The understanding, I draw from this inquiry has come through a muddy, and complex entangledprocess. I have been re-turning like a "Baradian" earthworm, to experiences of being, in spacesof not-knowing. Digesting the mud, moving it, once more, like worms do, through the body.By doing an agential cut, into two spaces, eventually three strong agents unfold: Risk,Vulnerability, and Trust. Out of this result, an ethical and pedagogical question arise: How totake account of Vulnerability and Trust when encouraging our students to Risk?Entering a space of not knowing is at the foundation of my art practice. When as an arteducator,I went to China to inquire into the educational strategies of Chinese Classical Painting,I found myself thrown into a multitude of spaces of not knowing. This thesis, is an inquiry intohow being in such spaces, perform knowledge. To explore this, I return to the field-notes andvisual material including a report in the form of a visual essay of the study from 2011. I re-turnto this material with new tools and concepts inspired by Karen Barads metaphors of diffractionand earth-worms approach, as well as my artists tools: brush, water colours, ink, and paper;inrtoducing painting as a tool for analysis.As a theoretical approach, I entangle the flat ontology of Deleuze and Guattari, and theonto-epistem-ology of Barad, with the philosophical traditions in China of Buddhism and Dao.From an onto-epistem-ological perspective, I ask the question: "If we know about the worldbecause we are of the world," what knowledge then appear, when we experience our being in theworld as a space of not knowing. In this study, I have found that a space of not knowing performlearning through experiences of Vulnerability, Risk and Trust.The art part of this thesis is connected to Risk as well as to Vulnerability and Trust. Itfeatures a rope hanging from the ceiling to the floor. It is a rope that has been used during severalyears by a Circus artist during performances; hanging high up in the ceiling — demanding focusand presence from him. The installation at Konstfack spring-show 2018 featured the Circus artistrope together with a painting made in the context of Buddhist Vipassana meditation, entanglingmy tactile approach in art, with the text of this thesis.

Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored (a) the decision-making process, (b) reflective practices used during decision-making, (c) professional development that facilitates closing the knowing-doing gap, and (d) recommendations from participants to improve upon professional development. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption. Improvements to reading instruction lead to positive social change by increasing student achievement, thereby preparing students to be world citizens in a competitive global market.

The practice of communication design has developed from a visual-communication service industry into a multi-facetted profession, directly involved with the maintenance and creation of social and cultural capital. The ancestry of communication design has led to its continued perception as a neutral tool for the achievement of communication. This research project aims to investigate the possible contributions of communication design as a practice, if it were to re-align its goals towards supporting and facilitating the community within which it is practiced. This research project is about the communication designer and the communities within which they practice: clients; target markets; companies; managers; neighbourhood groups; groups in a particular place and time; communities of practitioners; and emergent or yet to emerge communities. The project investigates designer agency and the ways for a communication designer to work holistically within communities: being or becoming part of them; working through and with them toward the achievement of communication goals. As much as it is about communicating, it is also about community. It is about designers working as conduits, facilitating and enabling the communities of their practice to find expression. It is about a democratisation of communication design authorship and power. It is about the design process as an educational process - all parts and participants within a design projects' community learning and teaching simultaneously. The research project encompasses a series of component projects, across a range of different media, using a practice-led-research framework and a reflective practitioner methodology as the key investigative tool.

Drawing on the study of knowledge and action as a reference, this thesis explores how practitioners in two different firms perform their practice, 'knowing' and 'acting' simultaneously. It argues that types of knowledge, activities, individuals and context are interwoven at the moment of acting. However, this relationship is not static. The empirical work in a local labour placement company and in a multinational consultancy firm shows that practitioners resort to a host of different expressions of knowledge (or bundle of knowledge) when acting. Therefore, the prevailing role of explicit knowledge and the need for being a precedent in order to be applied is called into question.The empirical work also reveals that the bundle of knowledge is not static. It evolves over time and at the same time the prevailing type of knowledge varies depending on the type of practice and the practitioner's level of expertise. Therefore, the results underscore the fact that the relationship between knowledge and action is more dynamic and that both interplay simultaneously. Finally, this research shows that formal company categorisations (senior/junior) describe different practices rather than correspond to differential stocks of formal knowledge. This means that even when experts and novices apparently seem to be doing the same job, their actions are different as they are constituted through different combinations of knowledge types and orders of relevance. These results seem to point toward the fact that the essence of expertise resides in the expert's ability to reframe. He is able to reconstruct practice, whether by reframing his tasks or the overarching context.

Over the last two decades research into the notion of empowerment has been focused on the three primary dimensions of process, outcomes and environment within the contexts of the individual, community groups and business organisations. As a psychological attribute, empowerment at the individual level has been investigated significantly by such theorists as Rappaport (1995) and Zimmerman (2000). However, studies in this field neglect deep understanding of the reality of the individual's experiences of the empowerment process. Definitions within the literature refer to empowerment as being a process which occurs over time for the individual who is personally challenged to achieve power and control within his/her own life context by the application and reflection of learning new knowledge and skills. The purpose of this investigative case study is to examine the reality of the empowerment process as it occurs in the individual lives of a group of women who have actively participated in the learning environment of an investment club over a 2 year period in Brisbane. The three dimensions of empowerment support the structure of the study with the findings evidencing 'authentic empowerment' is achieved when the individual seeks to operate within the dual learning environments of the supportive group as well as the solo learning environment. The reality of individual authentic empowerment proved to be a continuum of experience dependent upon the individual's levels of motivation, energy, decision-making abilities, knowledge, risk taking, confidence, time and goals. Sustainability of empowerment related to the participant's level of active involvement in the dual learning environments while accepting complete responsibility for actions and consequences.

Les processus métier font l’objet d’une standardisation. Les voies empruntées pour cette standardisation, à savoir la domination, la confrontation et l’incorporation, puisent leur origine tant dans les méthodes que sont l’Organisation Scientifique du Travail ou le reengineering que dans les outils de type progiciel de gestion. Or, il s’avère que la prescription et la standardisation des processus métier, telles qu’elles sont réalisées, posent des problèmes dans les organisations, aux niveaux stratégique, fonctionnel et opérationnel. Notre recherche s’attache à déterminer d’une part la nature d’une autre voie de standardisation et d’autre part les conditions pouvant faciliter son émergence.Convaincus que le changement ne peut plus se définir comme l’imposition d’un modèle a priori, un standard promulgué, nous nous interrogeons sur la capacité des pratiques à reconcevoir la nature du travail de standardisation, pour aboutir à un standard pratiqué. Afin de trouver des solutions aux problèmes rencontrés avec les voies actuelles de standardisation, nous proposons un modèle conceptuel qui place les pratiques au cœur d’une spirale de création de connaissances organisationnelles. Dans le cadre d’une recherche action, nous analysons les effets de la mise en place d’un outil matérialisant notre modèle conceptuel sur des terrains qui mobilisent différemment les conditions requises pour le changement, à savoir un institut bancaire public et un groupe de presse nationale. Les résultats obtenus, variant très fortement d’un terrain à l’autre, font ressortir deux enseignements majeurs qui nous éclairent sur l’avènement du standard pratiqué comme nouvelle voie de standardisation. Nous constatons tout d’abord que le standard pratiqué se nourrit du standard promulgué pour ancrer les processus métier dans toute l’organisation. Ensuite, l’émergence et le développement d’un standard pratiqué mettent en lumière des logiques particulières à l’œuvre dans l’organisation, à savoir un processus de création de sens, le soutien d’une structure de pouvoir parallèle au pouvoir officiel et un processus d’innovation organisationnelle. / Business processes undergo standardization. This standardization is achieved through domination, confrontation and incorporation, means that have their origins in methods like Taylorism, reengineering or the implementation of tools such as ERP systems. Prescription and standardization of business processes, however, create problems for organizations, at the strategic, functional and operating levels. Our research attempts to uncover on one hand novel ways of standardizing processes and on the other the conditions facilitating the emergence of these new ways.Convinced that change cannot be defined any more as the imposition of an a priori model or a promulgated standard, we investigate how work practices may contribute to the creation of standards, and result in “practiced” standards. To find solutions to the problems met with current ways of standardizing, we propose a model, which places practice at the heart of a spiral of creation of organizational knowledge. Through an action research project, we analyze the effects of the implementation of this model in two different settings, namely a public banking institute and a conglomerate of national press, requiring different conditions for change.Our findings, which differ considerably from one case to the other, highlight how the “practiced” standard emerges as a novel way of standardizing. First, we notice that the “practiced” standard feeds on the promulgated standard to anchor business processes in the whole organization. Second, the emergence and the development of the “practiced” standard bring to light specific processes that operate in the organization, namely a process of sensemaking, the support of a structure of power parallel to the official one, and a process of organizational innovation.

O presente trabalho teve como objetivo investigar como alunos de ensino médio aprendem música na situação de aula de música na escola como componente curricular. Os objetivos específicos consistiram em identificar os modos (dispositivos e formas relacionais) de aprendizagem dos alunos na sala de aula; compreender como os alunos mobilizam-se para a realização das atividades de música na sala de aula; examinar as razões (os móbiles) da mobilização dos alunos para suas aprendizagens musicais, e analisar, na perspectiva das dimensões epistêmica, de identidade e social, as aprendizagens que os alunos realizam na sala de aula. Nortearam a análise e interpretação dos dados os elementos para uma teoria da relação com o saber (aprender), elaborados por Bernard Charlot, que têm como base a ideia de que o aprender é um processo de construção de si por si mesmo e que a relação com o aprender é uma relação de troca que existe entre cada um dos indivíduos nos eventos e lugares onde acontece. O método escolhido para a realização da pesquisa foi o estudo de caso, sendo que os participantes foram os alunos de uma turma de primeiro ano de ensino médio do Colégio Estadual Júlio de Castilhos, em Porto Alegre/RS, em situação de aula de música. A coleta dos dados foi realizada por meio de gravações das aulas de música da turma, seguidas de entrevista em grupo com os alunos. As dimensões epistêmica, social e de identidade nomeiam, segundo Bernard Charlot, os tipos de relações que participam no processo de relação com o saber (aprender) e serviram de base para a elaboração das categorias de análise dos dados, levando a uma ampliação teórica a partir do conceito de dispositivos relacionais, tratados como uma das figuras do aprender, inseridas na relação epistêmica. A partir da análise dos dados, foram identificados os dispositivos que contribuem para a compreensão dos modos de aprendizagem dos alunos na sala de aula, que foram nomeados de Modos de Estar Espontâneos (MEE), Modos de Estar para Perceber os Outros (MEPO) e Modos de Estar para o Desenvolvimento da Relação Epistêmica (MEDRE). Na conclusão, apresenta-se um modelo explicativo de como os alunos aprendem música na aula de música na escola, construído a partir dos dispositivos relacionais identificados. / This research aimed to investigate how high school students learn music in the music class as a curricular component at school. The specific objectives aimed to identify the ways (devices and relational forms) by which the students learn in the classroom; to understand how students mobilize themselves to carry out music activities in the classroom; to examine the reasons (mobiles) of the mobilization of the students for learning music; and to analyze the learning that students perform in the classroom from the perspective of the epistemic, social and identity dimensions. The elements for a theory about the relationship with knowing (learning), drawn by Bernard Charlot, constituted the theoretical frame. These elements are based on the idea that learning is a process of self-construction and that learning is an exchange between each of the individuals that participate in the events and places where it happens. A case study with the group of students of a class of first year at Colégio Estadual Júlio de Castilhos secondary school (Porto Alegre, RS, southern Brazil) was carried out. The data were collected through recordings of music lessons, followed by group interviews with the students. The epistemic, social and identity dimensions, that, according to Bernard Charlot, define the types of relationships that participate in the process of relationship with knowing (learning), served as a basis for elaborating the categories of data analysis. Based on these categories, a theoretical broadening of the concept of relational devices – one of the figures of the learning process, inserted in the epistemic relationship – is suggested. From the data analysis, the devices that contribute to the understanding of the ways the students learn music in the classroom were identified. These devices were named as Ways of Being Spontaneous (MEE), Ways of Being to Understand Others (MEPO) and Ways of Being for the Development of Epistemic Relationship (MEDRE). The conclusion presents an explanatory model of how students learn music in the music class at school, built from the relational devices identified.

The inadequacy of the usual possible world semantics of modal languages when the meaning of 'belief' is attached to the modal operator is discussed. Three other approaches are then investigated. In the case of Moore's autoepistemic logic it becomes possible to compare an agent's beliefs to 'reality', which cannot be done directly in the possible world semantics. Levesque's semantics makes explicit in the object language the notion of 'this is all the information the agent has', which plays an important role in nonmonotonic reasoning. Both of these approaches deal with ideal reasoners. The third approach, Konolige's deduction model, is based on a semantics capable of describing the beliefs of one or more resourcebounded agents. Finally, the AGM postulates for belief revision are discussed. / Computer Science / M.Sc. (Computer Science)

Cette thèse porte sur les processus de gestion des connaissances et des pratiques associées, en situation de coopération inter-organisationnelle. En s'appuyant sur une démarche d'enquête relevant de l'artisanat intellectuel, nous étudions le cas du domaine des nanosciences et des nanotechnologies (NCT), caractérisé par la participation de diverses organisations relevant de plusieurs domaines d'expertise. A partir de l'étude des connaissances saisies à partir des pratiques dans trois cas (un réseau de groupes de recherche en Colombie, un projet européen et un laboratoire de sciences des matériaux au sein d'un grand pôle de recherche en micro et nanotechnologies à Grenoble (France)), la thèse apporte quatre contributions théoriques portant respectivement sur : 1) La relation entre les pratiques de gestion des connaissances entre organisations et des politiques favorisant les arrangements interinstitutionnels ; 2) La proximité comme espace de convergence et de divergence dans la gestion des connaissances dans les « zones franches » ; 3) La temporalité et les points d'ancrage des relations inter-organisationnelles ; et 4) la médiation de collectifs sociotechniques. Enfin, nous proposons une contribution sur la pratique vue comme constituant un espace de gestion, qui permet de rendre compte des différences dans les temporalités et d'évaluer la médiation des outils destinés à soutenir les processus de gestion des connaissances. / The thesis deals with knowledge management processes and associated practices in interorganizational contexts. With an insight of intellectual craftsmanship, we focus on the case study of Nanoscience and Nanotechnology (NST) that involves a wide diversity of participant organizations and knowledge fields. By studying three specific contexts –a Colombian network of research groups, a European collaborative project, and a laboratory of materials belonging to a micro and nanotechnology cluster of Grenoble (France); we present four main theoretical contributions through a knowing in practice approach: 1) A description of relationships between interorganizational knowledge management practices and policies that foster cross-institutional agreements, 2) An insight of proximity as a point of convergence and divergence in boundary-related knowledge management, 3) An understanding of temporality and anchor points related to cross-organizational relationships, and 4) The dynamics of mediation of the socio-technical collectives. On the other hand, we put forward an approach to the concept of practice as managerial space, which allows to account for differences in the temporary nature of relationships and assess effective mediation of available tools for supporting knowledge management processes. / Esta tesis trata sobre procesos de gestión de conocimiento en ámbitos inter-organizacionales y las prácticas asociadas. Con un enfoque de artesanía intelectual, tomamos como estudio de caso el campo de las Nanociencias y Nanotecnologías (NCT), caracterizado por la participación de diversidad de organizaciones y áreas de conocimiento. Estudiando tres contextos, una red de grupos de investigación en Colombia, un proyecto europeo de colaboración y un laboratorio de materiales en un polo de micro y nanotecnologías en Grenoble (Francia), desde una perspectiva de conocimiento como práctica, presentamos cuatro aportes teóricos: 1) Relación entre prácticas de gestión de conocimiento inter-organizacional y políticas que fomentan arreglos inter-institucionales, 2) Proximidad como espacio de convergencia y divergencia en la gestión del conocimiento en las zonas fronterizas, 3) Temporalidad y puntos de anclaje de las relaciones inter-organizacionales, y 4) La mediación de los colectivos sociotécnicos.Por otra parte, planteamos una contribución para abordar la práctica como espacio de gestión, lo cual permite dar cuenta de las diferencias en las temporalidades y evaluar las mediaciones efectivas de las herramientas dispuestas para el soporte de los procesos de gestión de conocimiento.

O presente trabalho teve como objetivo investigar como alunos de ensino médio aprendem música na situação de aula de música na escola como componente curricular. Os objetivos específicos consistiram em identificar os modos (dispositivos e formas relacionais) de aprendizagem dos alunos na sala de aula; compreender como os alunos mobilizam-se para a realização das atividades de música na sala de aula; examinar as razões (os móbiles) da mobilização dos alunos para suas aprendizagens musicais, e analisar, na perspectiva das dimensões epistêmica, de identidade e social, as aprendizagens que os alunos realizam na sala de aula. Nortearam a análise e interpretação dos dados os elementos para uma teoria da relação com o saber (aprender), elaborados por Bernard Charlot, que têm como base a ideia de que o aprender é um processo de construção de si por si mesmo e que a relação com o aprender é uma relação de troca que existe entre cada um dos indivíduos nos eventos e lugares onde acontece. O método escolhido para a realização da pesquisa foi o estudo de caso, sendo que os participantes foram os alunos de uma turma de primeiro ano de ensino médio do Colégio Estadual Júlio de Castilhos, em Porto Alegre/RS, em situação de aula de música. A coleta dos dados foi realizada por meio de gravações das aulas de música da turma, seguidas de entrevista em grupo com os alunos. As dimensões epistêmica, social e de identidade nomeiam, segundo Bernard Charlot, os tipos de relações que participam no processo de relação com o saber (aprender) e serviram de base para a elaboração das categorias de análise dos dados, levando a uma ampliação teórica a partir do conceito de dispositivos relacionais, tratados como uma das figuras do aprender, inseridas na relação epistêmica. A partir da análise dos dados, foram identificados os dispositivos que contribuem para a compreensão dos modos de aprendizagem dos alunos na sala de aula, que foram nomeados de Modos de Estar Espontâneos (MEE), Modos de Estar para Perceber os Outros (MEPO) e Modos de Estar para o Desenvolvimento da Relação Epistêmica (MEDRE). Na conclusão, apresenta-se um modelo explicativo de como os alunos aprendem música na aula de música na escola, construído a partir dos dispositivos relacionais identificados. / This research aimed to investigate how high school students learn music in the music class as a curricular component at school. The specific objectives aimed to identify the ways (devices and relational forms) by which the students learn in the classroom; to understand how students mobilize themselves to carry out music activities in the classroom; to examine the reasons (mobiles) of the mobilization of the students for learning music; and to analyze the learning that students perform in the classroom from the perspective of the epistemic, social and identity dimensions. The elements for a theory about the relationship with knowing (learning), drawn by Bernard Charlot, constituted the theoretical frame. These elements are based on the idea that learning is a process of self-construction and that learning is an exchange between each of the individuals that participate in the events and places where it happens. A case study with the group of students of a class of first year at Colégio Estadual Júlio de Castilhos secondary school (Porto Alegre, RS, southern Brazil) was carried out. The data were collected through recordings of music lessons, followed by group interviews with the students. The epistemic, social and identity dimensions, that, according to Bernard Charlot, define the types of relationships that participate in the process of relationship with knowing (learning), served as a basis for elaborating the categories of data analysis. Based on these categories, a theoretical broadening of the concept of relational devices – one of the figures of the learning process, inserted in the epistemic relationship – is suggested. From the data analysis, the devices that contribute to the understanding of the ways the students learn music in the classroom were identified. These devices were named as Ways of Being Spontaneous (MEE), Ways of Being to Understand Others (MEPO) and Ways of Being for the Development of Epistemic Relationship (MEDRE). The conclusion presents an explanatory model of how students learn music in the music class at school, built from the relational devices identified.