In this dissertation I investigate photographs not only as images of something, or as objects we can hold, but I also investigate how they are acts grounded in place. That is, I consider the photograph as event. The backbone of my research is a hybrid social science and visual art undertaking in which I produce both academic texts and art installations through visual inquiry into the intensely imagined places that are Canadian national parks. I examine how the myth of wilderness is made concrete in visual images of Waterton Lakes National Park, Alberta. I explore the situatedness of photography through ethnographic and archival research into the conditions that produced over four-hundred photographs of Waterton from the late 19th century to the present. This research advances understanding of how specific historical photographic events shape dominant systems of environmental knowledge in Canada. I explore the intertwined histories of place and representation in Waterton over the past 150 years and how they emerge in the present. To unravel the politics of representation in national parks in Canada I address three key questions: First, how do images that portray and represent wilderness in Canada affect not only our imagination about national parks, but our experiences in, and actions in, national parks? In particular, how are photographs not just representations of national parks but how do we form a relationship to space and place through them? Second, I carry out a visual investigation of Waterton Lakes National Park to study the photograph as event, and ask, how photographs, not just as images and objects, are acts grounded in place? Finally, I ask: What new approaches can be deployed to investigate existing visual collections and to bring them to bear on the history and present of the national park space? I describe how visual methods can generate new ways of thinking about photography and place.

I vår studie intar vi en hermeneutisk ansats och genomför en textanalys. I vår studie tolkar, analyserar och kategoriserar vi innehållet i åtgärdsprogrammets behov och åtgärd. Utifrån diskurser konstruerar vi en ram som hjälper oss att tolka formuleringar i åtgärdsprogram. Syftet med denna studie är att undersöka hur identitet, makt och matematiska begrepp synliggörs i åtgärdsprogram. I studien undersöker vi i vilken omfattning begreppen ovan förekommer i behov och åtgärder för årskurs 6 och 7. Vi utgår från ett diskursivt perspektiv mot makt och identitet. Vår studie visar att koppling mellan behov och åtgärd saknas i vissa åtgärdsprogram. Tillskriva identitet har den största andelen för åtgärder. Matematiska begrepp har störst andel för upptagna behov. Makt (makt genom kunskap och titel) har lägst förekomst i upprättade åtgärder. Det är varje skolas diskurs och dess skolpersonal som avgör på vilket sätt och i vilket forum som arbetet kring elevens behov fungerar. På samma sätt är den skillnad som existerar mellan olika upprättade åtgärdsprogram ett uttryck för den kultur eller diskurs som råder just nu, lokalt på skolan. Detta är avgörande om åtgärdsprogrammet används som ett fungerande verktyg. / In our study we take a hermeneutical approach and interpret text. In our study we interpret, analyse, and categorize the content of the IEP´s needs and arrangements. Based on discourses we construct a framework that helps us interpret phrasings in IEPs. The purpose of this study is to investigate how identity, power and mathematical concepts are made visible in the text of IEPs. In this study, we investigate to what extent the concepts above occur in the needs and arrangements for grades 6 and 7. We start from a discursive perspective on power and identity. Our study shows that the connection between needs and arrangements is missing in some IEPs. Attributing identity has the largest share of arrangements. Mathematical concepts have the greatest proportion of occupied needs. Power (power through knowledge and title) has the lowest occurrence of written arrangements. It is the discourse of every school and its school personal that decides in what direction and in what context the work toward the needs of the student. In the same way is the difference that exist between different IEPs an expressian in the culture that is dominant at schools. This is crusial if the IEPs is working as a functioning tool.

Made available in DSpace on 2016-12-23T14:38:06Z (GMT). No. of bitstreams: 1 Luiz Gustavo Silva Souza Parte 1.pdf: 1900726 bytes, checksum: b8adc8781ae13aedfc75f94a35c9e4bb (MD5) Previous issue date: 2012-05-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Alcohol misuse is frequent worldwide. Primary Health Care (PHC) has an important role in approaching alcohol problems and alcoholism in specific. In Brazil, the Family Health Strategy presents the possibility of enhancing care to these problems and to mental health conditions in general. It is relevant to analyze how PHC professionals construct knowledge about (and actions towards) alcoholism, alcoholic patients and associated objects. The research reported here aimed at investigating and analyzing social representations and social practices constructed by Family Health professionals working in a Brazilian Southeast municipality about alcoholism and alcoholic patients. Three studies were conducted: a participant observation carried out in one Family Health Center (FHC) for approximately eight months (84 participants); the administration of semistructured interviews (40 participants from 11 FHC) and of questionnaires with case vignettes (120 participants from 16 FHC). Content analysis was used to treat the data gathered with the observation and with the interviews. Answers of the interviewed professionals were also submitted to ALCESTE software. Data from the questionnaires were treated with analyses of variance (MANOVA, ANOVA) using SPSS. With the participant observation, it was possible to verify the contextual construction (through processes of objectification and anchoring) of five Images of alcoholic patients: the absent alcoholic ; the alcoholic as a difficult case ; the alcoholic present although absent ; the comic drunk and the problem drunk . Practices focused on the traditional cure-centered paradigm were observed as well as practices leading to physical and symbolical exclusion of the alcoholic. It was verified the emphasis on the attribution of otherness (alterity) to patients in general, alcoholics and non-alcoholics. The interviews suggested the presence of ambiguity in the perception of alcoholism, simultaneously represented as multifactorial disease demanding comprehensive care and social problem related to the poverty of the slums . In the process of attributing causes to alcoholism, it was possible to notice the coexistence of the scientific rationality and some beliefs related to the different culture of the poor neighborhoods and of their multi-problem families . Family Health Centers were represented simultaneously as important and as impotent to provide treatment to alcoholism. Data from the questionnaires indicated that the alcoholic was objectified as atypical and difficult patient, towards whom professionals held negative attitudes and socio-cognitive elements related to stigmatization. Mainly social and psychological factors were perceived as causes of alcoholism, in contrast to the lesser importance attributed to genetic (biological) factors. Female alcoholism was possibly perceived as more difficult to explain but not necessarily as more difficult to approach. Results from the three studies are integrated in analytical level, leading to a comprehension of the representational system that oriented the social practices (which were also ambiguous). The construction of the investigated social representations is analyzed from a historical perspective. The tradition of coercion and its association to historical hygienism in professionalpatient interactions are highlighted. The psychosocial determinants of difficulties faced to approach alcoholism are discussed as well as some suggestions to overcome these obstacles. The analyses lead to theoretical and methodological contributions regarding social practices and psychosocial interventions. / O uso problemático de álcool é frequente em todo o mundo. A Atenção Primária à Saúde (APS) tem importante papel na abordagem dos problemas com o álcool e do alcoolismo em específico. No Brasil, a Estratégia Saúde da Família apresenta potencial para melhorar a assistência a esses problemas e ao conjunto de questões de Saúde Mental. Torna-se relevante analisar como profissionais de APS constroem conhecimentos e condutas sobre o alcoolismo, sobre os usuários alcoolistas e sobre os objetos associados. A pesquisa relatada nesta tese teve o objetivo de investigar e analisar representações sociais e práticas sociais construídas por profissionais de Saúde da Família em um município do sudeste brasileiro sobre alcoolismo e usuários alcoolistas. Três estudos foram conduzidos: observação participante realizada em uma Unidade de Saúde da Família (USF) durante cerca de oito meses (84 participantes); entrevistas semiestruturadas (40 participantes de 11 USF); questionários com vinhetas (120 participantes de 16 USF). Dados da observação e das entrevistas foram tratados com análise de conteúdo temática. Falas dos entrevistados foram também submetidas ao programa ALCESTE. Dados dos questionários foram tratados com análises de variância (MANOVA, ANOVA) com auxílio do programa SPSS. A observação participante verificou a construção contextual de cinco Figuras do usuário alcoolista, por meio de processos de objetivação e ancoragem: alcoolista ausente; alcoolista como caso difícil; alcoolista presente e, no entanto, ausente; bêbadocômico e bêbado-problema. Foram observadas práticas centradas no paradigma biomédico tradicional e práticas com sentido geral de exclusão física e simbólica do alcoolista. Verificou-se ênfase na atribuição de alteridade aos usuários em geral, alcoolistas e não-alcoolistas. As falas em entrevistas indicaram ambiguidade da apreensão do alcoolismo, simultaneamente representado como doença multifatorial a ser tratada de forma integral e problema social, relacionado à pobreza das comunidades . Para a atribuição de causas ao alcoolismo, notou-se a coexistência da racionalidade científica e de crenças sobre a cultura diferente das comunidades pobres e sobre suas famílias desestruturadas . As Unidades de Saúde da Família foram representadas simultaneamente como importantes e como impotentes para o tratamento do alcoolismo. Resultados dos questionários indicaram que o alcoolista era objetivado como usuário atípico e difícil , ao qual se dirigiam atitudes negativas e elementos sócio-cognitivos de estigmatização. As causas do alcoolismo foram identificadas nos âmbitos psicológico e social, em contraste com menor ênfase na determinação genética (biológica). O alcoolismo feminino foi possivelmente percebido como mais difícil de explicar, mas não necessariamente como mais difícil de tratar. Os resultados dos três estudos são integrados em plano analítico, gerando compreensão sobre o sistema representacional que orientava as práticas (também ambíguas). A construção das representações é analisada sob ponto de vista histórico. Ressalta-se a tradição higienista-coercitiva na relação entre profissionais de saúde e classes populares. Reflexões são feitas sobre determinantes psicossociais dos obstáculos para tratar o alcoolismo e sobre formas de superar esses obstáculos. A partir das análises, são sugeridas contribuições teóricas e metodológicas sobre práticas sociais e intervenção psicossocia

Humour has for a long time been regarded as something unproblematic that in general shouldn’t be taken seriously, and humour research has mainly focused its positive functions and effects. However, humour is indeed a social and discursive practise that, just like others, have social implications. The aim of this essay is, informed by an intersectional perspective, to problematize and critically examine stand-up comedy as discursive practise and to make visible how humour build upon dominating discourses in society. The aim is also to examine the self-contradictory dimension of the jokes. In a critical discourse analysis of Özz Nûjen’s show Dålig stämning (2013), using PC (political correctness) as an overall analytical framework, the analytical categories ‘women’ as well as ‘ethnicity and culture’ are focused. My conclusion is that in all cases of Nûjen’s prerogative of interpretation, ‘stupidity’, as the lowest common denominator, sticks to symbols, bodies and phenomenon that are associated with something deviant or negative. By what is not expressed, a white, normative Swedish PC-identity is constructed as the abstract, preferable subject. Nûjen’s stand-up comedy, i.a. in expressions of self-contradiction, proves to mainly reinforce social norms. Consequently, negative preconceptions and biased representations of reality are cemented. Though Nûjen does contribute to sociocultural change to some extent, the elaborations of the jokes in most cases prove to sustain the social order. A renegotiation of identities is therefore made strictly limited. However, in one case, Nûjen does challenge the notion of identities as fixed and essential, when renegotiating the master status and construction of “The ethnical Other woman”.

Exclusionary school discipline results in students being removed from classrooms as a consequence of their disruptive behavior and may lead to subsequent suspension and/or expulsion. Literature documents that nondominant students, particularly Black males, are disproportionately impacted by exclusionary discipline, to the point that researchers from a variety of critical perspectives consider exclusionary school discipline an oppressive educational practice and condition. Little or no research examines specific teacher-student social interactions within classrooms that influence teachers’ decisions to use or not use exclusionary discipline. Therefore, this study set forth the central research question: In relation to classroom interactions in alternative education settings, what accounts for teachers’ use or non-use of exclusionary discipline with students? A critical social practice theory of learning served as the framework for exploring this question, and a critical microethnographic methodology informed the data collection and analysis. Criterion sampling was used to select four classrooms in the same alternative education school with two teachers who frequently and two who rarely used exclusionary discipline. Nine stages of data collection and reconstructive data analysis were conducted. Data collection involved video recorded classroom observations, digitally recorded interviews of teachers and students discussing selected video segments, and individual teacher interviews. Reconstructive data analysis procedures involved hermeneutic inferencing of possible underlying meanings, critical discourse analysis, interactive power analysis and role analysis, thematic analysis of the interactions in each classroom, and a final comparative analysis of the four classrooms. Four predominant themes of social interaction (resistance, conformism, accommodation, and negotiation) emerged with terminology adapted from Giroux’s (2001) theory of resistance in education and Third Space theory (Gutiérrez, 2008). Four types of power (normative, coercive, interactively established contracts, and charm), based on Carspecken’s (1996) typology, were found in the interactions between teacher and students in varying degrees for different purposes. This research contributes to the knowledge base on teacher-student classroom interactions, specifically in relation to exclusionary discipline. Understanding how the themes and varying power relations influence their decisions and actions may enable teachers to reduce use of exclusionary discipline and remain focused on positive teacher-student academic interactions.

Using portraiture methodology and social practice theory, this study examined the identity work of young people engaged in a teen arts internship program at a contemporary arts center in post-Katrina New Orleans. This research asked four interrelated questions. Through the lens of a teen arts internship at a contemporary arts center in post-Katrina New Orleans, 1) How do contextual figured worlds influence artist identity work? 2) How does artist identity work manifest through personal narratives? 3) How does artist identity work manifest in activities? 4) What are the consequences of artist identity work? The findings of the study highlight how sociocultural factors influence dis/identification with the visual arts in young people and provoke considerations of in/equity in the arts.

Med bakgrund i hur samhällets digitalisering präglar utbildningsväsendet, som i sin tur påverkar skolans teknikundervisning, behandlar det här examensarbetet teknikelevers habitus och strategier som tar sig uttryck i deras möte med användning av digitala verktyg som tillämpas i teknikundervisningen. Inspiration tas från sociologen Pierre Bourdieus teorier om olika kapitalformer och strategier. Dessutom kommer digitalt kapital att tillämpas som ytterligare teoretiskt ramverk. Övergripande syfte med arbetet är att öka förståelse för identifiering av behov och styrkor hos elevmålgruppen i samband med deras användning av digitala verktyg i teknikundervisningen. Studien bygger på en kvalitativ analys via semi- samt strukturerade intervjuer med fyra teknikelever i årskurs 1 samt tre tekniklärare på gymnasiets teknikprogram. Där data bearbetas genom datainsamling via ljudinspelningar och vidare datatranskribering. Analysen presenteras som rekonstruktioner av olika elevhabitus i form av elevprofiler och praktikbeskrivningar utifrån lärarintervjuer. Studiens resultat och analys påvisar en tendens om tidigt utvecklat digitalt kapital sammanflätad med andra kapitalformer såsom socialt- och kulturellt kapital som kännetecknar samtliga elevprofiler oavsett kön. Dessa utifrån beskrivningar som tyder på bland annat elevprofilers stor samlade tillgångar i form av digital tillgänglighet, digitala verktyg, sociala nätverk, föräldrar och/ eller syskon med akademiska utbildningar. Dessutom framträder från praktikbeskrivningar en bild av att samtliga elevprofiler, förutom att vara positiv inställda till användning av digitala verktyg, är som modiga med självständighet i problemlösning oavsett lärarens digitala kompetens. Däremot framhåller samtliga elevprofiler vikten av lärarens kompetens i digitala verktyg för stöd i undervisningen. Enligt praktikbeskrivningar för högre årskurser, krävs det att elevprofilerna utvecklar andra förmågor såsom kommunikations- samt samarbetsförmåga på ett effektivt sätt. Vilket kan tyda på att digitalt kapital behöver utvecklas i relation till andra kapitalformer för framgång och för att tillskrivas av värde i sociala praktiken. Gällande resultat om elevprofilers tidigt förvärvade digitala kapital är det av vikt att undersöka vidare egenskaper såsom mindre tålamod och vana att ”knappa sig fram” ur ett habitusperspektiv. Eftersom enligt praktikbeskrivningar dessa egenskaper anses som negativa i möte med digitala verktyg i teknikundervisningen, vilket kräver att elever följer verktygets instruktioner noggrant. Detta förefaller utgöra att dessa habitus behöver förändras för att elevprofilerna ska kunna förränta dessa som digitalt kapital i skolan som en social praktik. Vidare tenderar faktorer såsom ålder och ekonomisk tillgång i denna studie främja det digitala kapitalet för samtliga elevprofiler. Dessutom påvisar studiens resultat en tendens om att elevprofilernas tillämpade utbildningsstrategier i teknikundervisningen, såsom problemlösnings- samt informationssökningsstrategier, återspeglar deras förvärvade kapitaltillgångar och familjers sociala reproduktionsstrategier. Vidare studier om elevers digitala kapital och dess olika beståndsdelar samt hur skolan och undervisningen kan påverka det digitala kapitalet vore intressant. Detta för att bland annat undersöka hur digitalt kapital kan formas i undervisningen. Med tanke på samspelet mellan digitalt kapital och andra kapitalformer vore det intressant att undersöka hur utfallet kan påverka undervisningskvalitet och elevers lärande. Om detta i sin tur kan påvisas som externa, observerbara sociala resurser såsom elevers framtida val av högre studier och yrkespositioner. Dessutom huruvida kompetensutvecklingsstrategier för lärare inom digitala verktyg är av vikt för huvudmän och skolans organisationer. Detta för att fylla gapet med digitala ojämlikheter som kan komma att utspela sig mellan generationer däribland mellan elever och lärare. Vilket i slutändan kan gynna undervisningen och elevers lärande. / With a background in how society's digitization characterizes the educational system, which in turn affects the school's technology education, this thesis deals with technology students' habitus and strategies that are expressed in their encounter with the use of digital tools applied in technology education. Inspiration is taken from sociologist Pierre Bourdieu's theories on different forms of capital and strategies. In addition, digital capital will apply as additional theoretical framework. The overall aim of the work is to increase understanding of the identification of needs and strengths of the student target group in connection with their use of digital tools in technology education. The study is based on a qualitative analysis via semi- and structured interviews with four technology students in year 1 and three technology teachers in the high school's technology program. Where data is processed through data collection via audio recordings and further data transcription. The analysis is presented as reconstructions of different student habits in the form of student profiles and practice descriptions based on teacher interviews. The study's results and analysis demonstrate a tendency of early developed digital capital intertwined with other forms of capital such as social- and cultural capital that characterizes all student profiles regardless of gender. These are based on descriptions that indicate, among other things, student profiles' large collective assets in the form of digital accessibility, digital tools, social networks, parents and/or siblings with academic educations. In addition, a picture emerges from practice descriptions that all student profiles, in addition to being positive towards the use of digital tools, are courageous with independence in problem solving regardless of the teacher's digital competence. On the other hand, all student profiles emphasize the importance of the teacher's competence in digital tools to support teaching. According to practice descriptions for higher grades, it is required that the student profiles develop other abilities such as communication and cooperation skills in an effective way. Which may indicate that digital capital needs to be developed in relation to other forms of capital for success and to be attributed value in social practice. Regarding student profiles' early acquired digital capital, it is important to investigate further characteristics such as less patience and the habit of typing their way in from a habitus perspective. Because, according to practice descriptions, these characteristics are considered negative when dealing with digital tools in technology education, which requires students to follow the tool's instructions carefully. This seems to mean that these habitus need to change in order for the student profiles to be able to profit from these as digital capital in the school as a social practice. Furthermore, factors such as age and financial access in this study tend to promote digital capital for all student profiles. In addition, the results of the study demonstrate a tendency that the student profiles' applied educational strategies in technology education, such as problem-solving and information-seeking strategies, reflect their acquired capital assets and families' social reproduction strategies. Further studies on students' digital capital and its various components, as well as how school and teaching can affect digital capital, would be interesting. This is to investigate, among other things, how digital capital can be shaped in teaching. Considering the interaction between digital capital and other forms of capital, it would be interesting to investigate how the outcome can affect teaching quality and student learning. And if this in turn can be demonstrated as external, observable social resources such as students' future choice of higher studies and professional positions. In addition, whether competence development strategies for teachers in digital tools are of importance to principals and the school's organizations. This is to fill the gap with digital inequalities that may occur between generations, including between students and teachers. Which can ultimately benefit teaching and student learning.

No description available.

No description available.

This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement.