Ce mémoire vise à comprendre le développement identitaire des personnes Noires LGBTQ+ dans le contexte québécois. Cette population vit plusieurs formes de marginalisation structurelle et interpersonnelle en raison à leur positionnement social intersectionnel, ce qui peut avoir des impacts nocifs sur leur capacité de s’affirmer. En se basant sur l’analyse interprétative phénoménologique en tant que cadre théorique et méthodologique, six personnes Noires et LGBTQ+ résidant au Québec ont été convoquées à des entrevues individuelles semi-structurées virtuelles d’une durée d’entre 90 et 120 minutes. Elles ont été recrutées par le biais des affiches de recherche diffusées sur les réseaux sociaux (Facebook, Twitter, Instagram), ainsi qu’aux organismes communautaires œuvrant auprès des populations Noires et LGBTQ+ au Québec. Elles ont explicité les contraintes au développement d’une identité cohérente ainsi que les facteurs ayant contribué à leur capacité de s’affirmer en tant que personnes Noires LGBTQ+ au Québec. Leurs réponses éclaircissent les facteurs clés qui ont un impact sur leur capacité d’affirmer pleinement leurs identités, autant positif que négatif. On découvre que le cloisonnement de leurs identités leur est imposé socialement et qu’un soutien intersectionnel peut leur permettre de réconcilier davantage leurs identités Noires et LGBTQ+. Les résultats de cette étude ont des implications importantes pour le travail social, démontrant que la profession peut agir comme vecteur de changement positif pour les personnes Noires LGBTQ+ du Québec. Notamment, on propose des mesures qui peuvent être mises en place pour favoriser le développement d’une identité cohésive pour cette population. / This thesis aims to understand the identity development of Black LGBTQ+ people in Quebec. This population experiences many forms of structural and interpersonal marginalization due to their intersectional social positioning, which can have harmful impacts on their ability to assert themselves. Using phenomenological interpretive analysis as a theoretical and methodological framework, six Black LGBTQ+ individuals residing in Quebec were invited to participate in virtual semi-structured individual interviews lasting between 90 and 120 minutes. They were recruited through research posters posted on social media sites (Facebook, Twitter, Instagram), as well as in the spaces of community organizations working with Black and LGBTQ+ populations in Quebec. Respondents explained the constraints to the development of a coherent identity as well as the factors that contributed to their ability to assert themselves as Black LGBTQ+ people in Quebec. Their responses shed light on the key factors that impact their ability to fully affirm their identities, both positive and negative. It is discovered that the compartmentalization of their identities is socially imposed on them, and that intersectional support can enable them to further reconcile their Black and LGBTQ+ identities. The results of this study have important implications for social work, demonstrating that the profession can act as a vehicle for positive change for Black LGBTQ+ people in Quebec. In particular, it highlights various measures that can be put in place to foster the development of a cohesive identity among this population.

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On a small contested part of the world, the peninsula of Crimea, once a part of the former Soviet Union, lives a people who have endured genocide and who have struggled to etch out an identity in a land once their own. They are the Crimean Tatar. Even their name, an exonym promoting the Crimeans’ “peripheral status” (Powell) and their ensuing “cultural schizophrenia” (Vizenor), bears witness to the otherization they have withstood throughout centuries. However, despite attempts to relegate them to the history books, Crimeans are alive and well in the “motherland,” but not without some difficulty. Having been forced to reframe their identities because of numerous imperialistic, colonialist, and soviet behavior and policies, there have been many who have resisted, first and foremost through rhetorical sovereignty, the ability to reframe Crimean Tatar identity through Crimean Tatar rhetoric. This negotiation of identity through rhetoric has included a fierce defense of their language and culture in what Malea Powell calls a “war with homogeneity,” a struggle for identification based on resistance. This thesis seeks to understand the rhetorical function of naming practices as acts that inscribe material meaning and perform marginalization or resistance within the context of Crimea-L, a Yahoo! Group listserv as well as immediate and remote Crimean history. To analyze the rhetoric of marginalization and resistance in naming practices, I use the Discourse Historical Approach (DHA) to Critical Discourse Analysis (CDA) within recently archived discourses. Ruth Wodak’s DHA strategies will be reappropriated as Naming Practice Strategies, depicting efforts in otherization or rhetorical sovereignty.

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Ce mémoire présente une étude des travaux de Young sur « Les cinq faces de l’oppression » dans le but d’explorer plus en détail certains enjeux contemporains, en se concentrant particulièrement sur les manifestations discrètes ou invisibilisées des injustices, analysées à travers le prisme de « trois faces de l’oppression ». La pensée politique de Young critique les tendances réductionnistes du paradigme libéral rawlsien en philosophie politique anglo-américaine, qui tend à occulter les expériences singulières de l’oppression en simplifiant leur complexité jusqu’à des questions de redistribution. Bien que Young ne nie jamais l’importance de la justice distributive, ses travaux mettent en lumière des concepts tels que la marginalisation, l’impuissance et l’impérialisme culturel, soulignant leur importance comme outils analytiques pour identifier et comprendre d'autres dimensions de l’injustice dans le monde contemporain. Tout d’abord, ce mémoire expose la manière dont la marginalisation prive les groupes sociaux de ressources essentielles et d’opportunités, confinant les individus à des rôles qui limitent leur autonomie et alimentent des sentiments d'inutilité, d'ennui et de dévalorisation personnelle. Ensuite, cette étude traite de l'impuissance vécue par les non-professionnels, souvent privés de pouvoir décisionnel et de respectabilité dans la division contemporaine du travail. Finalement, l'analyse de l'impérialisme culturel révèle la façon dont l'universalisation des expériences et des valeurs du groupe dominant peut subjuguer les identités culturelles et les réalités sociales des groupes subordonnés, produisant ainsi des injustices épistémiques. En affinant notre analyse des diverses dimensions de l’injustice, ce mémoire aspire à enrichir notre compréhension de la justice sociale / This thesis conducts a study on Young's "Five Faces of Oppression," aiming to delve into contemporary issues, especially focusing on subtle or overlooked injustices through the lens of "three faces of oppression." It critiques the reductionist tendencies of the Rawlsian liberal paradigm in Anglo-American political philosophy for oversimplifying oppression to mere questions of redistribution. Young highlights concepts like marginalization, powerlessness, and cultural imperialism as analytical tools to understand different dimensions of injustice. The thesis discusses how marginalization deprives social groups of essential resources and autonomy, explores the powerlessness of non-professionals in the labor division, and examines how cultural imperialism can subjugate subordinate groups' identities, leading to epistemic injustices. This study aims to deepen the understanding of social justice by refining the analysis of injustice's varied dimensions.

Tesis por compendio / [ES] La presente tesis doctoral analiza cuatro procesos de coproducción de conocimiento entre universidad y sociedad, facilitados a partir de metodologías participativas, así como sus contribuciones a la expansión de cuatro capacidades para la liberación epistémica en las personas que participan. Los principales fundamentos teóricos que orientan este estudio son el Enfoque de Capacidades para el Desarrollo Humano, la Justicia Epistémica y la Educación Liberadora. Esta tesis se realizó en la modalidad de compendio de publicaciones científicas, recogiendo tres artículos y un capítulo de libro publicado en una editorial de prestigio. La estrategia metodológica es de tipo cualitativo y se realiza a partir de la observación participante, entrevistas, talleres participativos y análisis del discurso (capítulo 1). A partir de una perspectiva crítica de las injusticias epistémicas propuestas por Miranda Fricker (2015), me posiciono desde las personas oprimidas a nivel histórico en los procesos de producción de conocimiento entre universidad y sociedad. Desde tal posicionamiento teórico y práctico en torno a la educación liberadora propuesta por el pedagogo brasileño Paulo Freire (1970;1978) identifico, formulo y analizo cuatro capacidades para la liberación epistémica que se alinean con los valores y principios del desarrollo humano. Estas capacidades se han visto potenciadas en las personas que participaron en los cuatro casos de estudios que serán explorados en esta tesis: la experiencia de investigación-acción participativa con cartografía social con niñas y niños de 4º Primaria del CEIP Vicente Gaos (capítulo 2); el proceso de Aprendizaje en Acción con alumnado del Máster en Cooperación al Desarrollo de la Universitat Politècnica de València y actores del barrio Na Rovella (capítulo 3); el subproceso de Fotovoz con las y los jóvenes de secundaria del IES Jordi de Sant Jordi (capítulo 4); y la iniciativa de la Red de Investigadores Comunitarios (RIC) en Medellín, Colombia (capítulo 5). Estas capacidades para la liberación epistémica son: la capacidad de ser reconocida como sujeta productora de conocimiento válido, la capacidad de hacer desde la apertura comunicativa, la capacidad de aprender del saber colectivo para el bien común y la capacidad de transformar desde la acción colectiva. Por otro lado, también identifico cuatro opresiones que limitan y obstaculizan la expansión de estas capacidades en las interacciones educativas y en los procesos de producción de conocimiento. La opresión ontológica limita y obstaculiza la capacidad de ser, las opresiones de tipo epistémica - expresivas e interpretativas - limitan, respectivamente, la capacidad de hacer y aprender, y las opresiones epistemológicas limitan la capacidad de transformar. A partir de tales capacidades y opresiones, exploro el caso de resistencia e insurrección hermenéutica de las lideresas y líderes comunitarios que participan en la RIC. A continuación, realizo una discusión global de los principales resultados de la tesis (capítulo 6). Por último, recojo las principales contribuciones y conclusiones del presente estudio doctoral a los procesos de coproducción de conocimiento entre universidad y sociedad que pretendan contribuir a la liberación epistémica de las personas que participan (capitulo 7). / [CA] La present tesi doctoral analitza quatre processos de coproducció de coneixement entre universitat i societat, facilitats a partir de metodologies participatives, així com les seves contribucions a l'expansió de quatre capacitats per a l'alliberament epistèmica en les persones que participen. Els principals fonaments teòrics que orienten aquest estudi són l'Enfocament de Capacitats per al Desenvolupament Humà, la Justícia Epistèmica i l'Educació Alliberadora. Aquesta tesi es va realitzar en la modalitat de compendi de publicacions científiques, recollint tres articles i un capítol de llibre publicat en una editorial de prestigi. L'estratègia metodològica és de tipus qualitatiu i es realitza a partir de l'observació participant, entrevistes, tallers participatius i anàlisis del discurs (capítol 1). A partir d'una perspectiva crítica de les injustícies epistèmics propostes per Miranda Fricker (2015), em posiciono des de les persones oprimides a nivell històric en els processos de producció de coneixement entre universitat i societat. Des de tal posicionament teòric i pràctic entorn de l'educació alliberadora proposada pel pedagog brasiler Paulo Freire (1970;1978) identifico, formulo i analitzo quatre capacitats per a l'alliberament epistèmica que s'alineen amb els valors i principis del desenvolupament humà. Aquestes capacitats s'han vist potenciades en les persones que van participar en els quatre casos d'estudis que seran explorats en aquesta tesi: l'experiència de recerca-acció participativa amb cartografia social amb nenes i nens de 4t Primària del CEIP Vicente Gaos (capítol 2); el procés d'Aprenentatge en Acció amb alumnat del Màster en Cooperació al Desenvolupament de la Universitat Politècnica de València i actors del barri Na Rovella (capítol 3); el subproceso de Fotovoz amb les i els joves de secundària de l'IES Jordi de Sant Jordi (capítol 4); i la iniciativa de la Xarxa d'Investigadors Comunitaris (RIC) a Medellín, Colòmbia (capítol 5). Aquestes capacitats per a l'alliberament epistèmica són: la capacitat de ser reconeguda com a subjecta productora de coneixement vàlid, la capacitat de fer des de l'obertura comunicativa, la capacitat d'aprendre del saber col·lectiu per al bé comú i la capacitat de transformar des de l'acció col·lectiva. D'altra banda, també identifico quatre opressions que limiten i obstaculitzen l'expansió d'aquestes capacitats en les interaccions educatives i en els processos de producció de coneixement. L'opressió ontològica limita i obstaculitza la capacitat de ser, les opressions de tipus epistèmics - expressives i interpretatives - limiten, respectivament, la capacitat de fer i aprendre, i les opressions epistemològiques limiten la capacitat de transformar. A partir de tals capacitats i opressions, exploro el cas de resistència i insurrecció hermenèutica de les lideressis i líders comunitaris que participen en la RIC. A continuació, realitzo una discussió global dels principals resultats de la tesi (capítol 6). Finalment, recullo les principals contribucions i conclusions del present estudi doctoral als processos de coproducció de coneixement entre universitat i societat que pretenguin contribuir a l'alliberament epistèmica de les persones que participen (capitulo 7). / [EN] This doctoral thesis analyses four processes of co-production of knowledge between university and society, facilitated from participatory methodologies, as well as their contributions to the expansion of four capabilities for epistemic liberation in the people who participate. The main theoretical foundations that guide this study are the Capability Approach for Human Development, Epistemic Justice and Liberating Education. This thesis was carried out in the form of compendium of scientific publications, collecting three articles and a book chapter published in a prestigious publisher. The methodological strategy is qualitative and is carried out based on participant observation, interviews, participatory workshops and discourse analysis (chapter 1). From a critical perspective of the epistemic injustices proposed by Miranda Fricker (2015), I position myself from the historically oppressed people in the knowledge production processes between university and society. From such a theoretical and practical position around the liberating education proposed by the Brazilian pedagogue Paulo Freire (1970; 1978), I identify, formulate and analyse four capabilities for epistemic liberation that are aligned with the values and principles of human development. These capabilities have been enhanced in the people who participated in the four case studies that will be explored in this thesis: the participatory action-research experience with social mapping with 4th grade boys and girls from CEIP Vicente Gaos (chapter 2); the Learning in Action process with students of the Master's Degree in Development Cooperation at the Polytechnic University of Valencia and actors from the Na Rovella neighborhood (chapter 3); the Photovoice thread with secondary school youth from the IES Jordi de Sant Jordi (chapter 4); and the initiative of the Network of Community Researchers (RIC) in Medellín, Colombia (chapter 5). These capabilities for epistemic liberation are the capability to be recognized as a producer of valid knowledge, the capability to do things from communicative openness, the capability to learn from collective knowledge for the common good, and the capability to transform from collective action. On the other hand, I also identify four oppressions that limit and hinder the expansion of these capabilities in educational interactions and in knowledge production processes. Ontological oppression limits and hinders the capability to be, epistemic type oppressions - expressive and interpretive - limit, respectively, the ability to do and learn, and epistemological oppressions limit the ability to transform. From such capabilities and oppressions, I explore the case of resistance and hermeneutical insurrection of the community leaders who participate in the RIC. Next, I make a global discussion of the main results of the thesis (chapter 6). Finally, he collected the main contributions and conclusions of this doctoral study to the processes of co-production of knowledge between university and society that seek to contribute to the epistemic liberation of the people who participate (chapter 7). / Leivas Vargas, M. (2022). Capacidades para la liberación epistémica en los procesos de coproducción de conocimiento entre universidad y sociedad a partir de metodologías participativas transformadoras [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/190625 / Compendio

This thesis aims to explore the current situation, challenges, and proposed recommendation of digitally-disadvantaged languages (DDL) in the social and digital context from six stakeholders' perspectives: academia, civil society organizations, for-profit corporations, government, language community, and language supporters, with additional language policy analysis in Indonesia and Sweden. Three interrelated theories - the digital divide, ecolinguistics, and digital justice - provide a framework for understanding digitally-disadvantaged languages' situations and challenges. The thesis employs semi-structured interviews for data collection and thematic analysis to analyze the collected data, and a comparative policy analysis accompanies it on digital language regulation in Indonesia and Sweden. Two established frameworks on general digital development issues, Principles for Digital Development (PDD) and Digital Justice Principles (DJP), were introduced to compare these languages’ challenges and propose recommendations for their future. Although the comparison demonstrates a strong connection between these established principles and these languages, there is still a need for a tailored framework focused explicitly on digitally-disadvantaged languages. The thesis concludes with the final result: collaborative efforts among stakeholders, especially the language community as the central actor and the government as the regulator, are the key to improving digital support and accommodating the need for digitally-disadvantaged languages.

This thesis attempts to address how and why North Shäwa deteriorated from a political heartland to a region of impoverished peasants by the beginning of the 20th century. One of the factors that determine the selection of the place for a seat of the government for a region or country and sustainability of its system is its resource potential. In this case, arable and grazing land with other related land resources were decisive. They were some of the major factors contributing to both the origin and development of the kingdom. However, by the beginning of the 20th century, the region was abandoned by the court and by a significant proportion of its population. This was mainly because of the impoverishment of the region. The growth of the number of consumers (town dwellers) and the supplies needed by the kingdom exceeded the carrying capacity of North Shäwa. The economic productivity of the region could not correspond to the development of its needs. Thus, this thesis accords due emphasis to the factors that contributed to the impoverishment of North Shäwa and the consequences that followed. Throughout the thesis, North Shäwan peasants are the main subject of discussion. Political, social, cultural and geographical factors that impacted on the peasants’ economy and that retarded its development are discussed in the study. It also attempts to unearth the measures taken by the court and peoples of North Shäwa to withstand or escape from the prevailing socio-economic problems. Finally a comparison is made with other regions of the country to describe the political and socio-economic status of North Shäwans that continue to live in the region. This discussion covers the period from the 1880s up to the Italian occupation of Ethiopia in 1935 / History / D.Litt. et Phil. (History)