Denna rapport har studerat hur lär- och identitetsprocessen att formas till artist har sett ut för några av Sveriges mest aktuella kvinnliga artister. Valet att studera denna yrkesgrupp beror på att formell utbildning genom skolväsendet saknas för att till fullo förbereda individer för yrket. Syftet har varit att genom artisternas beskrivningar av de egna erfarenheterna bidra med kunskap om hur dessa processer kan se ut. Sex stycken semistrukturerade kvalitativa intervjuer genomfördes med hjälp av utformad frågeguide för insamlandet av data. Intervjuerna transkriberades sedan och analyserades därefter med drag av hermeneutisk tolkning. Förförståelsen hos mig som forskare har haft en central roll i rapporten då jag själv är verksam som frilansande trummis inom musikbranschen. Då tidigare forskning rörande lär- och identitetsskapande processer för artister inte hittades baserades litteraturöversikten till stor del av forskning om de lär- och identitetsskapande processer som elitidrottare gjort. Valet av denna yrkesgrupp baserades på att framgång som idrottare ofta leder till medial uppmärksamhet, i likhet med artisternas. Insamlad empiri analyserades sedan genom Lave och Wengers (1991) teorier om hur kunskap uppstår och utvecklas genom sociala interaktioner i olika kontexter, något de kallar för situerat lärande. I analysen användes även Goffmans (2009) rollteoretiska modell som behandlar hur identiteter skapas, upprätthålls och förändras. Slutsatserna i studien visade på att kunskapen till stor del skapats genom observation av de mer erfarna inom musikbranschen samt interaktion med dessa. Artisternas föreställningar om vad det innebär att vara en artist samt till vilken grad de interagerat med olika delar av musikbranschen tycks ha påverkat deras förmåga att själva identifiera sig som artister. Gemensamt för samtliga respondenter var den beskrivna upplevelsen av att kunna påverka rollen som artist till högre grad i och med ökad erfarenhet och framgång som artist. / This report has studied how the processes of learning about the role as an artist and the ability to identify oneself as one has been for some of Sweden’s most popular artists. The choice to study this profession is due to the lack of formal education through the school system to fully prepare individuals for the profession. The purpose has been to provide knowledge about these processes thru the described experiences from the artists. Six semi- structured qualitative interviews were conducted using a designed questionnaire for data collection. The interviews were then transcribed and analyzed by means of hermeneutic interpretation. The preconceptions have played a central role in the report, as I myself am a freelance drummer in the music industry. Since earlier research about learning and identity-creating processes among artists was not found, the literature review has been based largely on research about the learning and identity-creating processes that elite athletes have made. The choice to study this profession was based on the similarity between professions in the terms where their success often leads to great media attention. Collected empirical data was then analyzed thru Lave and Wenger’s (1991) theories of how knowledge arises and develops through social interactions in different contexts, something they call situated learning. The analysis was also made thru used Goffman's (2009) role theory model that addresses how identities are created, maintained and changed. The conclusions of this study showed that knowledge about the role as an artist was largely created by observing the more experienced in the music industry as well as thru interaction with these. The artists' perceptions of what it means to be an artist and the extent to which they interacted with different parts of the music industry seem to have influenced their ability to identify themselves with the role. Commonly to all respondents was the described experience that the ability to influence the role of an artist increased with experience and success as an artist.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The development of academic literacies in a certain area of knowledge allows, to the one who is learning, conditions for reading the world and acting in the contemporary society, for engaging in the disciplinary debate, and for developing an opinion concerning the effects of scientific and technological innovations of the area and the potential consequences resulted from their use (MOTTA-ROTH, 2013a, p.145). Recognizing the importance of academic literacies in the university context and in the formation of students in different areas of knowledge, this research aims at identifying and discussing characteristics of academic literacies processes of a group of students from the course of Publicity and Advertising (PA) (Publicidade e Propaganda) in a PA experimental agency located at south of Brazil. In order to do that, we adopt the perspective of Critical Genre Analysis (MEURER, 2002; BHATIA, 2004; MOTTA-ROTH, 2008; 2011a), academic literacies studies (LEA; STREET, 1998; 2006; MOTTA-ROTH 2013a) and the notion of Legitimate Peripheral Participation (LAVE; WENGER, 1991). As part of the umbrella project Academic/scientific literacy and Legitimate Peripheral Participation in the knowledge production (Letramento acadêmico/científico e participação periférica legítima na produção de conhecimento) (MOTTA-ROTH, 2013b), this study consists in a qualitative research based on ethnography (LAUTOR; WOLGAR, 1997), in which, observations of social activities from the PA experimental agency were made. The corpus of this research is constituted by a) notes collected by prticipant observation; b) field notes/photography; c) answers from questionnaires applied to the agency members; and d) advising sessions between professors and students. With the observations and field notes, the intention was to collect information about the laboratory context. Through the observations and field notes, it was detected the need to apply questionnaires and to analyze advising sessions between professors and students. It is understood that the advising sessions through writing and rewriting processes and text editions, by students, based on professor s notes are a rich source to identify characteristics of students academic literacies. The results seem to indicate that students academic literacies depend on their interaction with other members from the laboratory and their engagement in genres and activities that arise from those genres in the agency. As the students participate in the agency, they develop literacies that turn them into more experienced publicists in the PA professional performance practices. Aligned to this characteristic, it seems that the academic literacies in PA are permeated with the development of personal taste. The members speech, in the advising sessions, is marked with lexicogramatical choices that privilege emotional mental clauses (e.g. amar, gostar, adorar). In this sense, it seems that emotional mental processes work as teaching parameters in this laboratory. These linguistic cues seem to be related to the recency of the PA area of knowledge (BORGES, 2002; DURAND; 2006; PÚBLIO; MADER, 2009). With this research, it is expected to contribute/reflect upon the academic literacies processes as for the PA area of knowledge as well as for the Applied Linguistic area of knowledge. / O desenvolvimento de letramentos acadêmicos em determinada área do saber permite, a aquele que está aprendendo, condições para a leitura de mundo e a ação na sociedade contemporânea, o engajamento no debate da disciplina, e desenvolvimento de uma opinião quanto aos efeitos das inovações científico-tecnológicas de sua área e as eventuais consequências acarretadas por seu uso (MOTTA-ROTH, 2013a, p.145). Reconhecendo a importância dos letramentos acadêmicos no contexto universitário e na formação de estudantes, em diferentes áreas do saber, esta pesquisa busca identificar características dos processos de letramentos acadêmicos de um grupo de estudantes do curso de Publicidade e Propaganda (PP) em uma agência experimental de PP alocada em uma universidade do sul do Brasil. Para isso, adota-se a perspectiva da Análise Crítica de Gêneros (MEURER, 2002; BHATIA, 2004; MOTTA-ROTH, 2008; 2011a), dos estudos de letramentos acadêmicos (LEA; STREET, 1998; 2006; MOTTA-ROTH 2013a) e da noção de Participação Periférica Legítima (LAVE; WENGER, 1991). Inserido no projeto guarda-chuva Letramento acadêmico/científico e participação periférica legítima na produção de conhecimento (MOTTA-ROTH, 2013b), este estudo consiste em uma pesquisa qualitativa de base etnográfica (LAUTOR; WOLGAR, 1997), na qual, foram realizadas observações das atividades sociais da agência experimental de PP. O corpus da presente pesquisa é constituído por: a) observações coletadas a partir de observação participante; b) notas de campo/fotografias; c) respostas de questionários aplicados com os membros da agência; e d) sessões de orientação entre professoras e estudantes. Nas observações e nas notas de campo, a intenção foi coletar informações acerca do contexto do laboratório. Por meio das observações e notas, detectou-se a necessidade da aplicação de questionários e da análise das sessões de orientação entre professoras e estudantes. Entende-se que as orientações por meio de processos de escrita, rescrita e edição de textos, por parte dos estudantes, com base nos apontamentos dos professores são uma fonte rica para identificar características dos letramentos acadêmicos dos estudantes. Os resultados parecem indicar que os letramentos acadêmicos dos estudantes dependem de sua interação com demais membros no laboratório e de seu engajamento em gêneros e atividades decorrentes desses gêneros na agência. À medida que esses estudantes participam, eles desenvolvem letramentos que os tornam publicitários mais experientes nas práticas de atuação profissional de PP. Aliada a essa característica, parece que os letramentos acadêmicos em PP são perpassados pelo desenvolvimento de gosto pessoal. A fala dos membros, nas sessões de orientação, é marcada por escolhas lexicogramaticais que privilegiam orações mentais emotivas (p. ex., amar, gostar, adorar). Nesse sentido, parece que processos mentais emotivos funcionam como parâmetros de ensino nesse laboratório. Esses indícios linguísticos parecem estar relacionados com a recência da área do saber da PP (PINHO, 1998; BORGES, 2002; DURAND, 2006; PÚBLIO; MADER, 2009). Com esta pesquisa, almeja-se trazer contribuições/reflexões acerca dos processos de letramentos acadêmicos tanto para área do saber da PP, como para a área do saber da Linguística Aplicada.

This study researches phenomenon of the Biology Teachers Network (BTN), a distributed Community of Practice (CoP). The membership of the BTN is voluntary. The BTN is supported by a core group of members and administered by single moderator. The network uses a manually operated email system to communicate and share information as an automatic listserv proved to be beyond the capabilities of the membership. Etienne Wenger is the authority on the theory of CoPs and provides in depth background to the processes that are evident in a CoP. A CoP consists of the Domain, Practice and Community and through a process of negotiation of meaning, learning takes place through identity formation. CoPs can exist online in the form of distribute CoPs. Passionate leadership is essential for the formation of a CoP as is the voluntary participation of the members. A Naturalistic case study methodology is considered to be the most appropriate research tool. In this study a focus group interview and a collection of emails were used as data sources. The data was analysed using three instruments derived from the literature. The conclusion from the analysis of the data was that the BTN is a vibrant and fully functional distributed CoP in the coalescing stage. Participation in the BTN has led to an increase in professional development and ICT skills amongst some of the member teachers. The fact that this was achieved through the use of email instead of sophisticated websites suggests that this model of distributed CoP is suitable for the professional development of teachers in South Africa. / Dissertation (MEd)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

Each year, students who are newly enrolled in the University of Ottawa Cooperative Education Programs prepare for their first co-op work terms. In this period of pre-employment, students ask themselves important questions like, “What do I have to do to get a job?” and “What do I want to be?” As a co-op practitioner I am exposed to students’ experiences and the dilemmas they face but I still wondered what was hidden from my view and outside of my understanding. Thus, during one-on-one interviews that occurred prior to their first co-op work terms, six co-op students shared the photographs and stories of their co-op experiences with me and I shared my photographs and stories with them. Goffman’s (1959) theory of dramaturgy provided the theoretical framework to present, interpret, and understand the words and pictures that emerged from these interviews. What resulted were dramas, narratives, and allegories: six participant descriptions written as mini-biographies, verbatim transcripts prepared as a reader’s theatre script, and a set of five themes composed with vivid symbolism. The five metaphoric themes of co-op student experience are (a) journey, (b) circus, (c) metamorphosing, (d) anglers at sea, and (e) warriors. Taken together, what emerged was a deeper seeing and a richer understanding of what’s “really going on” in the time prior to students’ first co-op work terms (Goffman, 1974, p. 8) particularly with regards to legitimate peripheral participation, reflection, and experiential learning.

This research set out to explore the curriculum experiences of French-speaking students in a private tertiary education institution. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering methods included a blend of semistructured interviews, document analysis, participant observation and field notes. Data analysis employed content and thematic analyses. Findings that emerged from the study were seven-fold: First, the academic experiences of French-speaking students from pre-degree to third-year degree programme entailed a rigorous negotiation with the LoLT. They negotiated the pre-degree route to mainstream degree programme due to non-compliance with academic standards set for higher education. Second, French-speaking students negotiated the pre-degree route to mainstream degree programme because their curricula of study, while they negotiated secondary school education in French-speaking countries were not recognized by most South African public universities. Third, French-speaking students experienced a number of hidden curriculum experiences which were not visible but influenced the planned, enacted and assessed curricula. Fourth, the deportment of lecturers was a useful asset. Lecturers were sourced from different sociocultural perspectives of the world. The impact of lecturers’ deportment led to commitment to achieve excellence and dedication towards student learning. Fifth, the use of Zulu, Sotho and sporadic use of Afrikaans languages by lecturers became sociocultural experiences of French-speaking students. The impact of this was felt by French-speaking students when they took a longer time to negotiate transition from French-speaking to English-speaking. The rate at which white lecturers spoke and the unfamiliar accents of black South African lecturers became important aspects of experiences they negotiated at Montana College. Sixth, learning ensues when there is a hybridization of the three sociocultural factors namely language of communication, acculturation to the domain of influence and mediated identity. Seventh, it was found that power relations manifested themselves in different perspectives at Montana College. Lave and Wenger (1991) proposed that power relations exist in the field of education where teachers exercise their roles as facilitators of learning and students see that they are in possession of economic power, by virtue of the fact that they pay fees. Consequently the issues of power relations abound in the form of the “continuity-displacement contradictions” as suggested by Lave and Wenger (1991:115-116). Much new knowledge came to light, especially in terms of the three sociocultural factors (language, acculturation and identity). When these are in a state of redress, there is an emergent learning, depending on the extent of hybridization between the sociocultural factors. The magnitude of learning is conceptualized to depend on the extent of redress or hybridization among the sociocultural factors. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this study is to analyze the discourse of students from an undergraduate Letters course at a university in southern Brazil and at an Applied Linguistics Laboratory the LLAp from the same department, based in the triad of teaching, research and extension, who were asked to speak about their academic discursive practices, in order to identify the characteristics of academic literacy processes, using the frameworks of ACD (FAIRCLOUGH, 1992; 2003), academic literacies (LEA; STREET, 1998; STREET, 2010) and the notion of legitimate peripheral participation (LAVE; WENGER, 1991). We developed and applied written semi-structured questionnaires and oral interviews dealing with three characteristics of academic literacy processes: genre systems, the roles played in academic literacy and the processes of authoring and co-authoring. In 58 written questionnaires answered by students of Letters and of the LLAp, we identified 47 genres mentioned by students. Among the most cited genres were those, which are most routine and formulaic in academic communities, such as reviews, abstracts and articles. On the other hand, genres less cited were those, which are more diffused and imprecise, such as conversation and defining the meaning of 'text'. Besides genre diversity, the diversity of roles mentioned by students indicates the plurality of possibilities made available by the projects developed at this university, especially at the LLAp. In the four interviews with LLAp students, we sought to focus on issues that were not explored thoroughly in the written questionnaire. In terms of genre system, students stressed different aspects. Two students emphasized bureaucratic genres, one student pointed out genres produced within the research project, co-authored with other group members and, finally, one student emphasized genres produced in the classroom and for the classroom, in relation to her role as a teacher in training and as a teacher in action. Regarding the authoring and co-authoring process, as well as the roles played, we identified different degrees of engagement and participation of students in the community. In theory, the longer a student participates and the greater the degree of engagement in the social practices of academic literacies in the community, the greater, proportionately, will be the legitimate peripheral participation process and, consequently, the greater the learning. / O objetivo deste estudo é analisar o discurso de alunos de um curso de Letras de uma universidade do sul do Brasil e um laboratório de Linguística Aplicada o LLAp que tem como base o tripé ensino, pesquisa e extensão da mesma universidade sobre suas práticas discursivas acadêmicas, de modo a identificar as características dos processos de letramentos acadêmicos, a partir da perspectiva da ACD (FAIRCLOUGH, 1992; 2003), dos estudos de letramentos acadêmicos (LEA; STREET, 1998; STREET, 2010) e da noção de participação periférica legítima (LAVE; WENGER, 1991). Para isso, elaboramos e aplicamos questionários semiestruturados escritos e entrevistas que tratavam especialmente sobre três características dos processos de letramentos acadêmicos: o sistema de gêneros, os papeis desempenhados e o processo de autoria e coautoria. Em síntese, alguns dados gerados parecem se salientar. Nos 58 questionários escritos respondidos por alunos do curso de Letras e do LLAp, identificamos 47 gêneros mencionados pelos discentes. Entre os gêneros mais citados estão aqueles mais rotineiros e formulaicos de comunidades acadêmicas como resenhas, resumos e artigos. Por outro lado, entre os gêneros menos citados, estão aqueles mais difusos e imprecisos como conversação e definição do significado de texto . Além da diversidade de gêneros, a diversidade de papeis mencionados pelos discentes indica a pluralidade de possibilidades oportunizadas pelos projetos desenvolvidos nesta universidade com destaque para o LLAp. Nas quatro entrevistas realizadas com alunos do LLAp, buscamos focar em questões que não foram exploradas profundamente no questionário escrito. Sobre o sistema de gêneros, identificamos que os alunos enfatizaram diferentes aspectos. Dois alunos enfatizaram gêneros da esfera burocrática , um aluno destacou gêneros produzidos no âmbito do projeto de pesquisa, em coautoria com outros membros do grupo e, por fim, um aluno deu ênfase em gêneros produzidos em sala de aula e para a sala de aula , seja em relação ao seu papel como docente em formação quanto docente em atuação. Em relação ao processo de autoria e coautoria, bem como dos papeis desempenhados, percebemos diferentes graus de engajamento e participação dos discentes na comunidade. Em tese, quanto maior o tempo de participação e maior o grau de engajamento dos discentes nas práticas sociais de letramentos acadêmicos na comunidade, maior, proporcionalmente, será o processo de participação periférica legítima e, consequentemente, maior será a aprendizagem.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this research is to analyze critically the discourses from Political Pedagogical Project (PPP) and from students and graduates in an Undergraduation Course in English Language (CLI) from a Brazilian southern university about the academic literacies practices and events in professional teaching. For that, we try to identify the academic literacies practices predicted in PPP to students and academic literacies events by students and graduates experience reports. We based ourselves on concepts that would enable us to analyze the PPP and students and graduates discourses about the academic literacies. So, we chose the theoretical and methodological approach Critical Genre Analysis (MEURER, 2002), that interweaves three social theories, Critical Discourse Analysis (FAIRCLOUGH, 1992, 2003), Sociorretórica (MILLER, 1984; SWALES, 1990; BAZERMAN, 2005) and Systemic Functional Grammar (HALLIDAY; MATTHIESSEN, 2004). In addition, conversations about academic literacies (BARTON, 1991; LEA; STREET, 2006), the concept of Legitimate Peripheral Participation (LPP) (LAVE; WENGER, 1991) and the theoretical and methodological approach ethnography (SAVILLE-TROIKE, 1989) allowed us to analyze and discuss the PPP and students and graduates discourses. To unveil the PPP discourse, we analyze the Egress Profile and Curriculum sections and to the discourse from students and graduates we developed semi-structured questionnaires from PPP excerpts. On the PPP analysis, we identify the academic literacies practices predicted to students and graduates in the CLI. Three academic literacies practices are recognized in the PPP: participation in projects, text production and consumption and professional performance. These three practices were described by identifying the skills and competences predicted for egress and the disciplines. We also recognize that the text production and consumption seems to carry a central role among the practices participation in projects and professional performance. In the analysis of questionnaires, from the search for textual rich features in meaning (BARTON, 2002), we noted four academic literacies practices: participation in the activities of the courses in CLI, participation in projects, participation in scientific events and professional performance. These four practices are recognized in the students and graduates discourse by reporting the academic literacies events they said engage to and participate in. Students and graduates more clearly described the events that constituted practices in that were engaging in the activities of CLI. It seemed also that as these students participated in these events, (re)constitute themselves as English teachers, from the recognition of this context and the individuals involved in these events (FAIRCLOUGH, 2010). / O objetivo desta dissertação é analisar criticamente o discurso do Projeto Político Pedagógico (PPP) e de alunos e egressos de um curso de Letras/Inglês (CLI) de uma universidade do sul do Brasil sobre as práticas e os eventos de letramentos acadêmicos na formação como profissional de línguas. Para tanto, buscamos identificar as práticas de letramentos acadêmicos previstas no PPP para os estudantes do CLI e os eventos de letramentos acadêmicos por meio dos relatos de experiência dos estudantes e egressos. Embasamo-nos, assim, em conceitos norteadores que nos possibilitassem analisar o discurso do PPP e dos alunos e egressos sobre os letramentos acadêmicos. Por isso, escolhemos a abordagem teórico-metodológica da Análise Crítica de Gênero (MEURER, 2002), que entrelaça três teorias de cunho social, Análise Crítica do Discurso (FAIRCLOUGH, 1992; 2003), Sociorretórica (MILLER, 1984; SWALES, 1990; BAZERMAN, 2005) e Gramática Sistêmico-Funcional (HALLIDAY; MATTHIESSEN, 2004). Além disso, as conversações sobre letramentos acadêmicos (BARTON, 1991; LEA; STREET, 2006), o conceito de Participação Periférica Legítima (PPL) (LAVE; WENGER, 1991) e a abordagem teórico-metodológica da etnografia (SAVILLE-TROIKE, 1989) nos permitiram analisar e discutir os discursos do PPP e dos alunos e egressos. Para desvelar o discurso do PPP, analisamos as seções Perfil Desejado do Egresso e Currículo e para o discurso dos alunos e egressos, desenvolvemos questionários semiestruturados a partir de excertos do PPP. Na análise do PPP, identificamos as práticas de letramentos acadêmicos previstas para os estudantes e egressos do CLI. Três práticas de letramentos acadêmicos foram reconhecidas no PPP: participação em projetos, produção e consumo de textos e atuação profissional. Essas três práticas foram descritas por meio da identificação das habilidades e competências previstas para o egresso e das ementas das disciplinas. Reconhecemos também que a produção e consumo de textos parece carregar um papel central entre as práticas participação em projetos e atuação profissional. Na análise dos questionários, a partir da busca por elementos textuais ricos em significação (BARTON, 2002), evidenciamos quatro práticas de letramentos acadêmicos: participação nas atividades das disciplinas do CLI, participação em projetos, participação em eventos científicos e atuação profissional. Essas quatro práticas foram reconhecidas no discurso dos alunos e egressos por meio do relato sobre os eventos de letramentos acadêmicos que eles disseram se engajar e participar. Os estudantes e egressos mais claramente descreveram os eventos que constituíam as práticas na medida em que iam se engajando nas atividades do CLI. Pareceu-nos também que à medida que esses estudantes participavam desses eventos, (re)constituíam-se como professores de inglês, a partir do reconhecimento do contexto e dos sujeitos envolvidos nesses eventos (FAIRCLOUGH, 2010).

This research set out to explore the curriculum experiences of French-speaking students in a private tertiary education institution. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering methods included a blend of semistructured interviews, document analysis, participant observation and field notes. Data analysis employed content and thematic analyses. Findings that emerged from the study were seven-fold: First, the academic experiences of French-speaking students from pre-degree to third-year degree programme entailed a rigorous negotiation with the LoLT. They negotiated the pre-degree route to mainstream degree programme due to non-compliance with academic standards set for higher education. Second, French-speaking students negotiated the pre-degree route to mainstream degree programme because their curricula of study, while they negotiated secondary school education in French-speaking countries were not recognized by most South African public universities. Third, French-speaking students experienced a number of hidden curriculum experiences which were not visible but influenced the planned, enacted and assessed curricula. Fourth, the deportment of lecturers was a useful asset. Lecturers were sourced from different sociocultural perspectives of the world. The impact of lecturers’ deportment led to commitment to achieve excellence and dedication towards student learning. Fifth, the use of Zulu, Sotho and sporadic use of Afrikaans languages by lecturers became sociocultural experiences of French-speaking students. The impact of this was felt by French-speaking students when they took a longer time to negotiate transition from French-speaking to English-speaking. The rate at which white lecturers spoke and the unfamiliar accents of black South African lecturers became important aspects of experiences they negotiated at Montana College. Sixth, learning ensues when there is a hybridization of the three sociocultural factors namely language of communication, acculturation to the domain of influence and mediated identity. Seventh, it was found that power relations manifested themselves in different perspectives at Montana College. Lave and Wenger (1991) proposed that power relations exist in the field of education where teachers exercise their roles as facilitators of learning and students see that they are in possession of economic power, by virtue of the fact that they pay fees. Consequently the issues of power relations abound in the form of the “continuity-displacement contradictions” as suggested by Lave and Wenger (1991:115-116). Much new knowledge came to light, especially in terms of the three sociocultural factors (language, acculturation and identity). When these are in a state of redress, there is an emergent learning, depending on the extent of hybridization between the sociocultural factors. The magnitude of learning is conceptualized to depend on the extent of redress or hybridization among the sociocultural factors. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)