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Le présent ouvrage propose une lecture spatiale du roman Texaco, de l’auteur martiniquais Patrick Chamoiseau. Texaco retrace l’histoire de la Martinique, principalement celle de sa population noire créolophone, depuis le XIXe siècle – époque de la traite et de l’esclavage – jusqu’à la fin du XXe siècle. Considérant que l’identité d’un individu (ou d’une communauté) est étroitement corrélée au rapport qu’entretient celui-ci avec son espace de vie, notre travail vise à mettre au jour les particularités identitaires des personnages du roman au travers d’une analyse des espaces qu’ils occupent et façonnent dans le récit. En nous appuyant sur des concepts spatiaux empruntés à Henri Lefebvre (l’espace tripartite), à Michel de Certeau (le lieu, l’espace et la pratique spatiale) et à Marc Augé (le lieu et le non-lieu), nous souhaitons montrer de quelle manière et dans quelle mesure ces différentes entités spatiales expriment, consolident ou oblitèrent l’identité singulière des personnages chamoisiens, c’est-à-dire leur « créolité ». / This work presents a spatial analysis of the novel Texaco, written by the Martinican author Patrick Chamoiseau. Texaco follows the story of Martinique, mainly its black Creole population, from the 19th century – the time of slave trade and slavery – until the end of the 20th century. Considering that the identity of an individual (or a community) is closely related to the link it maintains with its living space, our work aims to unveil the particularities of identity of the characters through the analysis of the spaces they occupy and create. Basing ourselves on spatial concepts borrowed from Henri Lefebvre (the tripartite space), Michel de Certeau (the space, the place and the spatial practices) and Marc Augé (the place and the non-place), we wish to show how and to what extent those different spaces express, consolidate or obliterate the distinct identity of Chamoisian characters, in other words their “creoleness”.

Auteur autodidacte, Enrico Pea (1881-1958), romancier, nouvelliste, poète et auteur dramatique, est une figure atypique dans le paysage littéraire italien du XXe siècle. Une partie de l’œuvre narrative de Pea est caractérisée par sa dimension autobiographique qui n’efface cependant pas une tendance à composer ses œuvres par fragments. Nous proposons, dans cette thèse, de nous concentrer sur cinq œuvres de Enrico Pea, toutes caractérisées par leur dimension fragmentaire, qui représentent autant d’étapes dans sa construction identitaire et d’envisager ainsi, la dimension fragmentaire par le prisme du morcellement du « je » narratif. Fole (1910) est un recueil de contes et légendes de sa terre natale. Moscardino (1922), Il Volto Santo (1924) et Il servitore del Diavolo (1931) sont des œuvres autobiographiques en prose. Dans Moscardino et Il Volto Santo, le narrateur raconte l’histoire de sa famille et son enfance en Versilia auprès de son grand-père. Il servitore del Diavolo est une autobiographie en creux retraçant dans un climat fantasmagorique les années égyptiennes de l’auteur. Enrico Pea se tourne une nouvelle fois vers l’autobiographie vers la fin de sa carrière pour évoquer à nouveau le séjour égyptien dans Vita in Egitto (1949). Cette étude entend montrer que l’œuvre autobiographique de Enrico Pea, à travers la création du personnage de Pea-Moscardino, retrace les étapes de la construction identitaire de l’auteur mais également propose une autobiographie idéale reposant sur le mythe de l’écrivain autodidacte. Ce parcours s’accompagne d’une réflexion de l’auteur sur l’écriture autobiographique qui converge vers la définition d’une poétique de l’autobiographie. / Self-taught author Enrico Pea (1881-1958) was a novelist, short story writer, poet, playwright and is an unusual figure of the twentieth century Italian literary scene. Part of Pea’s narrative work is characterized by its autobiographical dimension which maintains however a tendency to be created in fragments. This thesis will focus on five pieces of work by Enrico Pea, all characterized by their fragmentary dimension and representing many steps in the construction of his identity. Therefore it considers this dimension gradually through the prism of fragmentation of the narrative "I". Fole (1910) is a collection of tales and legends from his homeland. Moscardino (1922), Il Volto Santo (1924) and Il servitore del Diavolo (1931) are autobiographical works in prose. In Moscardino and Il Volto Santo, the narrator tells the story of his family and childhood in Versilia with his grandfather. Il servitore del Diavolo is an autobiography subtly depicting the author’s Egyptian years in a dreamy climate. Enrico Pea uses the autobiography again towards the end of his career to portray once more his stay in Egypt in Vita in Egitto (1949). This study aims to show that Enrico Pea’s autobiographical work, through the creation of the character Pea-Moscardino, retraces the steps of the author’s self-identity construction, but also provides an ideal autobiography based on the myth of the self-taught writer. This work is accompanied by a reflection from the author on autobiographical writing and converges towards a definition of the poetics of autobiography.

Esta tese analisa o livro Infância, de Graciliano Ramos. A leitura proposta sublinha experiências do menino no entroncamento de questões relacionadas à violência, à não violência e à expressão literária. Sustentamos que a construção das memórias contém tensões e ambiguidades presentes na articulação temporal da obra, mas ao mesmo tempo incorpora certa dimensão conciliatória como marca identitária do narrador. Investigamos como a significação de si é elaborada de forma que o sentido atribuído às experiências converge para apresentar um modo de agir e intervir no mundo que combate esteticamente em favor da paz e da cultura. / This thesis analyzes the book Infância, by Gracilano Ramos. The proposed approach underlies the experiences the boy had at the junction of issues concerning violence, non-violence and literary expression. It is our understanding that the building of memories involves tensions and ambiguities which are present in the books temporal articulation, but at the same time it also incorporates a certain reconciling dimension as one of the narrators distinguishing identity marks. We investigate how the signification of the self is elaborated, so as the meaning imparted on the experiences eventually converge to introduce a way of acting and intervening in the world, aesthetically fighting in favor of peace and culture.

Made available in DSpace on 2016-04-27T16:32:26Z (GMT). No. of bitstreams: 1 Elaine Gomes Matheus Furlan.pdf: 2000107 bytes, checksum: 378bf2b0aeb8d35c205c033710a96b51 (MD5) Previous issue date: 2011-02-15 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present work had as objectives: to widen the comprehension about the formation of teachers by means of a study in the perspective of the beginning Chemistry teacher, focusing on the ingression conditions to the teaching career, its process of socialization and professional identity construction; to investigate the learning of the profession by these acting teachers in high school, considering the particularities of this step in the elementary school; to compare how this process works in the public and private schools of Araraquara/SP. Based on theoretical references that, on one hand, discuss questions related to the scholar culture, such as Pérez Gómez (1998) and Julia (2001) and, on the other hand, relate to aspects about socialization and professional identity construction such as Berger and Luckmann (2007) and Dubar (2005), the research tries to figure out how the process of socialization and professional identity construction works for the beginning Chemistry teachers in a new scholar environment, involving the transmission of scholar culture, its rules, hierarchy, values, rituals and powers, by the other agents of the school. The following hypothesis guided the study: a) there is an installed, sedimented culture and different in each scholar organization, with some common aspects and others may vary, which is evidenced in the socialization process of the pairs, mainly regarding the beginning teachers; b) there is significant difference between the high school from private and public schools, mainly regarding the forms of organization, levels of freedom and autonomy, influencing the interactions that the actors establish among themselves and, consequently, in the construction of their professional identities; c) the operational construction of identity also implies on the acquisition of legitimate knowledge that permit the elaboration of practical strategies and the affirmation of a recognized identity, involving the sharing of the language, codes and its use in direct relations, promoting stable as well as provisory results of socialization processes; d) the beginning teachers are taken to endorse or to refuse the identification that they receive from institutions and from the relation with peers and other actors from the school, according to the paths (biographical and relational) lived throughout their pathway. It is an empirical research, of qualitative nature, whose methodology includes the use of questionnaires to carry out preliminary studies aiming the survey of all 29 high schools (15 public/state and 14 private) in the city of Araraquara/SP, the elaboration of a profile of the 42 Chemistry teachers and the identification of the 14 beginning teachers, besides in-depth interviews with these beginning teachers. The data, collected from 2008-2009, was mapped, organized in charts and tables and analyzed with the aid of the following analysis categories: personal and familiar characteristics of the teachers; informal education, personal and social life; formal education and experiences from the scholar environment; the course of graduation in Chemistry and its preparation for the profession; the teaching profession and the beginning chemistry teacher; the work of the beginning Chemistry teacher (and its deployments), the process of socialization in the scholar environment and the interaction with the school s culture. The results obtained confirmed the hypothesis and allow us to affirm that the socialization processes involve individual and collective aspects, stable and provisory and result in the identities of the beginning Chemistry teachers which are marked by the duality of the relational and biographical processes facing the scholar culture / O presente trabalho teve como objetivos: ampliar a compreensão sobre formação de professores por meio de um estudo na perspectiva do professor iniciante de Química, focalizando as condições de ingresso na carreira docente, seu processo de socialização e construção de identidade profissional; investigar a aprendizagem da profissão por esses professores atuantes no ensino médio, considerando as particularidades desta etapa do ensino básico; comparar como se dá esse processo nas escolas públicas e particulares do município de Araraquara/SP. Com base em referenciais teóricos que discutem, de um lado, questões relacionadas à cultura escolar como Pérez Gómez (1998) e Julia (2001) e, de outro lado, aspectos sobre socialização e construção de identidade profissional como Berger e Luckmann (2007) e Dubar (2005), a pesquisa procura desvendar como se dá o processo de socialização e construção de identidade profissional dos professores iniciantes de Química em face de um ambiente escolar novo, envolvendo a transmissão da cultura escolar, suas regras, hierarquias, valores, rituais e poderes, pelos demais agentes da escola. Nortearam o estudo, as seguintes hipóteses: a) existe uma cultura instaurada, sedimentada e diferente em cada organização escolar, com alguns aspectos comuns e outros variantes, que é evidenciada no processo de socialização entre os pares, principalmente em relação aos professores principiantes; b) há diferenças significativas entre o ensino médio das escolas particulares e das públicas, especialmente em relação às formas de organização, graus de liberdade e autonomia, influenciando nas interações que os atores estabelecem entre si e, conseqüentemente, na construção de suas identidades profissionais; c) a construção operacional da identidade implica, também, na aquisição de saberes legítimos que permitam a elaboração de estratégias práticas e a afirmação de uma identidade reconhecida, envolvendo o compartilhamento de linguagem, códigos e sua utilização em relações diretas, proporcionando resultados, tanto estáveis quanto provisórios, de processos de socialização; d) os professores iniciantes são levados a endossar ou a recusar as identificações que recebem das instituições e da relação com os pares e demais atores da escola, de acordo com os percursos (biográfico e relacional) vivenciados ao longo de suas trajetórias. Trata-se de pesquisa empírica, de natureza qualitativa, cuja metodologia inclui o uso de questionários para realização de estudo preliminar com vistas ao levantamento das 29 escolas (15 públicas/estaduais e 14 particulares) de ensino médio do município de Araraquara-SP, elaboração de perfil dos 42 professores de Química e identificação dos 14 iniciantes, além de entrevistas em profundidade com esses iniciantes localizados. Os dados, coletados no período de 2008-2009, foram mapeados, organizados em quadros e tabelas e analisados com o auxílio das seguintes categorias de análise: características pessoais e do âmbito familiar dos professores; educação informal, vida pessoal e social; educação formal e experiências vivenciadas no ambiente escolar; o curso de licenciatura em Química e o preparo para a profissão; a profissão docente e o professor iniciante de Química; o trabalho do professor iniciante (e seus desdobramentos), processos de socialização no ambiente escolar e a interação com a cultura da escola. Os resultados obtidos confirmaram as hipóteses e permitem afirmar que os processos de socialização envolvem aspectos individuais e coletivos, estáveis e provisórios e resultam nas identidades dos iniciantes de Química que são marcadas pela dualidade dos processos relacional e biográfico em face da cultura escolar

Queer-teacher lives aren’t easy! They experience isolation and bifurcation of their lives on a daily basis. How much more difficult must life be for these teachers in the theologically heteronormative context of the Catholic school? Yet, these teachers remain educators in these institutions, sensing goodness in what they are doing and in the future of these schools. Inspired by this interesting reality of tension, this study asks two important questions. First, how do queer teachers understand their identities as constructed in a Catholic school? Secondly, it wants to know what action teachers will take when they have come to an answer about their constructed identities. This dissertation incorporates queer studies, liberation theology, and critical pedagogy into a bricolage theory to fully address the intersectional lives of its participants. With a methodological approach informed by the ethics of culturally responsive research, this participatory action research begins from a moment of dialogical praxis towards the hope of social engagement. Crafted as a retreat in which queer educators share their stories of working in these institutions, this unique research incorporates the participants into the analysis process as essential actors in understanding the meaning of their own lives. The study reveals the perceptions of queer teachers about the ways that schools make meaning of their role in the educational environment as well as how they make meaning of their lives. Three major themes, “doing queer,” “being queer,” and “enforcing queer” show that these teachers are part of a complex reality in which their identities and performances in Catholic schools are dictated by the pull and push of fear enforced x through many channels in the Catholic school. These themes also show that teachers are actively making new meaning about themselves and acting in ways that seek to dismantle oppression in their institutions. The study also reveals a vibrant spirituality which emerges from the daily experience of being queer in a Catholic school. Geared towards social justice, this spirituality invites us to reimagine that work for social justice may mean pushing into oppression through a paschal victimhood which transforms institutions fundamentally from within.

Since 2006 there have been two major changes to the Swedish Education Act. In January 2006, the first change, concerning nine-year compulsory school, took effect. The Act now requires that Personal Development Plans (i.e. individuella utvecklingsplaner – IUP) be introduced for students in elementary school, special schools for disabled children, Sami schools and special schools. The second change came into effect in July 2008. The content of the personal development plan was expanded to contain not only plans for future development, but also teachers’ written assessments of students’ knowledge and learning process. To implement the new regulations and support teachers’ work, many schools have turned to digital tools. The combination of new regulations and digital tools has generated new, unexplored circumstances for teachers, students and parents. The aim of this thesis is to provide a greater understanding of the work process with students ́ personal development planning and the role of digital documentation in this process. The aim is also to investigate students’, teachers’ and guardians’ experiences and participation. The main focus is on experience of the work processes associated with the recent reform of methods for communicating students’ knowledge and learning processes. To better understand this new educational situation, students’, parents’ and teachers’ experience of working according to the new regulations has been analysed and problematized. The research questions address how the use of digital tools influences the process, in what ways the process affects students’ and parents’ participation and in what ways the students’ identity work is affected by the communication and work process. The study is based on qualitative semi-structured interviews, a survey study and a document analysis. The material was analysed through an inductive thematic analysis. The analysis draws on activity theory and theories focusing on participation at higher and lower levels, and on social relationships through concepts of power and control, as well as visible and invisible pedagogy. Patterns in the material were analysed using concepts of communicative and strategic communication, negotiation of influence, self-regulation and techniques for disciplining, positioning processes and the individual’s approach to a prevailing norm. The concept of cultural capital has also been used as an analytical concept. Students, parents and teachers all state that the process is now, finally, about the student’s personal learning. Thus, the study shows that students’ goals and personal planning do not significantly affect teaching in schools. Responsibility for achieving the goals is left to the student alone. Students can decide when and how they will work towards the goals in the plan. The follow-up process is concentrated to the discussion on progress with parents each semester where new goals are set for the student. The study also shows that the process with the personal development plans is focused on students’ behaviour and on transforming students into model students who perform at their absolute best. The study also shows that parents are entering as a new player – their child’s representative in negotiation. Teachers on the other hand are trying to manage the work process rationally by copying and pasting written opinions among several students and formulating and adapting students’ goals to suit their teaching. Students’ personal development plans are significant texts where players other than the student and his or her parents or teachers, are able to scrutinize and criticise the content as the student’s plans are public documents. All in all, the study shows that the whole work process with students’ personal development plans requires both awareness and understanding of the importance of language and wording. The work process is not only about learning; it is also about power, control and negotiation. / ”Ja, det blir typ mycket bättre koll på, jag tror det blir bättre så här koll på vad man behöver träna på”, beskriver Ella 11 år. Ella refererar till de ändringar i grundskoleförordningen som gör gällande att alla elever i grundskolan ska ha en individuell utvecklingsplan med skriftliga omdömen och vad hon tror att de nya bestämmelserna kommer att leda till. Vad får de nya bestämmelserna och arbetsprocessen med de individuella utvecklingsplanerna för betydelse för elever, föräldrar och lärare? Vad får användningen av ett digitalt verktyg i sammanhanget för betydelse? Handlar arbetsprocessen med de individuella utvecklingsplanerna med skriftliga omdömen enbart om att synliggöra elevers kunskaper och lärande eller innefattar den även något annat? Den här avhandlingen handlar om den arbetsprocess som sker när elever, föräldrar, och lärare förbereder och genomför utvecklingssamtal samt upprättar individuella utvecklingsplaner för elevernas lärande med stöd av ett digitalt verktyg. Syftet med avhandlingen är att med stöd av aktivitetsteori och teorier om delaktighet och inflytande samt makt- och kontrollprinciper ge en ökad förståelse för arbetsprocessen med de individuella utvecklingsplanerna. Syftet är också att utforska betydelsen av digital dokumentation och hur arbetet inverkar på möjligheterna till delaktighet och inflytande samt elevernas identitetsarbete i arbetsprocessen. Både elever, föräldrar och lärare uttrycker i studien att det nu äntligen handlar om elevens eget lärande och att arbetet med de individuella utvecklingsplanerna möjliggör ett förändrat arbetssätt i den riktningen. Studien visar dock att arbetsprocessen med elevers individuella utvecklingsplaner handlar om mer än enbart elevens lärande. I studien framträder fenomen som makt, kontroll och förhandling. Det framträder också en förestä̈llning om en mönsterelev som förväntas bidra till ett gott arbetsklimat och som presterar sitt allra yttersta. Eleverna, förldrarna och lärarna deltar i skapandet av mönstereleven frå̊n olika perspektiv, med olika motiv och med olika strategier. Elevers individuella utvecklingsplaner med skriftliga omdömen är betydelsefulla texter vars innehåll både kan granskas och kritiseras av andra än eleven, dess föräldrar och lärare i och med att utvecklingsplanen är en offentlig handling. Detta kräver både en medvetenhet och kunskap om arbetsprocessen och vad språket och formuleringarna i de skriftliga omdömena om eleven kan få för betydelse.

The overall aim of this thesis was to describe patients’ experience and reconstruction regarding the onset of, and events surrounding being struck by a Subarachnoid Haemorrhage (SAH), and to describe patients’ and relatives’ views of patients’ memory ability, emotional status and activities of living, in a long-term perspective. Methods: Both inductive and deductive approaches were used. Nine open interviews were carried out in home settings, in average 1 year and 7 seven months after the patients’ onset, and discourse analysis was used to interpret the data. Eleven relatives and 11 patients, 11 years after the onset, and 15 relatives and 15 patients, 6 years after the onset, participated in two studies. Interviews using a questionnaire with structured questions and memory tests were used to collect data. Fischer’s exact test and Z-scores were used for the statistical analysis. Results: Patients with experience of a SAH were able to judge their own memory for what happened when they became ill. The reconstruction of the illness event may be interpreted as an identity creating process. The process of meaning-making is both a matter of understanding SAH as a pathological event and a social and communicative matter, where the SAH is construed into a meaningful life history, in order to make life complete (I). Memory problems, changes in emotional status and problems with activities of living were common (II-IV). There was correspondence between relatives’ and patients’ statements regarding the patients’ memory in general and long-term memory. Patients judged their own memory ability better than relatives, compared with results on memory tests. Relatives stated that some patients had meta-memory problems (II). The episodic memory seemed to be well  reserved, both concerning the onset and in the long-term perspective (I, II). There were more problems with social life than with P- and I-ADL (III), and social company habits had changed due to concentration difficulties, mental fatigue, and  patients’ sensitivity to noisy environments and uncertainty (IV). Relatives rated the patients’ ability concerning activities of living and emotional status, and in a similar manner to patients’ statements (III-IV). Conclusions: The reconstruction of the illness event can be used as a tool in nursing for understanding the patient’s identity-construction. Relatives and patients stated the patients’ memory, emotional status and activities of living in a similar manner, and therefore both patients’ and relatives’ statements can be used as a tool in nursing care, in order to support the patient. However, the results showed: meta-memory problems (relatives’ statements) and that the patients’ judged their own memory ability better than relatives in comparison with results on memory tests. Nevertheless, there was a high degree of concordance between relatives’ and patients’ evaluations concerning patients´ memory ability, emotional status, emotional problems, social company habits and activities of living. Therefore both relatives’ and patients’ statements can be considered to be reliable. However, sometimes the patients and the relatives judge the patients’ memory differently. Consequently, memory tests and formalized dialogues between the patient, the relative and a professional might be required, in order to improve the mutual family relationship in a positive way. Professionals however, must first assume that patients can judge their own memory, emotional status and ability in daily life.

This research explored how mission trip volunteers assume various roles throughout their volunteer experience. By seeing the various roles that emerge in mission volunteer work, the identities that they construct based upon these roles are revealed. Discovering the ways in which these roles and constructed identities affect the way that mission trip volunteers could potentially help colleges improve their recruitment messages and distinguish themselves from other institutions. Semi-structured interviews were conducted to obtain data from the participants, and the data were analyzed through a thematic, constant comparative method. Findings revealed the types of stories heard from other mission trip volunteers prior to serving, the impact of those stories on decisions to volunteer, the various identities that emerge while serving on a mission trip, and how mission trip volunteers make sense of their experiences after serving. This study applies several well-known aspects of organizational communication to the context of mission trip volunteers, offering new and interesting data. This study also provides practical implications for mission trip coordinators and individuals who might be interested in being a mission trip volunteer.

This thesis analyzes the Canadian Immigration and Refugee Board (IRB)’s treatment of culture in recent family sponsorship decisions. Drawing upon theories of cultural difference, identity construction, and Critical Race Theory, it examines IRB decision-makers’ assessments of cultural factors and their influence on the evaluation of parties’ credibility. This thesis argues that appellants and applicants before the Immigration Appeal Division often had to demonstrate that their family class relationships were “performed” in accordance with the norms of their culture. Many IRB Members relied on essentialist conceptions of culture, and thus generated problematic images of both cultural minorities and Canadian society. Further, the identity of parties was often constructed in terms of defined categories such as ethnic background, religion, marital status, age, and disability. In conclusion, this thesis offers reflections on how issues of cultural identity can be more fairly and sensitively addressed by administrative tribunals such as the IRB.