The aim of this theoretical-empirical thesis was to examine the principles of cooperative teaching while working on business letters within the lessons of Commercial-legal Correspondence at secondary school. The main objective of the research was to compare student's results - students' marking in two groups of students following the different types of educational methods: cooperation and non-cooperation. The students in both groups were acquainted with given criteria of assessment and final analysis of their work. Powered by TCPDF (www.tcpdf.org)

<p>The study takes its point of departure in the notions of life story, narrativity and context. It is based on extensive life story interviews with well-educated professionals in Poland – academics, teachers, managers, physicians, artists – during the period of transformation (or transition) from ”real socialism” to democracy and a market economy. The aim is to analyse the multilayered process of constructing a personal identity, as the narrators interweave stories about their lives with images of history and society. The central approach is narrative analysis, focusing on the interview interaction as well as the wider cultural, societal and political context in which the self-presentation takes place, and which it simultaneously creates. Concepts of cultural and paradigmatic narratives are combined with a gender perspective and selected terms from Pierre Bourdieus theory of practice. The narrators’ life experiences are shaped and evaluated in an implicit dialogue with cultural narratives of ideal biographies, professional careers, gender roles and family models in Poland during socialism and the transformation. In family background stories, the ancestors’ gendered biographies are depicted in relation to the underlying paradigm of the romantic-patriotic tradition. In childhood stories, the evaluation models used are psychological, social and based on political correctedness. The interviewees often shape their nostalgic, bitter and ambivalent memories against a background of the power relations between the family and the state, using nostalgia, dark rhetorics and a well-established genre of coping strategies during the socialism. In narratives about formal school-education during the socialist period, two paradigms are seen as highly incongruous: the intellectual-elitistic tradition and the socialistic citizen-schooling. Also stories of being a part of both formal and oppositional organisations and networks are told. In narratives about careers and working life, the pride in doing a good work is prevalent, but the narrators also depict complications in the professional paradigm due to the proliferation of politicised and informal power relations; en influence still lasting during the transformation period. The troubled issues of legitimacy, status and economy are discussed. In stories about close relationships, there is an underlying paradigm of love, marrital happiness and being a good parent, even though the stories follow a variety of plots. The evaluations become complex and sometimes contradictory. By presenting their life-experience in a proud, ambivalent, defensive or ironic way, the narrators reproduce, deconstruct and challenge the dominant cultural narratives, shaping their unique personal paradigms.</p>

The study takes its point of departure in the notions of life story, narrativity and context. It is based on extensive life story interviews with well-educated professionals in Poland – academics, teachers, managers, physicians, artists – during the period of transformation (or transition) from ”real socialism” to democracy and a market economy. The aim is to analyse the multilayered process of constructing a personal identity, as the narrators interweave stories about their lives with images of history and society. The central approach is narrative analysis, focusing on the interview interaction as well as the wider cultural, societal and political context in which the self-presentation takes place, and which it simultaneously creates. Concepts of cultural and paradigmatic narratives are combined with a gender perspective and selected terms from Pierre Bourdieus theory of practice. The narrators’ life experiences are shaped and evaluated in an implicit dialogue with cultural narratives of ideal biographies, professional careers, gender roles and family models in Poland during socialism and the transformation. In family background stories, the ancestors’ gendered biographies are depicted in relation to the underlying paradigm of the romantic-patriotic tradition. In childhood stories, the evaluation models used are psychological, social and based on political correctedness. The interviewees often shape their nostalgic, bitter and ambivalent memories against a background of the power relations between the family and the state, using nostalgia, dark rhetorics and a well-established genre of coping strategies during the socialism. In narratives about formal school-education during the socialist period, two paradigms are seen as highly incongruous: the intellectual-elitistic tradition and the socialistic citizen-schooling. Also stories of being a part of both formal and oppositional organisations and networks are told. In narratives about careers and working life, the pride in doing a good work is prevalent, but the narrators also depict complications in the professional paradigm due to the proliferation of politicised and informal power relations; en influence still lasting during the transformation period. The troubled issues of legitimacy, status and economy are discussed. In stories about close relationships, there is an underlying paradigm of love, marrital happiness and being a good parent, even though the stories follow a variety of plots. The evaluations become complex and sometimes contradictory. By presenting their life-experience in a proud, ambivalent, defensive or ironic way, the narrators reproduce, deconstruct and challenge the dominant cultural narratives, shaping their unique personal paradigms.

À la fin du XXe siècle, l'école maternelle française est devenue l'école du langage pour toute une tranche d'âge, la petite enfance scolaire, afin de réduire les inégalités scolaires devant l'école. Or le langage, tout comme l'enfance, ne sont pas uniques et uniformes car ils sont socialement variables. La thèse interroge le primat du langage à l'école maternelle d'un double point de vue. Comment des enfances socialement différenciées sont-elles saisies par la norme du langage scolaire, un langage inscrit dans la culture écrite ? Quels sont les langages de l'enfance et quels rap-ports entretiennent-ils ? En prenant pour objet les primes socialisations langagières, la thèse étudie la socialisation plurielle et la différenciation sociale de la petite enfance scolarisée. L'analyse socio-historique montre que le primat du langage à l'école maternelle vient d'une attention sociale au jeune enfant. Après s'être portée sur son corps fragile, elle a investi ses productions symboliques, révélées par une « science de l'enfant » ethnocentrique. Progressivement, le jeune enfant devient un « objet culturel ». Au XIXe siècle, ce processus se situe dans les fractions instruites et dominantes de la bourgeoisie et de l'aristocratie, et les femmes de ces milieux investissent la petite enfance. Une première pédagogie du langage s'invente, au moins idéalement, dans l'école maternelle de la IIIe République qui voulait former un citoyen raisonnable. Mais c'est dans la deuxième moitié du XXe siècle que le langage devient une question scolaire, quand le problème social de l'« échec scolaire » surgit avec la massification. Un champ d'intervention professionnelle se constitue et impose des contenus et des pratiques légitimes. Entrepreneur de la littératie précoce, il véhicule les normes pédagogiques et les attentes de la bourgeoisie cultivée autour d'un « client idéal » : une définition élitiste du jeune enfant, qui présuppose son autonomie politique et cognitive. L'enquête ethnographique décrit des primes socialisations plurielles à la rencontre de plusieurs instances et leurs produits socialement différenciés : l'acculturation scolaire, la socialisation entre pairs, les socialisations familiales, la culture matérielle et symbolique de l'enfance (i. e. culture lu-dique et fictionnelle, culture graphique, alphabétique et lectorale, « traditions scolaires », culture légitime). Elle dévoile comment l'inégale distribution de ces produits langagiers structure des rapports sociaux (de classe et de genre) entre enfants au croisement de l'acculturation scolaire et d'un langage entre pairs. Elle reproduit la structure sociale. L'enquête conclut à une reconfigura-tion des fonctions différentielles de l'école maternelle : autour d'un curriculum réel, duquel une partie des milieux populaires est proche, et d'un curriculum caché, secondarisé, présupposant la réflexivité. Celui-ci est l'apanage des milieux dotés en ressources scolaires et l'objet légitime du champ d'intervention professionnelle de la littératie précoce. Finalement, la thèse montre que la priorité accordée au langage à l'école maternelle au nom de la réduction des inégalités scolaires perpétue la domination scolaire. Elle se réalise par la domination pédagogique que les entrepre-neurs et les entrepreneuses de normes exercent sur les agents des primes socialisations. / At the end of the 20th century, the French nursery school has become the school of language for a whole age group, early childhood, in order to reduce school inequalities. However, both language and childhood are not unique and uniform because both of them are socially variable. This thesis questions the primacy of language in the nursery school from a double point of view: how do norms of school language, i.e. early literacy, affect children from socially different backgrounds? What are childhood’s languages and how are they connected? By taking language socialization as a research object, this thesis studies the plural socialization and social differentiation in schooled early childhood. The sociohistorical analysis shows that the primacy of language in nursery school came from social attention towards the young child. After having studied his fragile body, it invested his symbolic productions, revealed by an ethnocentric “science of the child”. Gradual-ly, the young child becomes a “cultural object”. Over the 19th century, this process took place in the educated and dominant parts of the upper class and the aristocracy. Women from these social groups took a close interest in early childhood. A first pedagogy of language was invented, at least ideally, in the Third Republic’s nursery school which aim was to bring up a reasonable citi-zen. But over the second half of the 20th century, language became a school issue, when the social problem of “school failure” appeared with mass schooling. A professional intervention field of early literacy was formed and imposed contents and norms for legitimate practices. Those early literacy entrepreneurs convey the educational standards and expectations of the cultivated middle class towards an “ideal customer”: by the elitist definition of a young child as someone with pre-supposed political and cognitive autonomy. The ethnographic inquiry describes plural socializa-tion involving several instances together and their socially differentiated products: school accul-turation, socialization among peers, family socializations, children material and symbolic culture (i.e. playful, fictional, graphic, alphabetical and reading culture, “school traditions”, legitimate culture). It reveals how the unequal distribution of these language products structures social rela-tions (both class & gender) between children at nursery school, at the crossroads between school acculturation and peer language. It reproduces social structure. The study concludes that the dif-ferential functions of nursery school are structured around both a real curriculum, (which part of the working class is comfortable with), and a hidden reflexive curriculum, (i. e. as a principal of extended literacy). This latter one belongs to social groups with education resources (i. e. middle class) and is the legitimate object of the professional intervention field in early literacy. Finally, the thesis shows that language established as a priority in order to reduce school inequalities actually perpetuates school domination. It happens through the pedagogical domination imposed by the norms entrepreneurs on the early language socialization’s agents.

Vi lever i ett samhälle där individualismen blomstrar samtidigt som ofrivillig ensamhet är ett växande samhällsproblem som kommit att bli en hälsofråga.Genom urbaniseringen bor vi allt tätare, trots detta visar studier att vi känner oss ensammare i storstäder. Forskning visar även att en av de viktigaste källorna till ett långt liv, är social interaktion i vardagen. Något så enkelt som att säga hej till grannen.Det är ju inte så svårt, eller? Socioekologisk stadsutveckling handlar om hur man i stadsplanering kan fläta samman ekologisk och social hållbarhet. Utifrån kontexten “Grannar bosatta i lägenhet i Stockholm”undersöker jag hur jag genom design, kan bidra till detta arbete genom att ta fram ett förslag som kan appliceras på redan existerande boendeformer/miljöer vi ser idag. Grow Social är kombination av en produkt och tjänst med syfte att ”åka runt” och sprida fröer i lägenhetshus för att uppmuntra grannar till att odla lokalt, men framförallt,att få grannars sociala relationer att växa genom att odla och umgås. Genom Grow Social vill jag visa på att utvecklingen till hållbara boenden kan börja i det lilla.Att vi genom något så litet som ett frö, kan gå mot en framtid där social interaktion fyller en naturlig plats vid utformandet av våra boendemiljöer.

Text in German / Summaries in German, English, Afrikaans and Zulu / So vielfältig die Aufgaben sind, sich ehrenamtlich und damit freiwillig und unentgeltlich zu engagieren, so vielfältig sind die Motive, die dabei eine Rolle spielen können. In dieser Forschungsarbeit wird untersucht, welche Motive ausschlaggebend dafür sind, dass leitende Frauen und Männer unterschiedlichsten Alters über Jahre hinweg treu ihren Dienst in einer Einrichtung für suchtkranke Menschen tun und dabei nicht resignieren. Anhand von geführten Leitfaden-Interviews lässt sich dabei erkennen, inwieweit auch christliche Motive eine Grundlage für den ehrenamtlichen Einsatz darstellen. Dazu gibt besonders Joachim Bauer mit seinen neurobiologischen Untersuchungen der menschlichen Motivationssysteme viele Anhaltspunkte. Die durchgeführten Interviews werden mithilfe einer thematischen Inhaltsanalyse bearbeitet und anschließend bewertet. Abschließend werden Vorschläge zum Umgang mit ehrenamtlichen Mitarbeiterinnen und Mitarbeitern in der Suchtkrankenhilfe formuliert. Diese qualitative Studie leistet einen Beitrag dazu, neue Erkenntnisse über die Motivation ehrenamtlicher Suchtkrankenhelfer zu bekommen, was in dieser Form noch nicht erforscht wurde. / Just as varied as the tasks are for unpaid volunteer work, the potential motives are equally as diverse. This research will examine which motives are critical, for women and men of various ages in positions of leadership, to serve faithfully for years in institutions for addicts and not to resign. From guided interviews, it can be seen to what degree Christian motives form a foundation for this volunteer work. Joachim Bauer’s neurobiological research of “human motivation systems” supplies us with key indicators. The interviews will be performed using a method of thematic content analysis and then rated. In conclusion, proposals for handling volunteers working in the area of assisting addicts will be provided. This qualitative study will contribute new insights about the motivation of volunteers in facilities for addicts in an area that is yet to be explored using this approach. / Net so uiteenlopend as wat die take van onbetaalde vrywilligerwerkers is, is die potensiële beweegredes van hierdie vrywilligers. Hierdie navorsing stel ondersoek in na watter beweegredes krities is en daartoe lei dat mans en vroue van verskillende ouderdomme in posisies van leierskap vir jare getrou dien by instellings vir verslaafdes en nie bedank nie. Uit gestruktureerde onderhoude kan gesien word in watter mate Christelike motiewe of beweegredes die fondasie vir hierdie vrywillerwerk is. Joachim Bauer se neurobiologiese navorsing oor “menslike motiveringstelsels” bied aan ons sleutelaanwysers. Die onderhoude sal gevoer word met behulp van ’n metode van tematiese inhoudsontleding, waarna dit gegradeer sal word. Ten slotte sal voorstelle gegee word vir die hantering van vrywilligers wat met verslaafdes werk. Hierdie kwalitatiewe studie sal bydra tot nuwe insigte oor die motivering van vrywilligers in fasiliteite vir verslaafdes op ’n terrein wat nog nie aan die hand van hierdie benadering ontgin is nie. / Njengoba kunemisebenzi ehlukahlukene njengemisebenzi yamavolontiya angakhokhelwa, izisusa zakhona ezibalulekile zibanzi. Lolu cwaningo luzohlola ukuthi iziphi izisusa ezibalulekile, kubantu besilisa nabesifazane abehluka ngeminyaka ezikhundleni zobuholi, abazinikela emsebenzini ngokwethembeka ngokweminyaka abasuke beyibambile ezikhungweni kulabo asebejwayele noma okusegazini kubo okwenza okuthile kodwa bangawuyeka umsebenzi. Kusukela kuyizinhlolokhono eziqondile, kuyabonakala ukuthi yiziphi izizathu zobuKristu ezakha isisekelo salomsebenzi wokuvolontiya. Ucwaningo luka-Joachim Bauer oluqondene nezinzwa noma imizwa "lwezinhlelo zokugqugquzela abantu" lusinikeza izinkomba ezibalulekile. Inhlolokhono ezokwenziwa kuzosetshenziswa indlela yokuhlaziywa okuqukethwe bese ilinganiswa. Uma ngiphetha, iziphakamiso ngokuphatha amalovontiya asuke esebenza endaweni lapho esiza abasuke sebejwayele noma okusegazini kubi okwenza okuthile luzonikwa. Lolu cwaningo olungqala luzofaka ulwazi olusha olumayelana nokugqugquzelwa kwamavolontiya ezindaweni lapho kuhlala abantu asebejwayele noma okusegazini kubo okwenza okuthile okuyindawo esazohlonzwa kusetshenziswa lendlela. / Christian Spirituality, Church History and Missiology / M. Th. (Christian Leadership)

This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.

This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace. Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society. My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.