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Fredriksson, Louise & Mårtensson, Kristina (2024). Social marginalisering - en retrospektiv studie av unga vuxnas upplevelser av utanförskap Specialpedagogprogrammet, Institutionen för skolutveckling och ledarskap, Lärande och samhälle, Malmö universitet, 90 hp. Studien undersökte sociala och känslomässiga hinder för elever som gått ut gymnasiet och till följd av det fick med sig ett studieresultat de inte var nöjda med. Trots att läroplanen betonar människolivets okränkbarhet, visade intervjuer att många elever hade en ogynnsam gymnasietid – på grund av brist i skolans rutiner, anpassningar, samverkan, övergångar och individualisering. Studien visar att genom att utveckla samverkan stärks möjligheterna för all skolpersonal att upptäcka det som elever i svårighet påtalade var tuffast att hantera i gymnasiet. Det som blir viktigt i arbetet som specialpedagog blir att därför att skapa förutsättningar för att öka samverkan och därigenom få en holistisk syn på eleven, för att hjälpa denne både med pedagogiska utmaningar och att förebygga social marginalisering. Metoden som användes, för att undersöka elevers svårigheter och hur specialpedagoger tillsammans med elevhälsoteamet arbetar med att förebygga och åtgärda dessa svårigheter, var semistrukturerade intervjuer. Fenomenologisk ansats användes som analysmetod för att bättre förstå och tolka informanternas upplevelser. Undersökningen visade att det finns ett flertal utvecklingsmöjligheter inom områdena överlämningar och samverkan mellan olika skolor, men även mellan olika kommuner. Slutligen gav studien en bättre förståelse för hur känslomässiga upplevelser och relationer i skolmiljön påverkar elevers motivation och studieresultat och den betonade behovet av bättre samarbeteoch stödstrukturer i utbildningssystemet. / The study examines students who have graduated from high school with, from their own perspective, unsatisfactory results, stemming from social and emotional obstacles. Although the curriculum emphasizes inviolability of human life, interviews shows that many students had disadvantageous high school experiences due to deficiencies in school routines, adaptations, collaborations, changes, and individualization. By cooperation between academic supportive resources in school, we would like to see that more pedagogues in school could have the opportunity to discover what students in difficulties expressed were the most challenging things to deal with in high school and the hardest way to find motivation to attend school. What becomes important in the work as a special education teacher is to create the conditions to increase collaboration and thereby gain a holistic view of the student in order to help the student with both educational challenges and at the same time avoid social marginalization. The method used to explore students´ difficulties and how special education teachers together with the student health team work to prevent and to fix these difficulties were semi structured interviews. A phenomenological approach was used as the analysis method to better understand and interpret the informant's experiences. The study showed that there are several development opportunities in the areas of handovers and collaboration between different schools but also between different municipalities. Finally, the study provided a better understanding of how emotional experiences and relationships in the school environment affect students´ motivation and study results, and it emphasized the need for better collaboration and support structures in the education system.

Les chiffres sur la participation et les résultats scolaires sont nettement à l’avantage des filles dans les îles anglophones de la Caraïbe, à l’inverse de ce qui se passe dans les pays dits en voie de développement, à l’exception de l’Amérique latine. L’écart entre les deux sexes est tel qu’une théorie, née il y a une vingtaine d’années, sur la marginalisation des garçons continue à alimenter les débats. En dépit du sentiment que les filles et les femmes sont en passe de prendre le dessus, une analyse de la situation globale de la société caribéenne, révèle la contradiction des inégalités qui persistent à leur détriment, dans le monde économique, professionnel et politique. La situation révèle les limites du rôle de l’éducation mais aussi les failles du système hérité du colonialisme et la valence différentielle des sexes. Les politiques de développement dans la Caraïbe, doivent intégrer la dimension du genre. Elles ne peuvent pas non plus ignorer les perspectives que pourrait lui offrir un leadership féminin en train de s’affirmer. / The Caribbean school system reveals a gender gap in favour of girls and a reverse trend from other developing countries, except in Latin America. Girls outperform boys at all levels in term of academic success as well as attendance, to a point that the boys’ underachievement and under-attendance as well as repetitions at school are of a growing concern for governments in the region and have brought about a controversial theory about the marginalization of boys and men. Despite the general feeling that boys are being threatened by the empowerment of women, a detailed analysis of their situation shows the contradiction of the discrimination women still face locally in the economic, professional and political world. The situation bears evidence to the limitations of education and the failings of a post-colonial system as well as gender differentials. Can Caribbean development policies privilege gender mainstreaming so as to tap the potential of both men and women, while women should be viewed as equal agents of development?

RésuméEn raison des bouleversements qui ont eu lieu dans la seconde moitié du XXe siècle, le monde a connu une accélération notable de l'histoire. Cette accélération s'est manifestée sur plusieurs fronts – l'historique, le scientifique, le technologique – mais aussi sur le front littéraire, changeant à jamais la façon dont nous représentons notre monde et notre passé. Cette thèse porte sur les nouveaux modes de représentation ou mimesis dans l'œuvre d'art. Comment les événements, qui se déroulent en dehors du roman, ont-ils affecté la forme même, la technique et la langue du roman contemporain ? Comment la violence qui a été infligée au monde extérieur s'est-elle reflétée dans le récit littéraire ? Du fait que la forme narrative est en soi un moyen de « rassembler » les événements dispersés et les incohérences de la réalité, la forme traditionnelle manipule violemment cette réalité dans le but de lui donner un sens, quand elle est souvent inexplicable. En mettant en question les conventions naturelles et données du récit, les romans expérimentaux du XXe siècle ont tenté de mettre en place des formes originales, en mesure de représenter des expériences différentes. Notre thèse traite principalement de ces nouvelles conceptions de la représentation dans le roman contemporain et de la manière dont, en dépit de leur fragmentation, de l'expérimentation et de la rupture violente avec les traditions du passé, ces romans innovants ont néanmoins réussi à produire des «représentations» de la réalité qui captent fidèlement notre histoire contemporaine, caractérisée par l'accélération et la fragmentation. Pour justifier cet argument, nous avons comparé les récits de fiction avec ceux des deux autres domaines à partir desquels nous tirons la connaissance de notre passé, à savoir l'histoire et la mémoire. Où est la place de la fiction aux côtés de ces deux piliers de connaissance souvent totalisants et totalitaires ? Enfin, que peut faire la littérature pour ces sujets de l'histoire, systématiquement exclus de l'écriture de l’histoire dominante ? En prenant la plume pour écrire leur version de l'histoire, ces «autres» du document historique dominant ont inscrit leur histoire particulière sur le palimpseste existant de l'histoire dominante et ont également obligé les canons littéraires, auxquels ils appartiennent, à développer leurs limites esthétiques et éthiques. / SummaryAs a result of the changes that have occurred in the latter half of the twentieth century, the world has witnessed a noticeable acceleration of history. This acceleration has manifested itself on many fronts – the historic, the scientific, the technological – but also on the literary front changing forever the way we represent our world and our place in it. This paper deals with the new modes of representation or mimesis in the work of art. How have the events happening outside the novel affected the very form, technique and the language of the contemporary novel? How has the violence that has been inflicted on the outside world being replicated and perhaps resolved in the literary narrative? Because narrative form is in itself a way of ordering and “bringing together” the fragmented events and incoherencies of reality, the very traditional form often violently manipulates this reality with the aim of giving meaning to an often inexplicable reality. By bringing into question the natural and given conventions of narrative, the experimental novels of the twentieth century have tried to realize original and unique forms that are able to represent different experiences. Our paper deals with primarily with these new conventions of representing reality and how, despite their fragmentation, experimentation, and violent rupture with the traditions of the past, they have nonetheless successfully produced “representations” of reality that faithfully capture our contemporary history characterized by acceleration as well as fragmentation. In order to justify this argument, we have compared narratives of fiction with the other two domains from which we derive the knowledge of our past, namely history and memory. Where is the place of fiction alongside these two often totalizing and totalitarian pillars of knowledge? Finally, what can literature do to those subjects of history who have systematically excluded from the writing of their dominant History? By taking the pen to write their side of the story, these “others” of the dominant historical document have both inscribed their particular stories on the existing palimpsest of dominant history, but have also forced the literary canons in which they belong to expand both their aesthetic and ethical boundaries.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-21T11:27:11Z No. of bitstreams: 1 Murilo Sérgio Almeida Rabelo.pdf: 876323 bytes, checksum: a6ac379c61dcda09d9d7648d02e13abe (MD5) / Made available in DSpace on 2017-12-21T11:27:11Z (GMT). No. of bitstreams: 1 Murilo Sérgio Almeida Rabelo.pdf: 876323 bytes, checksum: a6ac379c61dcda09d9d7648d02e13abe (MD5) Previous issue date: 2017-11-14 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This dissertation aims to discuss the epstemological ethical subject in Focault in two specific moments of his work: in the chapter The great confinement from The History of Madness and the class taught in January 6th 1982 in the course The Hermeneutics of Subject. The first chapter discusses the passage The great confinement from The History of Madness, which was a thesis published in 1961. At first, we consider that this text presented, in Focault‟s thought, the relationship between madness and reason and the conjuction of knowledge and power which, in modernity, lead to the marginalisation of madness in the epstemological constitution of the cartesian subject in Descartes‟ Meditations and other metaphysical writings. Later, this dissertation shows that this approach resulted in a polemic between Focault and Jacques Derrida (1930-2009). This theoretical dispute did not appear to have meaningful impact, however, the theoretical dispute resulted in vigorous problems. In the second chapter, it is discussed the way in which Focault, at the first class in the course The Hermeneutics of Subject (1981-1982), brings back issues such as the subject of knowledge and their relationship with the truth, associated with the know yourself of and the care of oneself in ancient ethical tradition. At this course, Focault points out keys for interpretation that will allow us to conclude that the relationship between the know yourself of oneself and the care of oneself in the field of acient subject‟s practical conduct. Therefore, the dissertation aims to emphasize and discuss two moments of problematization which, according to different emphasis, goes through Focault‟s writing / Esta dissertação tem o objetivo de discutir o tema do sujeito ético epistemológico em Foucault em dois momentos precisos de seus trabalhos: no capítulo “A grande Internação” de História da loucura na Idade Clássica, e na aula de 6 de janeiro de 1982 do curso A Hermenêutica do Sujeito. O primeiro capítulo aborda a passagem “A Grande Internação” da História da loucura na Idade Clássica, tese publicada em 1961. Num primeiro momento deste capítulo, consideramos que este texto apresentou, no pensamento foucaultiano, a relação entre loucura e razão e a conjunção de saberes e poderes que, na modernidade, levaram à marginalização da loucura na constituição epistêmica do sujeito cartesiano em as Meditações Metafisicas de Descartes. Num segundo momento, mostramos que essa abordagem de Foucault desencadeou uma polêmica entre ele e Jacques Derrida (1930-2009). Essa disputa teórica aparentava ser transitória e desprovida de maior impacto, todavia, o embate teórico travado produziu problemas vigorosos. O segundo capítulo discute o modo pelo qual Foucault, na primeira aula do curso A Hermenêutica do sujeito (1981-1982), recupera questões referentes ao tema do sujeito de conhecimento e sua relação com a verdade, associado ao conhecimento de si e cuidado de si na tradição ética antiga. Nesse curso, Foucault indica chaves de interpretação que nos permitirão concluir que a relação entre “conhecimento” e “cuidado de si” decorre da problematização do sujeito elaborada por Foucault no início da década de 1980. No recorte de A Hermenêutica do sujeito, identificaremos a ocorrência do cuidado de si no campo da conduta prática do sujeito antigo. Desse modo, a dissertação procura destacar e discutir dois dos momentos de uma problematização que, segundo diferentes ênfases, percorre os escritos de Foucault: a problematização do sujeito

<p>The purpose of this essay is to investigate how people can return from a marginalized position and become a part of society. Also how a model for returning from a marginalized position should be formed. The intention is to make a contribution to those in society that are helping people to return from marginalized positions. The survey is based on 5 thematic qualitative interviews on individuals that have returned from homelessness, criminality, drug abuse and prostitution. The main results of the investigation are that those who took part in it started their role exit with a turning point. After that they decided that they had to change their life. They then started their road back to society by separating themselves from the negative things that their former role resulted in. Thereafter they started to adapt to a life in society. To interpret the empirical material I used “The role exit process” made by Helen Rose Fuchs Ebaugh (1988). Since I found that her model could not be used to fully understand stigmatized role changes like the ones that marginalized people go through, I changed the model. This investigation’s empirical material has been interpreted through that modified process of the role exit.</p>

<p>The study sheds light on how individuals from different countries experience the labour action Komjobb. The study aim to examine in which consideration experiences of the action Komjobb differs among the participants. The study is based on eight qualitative interviews and analyzed by using the method of phenomenography. We have based this research on a theory about Social constructivism. Other theories that we have used are Bauman's theory about the changing value of work in the modern and postmodern society and Andersson's theory of unemployment as a social category. The result is also based on previous research about labour market policies. We have concluded that Komjobb to a particular part meets individual needs. Other conclusions are that there are some differences in whether people from different countries perceive the action as satisfactory. The participants feel that Komjobb strengthens their position at the labour market and in a positive way affect their other routines in everyday life.</p>

<p>A foundation of our welfare state is that we have a social safety net. This safety net is designed to pick up individuals who are in need of help and support to manage their way of life. This essay regards people who need help with care or people who need help with an addiction. This essay is a qualitative text analysis, which aims to see whether, and if so how, help-seekers are constructed in 40 social service documents within a municipality in central Sweden. We have endeavored to illustrate the power that the written word possesses and which categories of people are constructed depending on the language and content of the social documents. With our theoretical starting point, which was marginalization and social constructivism we want to illustrate the administrators’ choice of content and language in the social service documents. The main result is that help-seekers in the addiction unit have to give more information about themselves. Addiction is a deviate behavior and therefore more information is needed in order for them to be accepted as opposed to help-seekers in the care unit, where information regarding the help-seeker is in relation to the means of the help-seekers needs.</p>

The study sheds light on how individuals from different countries experience the labour action Komjobb. The study aim to examine in which consideration experiences of the action Komjobb differs among the participants. The study is based on eight qualitative interviews and analyzed by using the method of phenomenography. We have based this research on a theory about Social constructivism. Other theories that we have used are Bauman's theory about the changing value of work in the modern and postmodern society and Andersson's theory of unemployment as a social category. The result is also based on previous research about labour market policies. We have concluded that Komjobb to a particular part meets individual needs. Other conclusions are that there are some differences in whether people from different countries perceive the action as satisfactory. The participants feel that Komjobb strengthens their position at the labour market and in a positive way affect their other routines in everyday life.

The purpose of this essay is to investigate how people can return from a marginalized position and become a part of society. Also how a model for returning from a marginalized position should be formed. The intention is to make a contribution to those in society that are helping people to return from marginalized positions. The survey is based on 5 thematic qualitative interviews on individuals that have returned from homelessness, criminality, drug abuse and prostitution. The main results of the investigation are that those who took part in it started their role exit with a turning point. After that they decided that they had to change their life. They then started their road back to society by separating themselves from the negative things that their former role resulted in. Thereafter they started to adapt to a life in society. To interpret the empirical material I used “The role exit process” made by Helen Rose Fuchs Ebaugh (1988). Since I found that her model could not be used to fully understand stigmatized role changes like the ones that marginalized people go through, I changed the model. This investigation’s empirical material has been interpreted through that modified process of the role exit.