The shift of mainstream International Relations after the collapse of the Soviet Union as well as societal changes challenged the way we see the world. This research is concerned with the, for the researcher most pressing issue of our social coexistence, (In-)equality. To further narrow down, the author engages with identity formation and the issue of gender in Estonia. After assessing the International Relations relevance of Feminist IR and pointing out Constructivist similarities ontological and epistemological assumptions are presented, where the author shares the Feminist claims of seeing states as the analytical unit in the international system but as a representational conglomeration of a population. Estonia´s transformation process, from a oppressed socialist society to economic liberalization will show a deeper connection to the population´s national identity. The methodological endeavour takes two indexes the Gender Equality Index and the World Value Survey and cross-analyses opinion with reality and finds correlation in the Socialist past influencing the opinion in Gender Equality. The comparative study with Slovenia shows ineffectiveness of Gender quotas and a general slow progress in terms of Gender Equality. Concluding, that the past and the constructed identity against the former Soviet ideology and the constructed national identity has an influence on Gender Equality.

Dans un contexte actuel où l'on parle de marché mondial de l'enseignement supérieur et où le thème de l'innovation est devenu omniprésent dans les objectifs des établissements d'enseignement professionnel, la formation à l'innovation est un enjeu particulièrement stratégique. Notre recherche s'interroge sur la réalisation de cet enseignement dans les établissements. Une formation à l'innovation peut-elle se faire dans le cadre de l'enseignement présent, fruit d'une tradition où l'innovation n'avait pas son statut actuel, ou exige-t-elle une rupture avec cette tradition ?Après avoir défini notre objet de recherche et précisé les concepts d'innovation, de formation et de tradition), nous avons construit à travers une démarche théorique et empirique un cadre d'analyse et d'évaluation des formations à l'innovation pour réaliser des études de cas décrivant les processus pédagogique et organisationnel à l'œuvre dans les deux voies choisies : intégration ou rupture. Nous montrons que l'application de ce cadre d'analyse à plusieurs de ces formations indique comme résultat que la formation à l'innovation repose sur l'engagement des apprenants dans un travail de construction de leur identité d'innovateur. D’où la problématique à laquelle cette thèse cherche à répondre : l'innovation peut-elle être considérée comme une matière à enseigner (acquisition de savoirs et de pratiques) ou repose-t-elle plutôt sur la construction d'une identité spécifique de l’apprenant ? La formation à l’innovation consisterait alors à accompagner par un dispositif adapté (que nous appelons environnement émancipant) la construction identitaire de l'innovateur. / In a mondial competitive environnement in which the educational institutions are living today with objectives of training innovative people, innovation training is a critical subject. How do these institutions are going to train innovators ? Does an innovation training can be included in a traditional pedagogical system ? Or a rupture would be logical and necessary ?After defining our research subject and specifying the concepts of innovation, training and tradition, we propose a framework for the analysis and evaluation of training courses in innovation. We apply this framework in case studies which describe integrative or breaking-off processes, from both the pedagogical and organizational perspectives. The application of this analytical framework to several of these training courses suggests that training in innovation relies on the commitment of the trainees to the building of their identity as an innovator. Consequently, this thesis attempts to answer the following question: can innovation be considered as a topic to be taught (through the acquisition of knowledge and practices by the trainee) or does it rather rely on the construction of a specific identity by the trainee? In the latter case, training for innovation should focus on supporting the construction of their identity by the innovator through the use of an adequate system that we call ‘emancipating environment’.

The following study examined identity construction and community formation within the comic book fan community on the social media website, Twitter It had three objectives It investigated how comic book fans constructed their respective identities on Twitter, explored how fans came to identify with the comic book community and why it formed, and aimed to discover how the community was maintained and expanded The study applied an ethnographic method that relied on the analysis of dialogue Ten comic book fans (five males, five females) that frequently used Twitter to communicate with other fans were video interviewed It was found that comic book fans constructed their identities using their Twitter biography and profile picture and they all believed they were communicating their true and genuine selves The biography, profile picture, and tweets reinforced the rhetoric of what it meant to be a comic book fan It was this visual and written rhetoric that enabled comic book fans to identify with one another and bring the community into being Without this rhetoric, there is no community The community maintained itself through the continued reinforcement of this rhetoric It expanded itself by bringing comic book fans from different backgrounds, locations, and nationalities together online around a shared interest The study also found that the relationships formed within the community could develop into real friendships, the same caliber of friendship that individuals would normally have with those they knew and met in real life.

No description available.

The increase in international mobility driven by globalization has led to a profound impact on education worldwide, as evidenced by a 26% rise in the number of school-aged children with migrant and refugee backgrounds since 2000. This global trend has presented challenges for educational institutions in both countries with traditionally high immigrant populations and those previously considered homogeneous. Japan has long been regarded as a culturally homogeneous society. However, due to an aging society and labor shortages, the country has witnessed a surge in immigration and increased cultural diversity. Nevertheless, the current education systems in Japan are not designed to accommodate this diversity, resulting in the marginalization of minority groups within school settings. In response to this issue, this study utilized a biographical approach to investigate the lived experiences of seven second-generation immigrants (SGIs) in Japan. By employing thematic analysis, a comparative analysis of the collected life stories was conducted. The findings underscore the prevalence of various forms of “Othering” within educational institutions and society at large. As a result of Othering, SGIs often find themselves occupying a liminal space where dual ethnic identities develop concurrently, leading to a simultaneous sense of belonging and otherness. Additionally, the results revealed instances of agency among SGIs, wherein they embraced their ethnic minority status as a means of positive self-positioning, distanced themselves from certain ethnic minority group categorizations, or refused any social categories. This research provides valuable insights into the complexities of Japanese migration society, shedding light on the prevailing Othering practices and the strategies employed by SGIs in navigating their identity construction in response to Othering phenomena.

[pt] A pesquisa se propõe a analisar as narrativas, construídas em conjunto, de três jovens e sua mãe afetiva, que passaram pelo acolhimento institucional na cidade do Rio de Janeiro. Busca-se compreender como os participantes constroem e narram suas estratégias de resistência, desenvolvidas para lidar com situações de violência e opressão pelas quais passaram. É observada a coconstrução narrativa articulada à presença de agência (Duranti, 2004; Ahrean, 2000) e de resistência na fala dos narradores (Castells 1999; Ewick e Silbey, 2003). A partir de uma visão qualitativa e interpretativa, a análise é conduzida com as perspectivas da Análise da Narrativa e a abordagem SocioInteracional. O estudo da história de vida (Linde, 1993) é feito considerando as contribuições da estrutura narrativa de Labov (1972) e a releitura de autores contemporâneos (Bastos, 2005; 2008; Bastos e Biar, 2015; Bamberg e Georgakopoulou, 2008). O conceito de estratégia de resistência é desenvolvido com base na existência de um poder dominante, no qual os atores, conscientes das desigualdades e das condições desfavoráveis, agem de forma a resistir e alterar a realidade em que vivem (Foucault, 1979; Castells 1999; Ewick e Silbey, 2003). Na análise, é possível perceber que os participantes constroem uma identidade agentiva por meio do discurso e das ações de resistência narradas. Para cada estratégia desenvolvida, é explicitada a sua organização, levando em consideração poder, agente e tomada de consciência. A resistência tem como objetivo a alteração do micro para o benefício dos irmãos, o que reforça e promove os laços familiares. / [en] This research aims at analyzing the narratives told by three young brothers who were once wards of the state at Rio de Janeiro, but received care and nurture from an affective mother. I seek to understand how these participants build and narrate their resistance strategies, which they had to develop throughout their lives in order to survive the violence and oppression scenarios they were inserted into. I scrutinize the articulation of such narratives with the narrators agency (Duranti, 2004; Ahrean, 2000) and resistance (Castells 1999; Ewick and Silbey, 2003). From a qualitative and interpretative point of view, the investigation is carried out using the Narrative Analysis and Interactional Sociolinguistics approaches. The participant s life stories (Linde, 1993) are studied with regard to the labovian model (1972) perspective and other contemporary authors contributions (Bastos, 2005; 2008; Bastos and Biar, 2015; Bamberg and Georgakopoulo, 2008). Based on the existence of a dominant power, responsible for creating all kinds of inequalities and unfavorable conditions, I develop the concept of resistance strategies, which depicts the act of resisting and fighting such power once the actor becomes aware of it (Foucalt, 1979; Castells, 1999; Ewick and Silbey, 2003). It is observable that the participants build an agentive identity in their narratives, for that each strategy developed by them in their lifetime is well organized in their speeches. Power, agency and awakening are central to these strategies. Resistance is a way of trying to change their micro environment to their benefit, strengthening family ties and connections.

Работа посвящена изучению коммуникативных стратегий, применяемых на сайтах университетов с целью формирования сетевой идентичности. Материалами в рамках настоящего являются креолизованные тексты, размещенные на официальных веб-сайтах Уральского федерального университета (Россия), Университета Страсбурга (Франция), Университета Валенсии (Испания). Объектом исследования выступает компьютерно-опосредованная коммуникация на официальных сайтах университетов. Целью данного исследования является выявление наиболее применяемых и эффективных для взаимодействия с целевой аудиторией коммуникативных стратегий и тактик самопрезентации, используемых вузами для конструирования собственной идентичности в интернет-дискурсе в рамках официального сайта. В первой части работы рассматриваются необходимые для исследования теоретические понятия: компьютерно-опосредованная коммуникация, интернет-дискурс. Далее определяется портфолио коммуникативных стратегий самопрезентации для поиска и последующего исследования и выделяются принципы создания успешного сайта-бренда. Во второй части работы описываются критерии отбора исследуемых вузов, а также проводится исследование текстов, размещенных на двух версиях каждого из сайта (версии на английском языке и на родном для страны, где находится вуз). По результатам данного анализа были составлены диаграммы, демонстрирующие различия в применении той или иной стратегии в двух версиях каждого сайта. Анализ показал, что наиболее распространенными по количеству применений являются стратегии, реализуемые при помощи тактик диалогизации дискурса через обращение к читателю посредством личных местоимений, а также направленные на поддержание непрерывного взаимодействия с ним. В приложении приводятся таблицы, содержащие фрагменты текстов с применением исследуемых коммуникативных стратегий. / The work is dedicated to studying the communicative strategies used on university websites to shape their online identity. The materials used for this study are creolized texts found on the official websites of the Ural Federal University (Russia), the University of Strasbourg (France), and the University of Valencia (Spain). The object of research is computer-mediated communication on the official websites of universities. The aim of this research is to identify the most commonly used and effective communicative strategies and self-presentation tactics employed by universities to construct their own identity within the online discourse of their official websites. The first part of the work explores the necessary theoretical concepts, such as computer-mediated communication and online discourse. It then defines a portfolio of communicative self-presentation strategies for the purpose of searching and subsequent investigation, while highlighting the principles of creating a successful brand website. The second part of the work describes the criteria for selecting the universities under investigation and conducts an analysis of the texts published on two versions of each website (the English version and the version in the native language of the country where the university is located). Based on the results of this analysis, diagrams were compiled to demonstrate the differences in the application of various strategies between the two versions of each website. The analysis revealed that the most commonly used strategies, in terms of frequency, are those implemented through discourse dialogization, achieved by directly addressing the reader using personal pronouns, as well as strategies aimed at maintaining continuous interaction with the reader. The appendix includes tables containing parts of the texts illustrating the application of the researched communicative strategies.

This study examines the experiences of multiracial and multiethnic young adults in Finland, aged between 24-28, as they negotiate their daily lived experiences and construct their identities in the framework of ethnicity, race, belonging, and discrimination. The study utilises a qualitative research approach with a thematic analysis of four semi-structured interviews. In addition, drawing on Richard Jenkins' (2014) theory of social identity, the study discusses the relationship between these individuals and Finnish society. The findings highlight the impact of white normativity on the participants' self-identification and externally assigned identification, as well as fluidity in identity construction and challenges in belonging to Finnish society. Finally, the study highlights that the interviewees have a perception of what it means to be Finnish based on cultural and social norms.

No description available.

No description available.