’ responsibility was related to the official school ideology expressed in the national curriculum. Finally, an analysis was carried out inspired by Anthony Giddens’ and Ulrich Beck´s concepts used in their descriptions of the high modern society, individualism and value-relativism.</p><p>The results showed a discursive consensus between teachers and pupils concerning their views pupils’ responsibility for their schoolwork. The meaning of responsibility was taken for granted and implied doing the school tasks and to complete them in time. Both teachers and pupils expressed that many pupils’ have difficulties in taking this responsibility. A discrepancy between the pupils’ discursive and practical consciousness was found.</p><p>Rules and routines were created by the teachers to control the freedom of space offered during the “study times”. The pupils legitimated the teachers’ controlling function but in practice they offer resistance against the demand for responsibility.</p><p>The overall analysis identified three issues that are important for further discussions in research and educational practice. Responsibility and learning: Responsibility was observed as a part of a “culture of doing” separated from learning as such. Also, responsibility was linked to individual work. The freedom offered during the “study times” was used by both pupils, and teachers, to build relationships. This means that relationships were not created through work but rather despite it. Responsibility and the view of the pupils’: In pupils’ and teachers’ view of responsibility pupils were easy going, ruled by lust and/or responsible but not always according to the conditions stipulated by the school. The pupils were offered a freedom to choose but they were also held responsible for the consequences. While they could make the choice not to work, this would influence the evaluation of the achievements, and in reality make it a “non-choice”. The freedom was limited and conditioned. Responsibility as a democratic principle: The connection between responsibility and pupil participation expressed in the national curriculum was not to be found in pupils’ and teachers’ views of responsibility. While the pupils were offered participation in relation to which assignments to choose to work with during the “study times”. They were not invited to shape the rules and the routines for the schoolwork or to have influence on the contents of the work or the working environment. The pupils’ did not ask for more participation, but rather feared it would lead to chaos. The separation between participation and responsibility indicated in the study is suggested to weaken the idea of responsibility as one of the democratic principles.</p><p>In conclusion: The view of pupils’ responsibility for their schoolwork was built upon an individualistic ideology. known from Giddens and Becks description of high modernity. In contrast to their description, however my results show no signs of value-relativism</p>

The aim of this thesis is to describe and analyse pupils’ and teachers’ views on pupils’ responsibility for their schoolwork and how this relates to a more comprehensive ideology of school and today’s high modern society. The analysis is inspired by Anthony Giddens’ structuration theory and the concepts of discursive consciousness, practical consciousness, rules, routines and resources. At school level pupils’ and teachers’ views of pupils’ responsibility is shown in their practical and discursive consciousness. To capture this consciousness, observations were made during fifteen lessons in school year 9 (15-16 years of age). These lessons - “study times” - were introduced to increase freedom of choice, flexibility and responsibility. Sixty-eight pupils and twenty-two teachers were interviewed. The ideology expressed in pupils’ and teachers’ views on pupils’ responsibility was related to the official school ideology expressed in the national curriculum. Finally, an analysis was carried out inspired by Anthony Giddens’ and Ulrich Beck´s concepts used in their descriptions of the high modern society, individualism and value-relativism. The results showed a discursive consensus between teachers and pupils concerning their views pupils’ responsibility for their schoolwork. The meaning of responsibility was taken for granted and implied doing the school tasks and to complete them in time. Both teachers and pupils expressed that many pupils’ have difficulties in taking this responsibility. A discrepancy between the pupils’ discursive and practical consciousness was found. Rules and routines were created by the teachers to control the freedom of space offered during the “study times”. The pupils legitimated the teachers’ controlling function but in practice they offer resistance against the demand for responsibility. The overall analysis identified three issues that are important for further discussions in research and educational practice. Responsibility and learning: Responsibility was observed as a part of a “culture of doing” separated from learning as such. Also, responsibility was linked to individual work. The freedom offered during the “study times” was used by both pupils, and teachers, to build relationships. This means that relationships were not created through work but rather despite it. Responsibility and the view of the pupils’: In pupils’ and teachers’ view of responsibility pupils were easy going, ruled by lust and/or responsible but not always according to the conditions stipulated by the school. The pupils were offered a freedom to choose but they were also held responsible for the consequences. While they could make the choice not to work, this would influence the evaluation of the achievements, and in reality make it a “non-choice”. The freedom was limited and conditioned. Responsibility as a democratic principle: The connection between responsibility and pupil participation expressed in the national curriculum was not to be found in pupils’ and teachers’ views of responsibility. While the pupils were offered participation in relation to which assignments to choose to work with during the “study times”. They were not invited to shape the rules and the routines for the schoolwork or to have influence on the contents of the work or the working environment. The pupils’ did not ask for more participation, but rather feared it would lead to chaos. The separation between participation and responsibility indicated in the study is suggested to weaken the idea of responsibility as one of the democratic principles. In conclusion: The view of pupils’ responsibility for their schoolwork was built upon an individualistic ideology. known from Giddens and Becks description of high modernity. In contrast to their description, however my results show no signs of value-relativism

À la croisée de la sociologie des intellectuels et de l'expertise, des travaux sur le Parti socialiste et des études de réception, j'ai exploré dans le cadre de ma thèse les mécanismes par lesquels les discours et les idées politiques circulent à la fois entre espaces nationaux et entre espaces savants et politiques. Elle prend pour objet la traduction dans le milieu socialiste français de la « Troisième voie » britannique entre 1997 et 2008. Contribution à une sociologie des discours politiques et idéologiques, elle combine une archéologie des textes produits par les traducteurs, recourant aux outils élaborés par M. Foucault et, à sa suite, l'analyse de discours, avec une analyse écologique de leurs conditions sociales de production, de circulation et de traduction, recourant aux outils d'analyse des propriétés sociales des acteurs et des espaces dans lesquels ils se socialisent. Cette enquête montre comment les usages du référent néo-travailliste et sa circulation se rapportent à la position occupée par ses traducteurs non seulement dans leur différents champs d'origine (en l'occurrence le champ politique, le champ intellectuel et l'espace de l'expertise d'État) mais aussi dans le réseau hybride qu'ils constituent à la croisée de ces différents champs. Mais, contre la tentation de réduire les discours au statut de reflets ou de supports expressifs, la traduction du néo-travaillisme doit aussi se comprendre comme une entreprise d'enrôlement d'une référence étrangère au service d'un travail de problématisation et de redéfinition idéologique du socialisme contemporain face aux problèmes auxquels il est confronté. À la différence d'une approche strictement transnationale ou comparative, la référence à l'étranger fonctionne ici comme une manière de mieux comprendre les logiques socio-discursives à l'œuvre dans le milieu socialiste français. La description des références à la « Troisième voie » ou à la figure de Tony Blair fonctionnent ainsi comme un révélateur fécond de reconfigurations plus larges, comme la mutation des rapports entre savants et politiques, la désintellectualisation de l'activité politique au sein du Parti socialiste ou encore la recomposition idéologique de la gauche française à l'égard du libéralisme dans les années 1990-2000. / My research stands at the meeting point of sociology of intellectuals and expertise, works on the Socialist party and studies on reception. I investigate the mechanisms through which political discourse and ideas circulate both on a national scale and in intellectual and political spaces. I focus on how the British « Third Way » was translated within the French socialist circle between 1997 and 2008. My thesis works as a contribution to the sociology of political and ideological discourse : referring to M. Foucault's theoretical tools, it is based on an « archeology » of texts produced by the translators. It also relies on discourse analysis through an ecological analysis of their social conditions of production, circulation and translation, taking also into account the social characteristics of the agents and the spaces in which they socialize. This investigation underlines how the New Labour model is used and spread in relationship with the translators' position within the diverse fields they belong to (that is to say, political field, intellectual field, state expertise field) but also within the hybrid network they form at the meeting point of these various fields. However, in order to resist the temptation to reduce discourse to simple reflections or expressive material, the translation of the New Labourism has also to be understood as an attempt to incorporate a foreign reference to help problematizing and redefining the ideology of contemporary socialism, given the problems it has been confronted with. My research is not strictly a transnational or comparative approach : the references to Great Britain work here as a way to better understand the socio-discursive logics at work in the French Socialist circle. Therefore, the references to the « Third Way » or to Tony Blair's figure are made explicit to reveal larger reconfigurations, as the mutation of the relationship between scientists and politicians, the desintellectualization of politics within the Socialist Party or the ideological shifting attitude of the French Left towards liberalism during the 1990's.