Identitet och tillhörighet är komplexa begrepp som är ytterst viktiga för en individs välmående. Tidigare forskning visar att en individs identitet och tillhörighet påverkas när hen byter land. Syftet med föreliggande studie var att ta reda på vad som händer med en individs identitet när hen tvingas byta land. Jag ville även se om det går att känna tillhörighet i det nya landet och vad som gör att respondenterna känner/inte känner tillhörighet. Åtta semi-strukturerade intervjuer med flyktingar som varit i Sverige mellan 2-10 år genomfördes och analyserades med hjälp av en induktiv tematisk analys. Det finns skilda åsikter kring om identiteten ändras eller inte när en individ tvingas byta land. Tillhörighet går att känna i det nya landet och påverkas av faktorer som självständighet, stöd, boende, mottagande samt att ha någonstans att känna sig hemma. Resultaten diskuteras huvudsakligen utifrån Tajfel och Turners (1979) sociala identitetsteori. Studien bidrar med en ökad förståelse kring flyktingars situation när de kommer till Sverige, gällande identitet och tillhörighet. / Identity and feelings of belongingness are complex concepts that are extremely important for an individual's well - being. Previous research shows that an individual's identity and belongingness are affected when changing country. The purpose of this study was to find out what happens to an individual's identity when forced to change country. I also wanted to see if there is a sense of belongingness in the new country and what makes the respondents feel / don't feel belongingness. Eight semi-structured interviews with refugees that had been in Sweden between 2-10 years were conducted and analyzed using an inductive thematic analysis. There are different opinions about whether the identity changes or not when an individual is forced to change country. Belonging can be felt in the new country and is influenced by factors such as independence, support, accommodation, reception and having somewhere to feel at home. The results are mainly discussed based on Tajfel and Turners (1979) social identity theory. The study contributes to an increased understanding of migrants' situation when they come to Sweden, regarding identity and belonging.

Framed in Baumeister and Leary’s (1995) theory of belongingness, this study uncovers ways in which a sense of belonging can affect our lives and specifically our performance in musical groups. The theory of belongingness explains that it is a fundamental human need to feel belongingness by forming positive and meaningful relationships with others, and also describes how to achieve and maintain this belongingness. Baumeister and Leary (1995) state that in order for belongingness to be a fundamental human motivation, many criteria must be present among individuals who share social bonds, and satisfying this need requires both frequent interaction and caring context. While there is little research on sense of belonging among musical groups, the experiences that are typical in such groups lend themselves well to the concepts outlined by the authors, making them ideal settings in which to study their theory. In light of Baumeister and Leary’s research, questions addressed in this study were: 1. How do study participants describe belonging to an orchestra? 2. With whom do participants share frequent interaction, where do these interactions occur, and how are sub-groups of the larger ensemble formed? 3. How do participants describe caring context within an orchestra, and how are social bonds formed in light of this caring context? 4. How does sense of belonging affect the participants while playing and building bonds in an orchestra and its sub-groups? Using narrative methods as described by Clandinin and Connelly (2000), this study highlights the engagement of three participants (Robert, Ana, and myself) as we drew out hidden meanings of belongingness in our lives, focusing on participation in an orchestra. My own experience of joining an orchestra provided unique insight and allowed me to be an active participant in constructing narratives along with Robert and Ana. By interacting in the field with the other participants and experiencing what they experienced, I was able to better relate to the feelings of belongingness they described. Field data were collected in the form of recorded audio, observations, personal journal entries, and email correspondence. These data were transcribed and then became interim research texts that the participants and I co-composed together. Data were analyzed and interim and final research texts were written with Clandinin and Connelly’s three-dimensional inquiry space in mind.

Nesse trabalho me propus a compreender o que significa e como se vivencia a velhice dentro do Centro de Esporte, Lazer e Recreação do Idoso (CELARI), localizado na Escola de Educação Física da Universidade Federal do Rio Grande do Sul, em Porto Alegre (RS). A partir de uma incursão etnográfica (observação participante; entrevistas; análise de documentos) desenvolvida de abril a dezembro de 2011, compartilhei, com os participantes, diversos momentos de convívio, como oficinas de atividades físicas, atividades sociais, reuniões, passeios, e outras situações de convivência. Após esse longo período de produção de dados, examinei o material obtido, desenvolvi categorias de análise e cheguei a interpretações que foram apresentadas em diferentes tópicos/aspectos/temáticas que me ajudaram a responder às perguntas do estudo, e que se relacionaram: ao sentimento de pertencimento; às perspectivas de corpo e saúde presentes naquele contexto; e às lógicas de sociabilidade que sustentavam as dinâmicas sociais daquele universo. Sobre pertencimento, compreendi que vivenciar a velhice no CELARI significa compartilhar um ambiente predominantemente feminino onde o sentimento de pertencer permeia as relações cotidianas. Observei que a concepção de saúde dos idosos ultrapassa a condição biológica e se relaciona com felicidade, divertimento e sentir-se bem naquele contexto. Pude perceber que a preocupação com o corpo e com a boa forma são aspectos que atravessam o processo de envelhecimento. Porém, se essa preocupação se vincula predominantemente a uma dimensão utilitária do corpo (saúde biológica; autonomia), ela também se relaciona com a busca por um corpo bonito, o qual também faz parte dos objetivos dos participantes. O CELARI é, então, um espaço que viabiliza diversas formas de sociabilidade e de interação entre os participantes, onde as trocas afetivas costuram as relações cotidianas e, por vezes, sustentam a participação no projeto. / In this study I set out to understand what old age means and how it is experienced within the Centro de Esporte, Lazer e Recreação do Idoso (CELARI), located in the Physical de Education School of the Federal University of Rio Grande do Sul in Porto Alegre. During the period between April and December of 2011 I developed an ethnographic incursion (participative observation, interviews and document analysis) in which I shared several moments of socializing such as physical activity workshops, social activities, meetings, tours and other everyday situations. After this long period of data production I proceeded to the examination of the obtained material, developed analytical categories and came to some interpretations. Those interpretations were presented in different topics/aspects/themes and helped me to provide answers to this study's questions. Such questions relate to the sense of belonging, the perspectives concerning body and health in that given context and the sociability logics supporting the social dynamics of that universe. On the sense of belonging I understood that experiencing old age at CELARI means to share a predominantly feminine environment where everyday relations are permeated by the sense of belonging. I noticed that the conception of elderly health goes beyond the biologic condition and relates to happiness, fun and feeling good in that context. I could realize that aspects like the preoccupation with the body and being in shape pervade the ageing process. Although this preoccupation focus predominantly on the body's utility dimension (health; autonomy) it also relates to the search of a beautiful body, which is also part of the participants objectives. CELARI is then a space that allows various forms of sociability and interaction among its participants, where the affective exchanges pervade the daily relationships and sometimes sustain participation in the project.

Since 1992, most US transnational adoptions have occurred between White American parents and female babies born in China. Many of these adopted girls grow up in the US as a racial minority, but when visiting their birth country they become the racial majority. I collected both qualitative and quantitative data from Mandarin language learners during a summer language program in China to find the similarities and differences among six adopted and 11 non-adopted American adolescents. The data reveal that adoptees are initially perceived to be insiders for racially belonging in China, but cultural and linguistic differences place them as outsiders. Most adoptees fit in-between belonging and not belonging in Chinese society by attempting to "pass" as Chinese citizens in public spaces. Their accounts emphasize how race, nationality, and adoptivity contribute to larger themes for identity development and belonging in "third spaces" across globalized contexts.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / Os processos de tornar-se aluno, mediados pelas identidades e pertencimentos, é o objeto desse estudo. O desenvolvimento desse estudo voltou-se para compreender esses processos e melhor informar, principalmente, aos que dela participam na construção de espaços e saberes que privilegiem o sujeito aluno e, possivelmente, redimensionar o papel da escola e dos professores no atual contexto sócio-educacional brasileiro. A partir dos aspectos teórico-epistemológicos, bem como dos dados metodológico-empíricos pretende-se propor uma teoria sobre o tornar-se aluno baseada no paradigma dialético de construção do conhecimento. Buscou-se compreender o cenário da escola como um espaço de inclusão que conflita com as práticas de interação socioculturais de sala de aula pela utilização de normas e ideologias distantes das propostas das políticas de uma escola inclusiva. Através da abordagem etnográfica de pesquisa objetivou-se estudar, analisar a natureza dos processos de tornar-se aluno, descrita por três grupos de participantes da pesquisa, em diferentes momentos de transição de suas vidas acadêmicas (educação infantil, ensinos fundamental e superior). Considera-se que a etnografia na educação tem um potencial dialético e sócio-interativo para explicar a perspectiva do aluno e outros sujeitos da escola sobre a escolarização e os processos de tornar-se aluno. Nesse sentido, buscou-se identificar e descrever as características das diferentes etapas do processo de escolarização a partir da vivência das práticas educacionais pelos alunos e das relações e interações dos atores escolares intermediadas pelo deveres, fazeres e saberes observados na ação pedagógica em sala de aula. Procurou-se, ainda, entender e explicitar o papel da memória na construção individual e coletiva dos alunos sobre o tornar-se aluno para o desenvolvimento acadêmico e profissional. Nesse sentido, pretende-se, com a apresentação dos resultados desse estudo, contribuir para ampliar o entendimento sobre como o aluno torna-se aluno. / The process of becoming a student, mediated by the identities and affiliations, are presented in this study. The development of this study was focused to understand these processes and to provide better information, especially to those who participate in the construction of spaces and knowledge that privilege the individual student and possibly reassess the role of schools and teachers in the current socio-educational Brazil. From the theoretical-epistemological, and methodological and empirical data it intended to propose a theory about becoming a student based on the dialectic paradigm of knowledge construction. It tried to understand the school setting as a space of inclusion that conflicts with the practices of socio-cultural interaction in the classroom through the use of standards and away from ideologies proposed from the inclusive policies to school. Through ethnographic approach the research aimed at studying and analyzing the nature of the processes of becoming a student, described by three groups of subjects, at different times of transition from their academic life (kindergarten, primary and higher). It is considered that ethnography in education has the potential socio-dialectical and interactive to explain the perspective of the student and other school subjects on education and the process of becoming a student. Accordingly, we sought to identify and describe the characteristics of different stages of education from the experience of educational practices for students and the relationships and interactions of school actors brokered by a "duty", "tasks" and "knowledge" observed in pedagogical action in the classroom. It was, also, found ways to understand and to explain the role of memory in individual and collective construction of students on the student to become the academic and professional development. Accordingly, it is intended, with the presentation of the results of this study to help to increase understanding about how the student becomes a student.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / Os processos de tornar-se aluno, mediados pelas identidades e pertencimentos, é o objeto desse estudo. O desenvolvimento desse estudo voltou-se para compreender esses processos e melhor informar, principalmente, aos que dela participam na construção de espaços e saberes que privilegiem o sujeito aluno e, possivelmente, redimensionar o papel da escola e dos professores no atual contexto sócio-educacional brasileiro. A partir dos aspectos teórico-epistemológicos, bem como dos dados metodológico-empíricos pretende-se propor uma teoria sobre o tornar-se aluno baseada no paradigma dialético de construção do conhecimento. Buscou-se compreender o cenário da escola como um espaço de inclusão que conflita com as práticas de interação socioculturais de sala de aula pela utilização de normas e ideologias distantes das propostas das políticas de uma escola inclusiva. Através da abordagem etnográfica de pesquisa objetivou-se estudar, analisar a natureza dos processos de tornar-se aluno, descrita por três grupos de participantes da pesquisa, em diferentes momentos de transição de suas vidas acadêmicas (educação infantil, ensinos fundamental e superior). Considera-se que a etnografia na educação tem um potencial dialético e sócio-interativo para explicar a perspectiva do aluno e outros sujeitos da escola sobre a escolarização e os processos de tornar-se aluno. Nesse sentido, buscou-se identificar e descrever as características das diferentes etapas do processo de escolarização a partir da vivência das práticas educacionais pelos alunos e das relações e interações dos atores escolares intermediadas pelo deveres, fazeres e saberes observados na ação pedagógica em sala de aula. Procurou-se, ainda, entender e explicitar o papel da memória na construção individual e coletiva dos alunos sobre o tornar-se aluno para o desenvolvimento acadêmico e profissional. Nesse sentido, pretende-se, com a apresentação dos resultados desse estudo, contribuir para ampliar o entendimento sobre como o aluno torna-se aluno. / The process of becoming a student, mediated by the identities and affiliations, are presented in this study. The development of this study was focused to understand these processes and to provide better information, especially to those who participate in the construction of spaces and knowledge that privilege the individual student and possibly reassess the role of schools and teachers in the current socio-educational Brazil. From the theoretical-epistemological, and methodological and empirical data it intended to propose a theory about becoming a student based on the dialectic paradigm of knowledge construction. It tried to understand the school setting as a space of inclusion that conflicts with the practices of socio-cultural interaction in the classroom through the use of standards and away from ideologies proposed from the inclusive policies to school. Through ethnographic approach the research aimed at studying and analyzing the nature of the processes of becoming a student, described by three groups of subjects, at different times of transition from their academic life (kindergarten, primary and higher). It is considered that ethnography in education has the potential socio-dialectical and interactive to explain the perspective of the student and other school subjects on education and the process of becoming a student. Accordingly, we sought to identify and describe the characteristics of different stages of education from the experience of educational practices for students and the relationships and interactions of school actors brokered by a "duty", "tasks" and "knowledge" observed in pedagogical action in the classroom. It was, also, found ways to understand and to explain the role of memory in individual and collective construction of students on the student to become the academic and professional development. Accordingly, it is intended, with the presentation of the results of this study to help to increase understanding about how the student becomes a student.

Nesse trabalho me propus a compreender o que significa e como se vivencia a velhice dentro do Centro de Esporte, Lazer e Recreação do Idoso (CELARI), localizado na Escola de Educação Física da Universidade Federal do Rio Grande do Sul, em Porto Alegre (RS). A partir de uma incursão etnográfica (observação participante; entrevistas; análise de documentos) desenvolvida de abril a dezembro de 2011, compartilhei, com os participantes, diversos momentos de convívio, como oficinas de atividades físicas, atividades sociais, reuniões, passeios, e outras situações de convivência. Após esse longo período de produção de dados, examinei o material obtido, desenvolvi categorias de análise e cheguei a interpretações que foram apresentadas em diferentes tópicos/aspectos/temáticas que me ajudaram a responder às perguntas do estudo, e que se relacionaram: ao sentimento de pertencimento; às perspectivas de corpo e saúde presentes naquele contexto; e às lógicas de sociabilidade que sustentavam as dinâmicas sociais daquele universo. Sobre pertencimento, compreendi que vivenciar a velhice no CELARI significa compartilhar um ambiente predominantemente feminino onde o sentimento de pertencer permeia as relações cotidianas. Observei que a concepção de saúde dos idosos ultrapassa a condição biológica e se relaciona com felicidade, divertimento e sentir-se bem naquele contexto. Pude perceber que a preocupação com o corpo e com a boa forma são aspectos que atravessam o processo de envelhecimento. Porém, se essa preocupação se vincula predominantemente a uma dimensão utilitária do corpo (saúde biológica; autonomia), ela também se relaciona com a busca por um corpo bonito, o qual também faz parte dos objetivos dos participantes. O CELARI é, então, um espaço que viabiliza diversas formas de sociabilidade e de interação entre os participantes, onde as trocas afetivas costuram as relações cotidianas e, por vezes, sustentam a participação no projeto. / In this study I set out to understand what old age means and how it is experienced within the Centro de Esporte, Lazer e Recreação do Idoso (CELARI), located in the Physical de Education School of the Federal University of Rio Grande do Sul in Porto Alegre. During the period between April and December of 2011 I developed an ethnographic incursion (participative observation, interviews and document analysis) in which I shared several moments of socializing such as physical activity workshops, social activities, meetings, tours and other everyday situations. After this long period of data production I proceeded to the examination of the obtained material, developed analytical categories and came to some interpretations. Those interpretations were presented in different topics/aspects/themes and helped me to provide answers to this study's questions. Such questions relate to the sense of belonging, the perspectives concerning body and health in that given context and the sociability logics supporting the social dynamics of that universe. On the sense of belonging I understood that experiencing old age at CELARI means to share a predominantly feminine environment where everyday relations are permeated by the sense of belonging. I noticed that the conception of elderly health goes beyond the biologic condition and relates to happiness, fun and feeling good in that context. I could realize that aspects like the preoccupation with the body and being in shape pervade the ageing process. Although this preoccupation focus predominantly on the body's utility dimension (health; autonomy) it also relates to the search of a beautiful body, which is also part of the participants objectives. CELARI is then a space that allows various forms of sociability and interaction among its participants, where the affective exchanges pervade the daily relationships and sometimes sustain participation in the project.

Nesse trabalho me propus a compreender o que significa e como se vivencia a velhice dentro do Centro de Esporte, Lazer e Recreação do Idoso (CELARI), localizado na Escola de Educação Física da Universidade Federal do Rio Grande do Sul, em Porto Alegre (RS). A partir de uma incursão etnográfica (observação participante; entrevistas; análise de documentos) desenvolvida de abril a dezembro de 2011, compartilhei, com os participantes, diversos momentos de convívio, como oficinas de atividades físicas, atividades sociais, reuniões, passeios, e outras situações de convivência. Após esse longo período de produção de dados, examinei o material obtido, desenvolvi categorias de análise e cheguei a interpretações que foram apresentadas em diferentes tópicos/aspectos/temáticas que me ajudaram a responder às perguntas do estudo, e que se relacionaram: ao sentimento de pertencimento; às perspectivas de corpo e saúde presentes naquele contexto; e às lógicas de sociabilidade que sustentavam as dinâmicas sociais daquele universo. Sobre pertencimento, compreendi que vivenciar a velhice no CELARI significa compartilhar um ambiente predominantemente feminino onde o sentimento de pertencer permeia as relações cotidianas. Observei que a concepção de saúde dos idosos ultrapassa a condição biológica e se relaciona com felicidade, divertimento e sentir-se bem naquele contexto. Pude perceber que a preocupação com o corpo e com a boa forma são aspectos que atravessam o processo de envelhecimento. Porém, se essa preocupação se vincula predominantemente a uma dimensão utilitária do corpo (saúde biológica; autonomia), ela também se relaciona com a busca por um corpo bonito, o qual também faz parte dos objetivos dos participantes. O CELARI é, então, um espaço que viabiliza diversas formas de sociabilidade e de interação entre os participantes, onde as trocas afetivas costuram as relações cotidianas e, por vezes, sustentam a participação no projeto. / In this study I set out to understand what old age means and how it is experienced within the Centro de Esporte, Lazer e Recreação do Idoso (CELARI), located in the Physical de Education School of the Federal University of Rio Grande do Sul in Porto Alegre. During the period between April and December of 2011 I developed an ethnographic incursion (participative observation, interviews and document analysis) in which I shared several moments of socializing such as physical activity workshops, social activities, meetings, tours and other everyday situations. After this long period of data production I proceeded to the examination of the obtained material, developed analytical categories and came to some interpretations. Those interpretations were presented in different topics/aspects/themes and helped me to provide answers to this study's questions. Such questions relate to the sense of belonging, the perspectives concerning body and health in that given context and the sociability logics supporting the social dynamics of that universe. On the sense of belonging I understood that experiencing old age at CELARI means to share a predominantly feminine environment where everyday relations are permeated by the sense of belonging. I noticed that the conception of elderly health goes beyond the biologic condition and relates to happiness, fun and feeling good in that context. I could realize that aspects like the preoccupation with the body and being in shape pervade the ageing process. Although this preoccupation focus predominantly on the body's utility dimension (health; autonomy) it also relates to the search of a beautiful body, which is also part of the participants objectives. CELARI is then a space that allows various forms of sociability and interaction among its participants, where the affective exchanges pervade the daily relationships and sometimes sustain participation in the project.

Under de senaste 20 åren har det blivit vanligare att organisera verksamheter i team. Upplevelsen av att arbeta team skiljer sig mellan individer, team och verksamheter. Tidigare forskning har främst fokuserat på hur vårdpersonal upplever teamarbete. Syftet med denna studie var att undersöka personalens upplevelse av teamarbete och hur det påverkar arbetsklimatet i kommunal verksamhet. 12 kommunanställda intervjuades om deras upplevelse av teamarbete. Den insamlade datan analyserades, av en fenomenologiinspirerad, forskningsanalys som kallas för EPP-metoden. Upplevelsen av teamarbete beskrivs utifrån de tre abstrakta teman (1) Socialt klimat, (2) Arbetsprocess samt (3) Arbetsstruktur. Studiens resultat visade att majoriteten av personalen upplevde teamarbete inom den kommunala verksamheten som positiv samt att deras upplevelse av hur teamarbete påverkar arbetsklimatet var bra. Resultatet stämmer väl överens med tidigare forskning gällande teamarbetets positiva aspekter och även hur det påverkar arbetsklimatet.

The yet unresolved interethnic conflict on the island of Cyprus known as the ‘Cyprus Problem’is one of the longest persisting conflicts in the world stretching over five decades. The conflictis between the Greek-Cypriots and Turkish-Cypriots and has consequently divided the Islandinto a Greek-Cypriot administrated southern part, and a Turkish-Cypriot administrated northernpart. Despite the opening of the borders in 2003, which granted permission to cross over to eachside, studies show that the peace-building interaction between the younger generations remainslimited. Through in-depth interviews with ten young Cypriot women, the thesis analyses socialfactors impeding the interaction across the divide and provide an understanding of the women’sperception of peace in Cyprus. The politicisation of the construction of belonging continues todisconnect the women from a shared Cypriot identity and hence impedes interaction across thedivide. Further, the context of the negotiations has created a stalemate on peace-buildinginteraction for many of the women and had a negative impact on their views on politics ingeneral. The study reaffirms that women’s political involvement is essential to bring aboutpeace and reconciliation in Cyprus.