The portrayal of other groups of people than our own often run the risk of depicting the individuals in these groups in a simplified way. We often view ourselves as complex beings, with several defining memberships connected to our person. These memberships can be as students, siblings, religious, political, friends, and musicians, to name but a few. This definition is not always as certain in our portrayal of others, more foreign to our everyday life. The supporters of the opposing football team or voters of the rivalling political party might just be defined by these confining identities. Examples of this phenomenon are legion in human history, whether it is nazi Germany’s propaganda that dehumanized the Jewish population or Apartheid’s definition of worth through skin colour. The understanding of how this style of simplified portrayal dehumanizes the portrayed subject is important to teach in our schools. The power of our choice of definition of the people around us needs to be taught to students. The first step towards giving students an understanding of the subject is to show them solid examples of this in history. The focus of this study is therefore to analyse letters from Swedish missionaries in South Africa and how they portrayed the South African population during the official introduction of Apartheid. Amartya Sen’s theorem of identity and violence has been used as a tool during the analysis to achieve this goal. The results showed that many of the missionaries changed their portrayal of the black population during the investigation period, 1945–1951, from a simplified to a diverse description. Their depiction of the white population, however, stayed relatively the same during the entire period.

No description available.

Bakgrund Antalet personer som diagnostiserats med ADHD har ökat stadigt under de senaste 15 åren. Det har visat sig att många har fått diagnosen först som vuxna. Under senare år har forskning visat upplevelse av lägre livskvalitet hos vuxna med ADHD samt flera konsekvenser av obehandlad ADHD som skilsmässa, ökad risk för missbruk, bilolyckor, olycksfall, depression, ångest och suicid. Syfte Syftet med litteraturstudien var att sammanställa upplevelser och erfarenheter av ADHD hos personer som fått diagnosen i vuxen ålder. Metod Litteraturstudie med kvalitativ design. Med ett perspektiv utifrån vuxna med ADHD har totalt tio vetenskapliga artiklar från databaserna PsycInfo och Cinahl granskats. Data extraherades, översattes, kondenserades, kodades och tematiserades utifrån grundläggande innehållsanalys. Resultat Analysen av studiernas resultat mynnade ut i tre huvudteman: ADHD påverkade livet som beskriver påverkan av ADHD, Diagnosens betydelse och krokiga väg berättar om tankar och känslor av att få diagnos, samt Erfarenheter av strategi, vård och behandling som skildrar hanteringen av symtom och svårigheter samt upplevelser av erbjuden vård. Slutsats Upplevelser av symtom och svårigheter relaterat till ADHD kan skilja stort mellan människor och kön. Något som måste förstås för att möjliggöra ett arbete utifrån personcentrerad omvårdnad. Stigma och negativa upplevelser av vården ses orsakas av bristande förståelse och okunskap. Varför vikten av attitydförändring i samhället ses som avgörande för god livskvalité och bra bemötande. En kunskapslucka som sågs var kvinnors upplevelse av orsak till senare diagnos, här behövs fortsatt forskning. / Background The number of people diagnosed with ADHD has increased steadily over the past 15 years. It has been shown that many have been diagnosed first as an adult. In recent years, research has shown the experience of a lower quality of life in adults with ADHD as well as several consequences of untreated ADHD such as divorce, increased risk of addiction, car accidents, accidental injuries, depression, anxiety, and suicide. Aim The aim of the literature study was to compile experiences of ADHD in people who received the diagnosis in adulthood. Method Literature review with qualitative design. Based on the perspective of adults with ADHD, a total of ten scientific articles from the PsycInfo and Cinahl databases were reviewed. Data were extracted, translated, condensed, coded and thematized based on basic content analysis. Results The analysis of the results of the studies resulted in three main themes: ADHD affected life which describes the impact of ADHD, The significance of the diagnosis and the winding road talks about thoughts and feelings of being diagnosed, and Experiences of strategy, care and treatment which depicts the coping strategies of symptoms and difficulties as well as experiences of offered care. Conclusion Experiences of symptoms and difficulties related to ADHD can differ greatly between people and gender. Something that has to be understood in order to enable work based on person-centred care. Stigma and negative experiences of healthcare are seen to be caused by lack of understanding and unawareness. Why the importance of attitude change in society is seen as crucial for good quality of life and to be treated well. One knowledge gap that was seen was women's experience of the cause of later diagnosis, here continued research is needed.

Eliasson, Vivi-Ann & Tinz, Susse (2012). ”Jag blir inte snead hela tiden” – Gymnasieelever med diagnos dyslexi resonerar kring datorn som lärverktyg i klassrummet [So I won’t be eyeballed all the time – Students in secondary school, diagnosed with dyslexia, reason about the computer as a learning tool in the classroom]. Skolutveckling och ledarskap, Specialpedagogik, Lärarutbildningen, Malmö Högskola. Handledare: Lisbeth Ohlsson. Examinator: Kristian Lutz.ProblemområdeSkolans styrdokument är tydliga i sina ansatser att underlätta för elever i behov av särskilt stöd oavsett om de har diagnos eller inte. Det uppfattas ändå som ett problem att tillgodose alla elevers behov inom ramen för den ordinarie skolan, trots att skolans uppdrag att anpassa sig till elevernas olikheter Den person som inte känner sig delaktig i klassrummet är inte heller en del i gruppens demokratiska process. Syfte Denna studies syfte var att undersöka hur elever med dyslexi upplever att deras specifika situation påverkas i en lärmiljö där samtliga elever har var sin dator, samt hur dessa elever ser på möjligheten till inkludering i denna lärandemiljö. Studien fokuserar på elevers upplevelser av skolans sätt att organisera undervisningen. Detta görs genom att ställa frågor till sju gymnasieelever, med diagnos dyslexi, som går sitt andra eller tredje år på ett teoretiskt program. MetodStudien är kvalitativ och fokuserar på inkludering ur ett individperspektiv. För att öka studiens giltighet användes intervjuer, enkätfrågor samt klassrumsobservationer. Dessa analyserades och tolkades utifrån ett hermeneutiskt perspektiv. Analysarbetet utgick ifrån de kvalitetskriterier gällande inkludering, som har använts i flera tidigare forsknings-rapporter. Teoretisk ramDet sociokulturella perspektivet är centralt i studien. I tidigare forskning inom området inkludering ges en delvis negativ bild av inkludering för elever med diagnos dyslexi. Inom forskning som riktar sig mot informations- och kommunikationsteknologi, IKT, ges däremot en mer positiv bild av datorn som stöd, dels för lärande och dels för inkludering. Resultat med analysI denna studie, liksom i flera tidigare studier, visar resultaten att eleverna värdesätter kamratrelationer högt. De värdesätter också högt det faktum att de inte är ensamma om att ha en dator som lärverktyg. I denna studie används Farrells (2004) fyra kvalitetskriterier för begreppet inkludering; presence (närvaro), acceptance (acceptans), participation (aktivt deltagande) och achievement (utveckling av en positiv självbild). Resultat från klassrumsobservationer, enkätsvar och intervjuer ger en övervägande positiv bild av elevernas upplevelser i relation till inkludering i denna miljö där samtliga elever har dator som lärverktyg. Studien ger en bild av vilka faktorer som uppfattades som positiva respektive negativa av eleverna samt hur de resonerade kring inkludering. Underlaget är inte tillräckligt omfattande för att kunna dra några generella slutsatser. KonklusionStudien pekar på att det centrala inte är vad man gör för eleven, utan vad det resulterar i för eleven.

The intention of this case study is to contribute to the general body of special education needs (SEN) knowledge with the results from SEN provision practice for children diagnosed with dyslexia in one particular school. The aim of the study is to get a deeper understanding for how educators (headmaster, teachers and SEN teachers) and parents of children diagnosed with dyslexia experience their collaboration in meeting the needs of these children in the inclusive mainstream classroom. Questions addressed are: how communication of expectations for the remedial measures takes place, how the process of remedial measures is communicated, how educators and parents experience their cooperation and, what impact does the school policy have on the collaboration between teachers and parents. The theoretical framework is based on a communication, relations-based perspective (KoRP). The hybrid nature of this perspective covers the different aspects of the schools organisation and practice with the focus on relation between individuals and their environment. Participation of pupils with dyslexia in the learning process is observed in the classrooms as well as through the eyes of their educators and parents. Relations of all sides involved in the SEN: teachers and parents, teachers and pupils with dyslexia, parents and their children are studied. Formal and informal communication and collaboration, seen as participation in SEN activities, are analysed. The methods used are: observations of two lessons, school document analysis and seven interviews. Four educators and three parents are interviewed. The empirical findings confirm the vital role of good relations for learning of children with dyslexia. Good relations can be established and maintained by securing the clear routines in school with the special accent paid on the sensitivity of the initial contact between school and parents. Swift action in recognizing the difficulties, introducing a SEN toolkit and contacting parents is appreciated by all sides involved. The parents’ relief from the guilty feeling of inadequacy follows. Good relations require meetings in person. Collaboration is established by good relations and it enhances the participation in learning activities of children with dyslexia. School policy documents have a positive effect in giving clear guidance in securing routines of SEN. They provide enough maneuvering space before the action plans of provision (APP) are introduced. Educators see action plans of provision (APP) as necessary documentation while parents show indifference to them. Much about SEN routines in the years 1-3 remains to be done. In conclusion, the effects of clear routines as defined by Skolverket (2014) leave space for building good relations on all levels: organisational, group and individual and have a positive outcome in this case study. The implications of this study are directed mainly to broadening the mandatory rights of the SEN educators in organising a closer collaboration with the parents of children diagnosed with dyslexia and spreading SEN knowledge to the early stage of the school. Although the results of this case study cannot be generalized they cast the light on questions that need yet to be answered by all schools: how SEN educators can best be involved in the early intervention (years 1-3) and what more they can do to improve the collaboration between school and parents from the position of KoRP.

Denna uppsats är en litteraturstudie där jag har analyserat sammanställningar av medicinsk forskning om flickors/kvinnors sena ADHD-diagnostisering ur ett genusvetenskapligt perspektiv. Judith Butlers tankar om genusperformativitet, Yvonne Hirdmans teori om genussystemet samt Nancy Tuanas feministiska epistemologi utgör de teoretiska utgångspunkterna. Analysen utgår från teman som avhandlar psykisk ohälsa, internalisering och självkänsla, samt identifiering och utredning. Resultaten visar att föreställningar om genus har en avgörande roll gällande flickors/kvinnors förutsättningar inom ADHD-diagnostisering, och även förödande konsekvenser.

Previous studies by Cornforth (2003, 2004), Cornelius et al. (2008), Cornelius and Wallace (2010), and Wallace and Cornelius (2010) highlight the need for further research in the area of Corporate Social Responsibility (CSR) for social enterprises and how their governance systems facilitate social outcomes when aligned to organisational mission. Against this backdrop, the main aim of this study is: to investigate the extent to which social enterprises (not-for-profit social providers) pursue ethical practices and social policies underpinned by their CSR agendas that enhance their stakeholders’ capabilities. The conceptual framework for the study is built on Amartya Sen’s capabilities approach (Sen 1991, 1999). Primary data were collected from face-to-face, in-depth, semi structured interviews with twelve owner-managers of small social enterprises from Bradford, UK. These were designed to understand their enterprise’s ethical views towards the development of deprived communities and the role this has in formulating their enterprise’s CSR agenda. The interview data were transcribed and analysed using constructivist grounded theory. The findings suggest that external CSR provision is often prompted as an immediate reaction to problematic issues arising in society. In general, it consequently lacks sustainability and is insufficiently evaluated for long term social impact. It is therefore argued that the CSR agenda for social enterprises should be based more on the organisation’s social ethos than the current process. Moreover, the findings emphasise the importance of social strategy emanating from governance mechanisms as this was identified as critical for the implementation of the CSR agenda so that social value is created in a structured and planned manner. These findings make a contribution to knowledge by providing conceptual and empirical insights regarding the consequences of social enterprises incorporating capabilities into their CSR policies and practices, and its social impact. Moreover, a conceptual model is developed that reflects the strategic importance of such a convergence in achieving this dual purpose.

Bakgrund: Palliativ vård innefattar vård i livets slutskede utifrån ett holistiskt synsätt på patienten och vård ges utifrån symptomlindring, samarbete, kommunikation och närståendestöd för att lindra det totala lidandet. Inom grundutbildningen för sjuksköterskor ingår verksamhetsförlagd utbildning, dock i olika omfattningar beroende på lärosäte. Färdiga sjuksköterskor förväntas kunna mildra det totala lidandet. Sjuksköterskestudenter känner sig oförberedda, både teoretiskt och praktiskt, för att möta patienten i livets slutskede och ge en värdig vård. Syfte: Syftet var att beskriva sjuksköterskestudenters erfarenheter av att vårda patienter i livets slutskede. Metod: En allmän litteraturöversikt har genomförts där nio kvalitativa artiklar samt två kvantitativa artiklar har analyserats. Resultat: Analysen av de elva artiklarna resulterade i fem områden Betydelsen av förberedelse, kommunikation, stöd från kollegor, att våga möta sina känslor samt betydelsen av god vårdrelation. Slutsats: Sjuksköterskestudenter erfar kunskapsbrister inom palliativ vård, som är komplext och kräver erfarenhet för att tillhandahålla god vård. Studenter har känslomässigt svårt att hantera utmaningar som uppstår vid palliativ vård, samt adekvat förberedelse från sjuksköterskeutbildningen kan skapa förutsättningar för god palliativ vård. / Background: Palliative care involves end-of-life care based on a holistic approach to the patient, focusing on symptom relief, collaboration, communication, and support for family members to alleviate overall suffering. In nursing education, practical training is included, varying in extent depending on the institution. Registered nurses are expected to alleviate overall suffering. Nursing students often feel unprepared, both theoretically and practically, to encounter patients at the end of life and provide dignified care. Objective: To describe nursing students' experiences of caring for palliative patients at the end of life. Method: A general literature review was conducted, analyzing nine qualitative articles and two quantitative articles. Results: The analysis of the 11 articles resulted in five areas: the importance of preparation, communication, support from colleagues, the courage to face one's emotions, and the importance of a good care relationship. Conclusion: Nursing students experience knowledge gaps in palliative care, which is complex and requires experience to provide quality care. Students emotionally struggle to handle challenges in palliative care, and adequate preparation in nursing education can create conditions for good palliative care."

Tesis por compendio / [EN] Amartya Sen's Capability Approach (CA) makes an important contribution to the development literature. It moves from the conventional focus on a single indicator: opulence, to an emphasis on people, their plurality, and the multiple dimensions characterizing their quality of life. As such, it proposes an influential account of human beings and their agency. Its advantages notwithstanding, its notion of agency seems to warrant in depth scrutiny. This dissertation explores the actual scope of the CA's agency as well as its limitations, and suggests a way to complement it. An account of the capabilitarian agent encompasses two elements: freedom or choice and rationality or reasoning. Thus, the CA rejects the conventional rational agent, advancing instead a reasoning one. As such, the CA's agency seems to require attention to measurement and explanation (observables) as well as to meaning and interpretation (unobservables), which demands moving beyond a positivistic philosophy of science. At the same time, it is found that this notion seems to leave people who have others choosing and reasoning for them unaccounted for. To provide a complement the CA on both counts, John Dewey's pragmatism is proposed. It is a philosophy that provides an account of how people think and act. The elaboration of pragmatic agency is carried out from philosophical ontology. Pragmatism is located within the analyticist philosophy of science, as it adheres to mind-world monism and phenomenalism. While the former is evidenced in its concept of transaction, suggesting the mutual constitution of humans and their contexts, the latter is evidenced in its attention to objects, which are anything that a person notices (including in-principle unobservables). The meanings of objects are expressed in terms of action and depend on habits, which are predispositions for actions and, as such, more intimate and informative than choices. Pragmatism, therefore, encompasses more than reflective action.. Accounting for the pragmatic transagent, thus, requires the scrutiny of objects and habits, which implies the inclusion of meaning and interpretation. Consequently, it is found that the CA's reasoning agent can benefit from the inclusion of in-principle unbservables by dint of pragmatic objects and habits, enhance the elements constituting individuals with these same elements, make sense of the nature and function of values and preferences, and enrich its account of the relation between individuals and their context by dint of pragmatic transaction. Therefore, the pragmatic transagent can account for the groups dropped by the CA. Additionally, pragmatism can complement the CA in other aspects. Concerning ontology, while the CA has abstained from addressing ontological issues, pragmatism is found to adhere to an analyticist philosophy of science, which seems to agree with the CA's reasoning agent and its constituting elements: choice (observables) and reasoning (unobservables). As for empirical issues, the CA has supported its flexibility on a lay understanding of pragmatism, since it seems to maintain positivist traces. Subscribing to it philosophically could prove beneficial. Apropos of freedom, pragmatism's naturalist philosophy can contribute to alleviate the CA's focus on choice and to account for the continuity of behavior, encompassing non-reflective as well as reflective action, seemingly the main focus of the CA. With respect to democracy, pragmatism casts a wider net than the CA applying democracy to all levels of human association, not only society or the state, which seems to be the CA's concern. Finally, as regards normativity, although both are consequentialist, while the CA holds freedom and achievement as the end, pragmatism advances solely action. These are not incompatible positions. To the extent that the CA can further action, a pragmatic capability approach can accommodate regarding development as freedom. / [ES] El Enfoque de Capacidad (EC) de Amartya Sen hace una importante contribución a la literatura del desarrollo. Se mueve del enfoque convencional en un único indicador: opulencia, a un énfasis en la gente, su pluralidad, y las múltiples dimensiones que caracterizan su calidad de vida. Así, propone una explicación de los seres humanos y su agencia. Sin perjuicio de sus ventajas, su noción de agencia parece merecer estudio a profundidad. Esta disertación explora el alcance real de la agencia del EC así como sus limitaciones, y sugiere una forma de complementarla. Una elaboración del agente capacitario abarca dos elementos: libertad o elección y racionalidad o razonamiento. Así, el EC rechaza al agente racional convencional y promueve uno razonante. Por tanto, la agencia del EC parece requerir atención a la medición y explicación (observables) así como al significado e interpretación (inobservables), lo que demanda moverse más allá de una filosofía de la ciencia positivista. Al mismo tiempo, se encuentra que esta noción parece dejar gente que tiene a otros eligiendo y razonando por ellos sin explicación. Para brindar un complemento al EC en ambos aspectos, se propone el pragmatismo de John Dewey. Es una filosofía con una propuesta de cómo la gente piensa y actúa. La elaboración de la agencia pragmática se hace desde la ontología filosófica. El pragmatismo se ubica como una filosofía de la ciencia analiticista pues adopta el monismo mente-mundo y el fenomenalismo. Mientras el primero se evidencia en su concepto de transacción, sugiriendo una mutua constitución entre humanos y contextos, el segundo lo hace en su atención a objetos, todo lo que una persona nota (incluyendo en principio inobservables). El significado de los objetos se expresa en términos de acción y dependen de hábitos, que son predisposiciones para acciones y, por tanto, son más íntimos e informativos que las elecciones. Así, se abarca más que la acción reflexiva. Explicar al transagente pragmático requiere el estudio de objetivos y hábitos, lo que implica la inclusión de significados e interpretación. Consecuentemente, se encuentra que el agente razonante del EC puede beneficiarse de la inclusión de en principio inobservables mediante los objetos y hábitos pragmáticos, ampliar los elementos que constituyen a los individuos con los mismos elementos, darle sentido a la naturaleza y función de valores y preferencias, y enriquecer su explicación de la relación entre individuos y su contexto mediante la transacción pragmática. Por tanto, el transagente pragmático puede incluir grupos abandonados por el EC. Adicionalmente, el pragmatismo puede complementar al EC en otros aspectos. Sobre la ontología, mientras el EC se ha abstenido de tratar temas ontológicos, el pragmatismo se adhiere a una filosofía de las ciencias analiticista, que parece coincidir con el agente razonante del EC y sus elementos constitutivos: elección (observables) y razonamiento (inobservables). Con respecto a asuntos empíricos, el EC ha basado su flexibilidad en un entendimiento inexperto del pragmatismo, ya que parece mantener rastros positivistas. Suscribirse a su filosofía puede resultar beneficioso. A propósito de la libertad, la filosofía naturalista del pragmatismo puede ayudar a aliviar la atención del EC a la elección y abordar la continuidad del comportamiento, abarcando acción no reflexiva y reflexiva, que parece ser el énfasis del EC. Sobre la democracia, el pragmatismo amplía la red más allá que el EC al aplicar la democracia a todos los niveles de asociación humana, no solo la sociedad y el estado, que parece ser el interés del EC. Finalmente, acerca de la normatividad, aunque ambos son consecuencialistas, mientras el EC propone las capacidad y funcionamientos como fines, el pragmatismo promueve la acción. Estas no son posiciones incompatibles. En la medida en que el EC pueda avanzar la acción, un enfoque de capacidad pragmático puede alojar considerar al desarrollo como libertad. / [CA] L'Enfocament de Capacitat (EC) d'Amartya Sen fa una important contribucio a la lliteratura del desenroll. Se mou de l'enfocament convencional en un unic indicador: opulencia, a un emfatis en la gent, la seua pluralitat, i les multiples dimensions que caracterisen la seua calitat de vida. Aixina, propon una explicacio dels sers humans i la seua agencia. Sense perjuï de les seues ventages, la seua nocio d'agencia sembla mereixer estudi a fondaria. Esta dissertacio explora l'alcanç real de l'agencia de l'EC aixina com les seues llimitacions, i sugerix una forma de complementar-la. Una elaboracio de l'agent capacitat albarca dos elements: llibertat o eleccio i racionalitat o raonament. Aixina, l'EC rebuja a l'agent racional convencional i promou un raonant. Per tant, l'agencia de l'EC sembla requerir atencio a la medicio i explicacio (observables) aixina com al significat i interpretacio (inobservables), lo que demanda moure's mes alla d'una filosofia de la ciencia positivista. Al mateix temps, se troba que esta nocio sembla deixar gent que te a atres triant i raonant per ells sense explicacio. Per a brindar un complement a l'EC en abdos aspectes, se propon el pragmatisme de John Dewey. Es una filosofia en una proposta de com la gent pensa i actua. L'elaboracio de l'agencia pragmatica se fa des de l'ontologia filosofica. El pragmatisme s'ubica com una filosofia de la ciencia analiticist puix adopta el monisme ment-mon i el fenomenalisme. Mentres el primer s'evidencia en el seu concepte de transaccio, sugerint una mutua constitucio entre humans i contexts, el segon ho fa en la seua atencio a objectes, tot lo que una persona nota (incloent en principi inobservables). El significat dels objectes s'expressa en termens d'accio i depenen d'habits, que son predisposicions per a accions i, per tant, son mes intims i informatius que les eleccions. Aixina, se compren mes que l'accio reflexiva. Explicar al transagent pragmatic requerix l'estudi d'objectius i habits, lo que implica l'inclusio de significats i interpretacio. Conseqüentment, se troba que l'agent raonant de l'EC pot beneficiar-se de l'inclusio d'en principi inobservables mediant els objectes i habits pragmatics, ampliar els elements que constituixen als individus en els mateixos elements, donar-li sentit a la naturalea i funcio de valors i preferencies, i enriquir la seua explicacio de la relacio entre individus i el seu context mediant la transaccio pragmatica. Per tant, el transagent pragmatic pot incloure grups abandonats per l'EC. Adicionalment, el pragmatisme pot complementar a l'EC en atres aspectes. Sobre l'ontologia, mentres l'EC s'ha abstingut de tractar temes ontologics, el pragmatisme s'adherix a una filosofia de les ciencies analiticist, que sembla coincidir en l'agent raonant de l'EC i els seus elements constitutius: eleccio (observables) i raonament (inobservables). En respecte a assunts empirics, l'EC ha basat la seua flexibilitat en un enteniment inexpert del pragmatisme, ya que sembla mantindre rastres positivistes. Subscriure's a la seua filosofia pot resultar beneficios. A proposit de la llibertat, la filosofia naturalista del pragmatisme pot ajudar a aliviar l'atencio de l'EC a l'eleccio i abordar la continuïtat del comportament, comprenent accio no reflexiva i reflexiva, que sembla ser el emfatis de l'EC. Sobre la democracia, el pragmatisme amplia la xarcia mes alla que l'EC a l'aplicar la democracia a tots els nivells d'associacio humana, no nomes la societat i l'estat, que sembla ser l'interes de l'EC. Finalment, al voltant de la normativitat, encara que abdos son conseqüèncialistes, mentres l'EC propon les capacitat i funcionaments com fins, el pragmatisme promou l'accio. Estes no son posicions incompatibles. En la mesura en que l'EC puga alvançar l'accio, un enfocament de capacitat pragmatica pot estajar considerar al desenroll com llibertat. / Garcés Velástegui, PF. (2020). Towards a pragmatic capability approach: Essays on human development, agency and pragmatism [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/153796 / Compendio

Amartya Sen (2000) sostiene que la libertad es constitutiva de la persona y su expansión es fin e instrumento para su florecimiento. Libertad para que pueda «llevar el tipo de vida que valora y que tiene razones para valorar» (p.34). ¿Cómo conciliar esta mirada con el sistema penitenciario que restringe, regula y priva de libertades a las personas que han roto con el orden social? ¿Pueden expandirse libertades en reclusión? Y si es así ¿de qué manera? En esta primera aproximación al tema, nos centramos en la persona recluida y suponemos que –como en otros contextos de privación– formulan estrategias para lograr funcionamientos valiosos –lo que ellas valoran ser y hacer– y así expandir sus libertades; gracias a un conjunto de oportunidades –grietas– más allá del control institucional. Planteamos de esta manera, una investigación exploratoria, cualitativa, mediante el estudio de un penal de máxima seguridad de mujeres, como estudio de caso. La investigación permite identificar espacios concretos (físicos y relacionales) construidos simbólicamente en función de los usos y representaciones del tiempo y el espacio, y de las formas cómo se relacionan, establecen vínculos, negocian y se organizan las internas entre ellas y con “otros” para no vivir la vida que quisieran, pero sí una vida mejor en reclusión. / Amartya Sen (2000) argues that freedom is constitutive of the person and its expansion is the end and instrument for its flowering. Freedom in order that she can "lead the kind of life that they value and that they have reasons to value" (p.34). How to harmonize this look with the penitentiary system that restricts regulates and deprives of freedoms the persons who have broken with the social order? They can expand freedoms in imprisonment? And if so, in what way? In this first approximation to the topic, we centre on the imprisoned and assume that, as in other deprivation contexts, they can formulate strategies for to achieve valuable functionings - what they value to be and do - and thus expand their freedoms; thanks to a set of opportunities - cracks - beyond the institutional control. We propose in this way, an exploratory, qualitative research, through of the study of the penal one of maximum safety of women, as a case study. Research allow to identify concrete spaces (physical and relational) built symbolically in terms of the uses and representations of time and space, and the forms how they relate, they establish links, negotiate and organize between them and with "others" so as not to live the life they would like but yes a better life in imprisonment.