How can political participatory processes online be understood in the dynamic, conflicted and highly mediated situations of contemporary society? What does democracy mean in a scenario where inequality and difference are the norms, and where people tend to abandon situations in which they and their interests are not recognized? How can we accommodate differences rather than consensus in a scenario where multiple networks of people are the starting point rather than a single community? In this thesis, these questions are explored through an iterative process in two studies that have used or resulted in three prototypes and one art exhibition. The first study is of communication practices in a global interest community, which resulted in two prototypes: Actory, a groupware that takes differences rather than equality as the starting point for a collaborative tool, and The Affect Machine, a social network where differences are used as a relational capital. The second study is of communication practices in a local commonality where the art exhibition Performing the Common created a public space and involved participants. This resulted in Njaru, a collaborative tool with integrated decision support and visualization of representativeness. In summary, these works depart from the notion of the importance of belonging for e-participation, where the individual can be seen as a participant in several performative states, more or less interconnected trans-local publics. Here the individuals’ participation in the local public sphere compete with their participation in other communities, and affect the conditions for local democracy. This thesis contributes to a deeper understanding of these processes, and discusses how differences in democratic participation can be managed with the help of ICT. / Hur kan politiskt deltagande på Internet förstås, i de dynamiska, konfliktfyllda och medierade situationerna i dagens samhälle? Vad innebär demokrati i ett scenario där ojämlikhet och skillnad är normen och där människor tenderar att överge situationer där de själva och deras intressen inte erkänns? Hur kan vi hantera skillnader snarare än konsensus i ett scenario där flera nätverk av människor är utgångspunkten i stället för en enda gemenskap? I denna avhandling har dessa frågor utforskas genom en iterativ process i två studier som har använt eller resulterat i tre prototyper och en konstutställning. Den första studien gäller kommunikationen i en global intressegemenskap vilket resulterade i två prototyper: Actory, som tar olikheter snarare än jämlikhet som utgångspunkt för ett samarbetsverktyg, och The Affect Machine, ett socialt nätverk där olikheter används som ett relationskapital. Den andra studien gäller kommunikationen i en lokal gemenskap där konstutställningen Föreställningar om det gemensamma skapat ett offentligt rum och engagerade deltagare. Resultatet resulterade bland annat i Njaru, ett samarbetsverktyg med integrerat beslutsstöd och visualisering av graden av representativitet i processen. Sammanfattningsvis utgår dessa arbeten från en idé om vikten av tillhörighet för e-deltagande, där individen kan ses som en deltagare i flera performativa stater, mer eller mindre sammankopplade translokala målgrupper. Här konkurrerar individernas deltagande i den lokala offentligheten med deras deltagande i andra samhällen, och påverkar förutsättningarna för lokal demokrati. Denna avhandling bidrar till en djupare förståelse av dessa processer, och diskuterar hur skillnaderna i demokratiskt deltagande kan hanteras med hjälp av IKT. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Submitted. Paper 8: Submitted.</p>

Dans les sciences humaines, le travail du négatif est une notion qui appartient surtout aux domaines philosophiques et psychanalytiques. En tenant compte de cette filiation, sa pertinence dans le champ littéraire se révèle également effective. En effet, lorsque l’on confronte l’idée à l’œuvre romanesque de Réjean Ducharme, l’action du travail du négatif rend compte des enjeux souterrains de cette écriture. Ainsi, le texte apparaît comme le lieu de l’instabilité où chacune des composantes donne à voir son envers et où les contradictions coexistent. Dans cette dynamique, les trois catégories du récit vacillent : elles sont sculptées dans une autre matière que celle qu’on leur assigne généralement. Dans un même élan, le style ducharmien s’empare du travail du négatif en défigeant le mot, en resémantisant la phrase, en offrant à la parole le pouvoir d’avoir un impact sur le réel. Tout est conçu pour échapper à la fixité. Construits de la sorte, les romans véhiculent une vision du monde tragique. Cette dernière, à travers l’acte de lecture, se voit pétrie par le grotesque et engendre alors un fatum qui s’apparente à l’uniformisation. Cette réalité dévoile, paradoxalement, un univers en déséquilibre qui fait écho à l’étymologie du mot baroque, « perle irrégulière ». Le texte ducharmien est donc le carrefour de plusieurs esthétiques qui possèdent toutes, en leur essence, un mouvement semblable au travail du négatif. Celui-ci peut être perçu, dans tous les cas, comme un révélateur de littérarité. Il opère, d’ailleurs, de cette manière, dans d’autres œuvres francophones, notamment dans celles de Rachid Boudjedra, de Maurice Bandaman et de Dominique Rolin. / In Human Sciences, the work of the negative is a concept which mainly belongs to the philosophical and psychoanalytical fields. Taking into account this relationship, its relevance in the literary field also proves effective. Indeed, when this notion is applied to the novels of Réjean Ducharme, the action of the work of the negative reveals the underground stakes of the author’s work. Thus, his writing takes us constantly back and forth between all the opposed elements which populate it. Ducharme’s texts are a place of instability, where each component shows its hidden side and where contradictions shaped by the process of involution coexist. Within this dynamic, the narrative mode loses its equilibrium: time, space and characters are sculpted with very unusual clay. In the same spirit, Ducharme’s writing style seizes the work of the negative by loosening words, and giving a new meaning to sentences, by offering to the word the power of having an impact on reality. Everything is designed to escape immobility. Novels built on this pattern convey a tragic vision of the world; a vision which through the act of reading finds itself steeped in the grotesque and therefore generates a fatum, which is very similar to sameness. Paradoxically, this reality unveils an unbalanced world and echoes the baroque word "irregular pearl" in its etymological meaning. Ducharme’s writing is at a crossroad between several aesthetics, whose quintessential principles are similar to the work of the negative. The latter can be perceived as an indicator of literariness and can be found in some of other French works, including those of Rachid Boudjedra, Maurice Bandaman and Dominique Rolin.

Often studies examining the development of a sense of professional efficacy in pre-service educators are concerned with either the systemic viewpoint of teacher education programmes or the relationship between the perceptions of pre-service educators and what is “really” happening in the classroom. The intent of this study is to investigate the question “What do pre-service educators perceive that they know and that they need to know to develop a sense of professional efficacy? solely from the vantage point of the pre-service educator. The study encompasses two specific objectives: --- to identify through narrative analysis the circumstances of the construction of and the content of the knowledge created by the pre-service educators from their experiences --- to investigate and describe the relationship of the knowledge constructed by the pre-service educators to the development of a sense of professional efficacy. The study attempts to produce an in-depth qualitative description of the explicit and sometimes tacit perceptions of four pre-service educators as they prepared to begin professional careers. Four pre-service educators enrolled in a recently developed innovative Post Graduate Certificate of Education programme at a large urban university in South Africa participated in the study over a two year period. The perceptions of the pre-service educators are presented through an analysis of the narratives taken from interviews and reflective journal entries. The narratives are analyzed using a variety of narrative inquiry methods which were investigated and described as part of this study. The interpretation of the narratives is also informed by theoretical constructs such as professional efficacy and knowledge and private theory. Through the analysis and interpretation of the narratives the unique and individual nature of learning to become an educator as well as similarities of experience were revealed. Ultimately the broad aim of this study through the use of narrative inquiry methodology and methods is to add the “voices” of these pre-service educators to a larger dialogue and to the collective body of evidence of how one learns to become an educator with a sense of professional efficacy. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Este estudio se centra en las vidas de cinco mujeres mexicanas—Malintzin, Sor Juana Inés de la Cruz, Leona Vicario, Rosario Castellanos y Julieta Venegas—de cinco etapas históricas diferentes de México—la Conquista, el Virreinato de Nueva España, la lucha por la independencia, la modernidad y lo contemporáneo—al estudiar el uso que cada figura hace de su “Voz” según la época. Empieza presentando y descomponiendo el concepto de “malinchismo” revisando los detalles reconocidos de la vida de Malintzin/doña Marina/la Malinche. Después, continúa con un resumen de ciertos aspectos interesantes de las vidas de cada figura, empezando con Sor Juana y concluyendo con Julieta Venegas. En cada capítulo hay un análisis del uso de la Voz por medio de obras asociadas con cada figura. En cuanto a Malintzin, es necesario revisar las crónicas en las que ella aparece como protagonista. En el capítulo de Sor Juana, analizo principalmente los villancicos escritos para la celebración de la Asunción de 1676 y su defensa personal, la “Respuesta de la poetisa a Sor Filotea de la Cruz”. Al estudiar a Leona Vicario, comento ciertos datos de la biografía escrita por Genaro García en 1910, quizás la biografía más completa de la heroína hasta el día de hoy, y luego incorporo comunicados escritos por la misma Leona Vicario. Para Rosario Castellanos, he escogido el cuento “Lección de cocina,” el ensayo “Y las madres, ¿qué opinan?” y la obra de teatro El eterno femenino. Luego, para terminar el estudio, analizo la letra de las canciones compuestas por Julieta Venegas, además de su uso de la voz y su imagen pública por medio de entrevistas. This study focuses on the life of five Mexican women—Malintzin, Sor Juana Inés de la Cruz, Leona Vicario, Rosario Castellanos y Julieta Venegas—from five time periods of Mexican History—la Conquista, el Virreinato de Nueva España, la lucha por la independencia, la modernidad y lo contemporáneo—in order to study the use of "Voice" by each subject in relation to their respective time periods. It begins by presenting the concepts of "Malinchismo" y "Marianismo," revisiting the recorded details of the life of Malintzin/doña Marina/la Malinche. Then it continues with a summary of certain interesting aspects of the lives of each of the selected subjects, from Sor Juana Inés de la Cruz to the contemporary singer-songwriter Julieta Venegas. In each chapter there is an analysis of the use of "Voice" by means of works associated with each subject. In connection with Malintzin, it is necessary to review the chronicles in which the young indigenous translator appears as a protagonist. In the chapter about Sor Juana, the analysis centers around the villancicos written to celebrate "la Asunción de 1676" and the personal defense written by Sor Juana, "La Respuesta de la poetisa a Sor Filotea de la Cruz." In order to study Leona Vicario, the use of biographic information gathered from Genaro García informs the contemporary image of Vicario, later complimented by writings Vicario published in her own defense. For Rosario Castellanos, the short story "Lección de cocina," the essay "Y las madres, ¿qué opinan?," and the play El eterno femenino serve as the focus. An analysis of certain compositions by singer-songwriter Julieta Venegas concludes the study alongside the presentation of certain biographical details about her gathered from a variety of interviews.

Notre thèse part d’un constat issu de nos enquêtes et observations de terrain : les pratiques socio-spatiales et les discours d’une majorité des acteurs géographiques en Méditerranée occidentale semblent aujourd’hui marquées par une mise à distance et une mise en scène des phénomènes éoliens (partie 1). Or cette distanciation peut être mise en relation avec une géohistoire de l’anémologie soit l’évolution des discours scientifiques ayant conduit à une « mise en objet » du vent (partie 2). Notre hypothèse consiste à souligner l’intérêt d’une approche sensible et phénoménologique (partie 3 : perception sensible, imaginaire symbolique, expressions artistiques) afin de remettre au centre l’expérience des sociétés méditerranéennes ayant développées un savoir-habiter avec les vents. La dernière partie analyse les possibilités offertes à l’action par la prise en compte de cette approche à travers de nouvelles pratiques habitantes (architecture, énergie). / My doctoral research work is based on observations and field interviews. I revealed that thesocio-spatial practices of most of the geographical actors dealing with the winds, in the NorthWestern Mediterranean area, are characterized by technological hybridization anddeterritorialization (part 1). Change in the practices of interactions with the winds can belinked to the geohistory of anemology: overtime, scientific progresses built a paradigm ofwind modelling (part 2). My doctoral work stresses the importance of an esthetical andphenomenological approach that would include sensitive perception, symbolic imaginary, andartistic expressions (part 3). This approach would re-centre the relations between humanbeings and the winds: the very experience that North Western Mediterranean societies haveshaped by living with the winds. The last part of my dissertation analyses to which extent thisapproach based on those new ‘human’ practices (architecture, energy) could be useful forpublic action purpose (part 4).

The purpose of this paper is to investigate and increase the understanding of a present function of today´s public library in a societal context. My aim is to examine how the role of the public library is discussed in Swedish media between 2012 – 2019. I want to get a broader understanding of the public library as a physical place and a space, through the theoretical frameworks of Raber´s ideological model. The theoretical frameworks are used in this study to examine these questions: How is the public library as a room discussed in present Swedish media? The functions of the public library of today is many, how is the different themes actualized in the library as a meeting place? What consequences does the debate contribute regarded to the picture of the public library and is it connected to the work for the legitimacy of the public library? The research field within Library and Information Science (LIS) is interdisciplinary with many references to social science theories. My qualitative study of content analysis builds upon theories of generating social capital. The aspect of the library as a space for inclusiveness and belongingness is a subject that is clearly stated in my study. My conclusion is that Raber´s social strategy is the dominant curse in the debate of the functions of the Swedish public libraries in present media. The legitimacy within the function as the hegemonic literacy discourse meets the legitimacy of the library as an open meeting place in my study.

This essay aims to study if, and how, The Matrix (1999) can be read with a queer perspective and how to use it in a classroom setting to further upper secondary school students to discuss transgender issues and develop their own identity. By analysing the film using a hermeneutic method and a queer perspective the results show that much of the lines, cinematography and costume can be viewed as an expression for transgender and queer. The theoretical framework is mainly related to Judith Butler’s research on doing gender and Malin Alkestrand’s concept of didactic potential. The essay shows the didactic potential of the Matrix (1999) and gives concrete examples of lines, cinematography and costume that can be used to begin conversations in the classroom related to gender, sexuality, norms, and performative gender.

The concept or phenomenon od performativity occurs in different forms or terms in many humanity studies, especially in the second half of the 20th century. It interferes with linguistics, philosophy of thought, narratology, gender and cultural studies and even with epistemology and ethics. The notion of performativity appeared in philosophy and linguistics for the first time along with J. L. Austin's speech and perfomative acts. The first one describes the situation, the second one generates the situation. J. Derrida pointed out that the realization of speech acts and communication are not so obvious and depend on performance that maintains their status and identity. J. Derrida furthermore shows that performance does not only appear in the literary field; the law is for example performative in the sense that it sets itself up by a speech act. M. Foucault was interested of the role of performativity within a socially organized body and subjectivity. The performance of language and discourse is also essential in J. Butler's work which follows M. Foucault or J. Derrida and describes mechanisms for establishing gender subjectivity and physicality. She claims that the body is created simultaneously by the linguistic naming which it decribes. Butler writes up the process of gender differentiaton as...

Specialpedagogens uppdrag och yrkesroll har i många år uppmärksammats i forskningen, främst i förhållande till speciallärarens uppdrag och yrkesroll för att belysa likheter och skillnader. Denna studie har en ambition att bidra till att belysa vad som påverkar utformningen av en specialpedagogs uppdrag och yrkesroll. Studien är kvalitativ och utgår ifrån Karen Barads teori om agentisk realism där både mänskliga och icke-mänskliga kroppar (performativa agenter) påverkar föreställningar kring t.ex. specialpedagogens uppdrag och yrkesroll. Materia så som t.ex. styrdokument, utbildning mm och språk är starkt sammankopplade i den verklighet som specialpedagogen verkar i och därför bygger studien på en materiell-diskursiv analys. Syftet med denna studie är att åskådliggöra och identifiera vilka performativa agenter som påverkar hur specialpedagogens uppdrag och yrkesroll utformas i grundskolorna i ett skolområde. Metoddelen bygger på en brevmetod samt semistrukturerade intervjuer med speciallärare, specialpedagoger, rektorer och en skolområdeschef i ett skolområde. För att tydliggöra vilka performativa agenter som äger agens i bearbetningen har ett analysschema skapats utifrån uppdrag respektive yrkesroll. I analysschemat för uppdraget har de performativa agenterna kategoriserats utifrån en figur som jag har skapat för att tydliggöra uppdraget. Resultatdelen visar på hur uppdrag respektive yrkesroll presenteras av specialpedagoger, speciallärare, rektorer samt skolområdeschef och pekar på att det förekommer ett stort antal performativa agenter varav rektorns kompetens, rektorns beslut, verksamhetens behov och specialpedagogens kunskap och kompetens har stor betydelse i utformningen av specialpedagogens uppdrag och yrkesroll. Avslutningsvis diskuteras vilken betydelse de performativa agenterna har för utformningen av specialpedagogens uppdrag och yrkesroll samt hur det specialpedagogiska stödet utformas i en organisation. Men även hur figuren som använts kan vara en tydlig modell att använda för att analysera specialpedagogens uppdrag i förhållande till elevhälsoteamets hälsofrämjande, förebyggande och åtgärdande arbete i skolorganisationen d.v.s. som en del i skolutveckling. / The special educator´s mission and professional role have for many years been noticed in the research, mainly in relation to the special teacher´s mission and professional role to highlight similarities and differences. This study has an ambition to help illuminate what influences the design of a special educator´s mission and professional role. The study is qualitative and is based on Karen Barad´s theory of agentic realism where both human and non-human bodies (performative agents) influence perceptions about, for example the special educator´s mission and professional role. Matter and language are strongly interconnected in the reality in which the special educator works and therefore the study is based on a material-discursive analysis. The purpose of the study is to illustrate and identify which performative agents influence how the special educator´s assignments and professional role are designed in primary school in a school district. The method part is based on a letter method and semistructured interviews with specialist teachers, special educators, principals and a school district manager in a school district. In order to clarify which performative agents own agents in the processing, an analysis scheme has been created based on assignments and professional role. In the analysis schedule for the assignment, the performative agents have been categorized on the basis of a figure that I created to clarify the assignment. The results section shows how assignments and professional roles are presented by special educators, special teachers, principals and a school district manager, and points to the fact that there are a large number of performative agents, of which the principals competence, the decision of the principal, the needs of the organization and the knowledge and competence of the special educator are of great importance in the design of the special educator´s assignment and profession. Finally, we discuss the importance of the performative agents for the design of the special educator´s mission and professional role and how the special educational support is designed in an organization. But also how the figure used can be a clear model to use to analyze the special educator´s assignment in relation to the student health team´s health promotion, prevention and corrective work in the school organization, i.e. as part of school development.

Autour d'une question fondamentale comme celle de la présence, nous mobilisons une littérature interdisciplinaire grâce à laquelle les contributions de l'anthropologie et de la géographie sociale, de la théorie du théâtre et du cinéma, des performance studies, de la psychanalyse et de la sociologie, sont articulées dans la perspective de la phénoménologie et des sciences de l'information et de la communication. Notre façon d'habiter le monde a changé : l'être-en-ligne se révèle alors comme étant la nouvelle condition existentielle. La connexion au réseau, le web, les applications, dans leur ensemble, disposent les choses et les personnes selon des relations opérationnelles de proximité spatio-temporelle. Notre espace est un espace performatif, car il se produit à partir de nos actions, nos postures et nos gestes, gestes photo-graphiques, éminemment réflexifs, qui créent la mise en scène numérique. En allant au-delà du modèle de « l'interface », cette mise en scène est devenue la spatialité de raccordement de tous nos espaces d'action. Nous identifions alors la performativité du direct et de l’enregistrement, la performativité de l’être en train de…, de l’attention présentielle et du « suspens gestuel », la performativité des algorithmes et des notifications, la performativité des emoji et de tout ce qui «fait visage»; et encore, la performativité des questions et des messages automatiques derrière lesquels parfois il y quelqu’un et d’autres fois il n’y a personne (comme lorsqu’on sonne à la porte dans une scène de La cantatrice chauve). A la lumière d'une analyse socio-sémiotique de la gestuelle numérique, des écrans, du graphisme propre aux réseaux sociaux et aux applications de messagerie instantanée tout comme des « protocoles de la vie quotidienne », nous décrivons la présence comme étant toujours l'effet d'une médiation. Cette médiation est, à la fois, disjonction et fiction, car elle se manifeste dans l'écart et dans la différence aussi bien que dans la fiction de l'hypermédiatété. Il y a de la présence, en somme, s'il y a du jeu, au sens spatiale de l'expression « il y a du jeu » mais aussi au sens fictionnel et ludique du jouer à.…. Comme le garçon du café décrit par Sartre, nous jouons, fictionnons et de-fictionnons le réel, en faisant « comme si » était vrai ce qui, par ailleurs, l'est vraiment. / Around the fundamental question of presence, I draw on interdisciplinary literature whose contributions from the fields of anthropology and social geography, theatre and cinema theory, performance studies, psychoanalysis and sociology are articulated from the perspective of phenomenology and information and communication sciences. Our way of inhabiting the world has changed: online-being is the new fundamental existential condition. Our space is a performative space, because it is produced through our actions, our gestures, eminently reflexive photographic gestures, which create our digital mise en scène. This space has become the space which links together all of our active and social spaces. Here, I single out live and recorded performativity, the performativity of do-ing, the performativity of algorithms and of questions, of emojis and of all that which “fait visage”. After a socio-semiotic analysis of digital gestures, screens, the graphics of social networks and presence protocols, I describe presence as always being a mediation effect. This mediation is at once disjunction and fiction, beacause it works as a difference and as the fiction of hypermediality. Presence exists where there is play (jeu) as in the french expression “il y a du jeu”, refering to space, and in its fictional sense of play-acting. As with Sartre's café waiter, we play act in order to create reality and consciousness through fiction.