Cette thèse, qui s’inscrit dans une démarche clinique d’orientation psychanalytique en sciences de l’éducation se propose de réaliser une étude clinique de conseils de classe en lycée, à partir de l’analyse d’observations participantes effectuées par la chercheure, elle-même conseillère principale d’éducation, ainsi qu’à partir d’entretiens cliniques de recherche réalisés auprès d’enseignants du second degré. Il s’agit de porter un regard sur les enjeux conscients et inconscients à l’œuvre au cours d’un conseil de classe pour les enseignants qui y participent ainsi que sur les processus psychiques groupaux qui sous-tendent les réunions de cette instance institutionnelle. La thèse comporte cinq parties : la première partie analyse des éléments du parcours scolaire et professionnel de la chercheure et montre la manière dont elle est passée de la position d’être en recherche à celle de faire de la recherche. La deuxième partie présente le champ disciplinaire dans lequel s’inscrit ce travail ainsi que des éléments concernant la démarche et la méthodologie de recherche utilisées. La troisième partie est composée de l’ensemble des observations et de leur analyse. La quatrième partie est consacrée aux cinq entretiens cliniques et à leur analyse. Et, enfin, la cinquième partie propose une mise en perspective des analyses dans laquelle sont avancées des hypothèses de compréhension de ce qui peut se jouer en conseil de classe pour les enseignants. / This thesis is a clinical approach with a psychoanalytical orientation in education science. It proposes to carry out a clinical study of high school class councils. It is based on the analysis of participating observations carried out by the researcher, who is also a senior education advisor, as well as clinical research interviews with high school teachers. It is deals with the conscious and unconscious mechanisms at work during a class council for the teachers who participate in it as well as the group psychical processes that underlie the meetings of this institutional body. The thesis is divided into five parts. The first part analyses elements of the researcher's academic background and professional career and shows how she moved on from being in a personal research to being a researcher. The second part presents the disciplinary field of this work as well as elements concerning the approach and research methodology used. The third part is composed of all the participating observations and their analysis. The fourth part is devoted to the five clinical interviews and their analysis. And, finally, the fifth part puts the analysis in perspective and proposes hypothesis to understand what can be at stake in class councils for the teachers.

Gender in the playground: Ethnographic research This hesis analyses the (re)production of gender stereotypes in the playground. The theoretical framework of the analysis is based on the classical approaches (Renzetti and Curran 2005 Jarkovská 2004) , gender socialization (Giddens 1999, Gilligan 2001 and Bem 2003) and is also inspired by current research on playgrounds (Paetcher, Clark 2003 Millan 2012). The research was conducted at a playground located in Beroun throughout years 2013 and 2014 as a non-participating observation of the visitors of the playground. The work presents a comprehensive view of gender and gender stereotypes reproduced at the playground in two areas: 1) the area of gender stereotypes in the playground reproduced by children and 2) the area of gender stereotypes which adult accompaniment brings to the field. Analysis shows the way in which these categories are (re)constructed and played out in everyday life and how they affect the subculture of the playground. The analysis is mainly based on the surprising finding that the children at the playground were accompanied by almost the same number of men as women. Other findings are related to the children themselves. Children in the playground do a lot of gaming activities, which is no longer so surprising and also proves that...

This scientific essay starts with a description of a dilemma that I as a childminder find hard to handle. The story is reproducing an incident where this day care child -John- is getting an outburst that is affecting many persons in the group activity local for childminders. The problems that are created by the repeated defiant and unwieldy outbursts by this boy are challenging to handle. I have got certain experiences of children with special needs, but that competence is not sufficient in this case. The text also describes the doubt if a single childminder really is capable to handle a child that is demanding a lot more assistance than what is normal among day care children. Is it possible to offer all the children secure attention and interesting learning when one of them is demanding extra attention and support? Would an single-handed educator be able to help the boy to function better in social contexts? When I reflect over my dilemma, I am framing my questions. Through the writing I seek a deeper insight about what solutions eventually turns out to work for the challenging child. As a result of this examining writing process, I have found that the including of the child in the day care group was successful beyond expectation. The relation between me and the child is developing in a positive way when I choose to handle his tantrums in a less emotional way. An empathic approach and dialogues opens up for a cooperation which give the child possibilities to become a participant and able to affect his everyday situation at the family day care. The smaller group is a postulate for the positive development taking place within the boy. According to me, professional childminders should have a natural place as carers to children who for various reasons do not work or thrive in larger groups. The essay also includes explorations of other educators experiences in the form of participating observations on a preschool. The initial report, the observations, the empirical analysis and the result are all linked together with the theories of practical knowledge, my reflections, new insights, theoretical knowledge, research and literature that strengthen these. The practical knowledge is running like a red thread through the text. / Den här vetenskapliga essän börjar med en beskrivning av ett dilemma, som jag som dagbarnvårdare, upplever svårhanterligt. Berättelsen återger en incident där dagbarnet, John får ett utbrott, som påverkar många personer på dagbarnvårdarnas gruppverksamhet. Problemen som pojkens återkommande trotsiga och svårhanterliga anfall orsakar är utmanande att handskas med. Viss erfarenhet av barn med speciella behov har jag men den kompetensen räcker inte till i det här fallet. Jag funderar över vilken inverkan pojkens raserianfall har på de andra barnen och vuxna i gruppverksamheten -både i den större och mindre gruppen som barnet vistas i. I texten beskrivs också tvivlet över huruvida en ensam arbetande dagbarnvårdare är kapabel att hantera ett barn, som kräver betydande assistans utöver det som dagbarn vanligtvis gör. Kan en pedagog på egen hand hjälpa pojken att fungera bättre i socialt kontext? När jag reflekterar över mitt dilemma så väcks mina frågeställningar. Genom skrivandet söker jag en djupare insikt om det som med tiden visar sig fungera för det utmanande barnet. Till följd av den här granskande skrivprocessen har jag kommit fram till att inkludering av barnet i dagbarnsgruppen lyckades över förväntan. Relationen mellan barnet och mig utvecklas positivt när jag väljer att hantera de problematiska utbrotten mindre emotionellt. Empatiskt förhållningssätt och samtal öppnar till ett samarbete, som ger barnet möjlighet att vara delaktig och påverka sin vardag på familjedaghemmet. Den mindre gruppen är en förutsättning för den gynnsamma utvecklingen som sker hos pojken. Enligt mig bör yrkesgruppen dagbarnvårdare ha sin givna plats som omsorgsgivare för barn som inte av olika anledningar trivs eller mår bra i större grupper. Uppsatsen innehåller även ett utforskande av andra pedagogers erfarenheteri form av deltagande observationer på en förskola. Den inledande berättelsen, observationerna, analysenav empirin samt resultatet knyts samman med den praktiska kunskapens teori, mina reflektioner, nya insikter, teoretiska kunskaper, forskning och litteratur som stärker dessa. Den praktiska kunskapen går som en röd tråd genom texten.

This thesis deals with the nowadays largely unknown Austrian author Raoul Auernheimer (1876-1948). It is an attempt at a presentation of his life and work, the main part dealing with four of his works, the play Talent (1900), the long story Laurenz Hallers Praterfahrt (1913), the novel Das Kapital (1923) and the autobiographical report Die Zeit im Lager (1939). My purpose is to investigate to what extent his works reflect time, Auernheimers life and the city of Vienna. An introductory chapter on life and work deals with the most important events in his life. It is clear, that he was one of the major personalities in the field of culture in Vienna before and after World War I and an outstanding intellectual who stood for democratic values. When he was 61 the Nazis forced him to leave Austria, after first having put him into the concentration camp Dachau for five months. He was then in exile in the USA where, in spite of a heart condition, he lived on for nine more years. A section on secondary literature and an almost complete catalogue of his works show their versatility, scope and scale. In this context, his significant role as a drama critic, journalist and essayist becomes evident. The city of Vienna is a central theme in the four works I examined and each date of origin (1900, 1913, 1923, 1939) is significant for the work itself. Work and date indicate radical changes in his literary production and constitute a step in the direction of becoming a person who thinks politically. However these changes meant very little to his literary style, which shows continuity. In his works he basically remains a Feuilletonist and playwright. More and more Auernheimer shows his solidarity with the vulnerable groups of society. This is conveyed indirectly, virtually through ‘participating observation‘. By each time describing conditions accurately and exactly, he criticizes current deficiencies. Concerning language it is apparent, that irony is important to his style. Since he views his world critically, he uses it to make social conditions clear. The style of the Feuilleton, in which linguistic brilliance and harmony of text are important components, is characteristic of this author. It is the style of the journalist and critic. Keywords: Raoul Auernheimer, continuity, change, life, work, journalist, critic, Talent, Laurenz Hallers Praterfahrt, Das Kapital, Die Zeit im Lager, time influence, social conditions, participating observation, criticism of current deficiencies, city of Vienna, style of the Feuilleton, irony   Lennart Weiss, Department of Modern Languages, Box 636, Uppsala University, SE-751 26 Uppsala, Sweden   © Lennart Weiss 2010

Cette thèse s’attache à éclairer un objet peu investigué par la recherche à et sur Djibouti : les liens entre savoir et pouvoir dans un contexte où interagissent tradition pastorale de type nomade et non-tradition sédentaire d’origine coloniale. A partir de constats d’expérience et de l’hypothèse par eux suggérée que savoir et pouvoir ont des liens, elle examine, selon un cadre théorique multiréférentiel (au sens de Jacques Ardoino), et (entre autres sources) par une approche ethnographique précédée d’une démarche exploratoire par entretiens semi-directifs : l’éducation traditionnelle, l’éducation scolaire d’origine coloniale ainsi que l’impact de la scolarisation sur les rapports sociaux traditionnels. Elle met en lumière les configurations éducatives traditionnelles et repère des liens organisés par l’âge entre savoir non-écrit (savoir ancestral) et pouvoir. Elle pointe l’école et ses configurations éducatives où s’acquiert un savoir qui, selon une logique largement déconnectée de l’âge de ses bénéficiaires, confère du pouvoir. Elle montre que, dans le contexte colonial et postcolonial, la scolarisation, par le savoir qu’elle transmet et le pouvoir lié à ce savoir en termes de possibilités, impacte les rapports sociaux traditionnels. En effet, dans l’espace dominant qu’est la ville coloniale puis post-coloniale, les pasteurs autochtones scolarisés se retrouvent en position haute à l’égard de leurs compatriotes non-scolarisés, y compris lorsque ces derniers sont plus âgés qu’eux. C’est, par exemple, le cas à l’endroit de leurs propres parents si ceux-ci n’ont pas fréquenté l’école. Cela crée un renversement de situation par rapport au postulat traditionnel qui veut que le sujet soit plus ‘’sachant’’ que les moins âgés que lui et donc les parents plus ‘’sachants’’ que leurs enfants. Les résultats de la thèse apparaissent plutôt transposables dans des contextes comparables, notamment en Afrique. Enfin, sont repérés dans cette recherche, non sans quelque relation avec l’objet investigué, des phénomènes sociaux à l’oeuvre à Djibouti, et peut-être pas seulement à Djibouti : effets du changement climatique, une montée de la religiosité, une catachrèse des objets et lieux urbains par les pasteurs, une pratique sociale autour de la consommation du khat que nous appelons le khater, ou encore un sentiment de régression qui, en ville comme à la campagne, traverse les lieux de sociabilité. Ce sont là autant de perspectives intéressantes de recherche. / This thesis is aimed at clarifying a topic poorly investigated by research in and on Djibouti: the links between Knowledge and Power in a context where have been interacting nomadic pastoral tradition and non-tradition of colonial origin. From findings of experience and the hypothesis based on them that Knowledge and Power have links, the thesis examines, in a multi-referential theoretical framework (within the meaning of Jacques Ardoino), and (among other sources) through an ethnographic approach preceded by a semi-structured interview-based exploration: Traditional Education, School Education of colonial origin as well as the Impact of the Schooling on the Traditional Social Relations. It brings to light the Traditional Educational Configurations and reveals age-structured Links between non-written Knowledge (Ancestral Knowledge) and Power. It also points at School and its Educational Configurations where is acquired a Knowledge which, in a way widely disconnected from its recipients’ age, gives Power. It shows that, in the colonial and postcolonial context, Schooling, through the Knowledge it gives and the Power linked to this Knowledge in terms of opportunities, impacts Traditional Social Relations. In fact, in the dominant colonial and postcolonial urban area, i.e the town, the schooled pastoralists are in higher position compared to their non-schooled fellow natives, even if the latter are older than them. It’s, for example, the case toward their own parents if these have not attended school. This creates a reversal situation compared to the Traditional Pastoral Assumption that the Individual knows more than those younger than him and so do the parents with regard to their children. The results of the thesis appear rather transferrable into similar contexts, especially in Africa. Finally, are pointed at in this research, in some relation with the topic investigated, social phenomena at work in Djibouti, and perhaps not only in Djibouti: Climate change effects, Rise of religiosity, Catachresis of Urban Items and Places, a Social Practice around the Consumption of Khat that we call the Khating, or a Sense of Regression which is shared in rural and urban Places of Sociability. These are interesting directions of research.